35-Dealing With an Attention Deficit1

NovaQuest International School; 12 F.C.C. Maratab Ali Road, Lahore, Pakistan. Phone: 042-577-804, 807NovaQuest International School; 12 F.C.C. Maratab Ali Road, Lahore, Pakistan. Phone: 042-577-804, 807 11

Handling Difficult Students Handling Difficult Students in the Classroomin the ClassroomNovaQuest International SchoolNovaQuest International School

Teacher Training ProgramTeacher Training Program


Series on “Handling Series on “Handling Difficult Students in the Difficult Students in the

Classroom” Classroom” After conducting a survey of After conducting a survey of approximately 300 Schools approximately 300 Schools

and Teachers in these Schools, and Teachers in these Schools, a list was compiled to a list was compiled to

determine what behaviors determine what behaviors were causing anxiety to were causing anxiety to teachers and distracting teachers and distracting classroom teaching. The classroom teaching. The lecture covers one such lecture covers one such

behavior:behavior:


35. Dealing With an 35. Dealing With an Attention DeficitAttention Deficit

Aurangzeb BhattiAurangzeb BhattiNovaQuest International NovaQuest International

SchoolSchool


Attention DeficitAttention Deficit Managing Students with Attention DeficitManaging Students with Attention Deficit Teaching Students with Attention DeficitTeaching Students with Attention Deficit


Managing Students with Attention Managing Students with Attention DeficitDeficit

Almost every classroom includes at least one Almost every classroom includes at least one student with an “Attention Deficit” problem. student with an “Attention Deficit” problem.

A child with an attention deficit can pose A child with an attention deficit can pose serious “Classroom Management” problems serious “Classroom Management” problems and take up a considerable amount of and take up a considerable amount of instructional (“teaching”) time. instructional (“teaching”) time.

Such students have problems focusing for Such students have problems focusing for long periods, are distracted easily, have long periods, are distracted easily, have difficulty understanding directions, and are difficulty understanding directions, and are often confused about what to do. often confused about what to do.



Even when they know what to do, they Even when they know what to do, they might have trouble “Settling Down” and might have trouble “Settling Down” and doing the work. doing the work.

Seemingly simple tasks as remembering Seemingly simple tasks as remembering to take papers home or to bring a pencil to to take papers home or to bring a pencil to class become problematic. class become problematic.



Students with “Attention Deficit” habits are Students with “Attention Deficit” habits are NOT NOT to be confused with Students that have “Attention to be confused with Students that have “Attention Deficit Disorder” or “ADD”.Deficit Disorder” or “ADD”.

Attention-Deficit Disorder (ADD) and Attention-Attention-Deficit Disorder (ADD) and Attention-Deficit Hyperactivity Disorder (ADHD) is a Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral developmental disorder affecting neurobehavioral developmental disorder affecting about 5% of the world's population.about 5% of the world's population.

ADHD typically presents during childhood, and is ADHD typically presents during childhood, and is characterized by a persistent pattern of characterized by a persistent pattern of impulsiveness and inattention, with or without a impulsiveness and inattention, with or without a component of hyperactivity. component of hyperactivity.

ADHD occurs twice as commonly in boys as in ADHD occurs twice as commonly in boys as in girls.girls.



ADHD is generally a chronic disorder with ADHD is generally a chronic disorder with 10% to 40% of individuals diagnosed in 10% to 40% of individuals diagnosed in childhood continuing to meet diagnostic childhood continuing to meet diagnostic criteria in adulthood.criteria in adulthood.

As they mature, adolescents and adults with As they mature, adolescents and adults with ADHD are likely to develop coping ADHD are likely to develop coping mechanisms to compensate for their mechanisms to compensate for their impairment.impairment.

There are plenty of good medications that There are plenty of good medications that only only “Trained Doctors”“Trained Doctors” can prescribe to help can prescribe to help ADHD individuals “cope” with and live a ADHD individuals “cope” with and live a “normal” life despite the impairment.“normal” life despite the impairment.


WHAT YOU CAN DOWHAT YOU CAN DO

Tips for Managing Tips for Managing students with “Attention students with “Attention

Deficit”.Deficit”.



Identify the source of the Identify the source of the student's Attention problem. student's Attention problem. Children can have difficulty paying Children can have difficulty paying

attention without having an attention without having an “Attention Deficit Disorder”. “Attention Deficit Disorder”.

They might have trouble focusing They might have trouble focusing because they are because they are anxiousanxious, , upsetupset, , not feeling wellnot feeling well, or simply , or simply boredbored. .



Identify the source of the Identify the source of the student's Attention problem. student's Attention problem. Attention difficulties also can result Attention difficulties also can result

from from hearinghearing or or vision problemsvision problems. .

Understanding the reason for the Understanding the reason for the student's attention problem can guide student's attention problem can guide you in helping them in the classroom. you in helping them in the classroom.



