| Thank you to all of our professional educators | | | | alternative choices that are available. This will |
| who dedicate themselves to our children! We | | | | make the expectations clearer to him and avoid |
| know how difficult it can be working with ADHD | | | | the negativity inherent in what he would perceive |
| children, so here are your teacher tips for the | | | | as criticism. Some students respond to a |
| week, brought to you by the ADHD Information | | | | prearranged cuing system with the teacher. In this |
| Library and This is a sampling of over 500 | | | | system, the teacher gives a visual signal (touching |
| classroom interventions for your use at Here are | | | | the ear) or verbal phrase ("Remember, I'm looking |
| some tips on Increasing Compliance in the | | | | for good listeners") when a targeted inappropriate |
| Classroom: Listen to the child. They want to be | | | | behavior occurs. The cue can remind your student |
| heard too. Provide a safe environment for the | | | | to correct behavior without direct confrontation |
| child. Make sure the child knows you are his friend | | | | or loss of self-esteem. It can involve the |
| and you are there to help him. Treat him with | | | | classroom teacher or any support personnel |
| respect. Never belittle him in front of his peers. | | | | available to the student. Encouraging your student |
| Both he and the other children know that he | | | | to monitor his own behavior has many benefits. It |
| stands out, and if the teacher belittles the child, | | | | can provide an opportunity for discussion when |
| then the rest of the children will see that as | | | | your student and the teacher agree/disagree on |
| permission from the teacher to belittle the child as | | | | the ratings. It also prompts movement toward |
| well. Give him a break once in a while. Know the | | | | your student's internal frame of reference in |
| difference between big things and little things, and | | | | evaluating his behavior. It is important to pair |
| don't confront him on each little thing. It is hard | | | | verbal praise with a reward. This will facilitate |
| for these children to control themselves all of the | | | | "weaning" from a concrete reward structure to |
| time. Be alert to how much movement they may | | | | an internalized system. Encourage your student to |
| need. Allow for some extra trips to the restroom, | | | | also write or say self-affirmations. A simple nod, |
| or to run some errands. You may want to allow | | | | wink, smile, or touch on the shoulder can carry |
| him to run around in a designated spot in the play | | | | tremendous recognition power. Instead of |
| yard. | | | | confronting your student continually on activities |
| Help the child find his areas of strength so that he | | | | behaviors that are inappropriate, point out the |
| can build his self-esteem. It is important to pair | | | | alternative choices that are available. This will |
| verbal praise with a reward. This will facilitate | | | | make the expectations clearer to him and avoid |
| "weaning" from a concrete reward structure to | | | | the negativity inherent in what he would perceive |
| an internalized system. Encourage your student to | | | | as criticism. Hopefully these will help the ADHD |
| also write or say self-affirmations. A simple nod, | | | | students in your classroom to be more successful. |
| wink, smile, or touch on the shoulder can carry | | | | You can learn more about Attention Deficit |
| tremendous recognition power. Instead of | | | | Hyperactivity disorder at the ADHD Information |
| confronting your student continually on activities | | | | Library. |
| behaviors that are inappropriate, point out the | | | | |