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Modifying Classroom Behavior Of Students With ADHD

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Modifying Teacher Behaviour
Because many students with ADHD are not easily stimulated by classroom material, adding novelty and excitement in their learning environment can help. Along with complete and thorough directions, consistency, and structure is the need for challenging, varied, purposeful, and exciting activities. Students with ADHD are even more likely to display inappropriate behaviours when they are disengaged. Teachers should collaborate with occupational therapists, educational assistants, and resource teachers to discuss and apply strategies of inclusive learning. The student’s IEP should be written collaboratively with professionals and parents, and include input from students. Teachers should avoid lectures (especially long …show more content…

Collaborating with Parents of Students with ADHD
Active involvement with parents can optimize the educational benefits for students with ADHD. To generate and maintain a positive relationship with parents, the teacher must: be an active listener, give their undivided attention; take notes while talking with parents and ask for clarification and accuracy by recapping the meeting; view a challenging parent as a chance to grow and to be respectful when working with angry parents by writing down their concerns and not being defensive; share certain curriculuar and behavioural goals early on and their relevance; communicate regularly and share some positive occurences from school. Collaborating with parents to create and implement behavioural interventions are vital since children are with their parents most of the time (Smith et al, …show more content…

Teachers can also evaluate using Conners Third Edition (Conners 3), the Teacher Rating Scale section (appropriate for children age 6-18). A variety of classroom factors should be considered when providing accommodations and creating the student’s IEP. Modifying the classroom for a student with a hyperactive-impulsive type of ADHD can be as feasible as simple as giving students the freedom to stand during work instead of sit, or get up from the seat every 5-10 minutes or using instructional activities that incorporate movement (e.g. role plays) are beneficial (Turnbull et al.,

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Moreover, we need to teach the levels of intensity and what behaviors corresponds to what intensity level and what are the possible consequences for each of them. If you consequate, you must educate. (Knoff, 2015) For this purpose, we can use the first couple days of the school years, maybe even one whole week, in order to teach the Behavior Matrix to the students. One can claim that this will be waste of instructional time however, we can regard this as an investment for the rest of the year as the implementation of this matrix will minimize classroom distraction, increase the total amount of time the students will spend in the classroom productively and enable the teacher to create a more positive learning

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The way a child behaves within the classroom can alter the atmosphere of the class. When a child misbehaves or has continuously altering behavior this can cause concern for the classroom teacher. Not only does this affect the teacher, but the rest of the class and the child’s family. The lack of communication between families and teachers about issues such as behavior, can affect the level of success for the child, and other children within the classroom. Teachers need to ensure they are communicating with families in order to collaborate with one another to prevent any behavioral issues that may harm the child’s success rate within the classroom and life.

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A majority of the kids I tutored were well behaved but one student stood out. This particular student was hyperactive, impulsive and easily distracted. And yes, because he had ADHD.

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