Hebert

Corinne Hebert
Mrs. Coco
English 1001
29 November 2015
Audience-Teachers who teach kids with ADHD
Strengths of the draft I think that my organization is well throughout my paper. I also think
my data backs up what I am stating.
Weaknesses of the draft I think my weaknesses are that I do not have enough data, although
what I have is good information. I am worried that this research paper (Inquiry Paper) is not an
inquiry paper. I am scared that my line of inquiry is not properly stated.
Roadblocks you are facing- I am facing a roadblock with one of my sources. My line of
inquiry changed while I was writing my paper. So one of my sources cannot be used.
Do Not Let It Stop You
With being a teacher, people say, Oh they do not get paid a lot. However what people
do not realize is that teachers teach because that is what they want to do as a living. Yes, they
know not everyday will be the greatest, and not all of the children will behave like they should.
One thing they do know is that if they truly love their job, they want the kids to get the best
education they can get. One special case of teachers is ones that have to teach elementary kids
with Attention Deficit/Hyperactivity Disorder. Teachers who have to teach students with this
disorder are challenged with many things. The students are not like the normal kids and the
teachers often have to adapt to the childrens specific needs. One question that teachers should
think about is In what ways can a teacher affect a elementary school students education
who has ADHD?
Attention Deficit/Hyperactivity Disorder, abbreviated ADHD, is a disorder that makes it
harder for someone to learn. ADHD often affect males more than females, but affects both in the
same way. This disorder can be discovered in a child as early as two or three years old, but the

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symptoms can change with age (ADHD). These children are often seen as the kids with
problems and those who cannot learn as well as others. However, these children are very
intelligent; they simply have a lack of focus on a particular task that does not interest them. The
cause of ADHD is the imbalance of neurotransmitters and that the chemicals that are needed to
transmit messages to the brain are not present or lack there of (ADHD). There are three main
symptoms of this disorder, and they are inattention to focus, for example having trouble paying
attention to one thing at a time, hyperactivity, for example playing with ones hands or moving
around in a seat frequently, and impulsivity, for example not being able to wait in line for an
extended period of time (ADHD). A child or young teen could get diagnosed with this disorder
and these symptoms by a pediatrician by administering tests or comparing the childs learning to
others in that age group (ADHD). Besides being officially diagnosed by a pediatrician, a
teacher can play a role in seeing if a child has ADHD. He/she could notice that a student has
trouble focusing or that the child is not learning as the level that he/she should be. Although they
cannot officially say a student has ADHD, a teacher could notify a parent that their child might
be displaying symptoms of the disorder.
Teachers play a major role in the success of a child who has ADHD by their way of
teaching. The teacher has the responsibility of gearing a lesson a certain way and doing certain
things to help the students who have ADHD. Although the teacher is doing certain things for the
children who have ADHD, the students who do not have ADHD are still benefitting from what
the teacher is doing. Students who have ADHD have trouble focusing on one thing, and their
brain can wander at times about the unknown. One way a teacher can help this is by explaining
to the students exactly what they will need, for example paper, pencils, and scissors (Henderson
1). Another way a teacher can help a student with ADHD focus and for their brain to wander is

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to summarize what the lesson will have in it and what they will be learning. This will help with
their wandering minds, and they will not have to be thinking about, Oh I wonder what I am
going to be learning next while the teacher is trying to teach something at the moment. If the
student knows exactly what they will be learning and what order it will be in, that is one less
thought their brain can jump to. Also, a teacher can set expectations on how the students should
behave so there are no questions on what the correct way to act is. A third way that teachers can
enhance a students learning is to go back and recall what they previously have learned so their
brain will not be trying to recall, Oh what did I learn yesterday (Henderson 1). Overall it is
extremely important for a teacher to set their agenda to where the students with ADHD have the
best setup and environment to learn in.
Although it is very important for a teacher to introduce a lesson effectively, the teachers
need to be prepared for the lesson itself. They need to be ready to answer any question and
realize the importance of going over previous lessons as well as making sure while they teach
that the students know what is going on. Students with ADHD often have trouble going from one
lesson to another, also called transitions, and could be made easier by the teachers actions.
The teacher can properly transition and return and review over old material, while introducing
new material. If the teacher jumps around without explaining anything, or not properly changing
the subject, that could trouble a student with ADHD due to their trouble of focusing (Henderson
1). In the research, it was stated, When they are prepared for transitions, these children are more
likely to respond and to stay on task (Henderson 1). Also, during a lesson, things should be
predictable for a student. They work well when there is a structured, steady way of doing things.
Having lessons that are straightforward and predictable can help narrow down the distractions
(Henderson 1).

