A Guide for Educators
Teaching children with ADD/ADHD can feel like walking a tightrope, but the right strategies can make all the difference.
Transition Warnings: Turning Chaos into Calm
Imagine this: the class is buzzing with excitement after an activity, but your student with ADHD is struggling to settle down for the next task.
Transitions can be incredibly difficult for children with ADHD. One strategy to smooth these transitions is advance warnings.
Give a heads-up before a transition by announcing it verbally or using a visual cue like a timer or hand signal(Understood)(LD Online). This allows students to mentally prepare for the upcoming change, reducing anxiety and helping them shift gears. You could say, “We have 2 minutes left. Let’s start wrapping things up.” This seemingly small action can have a big impact on their focus.
Why it works:
Children with ADHD need time to adjust their attention. The warning not only prepares them mentally but also reduces impulsive reactions to sudden changes. Think of it as the calm before the storm—except now, there’s no storm.
Brain Breaks: Energizing Learning, Not Distracting It
What if a 5-minute break could improve a student’s focus tenfold? It sounds too simple, right? But brain breaks are a lifeline for students with ADHD.
Incorporating regular brain breaks—short intervals where students engage in physical or mindfulness activities—helps release pent-up energy and resets their focus(Understood). This could be something as simple as stretching, deep breathing, or even doodling. It’s like hitting the refresh button on their minds.
Why it works:
Children with ADHD often feel trapped in rigid classroom structures. Breaks give them a chance to recharge, and when they return to their tasks, they do so with fresh energy. For example, after 15 minutes of focused work, allow them a short dance break or even some physical tasks like rearranging books. This structured freedom leads to better long-term concentration.
Secret Signals: A Fun, Non-Verbal Way to Redirect Focus
How often have you found yourself repeating instructions only to have a student zone out after a few words?
That’s where a secret signal can work wonders. Developing a non-verbal cue or a fun “code word” just for your ADHD students can help silently grab their attention without drawing too much focus from the rest of the class.
Maybe it’s a hand gesture or a quirky word like “snarzelpharf” that instantly snaps their attention back(LD Online). This personal interaction transforms what could be a disciplinary moment into a fun, collaborative game.
Why it works:
Children with ADHD often respond well to games and interactive learning. A secret signal creates a bond between teacher and student, making classroom management feel like a team effort rather than a constant correction.
Movement-Based Learning: Why Sitting Still Isn't Always Best
What if students could learn just as well while moving? The idea that children need to sit quietly to learn has been long debunked, especially for ADHD students. Instead of fighting against their need for movement, incorporate it into your teaching.
Let students stand while they work, or use tools like clipboards that allow them to walk around while staying on task(LD Online). You can even assign tasks that require motion, like using objects in math problems or allowing them to act out scenes in a story.
Why it works:
Children with ADHD are constantly looking for ways to burn excess energy. Movement-based learning taps into their natural inclinations and makes them feel empowered in the classroom. Rather than disciplining them for moving, you’re giving them an outlet while they remain engaged.
Giving Responsibilities: Empowering Rather than Restricting
Ever noticed that children with ADHD tend to flourish when given leadership roles? It seems counterintuitive but assigning them responsibilities rather than restrictions can work wonders.
Consider assigning your ADHD student as a line leader or materials manager(LD Online). Tasks that involve some degree of authority or self-regulation help them channel their energy into something productive. The catch? It requires preparation and reinforcement. First, talk them through the responsibility, check in during the task, and provide positive feedback after.
Why it works:
Responsibility gives children with ADHD a sense of purpose. When they know others are relying on them, they’re more likely to rise to the occasion. This strategy not only improves behaviour but also builds self-esteem.
Final Thoughts: Teaching as a Team Effort
If you’re a teacher, know that integrating these unorthodox strategies can translate your approach to working with children with ADHD. Each child is exceptional, and while these strategies may take time to perfect, the results are undeniable. Don’t be afraid to experiment, make tweaks, and most importantly, keep a dialogue going with your students.
Relevant link: ADHD and its help in Singapore
Take the first step today. Start small by introducing brain breaks or transition warnings in your next class and see the difference unfold. Remember, you’re not just teaching subjects—you’re teaching life skills that will help these children prosper far beyond the classroom.
If you’ve found success with any of these strategies or have your own methods, share them with your colleagues or in your teaching community. It takes a village to empower children with ADHD, and your experience could help other teachers release their students’ potential.
Relevant link: What's beyond medication?
To Inquire with Total Communication for ADHD help in Singapore:
Call us: +65 9115 8895
Fill out our reach-out form: Contact Total Communication Therapy Center
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