ADHD Guide 4 Schools new - Southern Education and Library Board

ADHD Guide 4 Schools new 25/5/04 8:16 pm Page 21
Ensure that pupils know what happens when the rules are kept or broken.
Be seen to do exactly as you say you will do. Do not make false threats
or promises.
Establish a daily classroom routine and schedule and ensure that it is
known, understood and practiced. This is particularly important at
transition times.
Classroom layout
If possible, seating in the classroom should be flexible, with several
tables for group work in addition to rows or individual desks for
independent work.
It is important for the teacher to be able to move freely about the room
and have access to all students.
Giving instructions
When you give instructions to the class, get their quiet attention first.
Shouting over a noisy class doesn’t work.
Use lots of eye contact when speaking to the class.
Give short sequences of instructions in the order you want them to be
carried out. If necessary, give instructions one at a time.
As an additional reminder, follow up oral instructions with written or
pictorial instructions that the children can consult if required.
Before commencing a task check that pupils know what to do.
During tasks, make frequent checks to ensure that pupils are following
instructions correctly.
Lesson structure and presentation
Review previous lessons on the topic before describing the current lesson.
Actively involve pupils in lesson presentation (e.g. choose someone to
write key words / ideas on the board).
A multi-sensory approach to lesson presentation aids pupils’
understanding and recall of lesson material (e.g. Combining verbal
instructions with demonstration). Role-playing and computer-assisted
learning are also useful.
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