Establishing the Proper Learning Environment

• Seat students with ADHD near the teacher's desk, but include them as part of the regular class seating.

• Place these students up front with their backs to the rest of the class to keep other students out of view.

• Surround students with ADHD with good role models, preferably students whom they view as significant others. Encourage peer tutoring and cooperative/collaborative learning.

• Avoid distracting stimuli. Try not to place students with ADHD near air conditioners, high traffic areas, heaters, or doors or windows. 

• Children with ADHD do not handle change well, so avoid transitions, physical relocation (monitor them closely on field trips), changes in schedule, and disruptions. 

• Be creative! Produce a stimuli-reduced study area. Let all students have access to this area so the student with ADHD will not feel different. 

• Encourage parents to set up appropriate study space at home, with set times and routines established for study, parental review of completed homework, and periodic notebook and/or book bag organisation. 

Giving Instructions to Students with ADHD

• Maintain eye contact during verbal instruction.

• Make directions clear and concise. Be consistent with daily instructions. 

• Simplify complex directions. Avoid multiple commands. 

• Make sure students comprehend the instructions before beginning the task. 

• Repeat instructions in a calm, positive manner, if needed. 

• Help the students feel comfortable with seeking assistance (most children with ADHD will not ask for help). 

• Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child. 

• Require a daily assignment notebook if necessary:-

• Make sure each student correctly writes down all assignments each day. If a student is not capable of this, the teacher should help him or her.

• Sign the notebook daily to signify completion of homework assignments. (Parents should also sign).

• Use the notebook for daily communication with parents.

Giving Assignments

• Give out only one task at a time.

• Monitor frequently. maintain a supportive attitude. 

• Modify assignments as needed. Consult with special education personnel to determine specific strengths and weaknesses of each student. Develop an individualised education program. 

• Make sure you are testing knowledge and not attention span. 

• Give extra time for certain tasks. Students with ADHD may work slowly. Do not penalise them for needed extra time.

• Keep in mind that children with ADHD are easily frustrated. Stress, pressure, and fatigue can break down their self control and lead to poor behaviour.

MODIFYING BEHAVIOUR AND ENHANCING SELF-ESTEEM

Providing Supervision and Discipline

• Remain calm, state the infraction of the rules, and avoid debating or arguing with the student.

• Have pre-established consequences for misbehaviour. 

• Administer consequences immediately, and monitor proper behaviour frequently.

• Enforce classroom rules consistently. 

• Make sure the discipline fits the crime, without harshness. 

• Avoid ridicule and criticism. Remember, children with ADHD have difficulty staying in control. 

• Avoid publicly reminding students on medication to take their medicine. 

Providing Encouragement

• Reward more than you punish, in order to build self esteem.

• Praise immediately any and all good behaviour and performance. 

• Change rewards if they are not effective in motivating behavioural change. 

• Find ways to encourage the child.

• Teach the child to reward himself or herself. Encourage positive self-talk (e.g., You did very well remaining in your seat today. How do you feel about that?) This encourages the child to think positively about himself or herself. 

Other Educational Recommendation

• Educational, psychological, and/or neurological testing to determine learning style and cognitive ability and to rule out any learning disabilities (common in about 30% of students with ADHD).

• A private tutor and/or peer tutoring at school.

• A class that has a low student-teacher ratio.

• Social skills training and organisational skills training. 

• Training in cognitive restructuring (positive "self-talk" e.g. I did that well.") 

• Use of a word processor or computer for schoolwork. 

• Involvement in social activities such as scouting, church groups, or other youth organisations that help develop social skills and self-esteem. 

• Allowing children with ADHD to play with younger children if that is where they fit in. Many children with ADHD have more in common with younger children than with their age-peers. They can still develop valuable social skills from interaction with younger children.