50 Tips on the Classroom
Management of Attention Deficit
Hyperactivity Disorder 
by
Edward M. Hallowell, MD and John J. Ratey MD, (c) 1992
Teachers know what many professionals do not: that there is no one 
syndrome of ADD, but many; that ADD rarely occurs in "pure" form by 
itself, but rather it usually shows up entangled with several other 
problems such as learning disabilities or mood problems; that the face 
of ADD changes with the weather, inconstant and unpredictable; and that 
the treatment for ADD, despite what may be serenely elucidated in 
various texts, remains a task of hard work and devotion.There is no easy 
solution for the management of ADD in the classroom, or at home for that 
matter. After all is said and done, the effectiveness of any treatment 
for this disorder at school depends upon the knowledge and the 
persistence of the school and the individual teacher.Here are a few tips 
on the school management of the child with ADD. The following 
suggestions are intended for teachers in the classroom, teachers of 
children of all ages. Some suggestions will be obviously more 
appropriate for younger children, others for older, but the unifying 
themes of structure, education, and encouragement pertain to all.
1. First of all, make sure what you are dealing with really is ADD. It 
is definitely not up to the teacher to diagnose ADD, but you can and 
should raise questions. Specifically, make sure someone has tested the 
child's hearing and vision recently, and make sure other medical 
problems have been ruled out. Make sure an adequate evaluation has been 
done. Keep questioning until you are convinced. The responsibility for 
seeing to all of this is the parents', not the teacher's, but the 
teacher can support the process.
2. Second, build your support. Being a teacher in a classroom where 
there are two or three kids with ADD can be extremely tiring. Make sure 
you have the support of the school and the parents. Make sure there is a 
knowledgeable person with whom you can consult when you have a problem 
(learning specialist, child psychiatrist, social worker, school 
psychologist, pediatrician -- the person's degree doesn't really matter. 
What matters is that he or she knows lots about ADD, has seen lots of 
kids with ADD, knows his or her way around a classroom, and can speak 
plainly.) Make sure the parents are working with you. Make sure your 
colleagues can help you out.
3. Third, know your limits. Don't be afraid to ask for help. You, as a 
teacher, cannot be expected to be an expert on ADD. You should feel 
comfortable in asking for help when you feel you need it.
4. ASK THE CHILD WHAT WILL HELP. These kids are often very intuitive. 
They can tell you how they can learn best if you ask them. They are 
often too embarrassed to volunteer the information because it can be 
rather eccentric. But try to sit down with the child individually and 
ask how he or she learns best. By far the best "expert" on how the child 
learns is the child himself or herself. It is amazing how often their 
opinions are ignored or not asked for. In addition, especially with 
older kids, make sure the child understands what ADD is. This will help 
both of you a lot.
5. Remember that ADD kids need structure. They need their environment to 
structure externally what they can't structure internally on their own. 
Make lists. Children with ADD benefit greatly from having a table or 
list to refer back to when they get lost in what they're doing. They 
need reminders. They need previews. They need repetition. They need 
direction. They need limits. They need structure.
6. REMEMBER THE EMOTIONAL PART OF LEARNING. These children need special 
help in finding enjoyment in the classroom, mastery instead of failure 
and frustration, excitement instead of boredom or fear. It is essential 
to pay attention to the emotions involved in the learning process.
7. Post rules. Have them written down and in full view. The children 
will be reassured by knowing what is expected of them.
8. Repeat directions. Write down directions. Speak directions. Repeat 
directions. People with ADD need to hear things more than once.
9. Make frequent eye contact. You can "bring back" an ADD child with eye 
contact. Do it often. A glance can retrieve a child from a daydream or 
give permission to ask a question of just give silent reassurance.
10. Seat the ADD child near your desk or wherever you are most of the 
time. This helps stave off the drifting away that so bedevils these 
children.
11. Set limits, boundaries. This is containing and soothing, not 
punitive. Do it consistently, predictably, promptly, and plainly. DON'T 
get into complicated, lawyer-like discussions of fairness. These long 
discussions are just a diversion. Take charge.
12. Have as predictable a schedule as possible. Post it on the 
blackboard or the child's desk. Refer to it often. If you are going to 
vary it, as most interesting teachers do, give lots of warning and 
preparation. Transitions and unannounced changes are very difficult for 
these children. They become discombobulated around them. Take special 
care to prepare for transitions well in advance. Announce what is going 
to happen, then give repeat warnings as the time approaches.
(Continued next message...)
                ===>The Voice of Reason<===
                     mark.probert@juno.com
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 * CMPQwk #1.4 * UNREGISTERED EVALUATION COPY
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