Imagine watching the season finale of your favorite TV show.

Just when it starts

to get good, someone changes the channel to NBC Nightly News for a few
minutes. Then, they turn back to your TV show. Then to another channel and
another channel, and then back to your show. How are you supposed to know
what happened during the episode?
Unfortunately, many students with ADHD are often stigmatized as
difficult, defiant, or too demanding. Students with ADHD often struggle with
symptoms, including:
 Overactive behavior and hyperactivity
 Impulsive behavior
 Difficulty paying attention
ADHD affects each student in different ways and can even overlap with other
learning and behavioral conditions. Some students may struggle with one of the
symptoms while others struggle with a combination of all of them, including:

Tendency to rock in their chair

Easy to distract or often distracts others
Turns in sloppy or unfinished work
Can act impulsively or recklessly
Loses things often
Sometimes forgetful

Next to parents, teachers play one of the most impactful roles in shaping the
success or failure students experience on a daily basis, especially if those
students are living with ADHD. That’s because students with ADHD typically
require more attention than their peers. So, how do you find the balance
between the two?
Being fair isn’t about giving every student the same exact treatment; it’s
about giving every student what they need. Here are some strategies that can
help you create an inclusive environment for all students, with or without
ADHD:
Help everyone stay organized with rules and routines
Create a set of rules and routines that provide structure while leaving room for
flexibility. Many students with ADHD don’t know how to behave in new
situations unless told. Classroom rules give everyone a shared understanding
of what’s expected. Oh, and make sure to post the rules in a visible place in
your classroom. That way, you have a physical reminder to reference
whenever anyone misbehaves or doesn’t stay on task.
Another strategy you can use is dedicating a specific spot on the board as the
place where all classroom and homework assignments are listed, along with
due dates. Try reminding students to look at the board before and after class
so they know what they should be working on or turning in—and do this until
it becomes routine.
Encourage students with ADHD to check in with you before the end of class to
ensure they understand what’s due and when. And make sure they feel
comfortable asking questions if they’re unsure of what they should be doing.
The ADHD Foundation suggests helping students with ADHD learn to perform
tasks in three stages:
1. Stage One: Stop and Listen
Remind them of the importance of listening. This will help them better
understand what they’re learning and keep track of any associated
assignments.
2. Stage Two: Look and Think
Ask them to keep a close eye on peers for a reminder of what they should
be doing. They can also look to the dedicated “assignment section” of the
board for direction.
3. Stage Three: Decide and Do
From here, they can get to work. And encourage them to ask you
questions if they ever feel lost.
The ADHD Foundation says to try taking situations stage by stage to help
students with ADHD find their independence and learn to succeed using their
own devices. The key is to reinforce instructions and stay positive every step of
the way.
Students with ADHD feel more comfortable when they know what to expect.
Routines and rituals like these help them become familiar with what they need
to do every day. If there are any changes to the classroom’s everyday routines,
be sure to alert students with ADHD first.
Incentivize students using a reward system

