The discussion from which this paper emanates gives a direction that Attention Deficit Hyperactivity Disorder (ADHD) is a mental condition that is very disturbing to children and teens, and may deny them the ability to concentrate in the classroom (Wilson, 2003). Since the population highly affected by this condition is in a primary classroom, it is paramount for teachers to come up with strategies that can best accommodate these children in the primary classroom. As a teacher, I ascertained that managing the classroom accommodation for an ADHD kid is a major milestone towards promoting the learning of the kid. In doing so, my teaching strategy recommends that al ADHD students should be sat away from distractions such as windows, doors, and distractive students. Similarly, in order to promote the attention of the kid since they have a special need, I would seat the student nearer to the teacher Such an action would promote monitoring. Indeed, I would make sure the kid sits closer to a student role model where they can learn cooperatively.

The enhancement of the physical environment is also very crucial in managing the learning of a kid in the primary classroom setting. In consideration of the needs of the ADHD student, a teacher can use special instructional tools to modify the primary classroom (Jacques & Hyland, 2007; Soan, 2005). A bookmark pointer, for example, can be used to help a student to track the reading in order to keep at par with the other students, especially when reading aloud. Additionally, the teacher can use classroom lights to signal the students to maintain silence. This can be switched on and off to reduce noise whenever it emanates from the classroom. Noise can also be controlled using music, either by playing a tape recorder or the chords of a piano. Also, the teacher should ensure that the chair and table that the ADHD student is using are of a favorablesize. Otherwise, they may provoke the child. In my teaching career, I would also help the ADHD student to enjoy learning by using silly and funny acronyms, engaging the child in playing games and drawing pictures (Birkett, 2003).

Educational Debate:

Teachers should work with parents in order to effectively help the ADHD students in the classroom.

Source Summary:

This source, which is about ADHD, appeared in the SEN magazine (SEN, 2015). The source summarizes the strategies of managing ADHD in the classroom and recommends that a teacher should work with the parent in order to understand the individual needs of students well. I found this source useful since it enables both the teacher and the parent to work cooperatively to help the student.

Teaching Standard Targetted:

(2B).Be aware of pupil’s capabilities, and their prior knowledge, and plan teaching to build on them.

By working with the parents, the teacher will understand the unique needs of the kid well, and work from an informed perspective. Also, a good relationship between the parent and the teacher will enable them to assist one another with ideas for the benefit of the student. The collaboration with between the two will be in fulfillment of the SEN Code of Practice (Department of Education and Department of Health, 2014), which guarantees impartial information, advice and support to all the members of the learning fraternity.

References

Birkett, V., 2003.How to Support and Teach Children with Special Educational Needs. LDA

Department of Education and Department of Health., 2015.Special educational needs and disability code of practice: 0-25 years. London, UK: author.

Jacques, K. & Hyland, R., 2007.Professional Studies: Primary Phase, 3rd Edition, Exeter: Learning Matters.

SEN., 2015.Managing ADHD in the classroom. Retrieved from https://www.senmagazine.co.uk/articles/918-managing-adhd-in-the-classroom.html

Soan, S. (2005) Primary Special Educational Needs Reflective Reader Learning Matters

Wilson, R. (2003) Special Educational Needs in the Early Years. Taylor & Francis