Rules and Guidelines for Effective Leadership of Students with ADHD - Essay Example

?Effectively Managing ADHD within the room Setting Attention-deficit hyperactive disorder (ADHD) is one of the mental health issues afflicting children and adolescents. It is a condition which often affects the mental development of children, reducing their attention span and often reducing their ability to efficiently absorb and retain information (Rogge, 2012). This paper provides a critical analysis of an incident I was able to observe in the classroom involving an ADHD student. During my observation, I was able to note how the student could not keep up with his classmates because he had a short attention span and he had a hyperactive nature. The incident impacted on me as it gave me a chance to experience firsthand how ADHD students act in the classroom setting. The end goal of this paper is to establish ways by which the classroom can be managed to fit the needs of the ADHD student. The coaching model provides a strong foundation for the learning which needs to be established for ADHD students. This model seeks to assist students in reframing how they understand themselves as capable individuals. Coaches would set ground rules in order to secure boundaries on what students may or may not do, and the goals they can establish for themselves. These coaches also ask questions in order to help the ADHD students reflect; they also encourage problem-solving skills and provide encouragement and self-belief (Derrington, 2005). This situation involves an ADHD student who manifested the classic signs of ADHD including hyperactivity, short attention span, easy distractibility, class disruptiveness, impulsivity and inattentiveness. Due to his symptoms, he was also having difficulty keeping up with the class lessons. The importance of having to secure a conducive learning environment for him became a necessity especially when the student was falling well behind his other classmates. A plan was established in order to provide support for the student and to ensure his full and effective participation. Such support is partly based on the coaching model which accepts the importance of providing guidance and encouragement for the students in their lessons and activities. The student had one-on-one support for his daily lessons, however, this was not working well for the student as different teaching assistants were assigned to him for each subject. The different approaches of the teaching assistants made the situation even more difficult for the student to adapt to. After the teachers and teaching assistants met and discussed the student’s case, it was suggested that there was a need to make changes in the classroom in order to ensure more efficient outcomes. It was suggested that the student needed to have only one teaching assistant assigned to him for his daily lessons. This would help provide consistency and discipline for his lessons and his learning. The reflective process and model which would be applied for this essay would be the Gibbs reflection style. This reflective style provides specific details on the different events surrounding the critical incident. The actions and decisions involving the incident will then be critically assessed and analyzed, applying evidence-based research in order to provide sufficient support and logic for the actions made (Jasper, 2003). This reflective model includes a description of the event, the feelings during the incident, the evaluation of the incident, an analysis of the incident, and an action plan for the incident (Jasper, 2003). A description of the incident is already provided above. In relation to the feelings encountered, I felt that the student needed to secure a more stable and consistent classroom environment, one where he would not have to make constant adjustments. I also felt that the student also needed to adjust to a normal classroom setting in order to help him gain the social skills of interactions with his classmates. In evaluating what was good and bad about the experience, I felt that the teaching assistants were able to consider the need of the student for consistency; however, I also felt that more changes and adjustments to the classroom had to be made in order to secure more improved outcomes for the student. Focused classroom instruction involves instruction which is devoted to the child’s learning. Students with ADHD thrive best in their education where the academic instruction is carefully structured (U.S. Department of Education, 2004). This would involve the process of the teacher explaining to the student what he or she wants the child to learn for each topic. Effective ADHD teachers can preview their goals for the student and how they expect the student to behave in the meantime. An advanced organizer can be used in order to set-up a schedule and guide for the student and the teacher (U.S. Department of Education, 2004). Such schedule can summarize the various activities planned; it can also explain each lesson and activity to the student as each activity is carried out. The schedule and organizer will also allow a review of the previous lessons, including the pertinent learning goals and achievements for each learning activity (U.S. Department of Education, 2004). The focused instruction would also allow more time for the student and the teacher to review the previous lessons. Reviewing lessons allow for better retention ;, and it can also ensure the connectivity and the relationship of one learning activity or lesson to the next (Stevens, 2009). Issues encountered, including questions and learning gaps for the previous lesson can also be managed before new topics are introduced to the student. Through focused instruction, learning expectations can be established based on the student’s strengths and weaknesses. Each child has his distinct learning qualities and preferences (Stevens, 2009). The expectations must therefore be based on these qualities and preferences with the end goal of securing effective learning (Stevens, 2009). These expectations must be mentioned to the student before the start of each lesson giving him a goal which he can realistically achieve and aim for. Through focused instruction, behavioural expectations can also be established. Such behavioural expectations can serve as an agreement between the student and the teacher, specifying what particular actions and behaviours are allowed and or not allowed (Martin, 2012). It will provide the student a specific parameter of behaviour he can observe throughout the class. These expectations may include acts like: not speaking too loudly with their seatmate while doing their seatwork; listening to their classmates talk; listening to their teachers during the class; raising their hands if they want to share something