DISCOURAGING BAD +
– POINTS ENCOURAGING GOO
BEHAVIOR POINTS

Disorganized and messy +5

-5 points Turning in homewor
assignment points

Disorganized and messy +2

-5 points Impeccable penmans
assignment points

Making fun of a classmate +2 Helping a classmate

-5 points
for getting an answer wrong points complex lesson

Centers for Disease Control (CDC) experts say students with ADHD respond
well to incentives tied to short-term goals. Try creating a reward system that
encourages good behavior and discourages bad behavior through incentives
like points, stickers, or merits. Below, see an example of creating a points-
That way, the whole class can enjoy a friendly competition working to win
“good behavior” points. This also gives you an opportunity to recognize and
praise students whenever they’re doing something good. The ADHD
Foundation warns that with students with ADHD, it’s not just the reward that
matters, it’s who gives the reward to them.
Students with ADHD tend to get over-stimulated when working in large groups
like a classroom. Try to seat students with ADHD near the front of the
classroom or as close as possible to where you’ll be standing while giving
lectures. You can also prevent distractions by seating them away from doors
and windows. Experts also recommend seating students with ADHD at single
desks; at most, seat them at a two-person desk.
Try to also have a secluded workstation that faces a wall just in case a
particular classroom setting gets too chaotic for students with ADHD. This work
station should not be used as a disciplinary function but to help the student
with ADHD better focus when working on a classroom assignment.
Sometimes, it’s tough to keep an eye on every student. This is where a buddy
system can help you spread your attention where it’s most necessary while
also managing students with ADHD.
Consider pairing students with ADHD with a student they consider a positive
role model and also known for following directions. Ask the peer mentor to
help you keep their buddy on track by reminding them of classwork and
homework. That way, the student with ADHD has an example to mimic or use
for reference.
Students with ADHD sometimes have trouble performing tasks in the right
order. Try creating a specific sequence of events for every activity or
assignment. Creating a clear step-by-step plan not only helps students with
ADHD understand what they should be doing but also prepares them for
what’s coming next.
Help them stay on track by giving them an overview of the goal they’re trying
to achieve and why it’s important. Describe the sequence of events necessary
to achieve that goal. Then, have them repeat it back to you. You can even
make it fun by asking them to describe every step in 30 seconds or less.
Use sticky notes, to-do lists, and flashcards as reminders
It’s important to teach students with ADHD time management and planning
skills. Help them color code their homework in a planner where you can also
include reminders, notes, and to-do lists. Work with parents to create
flashcards that will help students with ADHD remember these tactics.
Attach these reminders to relevant places like their book bag, inside the
assigned reading, to a specific folder, or to their computer. These reminders
can serve as memory prompts. And encourage students with ADHD to follow
your lead by creating reminders for themselves and to not just rely on you to
do it for them. Remember, they’ll be out in the real world on their own one
day. The tactics you teach them now can help them in the future.
Students with ADHD sometimes have trouble performing tasks in the right
order. Try creating a specific sequence of events for every activity or
assignment. Creating a clear step-by-step plan not only helps students with
ADHD understand what they should be doing but also prepares them for
what’s coming next.
Help them stay on track by giving them an overview of the goal they’re trying
to achieve and why it’s important. Describe the sequence of events necessary
to achieve that goal. Then, have them repeat it back to you. You can even
make it fun by asking them to describe every step in 30 seconds or less.
Getting students settled after a recess or break
It’s important to prepare students with ADHD for any kind of transition.
Students with ADHD sometimes struggle to get back into gear after a break like
recess or lunchtime. A few minutes before the break is over, you can help
them wind down by asking them to assist you with an activity like cleaning the
board before classmates return. Or, you can try a classroom breathing activity
where every student takes a few deep breaths together before getting back
into the swing of things.
Be as proactive (and less reactive) as possible. If students with ADHD continue
to fidget, give them something to help them refocus their attention while still
being able to listen to what’s going on in class—because listening teaches
much more than academic content. Tangible objects like a fidget spinner or
stress ball really help in times like these.
Preparing students with ADHD for homework
Did you know it takes a student with ADHD 3X as long to do an assignment at
home compared to doing it at school?
Sometimes, it might be helpful to reduce or differentiate homework
assignments for students with ADHD to only what’s necessary or essential.
Here are a few ideas on how to do that:
 Try a combination of one-word and multiple choice answers instead of
essays.
 Give them a choice between a written essay, oral report, a series of
quizzes, or project.
 Consider having the student complete all their homework at school
before going home.
