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Essay On Adhd In The Classroom

1465 Words6 Pages

After synthesizing everything I have learned from the course, I have developed a growth mindset when working with attention-deficit students. This course gave me more of an understanding of the ADD/ADHD student and how/why children react in certain situations. Previous to this course I would be quick to accommodate for my students, but I realized I would also lessen the challenge in the classroom. I didn’t fully understand that making an accommodation was different than making the curriculum easier. In this course I learned to continue to challenge the ADD/ADHD student while also making accommodations to reach their goals. I learned that it is learning the students’ strengths and playing on those strengths in the classroom. It is about anticipating how a student feels and may react to situations. My new growth mindset is that every child has the capacity to grow and succeed. It takes an understanding of the ADD/ADHD child to learn …show more content…

Working daily with a child that has ADD/ADHD can be stressful and it is important to focus on your well-being and managing your stress in the classroom when working with ADD/ADHD students. One of the greatest causes of stress in the classroom for teachers is created by discipline problems and difficult to manage behavior. When this happens, all children in the classroom may be affected. It is important to remember that behavior problems will not be resolved overnight. As a teacher it is just as important to take breaks as it is for the students. There are many relaxation and stress management techniques that can be used to help battle the daily stress of working with a student with ADD/ADHD. When a teacher is at his/her best then it translates into the classroom and the students. It is beneficial for everyone in the classroom when the teacher manages his/her stress

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A quote I plan to use from this source includes “Programs in which children are matched with adult mentors on the basis of similar traits can lead to strong, supportive relationships that make positive difference in children’s lives” (Glomb et al. 34). This program uses outcome measures of minimal, moderate, and significant improvements as reported by teachers and parents. Glomb et al. informs us that in the age group of 9-12-year old’s significant progress were seen in homework as well as improved positive outlook concerning school (34). I plan to use this in my paper as supporting material in the need to work together to improve self confidence that individuals with ADHD typically lack.

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