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Teacher Tips: Organizing Your ADHD Students
Thank you to all our professional educators who are dedicated to our children! We know how difficult it can be to work with children with ADHD, so here are your teacher tips for the week, brought to you by the ADHD Information Library and ADdinSchool.com. You can read over 500 classroom interventions at http://www.ADDinSchool.com. Here are some tips for organizing your students with ADHD: See what you can do to help organize your child’s environment with ADHD. Use dividers and folders on your desktop so you can find things easily. Teach him to be better organized. These are skills he does not know and must learn. Help the child organize his written work or his numbers. Let the child move a pencil or finger across the page while reading. If he is typing, allow him to use one or two fingers to separate the words. During math, graph paper can be very useful for organizing your numbers and columns.
Your student will perform better when they are able to anticipate moments that require greater concentration. A visual representation of the day’s schedule will provide another opportunity to internalize the classroom routine. Completing schoolwork and maintaining behavior during the school day can be exhausting experiences. Heavy loads of regular homework can become daunting for him and very stressful for the parents involved. Try to reduce homework, if possible, and limit it to guided practice of material you have begun to master. Try breaking long-term tasks into steps to reduce the feeling of student overwhelm. Consider having the student complete each of the three problems, rather than answering each one. Emphasize practice and completing assignments in the word processor to reduce the frustration many students feel with written work. Model an organized classroom and model the strategies you use to deal with disorganization. Establish a daily routine and class schedule. Show that you value organization by following 5 minutes each day for children to organize their desks, folders, etc. Reinforce organization by having a “desk fairy” who awards a daily prize to the most organized row of desks.
Use charts or individual task pads that can go home with the child to be signed off daily by parents if needed. Develop a clear system for keeping track of completed and unfinished work, such as having individual hanging files where each child can place completed work and a special folder for unfinished work.
Develop a color coding method for your room where each subject is associated with a specific color which is the cover of the subject textbook and the binder or workbook for that subject. Develop a system of rewards for school work and homework completion. An example of a system that reinforces both the quality of work and the quantity of work involves translating earned points into “dollars” to be used for a silent auction at the end of the grading period. For children who need more immediate reinforcement, each completed task could earn the child a “raffle ticket” with their name on it. Prizes or special privileges may be awarded on the basis of a random drawing conducted daily or weekly. Write times and schedules on the board each day. Provide due dates for tasks each day. Break longer tasks into sections and provide due dates or times for completion of each section. Stick a checklist on the child’s desk or place one in each folder/workbook that describes the steps to follow the instructions or check that the assignment is complete. Provide study guides or outlines of the content you want the child to learn, or let the child build their own study guide using worksheets that have been positively corrected. Be clear when student movement is permitted and when it is discouraged, such as during independent work hours. Your student should be encouraged to use worksheets, broken down by day and subject. He or his teachers can record assignments upon completion of each assignment. Organizational time at the end of each day can be helpful for gathering materials needed for tasks and developing an action plan for completion. This will greatly help the development of “executive processes”. Your student may become overwhelmed with floods of paper and be unable to find the materials they need. It is often useful to carry only two work folders, one containing work to complete and one containing work to file. Reviewing these work folders should become a regular part of the daily routine, with irrelevant work removed.
Some students now take a small dose of their medication when they get home from school to help them study or complete homework. Check with your doctor about the time period when the medication is most effective to help you establish a reasonable homework schedule. Most often, variability in work performance will be related to teacher style and student temperament. Teachers tend to instruct using their own preferred learning style. Sequential teachers can help by providing more structure, but the teacher may become frustrated with his disorganization and behavior. Random teachers, while not providing external structure, may be more likely to use flexibility to suit their needs. Try to place your student with teachers who have similar styles that have proven effective for their particular needs. Some teachers have received training in dealing with students with attention problems that would make them a particularly effective resource. One of the simplest and most powerful interventions is to have an extra set of textbooks at home to minimize the problem of not having the necessary material for homework.
Because fine motor activities and spelling can be a problem, consider a strong emphasis on using a word processor at an early age. Keyboard practice software should have stimulating graphics to motivate its use. Using a “spell check” program is essential. Along with the “executive process” of organizing homework at the end of the day, a daily check-in schedule at the beginning of the school day can be helpful in setting yourself up for a successful day. Checking homework from the night before, highlighting changes in the daily schedule, and even pre-teaching some of the day’s lessons can relieve stress.
Your student should have a scheduled time to clean their desk at least once a week. This will improve your ability to find your materials. However, it may require adult assistance/instruction to make this a successful experience. We hope these help the students with ADHD in your classroom to be more successful. You can learn more about attention deficit hyperactivity disorder in the ADHD Information Library.
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