These ideas can help the student avoid at-home comforts from distracting
them from what they need to do. Whichever tactic you choose, be sure to
make sure the assignment and what’s expected is clear to students with ADHD.
How to communicate effectively with students with ADHD
Feedback is essential to the success of students with ADHD. And be as specific
as possible when giving feedback. Sometimes students with ADHD might be off
task because they’ve simply forgotten what they’re supposed to be doing.
Instead of merely telling them to get back to work, tell them exactly what they
should be doing. For instance, “Tawny, please finish your word problems
silently.”
The same goes for when they’re doing something right or wrong. Tell them
exactly what they are or aren’t being praised for in specific terms. This will give
them a better understanding of what kind of behavior is expected.
Here’s an example:
When a student with ADHD calls out answers without raising their hand,
remind the whole class this behavior is inappropriate. If the behavior
continues, say something like, “It makes it difficult for the entire class to hear
the lesson when people call out answers. Please try not to interrupt me unless
you raise your hand and wait for your turn to contribute.”
Here’s another example:
Let’s say a student with ADHD keeps bothering the person sitting next to them
when it’s time to be working. Say something like, “Tawny, please stop talking
to Raphy and listen to me. Please finish reading Chapter 13 before your
reading time ends.”
And remember, praise the effort, not the ability. The most important thing is
that the student with ADHD tries.
It’s crucial to also communicate with both students with ADHD and their family
as often as possible. Discuss strategies that work and don’t work both at home
and inside the classroom.
Pro tip: Praise students with ADHD for good behavior often; it’s proven to
improve their concentration skills.
Dealing with outbursts
The best strategy to prevent outbursts is to give students with ADHD plenty of
warning before any kind of transition or change to a routine. Sometimes,
students with ADHD get deeply focused in a particular activity or task they’re
interested in and have trouble shifting their focus.
But what do you do when life throws you a curveball and things don’t go as
planned? If a student with ADHD starts to get frustrated and begins acting out,
the most important thing you need to remember is to stay calm and remain in
control of the situation.
Instead of immediately reprimanding the student, ask them questions to help
them remember how to behave. Ask questions like, “Is this a good or bad
choice,” or, “What should you be working on right now?” This will help them
realize that their behavior might be inappropriate.
Another strategy you can use to help resolve an outburst is performing a
physical activity where the student with ADHD mirrors your behavior or has to
follow your directions. One way you can do this is asking the student to follow
your finger with their eyes as you move it from side to side. Explore different
strategies until you find one that works for your student.
Quick teacher tips to use for students with ADHD
 Allow breaks or time to move and exercise
 Try to always address the student by name
 Speak as clearly and concisely as possible
 Use an even tone and avoid showing emotions
 Be specific whenever giving directions or instructions
 Give instructions using a step-by-step process
Keeping a growth mindset toward students with ADHD
It’s easy to feel flustered, frustrated, or even annoyed when dealing with
students with ADHD. But the important thing to keep in mind is that they’re
not behaving the way they are on purpose. ADHD is a medical condition; the
reality is that students who live with the condition require a different type of
support than their peers, depending on how severe their symptoms display.
Empathy and acceptance are key to supporting students with ADHD, along
with an openness to adapt your teaching strategies to help them learn more
effectively.
American Psychiatric Association research tells us that students with ADHD
often feel like they’re in trouble. Experts say this makes it difficult for them to
deal with criticism and can cause them to act out in defiant or hostile ways.
That’s why your reaction to this type of behavior is so crucial; it can impact
their view of school and learning. It’s important to ensure students with ADHD
feel like education has not—and will not—give up on them.
Try to manage difficult situations with a positive attitude. And although it
might not always be easy, it’s important to the success of students with ADHD.
Oftentimes, all you need to do is reframe your perspective. Here are a few
examples of doing just that:
 Instead of thinking of the student as easily distracted, think of them as
having high levels of awareness.
 Instead of thinking of the student as bored or restless, think of them as
energetic.
 When the student goes off into a tangent, see it as a form of
individualism.
 If the student interrupts you often, that probably means they’re excited
about what they’re learning.
 If the student is forgetful, try remembering it might be because they’re
getting lost in their thoughts and need help organizing them.
When letting a student with ADHD know their behavior is inappropriate, try to
ensure they understand it’s their behavior you don’t appreciate, not the
student as a person. And remember, other students will follow your lead. If
you treat students with ADHD with compassion and understanding, other
students are likely to do the same.
