|Do realize that students with ADHD have neuro-biological, neuro-behavioral reasons for their poor performance and lack of productivity in the classroom.||Don’t assume a student is lazy or apathetic. Do realize that students with ADHD have neuro-biological, neuro- behavioral reasons for their poor performance and lack of productivity in the classroom.|
|Do remember that inconsistency is a hallmark characteristic of ADHD. Sometimes they can do the work; sometimes they cannot.||Don’t assume the student is deliberately under-performing because you have observed that at times he is able to perform a particular task/assignment.|
|Do understand that there are many variables why the child can do it yesterday and not today. Be understanding and flexible.||Don’t give up on using teaching/behavior modification techniques.
|Do realize that you will need to revamp, revise, and modify aspects of the teaching/behavioral plan to maintain the interest and motivation of ADHD students. It is well worth the time and effort!||Don’t give up on any student. Keep
Finding ways to engage and keep the child focused, motivated and interested.
|Do know how much it matters that you believe in them, maintain high expectations and give your best effort to help them succeed (no matter how difficult and frustrating it may be).
|Don’t dwell on the past. Allow each child to start each new day with a clean, fresh slate. It will take some time for the child to trust you-he doesn’t have an easy existence. Take time to develop a relationship-
The payoff is great!
|Do tell children what you want them to do. (“Raise your hand and wait to be called on.”)||Don’t tell children what you want them NOT to do. (“Don’t yell out in class!”)|
|Do attend to the student most of the time when she is behaving appropriately.||Don’t focus the majority of your attention on a child’s misbehaviors.|
|Do involve your support staff by communicating with school support personnel and bringing students to the CST for assistance.||Don’t be afraid to ask questions and seek advice/support when you have concerns about a student.|
|Do invite the parents to school to • observe their child in the classroom, • communicate with parents regularly and make a plan for working together on specific goals. Let parents know that your primary goal is helping their child improve his school success.||Don’t neglect to do everything you can to forge a collaborative relationship with the parents.|
|Do keep a positive attitude and associate with colleagues who also have a positive mindset. Keep learning and growing. Take advantage of professional-development opportunities.||Don’t surround yourself with negative peers who are critical of students, not open to new techniques and strategies, and not updating their skills.|
|Do assume the best of the child. Allow each student to start the year with a fresh, clean slate.||Don’t listen to previous teachers who only want to pass on the negative traits and characteristics of their students.|
|Do realize that these are the students often in greatest need of support and intervention.||Don’t forget the quiet student in the background who can easily go through the school year unnoticed and anonymous.|
|Do find buddies, share with colleagues, and collaborate!||Don’t work alone.|
|Do the following:• State your objective observations of the child’s behavior and performance in the classroom.• Request a meeting and involve your school’s multidisciplinary team||Don’t put yourself in the position of suggesting to parents that their child has ADHD and needs to be evaluated or medicated.|
|Do choose to make the adaptations and special arrangements it takes for students to succeed in the classroom.||Don’t be afraid to make various accommodations or adjustments (instructional, behavioral, and environmental) as needed for certain students.|
|***It is okay & fair to make accommodations/modifications
for individual students with disabilities. ***