"Catch" the student being good."Catch" the student being good. This is the most This is the most basicbasic application of application of

behavior modification, namely praising behavior modification, namely praising a student when he/she displays a student when he/she displays appropriate behavior. appropriate behavior.

Students with attention deficit, who Students with attention deficit, who frequently experience frustration and frequently experience frustration and failure in school, have a particular failure in school, have a particular need for a “Pat On the Back”. need for a “Pat On the Back”.



Your challenge with these students, Your challenge with these students, especially in a large class, is to “catch” especially in a large class, is to “catch” them when they are “On Task” and them when they are “On Task” and then praise them then praise them immediatelyimmediately and and genuinelygenuinely. .

You might remind yourself to try to You might remind yourself to try to catch the student being good by placing catch the student being good by placing a visual cue, such as a smiley face, at a a visual cue, such as a smiley face, at a place you look at often -- perhaps near place you look at often -- perhaps near the clock or in your plan book. the clock or in your plan book.



Remember everyone responds Remember everyone responds positively to two types of actions; positively to two types of actions; POVPOV and and POBPOB..

““POV” – This means respecting one’s POV” – This means respecting one’s “Point of View”.“Point of View”.

““POB” – This means recognizing one’s POB” – This means recognizing one’s efforts with a “Pat On the Back”.efforts with a “Pat On the Back”.



Minimize ‘Distractions’ to the student.Minimize ‘Distractions’ to the student. Try to seat them in a location where you can monitor Try to seat them in a location where you can monitor

easily, but where there are few distractions. easily, but where there are few distractions. While placing them near your desk might seem While placing them near your desk might seem

reasonable, it is not a good location if other students reasonable, it is not a good location if other students frequently come to your desk for help. frequently come to your desk for help.

Avoid seating him/her near the pencil sharpener, the Avoid seating him/her near the pencil sharpener, the window, the hallway door… any location that is likely to window, the hallway door… any location that is likely to divert his/her attention. divert his/her attention.

The best place to seat them might be next to a quiet, The best place to seat them might be next to a quiet, hard-working student -- with sufficient distance between hard-working student -- with sufficient distance between desks to avoid distractions.desks to avoid distractions.

Eliminate visual distractions by keeping the student's Eliminate visual distractions by keeping the student's desk free of “Clutter”. desk free of “Clutter”.



Use a “Kitchen Timer” to motivate the Use a “Kitchen Timer” to motivate the student to complete seatwork. student to complete seatwork. Use "Beat the Clock" technique – i.e. Let the student Use "Beat the Clock" technique – i.e. Let the student

know how much time he/she has to complete a know how much time he/she has to complete a task. task.

Five or ten minutes before the timer goes off, let Five or ten minutes before the timer goes off, let them know how much time is left. them know how much time is left.

To avoid careless or sloppy performance, make sure To avoid careless or sloppy performance, make sure that the student doesn't race through the task, that the student doesn't race through the task,



Limit the information on handouts. Limit the information on handouts. Students' attention can be distracted by Students' attention can be distracted by

clutter on their papers. clutter on their papers. If possible, limit the amount of information If possible, limit the amount of information

on a page, or show the student how to fold on a page, or show the student how to fold or cover a paper so they can concentrate or cover a paper so they can concentrate on only one question or problem at a time. on only one question or problem at a time.

You also might make a cardboard "window" You also might make a cardboard "window" for the child that exposes only two lines of for the child that exposes only two lines of print or one math problem at a time. print or one math problem at a time.

When giving a test that's more than one When giving a test that's more than one page long, consider giving the student only page long, consider giving the student only one page at a time. one page at a time.



Present tasks that tap the student's Present tasks that tap the student's interests and areas of competence. interests and areas of competence. Students who have trouble focusing on Students who have trouble focusing on

schoolwork are more engaged if the schoolwork are more engaged if the academic tasks reflect their interests and academic tasks reflect their interests and tap their areas of strength. tap their areas of strength.

To identify your student's strengths and To identify your student's strengths and interests, have them prepare an “Interest interests, have them prepare an “Interest Inventory List”. Inventory List”.

Use this information to design academic Use this information to design academic tasks that exploit those interests and skills. tasks that exploit those interests and skills.



If a student is on medication for If a student is on medication for attention deficit, monitor their behavior.attention deficit, monitor their behavior. The effects of medication are more evident in The effects of medication are more evident in

school than at home, so your observations can be school than at home, so your observations can be crucial in helping the parents and physician assess crucial in helping the parents and physician assess whether the medication is working. whether the medication is working.

Encourage parents to discuss any concerns Encourage parents to discuss any concerns regarding medications with their child's regarding medications with their child's doctor/physician.doctor/physician.