Keeping a growth mindset approach like this helps build positive relationships
with students with ADHD. And hopefully, helps forge a pathway to success in
school and wherever life takes them.
Attention-deficit hyperactivity disorder, orADHD, is a condition that makes it
unusually difficult for children to concentrate, sit still, follow directions and
control impulsive behavior. This guide focuses on what educators need to
know about teaching kids with ADHD: how it affects children in the classroom
— girls as well as boys — and how we teachers can help kids with the disorder
succeed in school.
Teaching Kids With ADHD
Many children with ADHD show signs of the attention disorder before they
reach school age. But it’s in school, when they are having trouble meeting
expectations for kids in their grade, that most are referred fordiagnosis.
That’s why it’s important that educators be well-informed about the attention
deficit hyperactivity disorder — able to recognize children who might be
struggling with ADHD, but also aware that the symptoms and behaviors
associated with ADHD may also have other possible explanations.
ADHD Symptoms
There are three kinds of behavior involved in ADHD: inattention, hyperactivity
and impulsivity. Of course all young children occasionally have trouble paying
attention to teachers and parents, staying in their seats and waiting their turn.
Kids should only be diagnosed with ADHD if their behavior is much more
extreme in these areas than other kids their age.
These symptoms of ADHD are divided into two groups — inattentive and
hyperactive-impulsive. Some children exhibit mostly inattentive behaviors, and
others, predominantly hyperactive-impulsive. But the majority of those
with ADHD have a combination of both, which can make it very difficult for
them to function well in school.
Here are behaviors signs of ADHD you might observe in school in those two
categories.
Inattentive Symptoms of ADHD:
 Makes careless mistakes in schoolwork, overlooks details
 Is easily distracted or sidetracked
 Has difficulty following instructions
 Doesn’t seem to be listening when spoken to directly
 Has trouble organizing tasks and possessions
 Often fails to finish work in school or chores in the classroom
 Often avoids or resists tasks that require sustained mental effort,
including doing homework
  Often loses homework assignments, books, jackets, backpacks, sports
equipment
Hyperactive or Impulsive Symptoms of ADHD:
 Often fidgets or squirms
 Has trouble staying in his seat
 Runs and climbs where it’s inappropriate
 Has trouble playing quietly
 Is extremely impatient, can’t wait for his turn
 Always seems to be “on the go” or “driven by a motor”
 Talks excessively
 Blurts out answers before a question is completed
 Interrupts or intrudes on others’ conversations, activities, possessions
ADHD Behavior and Serious Impairment
It’s important to keep in mind that not every high-energy or impulsive child
has ADHD. Children are diagnosed with ADHD only if they demonstrate these
symptoms so often that they are causing real difficulty in at least two settings
— i.e., at school and at home. And the pattern that’s causing them serious
impairment must persist for at least six months.
The Difference Between ADD and ADHD
ADD, or attention-deficit disorder, is an older term for the disorder we now
call ADHD, orattention-deficit hyperactivity disorder. It was calledADD up until
1987, when the word “hyperactivity” was added. Some people still use the old
term, ADD, out of habit, or because it’s a more familiar term than ADHD. Some
use it to refer to kids with ADHD who aren’t hyperactive.
Why Age Is Crucial in ADHD Diagnosis
Within any given classroom, there is an age range of students that spans
almost a year, and a year can make a big difference in a child’s ability to self-
regulate. That’s why it’s important when teaching kids with ADHD and when
considering a child’s behavior, to compare it to other children the same age —
not to the range of kids in his class or grade.
Two studies in the last few years concluded that kids who are youngest in their
class are disproportionately diagnosed with ADHD. A Michigan study found
that kindergarteners who are the youngest in their grade are 60 percent more
likely to be diagnosed with ADHD than the oldest in their grade. And it doesn’t
affect just kindergarteners: a North Carolina study found that in fifth and
eighth grade, the youngest children were almost twice as likely as the oldest to
be prescribed medication for ADHD.
Why Are Some Kids With ADHD Prone to Disruptive Behavior?
Defiance and emotional outbursts are not themselves symptoms of ADHD, but
kids with ADHD are at higher risk for developing these behaviors. Some kids
who have ADHD tend to become frustrated and overwhelmed by demands
placed on them that they cannot consistently fulfill, because of inherent
deficits in paying attention, reining in impulses and controlling their activity
level.
Making transitions from one activity to another can be particularly difficult for
kids with ADHD in the classroom, especially when they involve stopping some
activity they find more stimulating than what comes next. Clinicians call it an
inability to “attention switch,” and it can result in children disrupting the class
or acting out.
Other Causes for Behaviors That Look Like ADHD
A child who can’t seem to sit still, who blurts out answers in class without
raising his hand, who doesn’t finish his homework, who seems to be
daydreaming when the teacher gives instructions — these actions are
associated with ADHD behavior, but they can also be a result of other factors,
from anxiety to trauma to just being younger than most of the kids in the class,