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Concluding a lesson is just as important as introducing and conducting a lesson. A

teacher might ask the children what they have previously learned to see if they recalled what was
talked about. If the teacher finds that the majority of the students do not remember a lesson, then
he/she needs to go over it again and possibility teach it a different way. The teacher could also
call upon a student with ADHD and see what he/she has recalled and use that as a standpoint for
all of the other students (Henderson 1). As a whole, introducing, teaching, and concluding a
lesson is very important to a child who has ADHD. A child with this disorder learns best when
the lessons are predictable and laid out well, easy to understand and focus on.
Along with proper teaching styles, feedback is crucial from teachers with ADHD
students. Communication is very important from the doctors, to the parents, and finally to the
teachers. A teacher can watch to see how a child with ADHD is learning in school and give
feedback to the parents. A specific example of how a teacher could really affect a child with
ADHD is with medication feedback. Stephen Tonti, a public speaker, shared his journey with
ADHD and how a teacher can be a positive or negative factor in a childs life. Tonti mentioned
that his friend also had ADHD and when his parents asked how the medication was working, the
teacher said, Adam is less motivated, less animated and less involved in class activities, but at
least he is quiet now (Tonti). This should not be the feedback that students receive with ADHD;
teachers should be able to see that although the student is quiet, he/she is not at their full
potential for their own education (Tonti). Yes, the student is not acting out or causing
disturbances, but they are not reaching their full potential with learning. Tonti also talked about
how the teachers he had really made the biggest difference in his education. They were part of
the hip and current generation of teachers willing to try different things (Tonti). Since the
teachers were willing to try new things, Tonti was able to try out new methods to see which ones

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allowed him to learn to the best of his abilities. He also mentioned that the support from teachers
encouraged him to keep going through his struggles and gave him hope (Tonti). Teachers should
be seen as a mentor, leveling with a student, instead of being seen as a dictator. With being seen
as a mentor, students with ADHD feel more welcomed and comfortable and have a better chance
of receiving the best education.
Besides teaching a lesson properly and giving feedback for a student that have ADHD,
teachers can teach a child to properly learn and focus. By teaching students what learning is,
the teacher can help the students truly understand what it means to learn. They can teach that in
order to pay attention and learn to the best of their ability, accurate absorbing and focus is
necessary (Scott). Focus and learning go hand in hand, and these two elements are essential to
increase a students education. With listening, focus is very important. Focusing on whoever is
speaking and keeping their eyes on the speaker increase the impact of what the student is hearing
(Scott). Also, keeping a students mind clear of distractions can help a student with ADHD learn
better. Focus and listening are critical skills to enhance a student with ADHDs education.
Lastly, a student with ADHD works well in a controlled environment, one that has a
stable lighting and where he/she can best concentrate. Through a conducted study, Brand studied
elementary kids and reviewed what environments they worked best in. As a result, many things
were discovered. The study showed that ADHD students work best in low lighting area, that the
light plays a factor in their learning ability. Another element is that these children lack
persistence (Brand). The study suggests that small breaks might increase their ability to focus
and learn better (Brand). Having these breaks can help their brain have a time to relax and not
focus on a task for some time, however, returning to it shortly after the break. This can be seen
to increase their learning ability for students who have ADHD. As well as min-breaks and dim

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lighting, morning lessons tend to have an impact on ADHD students (Brand). The study
conducted proved that afternoon lessons enhanced their learning ability. With this study, a
teacher can change their classroom environment to the best conditions for these students.
Although some of the conditions might not be possible at all times, the teachers should try their
best to make the best environment for these students with ADHD.
Overall a teacher can affect an ADHD students life drastically. A teacher can plan their
lessons thoroughly, from previewing the lesson, to teaching the lesson, to concluding the lesson
as a whole. Also, the teacher can make a huge difference by establishing a good line of
communication between the student with ADHDs doctor and the parents of the child.
Communication is key to making sure the student receives the best education. Along side of
communication, focus and listening are elements that students with ADHD have to get a grasp on
from an early age. All of the above factors will pull together to create the best working
environment for children who have ADHD. These students did not choose to have this disorder,
so any help that they can receive with being successful with their education is greatly valued
among the parents and the students themselves.

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Works Cited
"Attention-deficit/hyperactivity disorder (ADHD)." The Gale Encyclopedia of Science. Ed. K.
Lee Lerner and Brenda Wilmoth Lerner. 4th ed. Vol. 1. Detroit: Gale, 2008. 400403. Gale Virtual Reference Library. Web. 15 Nov. 2015.
Brand, Susan, Rita Dunn, and Fran Greb. "Learning Styles Of Students With Attention Deficit
Hyperactivity Disorder: Who Are They And How Can We Teach Them?." Clearing
House 75.5 (2002): 268. Academic Search Complete. Web. 15 Nov. 2015.
Greene, RW, et al. "Are Students With ADHD More Stressful To Teach? Patterns Of Teacher
Stress In An Elementary School Sample." Journal Of Emotional & Behavioral
Disorders 10.2 (2002): 79-89 11p. CINAHL Complete. Web. 15 Nov. 2015.
Henderson, Kelly. "Teaching Children with Attention Deficit Hyperactivity Disorder:
Instructional Strategies and Practices-- Pg 3." Teaching Children with Attention Deficit
Hyperactivity Disorder: Instructional Strategies and Practices-- Pg 3. U.S. Department
of Education, 03 Oct. 2008. Web. 15 Nov. 2015.
Scott, Ed.D., Dr. Victoria G. "Teaching Students with ADHD to F.O.C.U.S.: A Learning
Strategy." John Hopkins University, Dec. 2011. Web. 10 Nov. 2015.
Tonti, Stephen. ADHD As A Difference In Cognition, Not A Disorder. TED. April 2013.
Lecture.