This week in the classroom, I wanted to continue working with the one child in the classroom who was diagnosed with ADHD. The child often showed off task behavior while in class, which was an issue. We had to move his desk away from the rest of the class to help with his distractibility. We also had to introduce a weekly work assignment schedule, so that he would get a sticker when he completed a task since it took him longer than the rest of the class to complete an assignment. This modification seemed to help a little but he was still struggling with completing his tasks. Therefore, this week I wanted to try and help the child succeed better in the class. I had been working with this student for weeks trying to build a friendly relationship with the student. I wanted the student to feel comfortable around me so he would feel safer in the classroom. I could tell that he was really enjoying having me in the classroom because this week he continuously sat by me when he could and asked for my help first over the teacher. He knew that I would help him with his seatwork along with helping him keep his behavior in check due to the previous interactions we have had over the …show more content…
During our literacy block, the student was asked to complete a work booklet by finding their sight “heart” words in the booklet. The students were to circle the heart words throughout the given article. When the student with ADHD thought that he was finished with his work, he came over to me to check his work. I noticed that the student circled/scribbled all over the worksheet verses finding the designated heart words. I thought to myself, even thought we have lowered his workload maybe this workbook is still too much to take in for the child. Therefore, I giggled a little and said, “Boy! It looks like you were so excited to find your sight words that you circled almost ever word on the
Describe Mrs. Stallworth’s behavior management plan in the classroom. Do you feel it was effective? Explain.
As a college student, the amount of students on powerful meds for ADHD and ADD is shocking. It is a topic seen in every classroom and heard in many dialogues. Conversations can be overheard frequently about how easy meds are to get and how effortless it is to receive a diagnosis. However, while I know that a vast number of students are taking prescription drugs for ADHD, I don’t think that I ever realized the full extent to which this disorder was effecting America’s youth. It wasn’t until I spent my time volunteering as a paraprofessional in a fourth grade classroom that I felt I truly understood the weight that the number of ADHD diagnosis’s were having on our nation’s children. The supervising teacher I was working with told me that in her classroom of 22 children, six of them were on some sort of prescription medication for ADHD, and many parents that I spoke to tended to blow off the risk factors involved, remarking that the drugs improved their school performance. I was shocked at this figure, especially because after working with the children, even on the days that they forgot to take their medicine, I found that by using different methods of instruction, many of the children didn’t seem to have much less trouble focusing than the children who did not have ADHD. So when we were assigned this paper, I set out to disprove the myth that children who act out in school have must ADHD and need to be put on prescription drugs in order to do well in school.
Last spring I was part of a tutor agency that provided activities to students from 1st – 6th grade. Such agency main purpose was to give students a set of mathematical problems or English pieces of reading in order for them to have an outstanding outcome on these two subjects at school. During my tutoring sessions I had a 4th grade student named Carolina who had a difficult time keeping focus, understanding the concept, and fully interested. She preferred texting in the middle of our session or making excuses to go to the restroom. I honestly felt helpless for her, and I didn’t know what to do and how to help her raise her grades. I realized that our tutoring sessions weren’t any help for Carolina since her mom showed me her grades which got worse. I finally decided to plan my tutoring session with her ahead of time, so I can make it interesting and more effective for her to learn but in a fun way. I choose to get different colorful cards, markers, and everything that could grave attention. When our session started I used those markers and cards to show her how to solve a mathematical problem by color coding every different step of the problem. Later, I asked her to show me the mathematical process she used in a similar problem by using those colorful cards and markers. Apparently, I make her use all these fun utensils that made the learning process more fun and effective. At the end of our session, I gave Carolina a quiz regarding the content we covered, and she did make a progress. I noticed that for Carolina the use of colors at every different step actually made her learn. Maybe it was due to the strategy that I showed her and the ability for her to remember those steps by associating them with each color which I was amazed an...
"Robert daydreamed so much that he was pulled out of school. Frank went into such trancelike dreams that one had to shout at him to bring him back. Equally problematic were Sam's restlessness and verbal diatribes. Virginia, too, demonstrated a tendency to talk on and on. Thomas experienced school problems, in part because of his high energy. Nick's tendency to act without thinking caused him to have several scrapes with death and near-tragedies, such as plunging to the earth from the roof of a barn, clutching an umbrella” (Cramond). These are examples of situations that are common to many children with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD tend to have creative and unique was of thinking, and many problems focusing on one task, especially in school situations. Today children with this disorder are frequently prescribed medications to control their attention and/or hyperactivity. But are we doing what is in the best interest for children, or making it easier on the adults who have to deal with these children daily?
ADHD is an increasing diagnosis among American students. General education teachers now balance a wide variety of instructional and behavioral needs, as elucidated in IEPs and 504s, while at the same time trying to ensure that all students are successful in achieving academic success as dictated by state standards and expectations. This can be a daunting task and teachers need to be armed with the most effective and most efficient strategies for helping all students achieve their goals.