A note of caution about medication:A note of caution about medication: You might You might believe that one of your students will be helped by believe that one of your students will be helped by medication - however, remember it is medication - however, remember it is notnot your role your role to prescribe it or recommend it. to prescribe it or recommend it.


Teaching Students with Attention Teaching Students with Attention DeficitDeficit

Students with attention deficits often Students with attention deficits often have:have: Problems focusingProblems focusing Low frustration tolerance, which can Low frustration tolerance, which can

impede their academic performance.impede their academic performance. Poor organizational discipline .. such Poor organizational discipline .. such

students might exhibit organizational students might exhibit organizational difficulties. difficulties.

Learning difficulties…About one of every Learning difficulties…About one of every three students with an attention deficit three students with an attention deficit disorder also exhibits a “learning disorder also exhibits a “learning disability”. disability”.



If an attention deficit goes unrecognized If an attention deficit goes unrecognized and accommodations are not made, those and accommodations are not made, those student also might exhibit significant student also might exhibit significant social and behavioral difficulties. social and behavioral difficulties.


WHAT YOU CAN DOWHAT YOU CAN DO

Tips for Teaching Student Tips for Teaching Student with ‘Attention Deficit’with ‘Attention Deficit’



Help keep the student “On Task” by using a Help keep the student “On Task” by using a “Signaling System”. You should:“Signaling System”. You should: Signal the student that he/she needs to “Pay Signal the student that he/she needs to “Pay

Attention” or “Get back to Work” by walking past Attention” or “Get back to Work” by walking past their desk, making eye contact with them, or their desk, making eye contact with them, or pausing while you are speaking. pausing while you are speaking.

Work out a “Private Signal” with them, such as Work out a “Private Signal” with them, such as scratching your head, raising your eyebrows, or scratching your head, raising your eyebrows, or tugging on your ear. tugging on your ear.

Develop with the student a signal that they can Develop with the student a signal that they can use to ask for help. An example of a signal might use to ask for help. An example of a signal might be a "help" flag attached to a pencil that they can be a "help" flag attached to a pencil that they can stick in a piece of clay on the corner of their desk. stick in a piece of clay on the corner of their desk.



Make sure the student is paying attention Make sure the student is paying attention when you give directions. when you give directions. Use their name and make eye contact with them Use their name and make eye contact with them

when giving instructions. when giving instructions. Keep instructions/directions clear, short, and specific Keep instructions/directions clear, short, and specific

– because when you give a long string of – because when you give a long string of instructions, they will remember only parts of what instructions, they will remember only parts of what you say. you say.

Even if the student is looking right at you and seems Even if the student is looking right at you and seems to be paying attention, he/she might be thinking of to be paying attention, he/she might be thinking of something else, so you should have them something else, so you should have them repeat the repeat the directionsdirections in their own words to make sure that they in their own words to make sure that they have understood what you want. have understood what you want.

It is very effective when you write the directions It is very effective when you write the directions down in addition to stating them orally. down in addition to stating them orally.



Seat the student in a “Study Carrel”. Seat the student in a “Study Carrel”. You can use a cardboard divider or partition You can use a cardboard divider or partition

to decrease distractions while the child is to decrease distractions while the child is working independently. working independently.

Make the idea inviting by telling the student Make the idea inviting by telling the student that this is his/her "office." that this is his/her "office."

Only place them there for short periods, and Only place them there for short periods, and do not use this strategy at all if they seem to do not use this strategy at all if they seem to feel singled out or isolated from their peers. feel singled out or isolated from their peers.



Shorten the student's work periods. Shorten the student's work periods. Student with attention deficit have difficulty Student with attention deficit have difficulty

working for long stretches. working for long stretches. They will be more ‘productive’ if they work They will be more ‘productive’ if they work

for two or three short periods rather than for two or three short periods rather than one long period. one long period.

Instead of having them work on a task for 30 Instead of having them work on a task for 30 minutes, you might have them work for 15 minutes, you might have them work for 15 minutes, give them a break, and then have minutes, give them a break, and then have them work for 15 minutes more. them work for 15 minutes more.



Break a large task into smaller, more Break a large task into smaller, more manageable parts. manageable parts. Students with attention problems get Students with attention problems get

overwhelmed easily by large tasks. As a result, overwhelmed easily by large tasks. As a result, they give up quickly or fail to even attempt a task. they give up quickly or fail to even attempt a task.

Breaking the task into more Breaking the task into more doabledoable parts can give parts can give the student more confidence and help them the student more confidence and help them complete the task successfully. complete the task successfully.

For example, instead of asking them to complete a For example, instead of asking them to complete a whole page of math problems, you might assign whole page of math problems, you might assign them two or three problems, check their them two or three problems, check their performance, and then assign them a few more. performance, and then assign them a few more.