with the class; not interrupting their classmates and teacher while they are talking, and similar other allowed activities and actions (Martin, 2012). With focused instruction, the teaching assistant can also clarify instructions to the student (DuPaul, et.al., 2011). Since the student might not understand complicated instructions, simplifying and breaking down these instructions can be the better alternative. For an activity which may include multiple complicated actions like drawing a castle, telling the student to first draw a door, then windows, then turrets, then a drawbridge can help the child achieve small goals while also eventually achieving bigger goals, (DuPaul, et.al., 2011). In order to secure improved learning outcomes for ADHD students, reducing distractions in the classroom can help the child focus on his lessons and class activities. Seating the child near the teacher’s desk is one way of focusing the child’s attention to the teacher (US Department of Education, 2004). A child can also be seated near a student role model, allowing the child to work with the role model and to work well with peers in the classroom setting. Through these interactions, he would not be easily distracted by other superfluous things in the classroom. His thoughts and behaviour would also be more focused towards what his peers are doing (US Department of Education, 2004). The ideal classroom for the ADHD student should also be one which is quiet, allowing the students to privately. Classrooms near gyms or near roadsides where noises can be constantly heard are ill-advised for these students. Classrooms with low windows where people can be seen passing or where gardens, and the outside world can easily be seen are also not advised for ADHD students because they would likely get distracted from the views that they see outside their windows (DuPaul, et.al., 2011). ADHD children are often hyperactive. It is therefore important to productively expend their excess energy. It is appropriate to ensure that students with ADHD have “opportunities for controlled movement” (Brock, 2002, p. 2). This may include a walk to the office or to another classroom, sharpening a pencil, delivering a note to a teacher, watering plants, feeding a pet, or just standing at his/her desk while carrying out a class activity (Brock, 2002, p. 2). Within the classroom, conducting seatwork activities regularly and alternately with other activities would reduce the easy distractibility of the child. They cannot sit still for too long, therefore allowing activities which would get them out of their chairs would prevent their boredom while still allowing the productive use of their excess energy. The duration for the activities must also be short(DuPaul, et.al., 2011). These children cannot endure long activities, hence, making the activities short and focused allow the children to absorb the information for each lesson while still managing to achieve productive and specific goals for the students. In implementing these changes, there were issues encountered, especially in relation to other students who were impatient about their classmate who had ADHD. Some of them found the adjustments made in the class to accommodate the ADHD student to be tedious, also compromising their learning. These issues were however resolved when the ADHD student was eventually able to keep up with the lessons. The incident meant that there are significant changes which have to be carried out for the student in order to achieve improved learning outcomes. There is a need to discuss with the teaching assistant the specific goals and activities which have to be carried out in order to accommodate the child’s needs. The teaching assistants have expressed their willingness to make the necessary changes and adjustments in the classroom for the student (Daley and Birchwood, 2010). The student has special needs in the classroom, these are needs which can be adequately secured by the teachers for as long as the mentors and teaching assistants are willing to work with the student (Daley and Birchwood, 2010). The incident affected me as a teacher by making me more conscious of my choices and activities in relation to the classroom with an ADHD student. The challenge for me was on securing a balance between the appropriate classroom teaching style for the ADHD student and for the non-ADHD students. My challenge was also to make sure that the ADHD student would be able to keep up with the lessons, while also ensuring that the learning of the non-ADHD students would not be compromised. This incident enriched my experience as a future teacher, especially in terms of children with special needs. This incident taught me that these children have specific and individual needs, and such needs have to be taken into consideration before each lesson can be planned. Based on the above discussion, it is apparent to note that ADHD students have specific needs in the classroom, and in knowing such needs, an appropriate classroom setting can be secured in order to secure improved learning goals for the student. Based on the situation of the student, there are significant changes and adjustments which have to be made in order to make the classroom more conducive to his learning. By focusing on specific goals and needs however, such improved outcomes can be secured. References Brock, S., 2002. Helping the student with ADHD in the Classroom: Information for teachers [online]. Available at: http://www.nasponline.org/resources/handouts/revisedPDFs/adhd.pdf [Accessed 13 January 2013]. Daley, D. and Birchwood, J., 2010. ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4), pp. 455–464. Derrington, C., 2006. Learning support for students with ADHD [online]. Available at: www.brainhe.com/resources/documents/ChrisDsep.doc [Accessed 01 February 2013]. DuPaul, G., Weyandt, L., and Janusis, G., 2011. ADHD in the Classroom: Effective intervention strategies. Theory into Practice, 50(1) Jasper, M., 2003. Beginning reflective practice. London: Nelson Thornes. Martin, A., 2007. Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, doi: 10.1111/bjep.12007 Rogge, T., 2012. Attention-deficit Hyperactive Disorder. PubMed [online]. Available at: http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002518/ [Accessed 12 January 2013]. Stevens, T., 2009. Classroom management techniques for ADHD students: a teaching guide for secondary teachers. Regis University [online]. Available at: http://adr.coalliance.org/codr/fez/eserv/codr:159/RUETD00271.pdf [Accessed 12 January 2013]. U.S. Department of Education, 2004. Teaching children with Attention Deficit Hyperactivity Disorder: Instructional strategies and practices [online]. Available at: http://www.cdl.org/resource-library/pdf/teaching_children_with_adhd.pdf [Accessed 12 January 2013]. Read More