All teachers know these children – the ones who can’t sit still, who are always staring out the window, get distracted easily, and who just can’t seem to sit still no matter how many times they are told to do so.
It can be very frustrating for teachers, because they have to repeat instructions dozens of times, only for the student to get distracted and not follow what has been said.
You know they are capable.
You know they are smart.
You know they understand you.
But they don’t do what they are asked to do!
Students who exhibit the symptoms of ADHD can be very exhausting for the teachers. They just cannot seem to focus, even though you know the brainpower is there. In addition to this, it takes much longer to convey instructions and the class still gets interrupted by constant questions and reminders to stay in their seats.
Students with ADHD may:
Demand attention by talking throughout the class, interrupting lessons and moving around the classroom often
Have trouble following instructions, especially when they are given a sequence of instructions to follow.
Often forget to write down homework assignments, do them, or bring completed work to school.
Often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
Have problems when there are bigger projects that take longer and are not directly supervised
Have trouble with group work and not be able to contribute, causing the group to be held behind
Be frustrated and overwhelmed by the tasks they are asked to complete.
Have trouble switching from one task to another, especially when they have to stop doing a task they are interested in and stimulated by to do another task that is less interesting.
Think of what a classroom is like and what children are required to do:
They have to sit still.
Listen quietly.
Pay attention.
Follow instructions.
Concentrate.
These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren’t willing, but because their brains won’t let them.
Children and teens with ADHD often pay the price for their problems in low grades, scolding and punishment, teasing from their peers, and low self-esteem. Meanwhile, you, the teacher, feel guilty because you can’t reach the child with ADHD and wind up taking complaints from parents who feel their kids are being neglected in the classroom.
But it doesn’t have to be this way.
Teachers are often the first ones to recognize or suspect ADHD in children.
That's because ADHD symptoms typically affect school performance or disrupt the rest of the class. Also, teachers are with children for most of the day and for months out of the year.
Since teachers work with many different children, they also come to know how students typically behave in classroom situations requiring concentration and self-control. So, when they notice something outside the norm, they may speak with the school psychologist or the parents about their concerns.
Children with ADHD are more distinguishable from neurotypical children in a classroom setting than in a free play situation.
Recognizing the issue brings us one step closer to helping bridge the gap and make classrooms a more inclusive and comfortable learning environment for children with ADHD.
This not only helps children learn and assimilate better, it also helps teachers and equips them to deal with children and get through to them, reducing frustration in the classroom.
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