Vary your presentation of information. Vary your presentation of information. Direct a student's attention to important Direct a student's attention to important

information by making it stand out. information by making it stand out. When writing on a chalkboard, for example, you When writing on a chalkboard, for example, you

should underline key words or write them in all should underline key words or write them in all capitals or in a different color. capitals or in a different color.

On handouts that you give, you should highlight On handouts that you give, you should highlight essential information or change the color, font, essential information or change the color, font, or size of the type. or size of the type.

For students prone to careless math errors, you For students prone to careless math errors, you should circle the math signs or highlight them in should circle the math signs or highlight them in color. color.



Help the student adjust to change. Help the student adjust to change. Students with attention problems often have Students with attention problems often have

difficulty with transitions. difficulty with transitions. To deal with this problem, let the student know in To deal with this problem, let the student know in

advance of any upcoming changes. advance of any upcoming changes. Keep them informed about daily activities by Keep them informed about daily activities by

putting their “Work for the Day” on the putting their “Work for the Day” on the chalkboard. chalkboard.

Consider posting their personal schedule and Consider posting their personal schedule and responsibilities on their desk on a 4-inch by 6-inch responsibilities on their desk on a 4-inch by 6-inch card - numbering the tasks in the order you want card - numbering the tasks in the order you want them to be worked on. them to be worked on.


Thank YouThank You

Aurangzeb BhattiAurangzeb BhattiNovaQuest International NovaQuest International

SchoolSchool


Summary of Tips for Managing students with Summary of Tips for Managing students with “Attention Deficit”“Attention Deficit”

1.1. Understand to differentiate between ADD (Attention Deficit Disorder) - the medical Understand to differentiate between ADD (Attention Deficit Disorder) - the medical condition and, Attention Deficit Behavior.condition and, Attention Deficit Behavior.

2.2. Make sure that the Child’s Attention behavior is not due to other medical conditions Make sure that the Child’s Attention behavior is not due to other medical conditions such as; ‘poor hearing’ or ‘poor eyesight’ problems.such as; ‘poor hearing’ or ‘poor eyesight’ problems.

3.3. Create a private ‘signal’ for the student and remind yourself of the signal by placing Create a private ‘signal’ for the student and remind yourself of the signal by placing visual cues such as a ‘smiley face’.visual cues such as a ‘smiley face’.

4.4. Walk towards the child keeping eye contact and stand next to them while continuing Walk towards the child keeping eye contact and stand next to them while continuing your lesson undisturbed.your lesson undisturbed.

5.5. Avoid seating the child next to a window or other noisy distracting things.Avoid seating the child next to a window or other noisy distracting things.6.6. Seat the child next to another ‘studious’ and ‘attentive’ child.Seat the child next to another ‘studious’ and ‘attentive’ child.7.7. Remove all ‘clutter’ from the child’s desk (extra pencils, paper, toys etc..)Remove all ‘clutter’ from the child’s desk (extra pencils, paper, toys etc..)8.8. ‘‘Catch’ the child paying attention and praise them (remind yourself of this by placing Catch’ the child paying attention and praise them (remind yourself of this by placing

visual cues such as a ‘smiley face’ and praise them with a “POB” for being ‘on-task’). visual cues such as a ‘smiley face’ and praise them with a “POB” for being ‘on-task’). 9.9. Present your lectures and assignments in short 15-minute ‘chunks’.Present your lectures and assignments in short 15-minute ‘chunks’.10.10. Use a ‘timer’ to assign work and keep the child focused and ‘on task’.Use a ‘timer’ to assign work and keep the child focused and ‘on task’.11.11. Make sure that your work assignments are ‘engaging’ and ‘doable’ in the time Make sure that your work assignments are ‘engaging’ and ‘doable’ in the time

allocated.allocated.12.12. Use cardboard ‘windows’ or ‘slits’ to keep the child focused on the questions/answers.Use cardboard ‘windows’ or ‘slits’ to keep the child focused on the questions/answers.13.13. Take a students “Interest Inventory” at the beginning of the school year and keep your Take a students “Interest Inventory” at the beginning of the school year and keep your

Lessons engaging by complimenting the “Lessons” with their “Interests”. Lessons engaging by complimenting the “Lessons” with their “Interests”. 14.14. Talk to the child ‘privately’ about their attention problem and devise a ‘help flag’ that Talk to the child ‘privately’ about their attention problem and devise a ‘help flag’ that

they can raise if they don’t understand the lesson and are loosing interest.they can raise if they don’t understand the lesson and are loosing interest.15.15. Make an area in the classroom as a “Study Carrel” or “Private Office”, preferable facing Make an area in the classroom as a “Study Carrel” or “Private Office”, preferable facing

a blank wall and have the student sit in that area for a few minutes and remind them a blank wall and have the student sit in that area for a few minutes and remind them that their lack of attention is causing disruption to others in the classroom.that their lack of attention is causing disruption to others in the classroom.

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35-Dealing With an Attention Deficit1