and hence a little less mature.
That’s why it’s important for teachers and parents both to be aware of other
things that could be influencing a child’s behavior.
 Inattention: A child who is inattentive could be distracted by a
worrisome or painful situation at home, or because she’s being bullied
on the playground, and recess is coming up. If a child withOCD doesn’t
know the answer to the question, it looks like he wasn’t paying
attention, but it’s really because he was distracted by obsessions. When
a child seems to be looking everywhere but at the pages of the book she
 is supposed to be reading, another possible cause is that she has
alearning disorder.
 Hyperactivity: If a child is fidgeting when she’s supposed to be reading,
she could have sensory issues that are making her uncomfortable, or a
learning issue that is causing her great frustration. And if she bolts from
her chair, it could be because she is ashamed that she doesn’t seem to
be able to do what the other kids can do, and intent on covering that
fact up.
 Impulsivity: Anxiety is another condition, often hidden, that can cause
kids to be unable to follow rules or wait their turn, or to lash out when
they are upset.
Gender Differences in ADHD: How are Girls Different From Boys?
The stereotype of ADHD is boys disrupting the classroom by jumping up from
their seats, getting in other kids’ business or blurting out answers without
raising their hands. But girls get ADHD too, and they tend to be diagnosed
much later because their symptoms are more subtle.
 More of them have only the inattentive symptoms of ADHD, and they
get written off as dreamy or ditzy.
 If they have the hyperactive-impulsive symptoms they are more likely to
be seen as pushy, hyper-talkative or overemotional.
 Impulsive girls may have trouble being socially appropriate and struggle
to make and keep friends.
 They often work so hard to compensate for their weaknesses that they
are able to hide their challenges.
 The growing awareness, as they get older, that they have to work much
harder than their peers without ADHD is very damaging to their self-
esteem.
 Girls who are chronically hard on themselves about their mistakes may
be struggling with thoughts that they’re stupid or broken.
What Are Executive Functions?
Executive functions are the self-regulating skills that we all use to accomplish
tasks,
from getting dressed to doing homework. They include:
 Planning
 Organizing time and materials
 Making decisions
 Shifting from one situation to another
 Controlling emotions
 Learning from past mistakes
Most kids with ADHD have deficits in some executive functions, though not all
children with executive function issues have ADHD.
How Can Teachers Help Kids With ADHD?
Children with ADHD in the classroom who have trouble complying with rules
and completing tasks can benefit from a daily report card system that sets
positive behavioral goals and rewards to reinforce the behavior when they
meet those goals.
The desired behaviors might be for the child to remain seated, to finish
schoolwork, to raise his hand before speaking. The child receives points for
successfully meeting goals, and his parents receive a daily behavior report
card, enabling them to further to reinforce positive behavior in school with
praise and prizes earned.
This system allows teachers to focus on what the child is doing well — rather
than what he isn’t doing well. It can bolster his self-esteem and help him feel
positive about school.
Commonly Used Medications for ADHD
Many children with ADHD are prescribed stimulant medication to help reduce
their symptoms. There are two main classes of stimulant ADHD medications:
 Methylphenidate-based medications: Ritalin, Methylin, Concerta,
Metadate, Daytrana Patch, Ritalin LA
 Dextroamphetamine-based medications: Adderall, Vyvanse, Dexedrine,
Focalin
There are also many different release formulas for stimulant medications,
which make them effective for different periods of time:
 Immediate-release formulas are effective for about four to six hours.
 Extended-release formulas last as long as nine to twelve hours.
Children taking immediate-release formulas are often given medication in the
middle of the school day by a school nurse. The goal is to maintain an effective
dose during the school day but have the ADHD medication out of the child’s
system by bedtime, to facilitate sleep.
Externalization practice
Step 1
1- How do you get on with x?
2- How do you affect x's classroom learning? How do you achieve
this?
3- How do you affect x's ability to focus on a task? Do you help x stay
and finish a task or do you distract x?
4- Do you help x to think before doing something or make x act
without thinking?
5- Do you help x to relax?
6- How do you affect x's friendships?
7- How do you make x feel about him\herself?
8- How do you affect x's thoughts?
9- Do you have any tricks to distract x?
10- Do you control x completely ? How do you do this?
11- Does anyone help you to control x's life?

Step 2
ADHD
There are times when you are not that successful in controlling X, You are
loathed to admit this, don't want to talk BOUT YOUR FAILURES AND Try to
cover them up all the time
If the investigative journalist points out facts that you can't deny , you
grudgingly start to admit your failures .

Investigative Journalist
When interviewing ADHD try to expose its failures.
Try and bring out the facts it cannot deny . Don't become rude towards ADHD

STEP3
How did you feel ADHD was portrayed?
How did it feel looking at ADHD from the outside?
Did you discover any new aspects of ADHD?
Do these new aspects apply to you?