"Everybody is a genius but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid" Albert Einstein. Children who suffer with Attention Deficit Hyperactivity Disorder (ADHD) had been having different types of attention by the teachers. English teachers are not only uninformed but also lacked of practicing teaching techniques for ADHD children. Although teachers do not know many teaching techniques, English teachers do not prepare enough, but some practice many techniques. ADHD students can improve their abilities to solve complications with others by improving their capacity to react in conflict situations, applying active teaching of classroom rules, and using the scaffold intervention.
Helping ADHD students to socialize with others, will help to improve social interaction with classmates, teachers, and family. In addition it is a matter of using the prior knowledge to realize what student know instead of doing what the teacher ask to performe (Hamilton, & Astramovich, 2016). ADHD student who has difficulties performing tasks, but it is not related to child avoid to do any activity, but also it is related to guide the student to practice by using student's prior knowledge. Teachers coach ADHD students by giving specific actions of what the teacher want to the children performed (Hamilton & Astramovich, 2016). However, teachers must be aware of guiding the student all the time saying commands or instructions. Concerning giving instructions, teachers must give clear instructions to help students to perform the activities.
Teachers should provide classroom rules in order to be attendant in classes by the students. "Although educational research has documented the clear connection between classroom rule-following and good school performance" (Paine, Radicchi, Rosellini, Deutchman, & Darch, 1983 as cited in DuPaul & Weyandt, 2006, p. 164). Students practice by performing tasks, which could be a little task at the same time teacher asks to do another activity like a mirror. This strategy helps the student but also the teacher to create an environment where the student use his/her background knowledge and the teacher guide the student to complete the task (DuPaul & Weyandt, 2006). This technique provide a relaxed student practicing the following tasks. The main objective is to help students to get involve with people around him/her by performing or interacting with others.
Using the scaffold intervention, which is related developing performance skills, should help ADHD students to practice executive activities with different classmates but also with parents. The scaffold intervention is a toold that helps students improve their performance (Fowler, 2010). Teachers help students to keep them in control doing what they need to do on time. This techinique also helps adults with ADHD problems to improve on the their performances by a constant coaching among students and the teacher (Fowler, 2010). Teacher-student collaboration practice may focuse on the activity to leverage all the necessary time to produce what the teacher ask the teacher to do. The main goal is that students submit the objective which is practice all the activities the teacher asks to complete, even if they cannot complete the goal on time.
In conclusion, students who suffer with ADHD could improve their abilities interacting with people around children by supplying the necessary tools to become secure students in order to react into difficult situations. Also, teachers should apply rules that help student to overcome obstacules practicing meaningful activities. The last but not least, students should be intervented by teachers while students practice what students have difficulties to practice any activity the teacher ask to do. "If you can't fly then run, if you can't run then walk, if you can't walk then crawl, but whatever you do you have to keep moving forward" -Martin Luther King Jr.
Barkley, R.A. (Ed). (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications
DuPaul, G., & Weyandt, L. (2006). School‐based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development & Education, 53(2), 161–176. https://doi-org.dibpxy.uaa.mx/10.1080/10349120600716141
Fowler, M. (2010). Increasing on task Performance for Students with ADHD. Education Digest. 76(2), 1-8. Retrieved from http://search.ebscohost.com.dibpxy.uaa.mx/login.aspx?direct=true&db=a9h&AN=53775672&lang=es&site=ehost-live&scope=site
Glass, C. S. (2001). Factors influencing Teaching Strategies used with Children who display Attention Deficit Hyperactivity Disorder characteristics. Education, 122(1). Retrieved from http://search.ebscohost.com.dibpxy.uaa.mx/login.aspx?direct=true&db=a9h&AN=5570415&lang=es&site=ehost-live&scope=site
Hamilton, N. J., & Astramovich, R. L. (2016). Teaching strategies for students with ADHD: Findings from the field. Education, 136(4), 451-460. Retrieved from http://search.ebscohost.com.dibpxy.uaa.mx/login.aspx?direct=true&db=a9h&AN=116218131&lang=es&site=ehost-live&scope=site