This week I worked closely with one of my clients who has some behavioral issues with their teachers. When I first met with this client I noticed immediately they had a hard time focusing and sitting still. After meeting with my field instructor who is licensed as a LCSW, we came to the conclusion that this child is showing symptoms of ADHD. Due to the child’s situation, they’re not able to go in for an appointment to confirm this possibility. Their dad is a single parent and is on disability where he can barely speak which has made it difficult for my client to get an evaluation. While working with my client it was necessary for me to understand where they were coming from and understand how my client’s diversity and difference, which was their potential diagnose of ADHD, characterized and shaped their human experience and how this has influenced the formation of their identity. So, while meeting with my client I encouraged them to be the expert of their own situation by allowing them to explain their own reasoning behind why they were having behavioral issues and what they were struggling
After reading the articles Driven to Distraction and Lost in Translation, both from Today’s Parent magazine, I have learned many new things. I learned that it is sometimes not very easy to pick out a child with ADHD, even if it is your own child. It could take years to discover that a child has ADHD. It can be easily detected once the child has entered elementary school. One of the signs of ADHD is falling behind in school, or acting up and not being able to pay attention for long periods of time. This causes frustration for the child, the parents, teachers and the other students in the classroom. It is difficult for parents because they do not want to believe that their child has a disability. It is even harder for the child because they are the ones that have to deal with the name calling, being held back a grade or two and just knowing that they are different. The issue of being different for a child living with ADHD is very stressful and could make the child not want to learn new things or pay attention in school. They just give up on trying to learn.
Education is the key to success and life. When children start school, that school is like their job which they have to attend and accomplish work. After all most teachers want their students to have a good education and understand the curriculum. However, not all the kids are the same. Humans are all unique with different processing techniques. Some even have special needs like children with ADHD. This makes it hard for the kids to pay attention to the teacher and focus on doing their work. These kids are smart but just need different techniques to help them learn. There can be a variety of ways depending on the child and his/her reactions, since they also experience different moods and stubbornness. It is crucial that these kids don’t get brushed off and not given the help they need. These students are the future, and their ability to learn and have a good education starts from when they first start going to school. Teachers should be aware of the condition of ADHD so they can help their students succeed. There are different techniques that can be used to teach ADHD kids but it is also important to know how this disease affects the child and their learning ability.
An academic consultation was requested by a special education teacher in regards to a student with a 504 for ADHD. Jimmy’s parents divorced four years ago. Jimmy lives with his father during the week and his mother Thursday nights and the weekend. Jimmy has a younger sister who attends a local technical high school. Jimmy has trouble completing homework and/or handing in completed work. He is unmotivated in school and does not enjoy school. When he is confronted with poor grades his solution is to work hard and “just get it done” however, he has been able to show improvement.
I don’t know what other people would think but I feel fortunate that two of my three sons have AD/HD. This has allowed me to be more involved in my son’s education in a way I never knew. It’s terrible to think that we let our children’s minds go to waste without doing all we can as parents to help. Many children in today’s schools are missing out on the education they so dearly deserve through no fault of their own. Parents are missing out on the greatest tool at their disposal. The Barstow Unified School District has a program that will assist in identifying children with Attention Deficit Disorder (ADD) and Attention Deficit/Hyperactivity Disorder (AD/HD), assist parents in developing an education program suited for this disorder, and provide guidance to parents in seeking medical assistance as well.
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
Though I could tell that they were curious to about me, but perhaps they were too shy to speak to a stranger. I could see this behavior I ne little girl specifically. While I was working with her table group, her classmate were enthusiastic to speak with me. I attempted to engage her in conversation, but I would only short limited responses from her. As the lesson began to wrap up we started to clean the classroom. I stood by the drying racks and assisted the students placing their work on the racks. After almost all the students had given me their work to dry I had realized that there was one last student to give me their work. It was the same girl that was too timid to speak with me earlier in the lesson. I noticed she was having a hard time carrying her large piece of artwork that was covered in paint. She was taking small cautious steps and a look of complete concentration. She was trying her best to reach me without dropping her art work. Unfortunately, as fate would have it the moment she reached me the inevitable happened. Her work slipped from her hands and landed upside-down on both the floor and my right foot. My main concern was to make sure that her artwork was alright. Gently, I lifted the paper and noticed one a few minor issues that were easily fixed in a few seconds. I showed her how to mend it and it was repaired
A very common disorder in children is attention deficit hyperactivity disorder or ADHD. These students have a difficult time holding attention due to the lack of the ability to concentrate. These students tend to act impulsively, have attention deficits, and sometimes exude hyperactive behaviors. Children that have ADHD do not qualify for special education unless they also have another disability. Approximately 7.8 percent of children from the ages of 4 to 17 have been diagnosed with ADHD, research also shows that males are more likely to be diagnosed with ADHD over women. These ratios vary from 4:1 to 9:1. These students with ADHD can be impulsive, which means they act before they think or before considering the situation that they are currently in. They also have a hard time concentrating and find it difficult to sit still. There are medications for ADHD, and they are prescribed often, there are also a variety of drugs that have been proven to make a child with ADHD more attentive and improve their academic performance. Unfortunately, these drugs have side effects such as weight loss, blood pressure chan...
Attention Deficit Hyperactive Disorder (ADHD) is a condition that can affect any person’s behavior and way of life. In their book, Special Education, J.Ysseldyke and B. Algozzine state that no area has experienced as much growth as learning disabilities. It is by far the largest of all special education categories. Enormous changes in the last century have changed the way society treats children with disabilities. Psychologist William Lee Heward affirms that in the 1800’s there were few public provisions dealing with adults or children with special needs. Psychologists researched in order to discover the characteristics of a person with ADHD and the effects it has on human behavior. Teachers, parents, and other people have an important role in dealing with a person who has the condition. Special education today is an area of growing interest and of continuing controversies.
Develop teaching expertise is the part of proposition from NBPTS, specifically knowing the subjects they teach and how to teach those subjects to students (1987). One of the methods is continue to pursue their professional development by joining a professional association or organization, attending a workshop, and reading a professional journal, website, or books. These ideas enhance teachers’ cognitive growth by enlarge information of the latest strategies or method, enhance cognitive growth, and learning to help the teachers to become expert in their teaching and influence on student learning.