Attention Deficit
What is the best way to keep an ADHD student focused and on task during a project based
lesson? The student(aldult learner)is disruptive to the entire class. I try to keep the student
focused but in doing so I do not want to give the impression that I'm on the students "case".
Any pointers would be appreciated.
I have had many students with ADD & ADHD in my class. I usually set aside activities that allow more hands on learning, like worksheets, in class games like Jeopardy and trivia, and I constantly encourage students to discuss in lecture. The only challenge I run into is when a student is disruptive when not prompted. In that case, I resort to classroom management techniques for dealing with students that are acting out in class. I do find that, given a chance to use their creative energy, ADD & ADHD students often enjoy the lectures I provide.
Jane,
I like the "digestable parts" idea, but I truly appreciate your reminder that "we are helping students learn not trying to show them what we know." We know we are trying to help them learn, but it might appear to others sometimes that we are only showing them what we know.
SC
Hi John!
I really like this "digestable parts". I think instructors forget that we are helping students learn not trying to show them what we know!
Keep up the good work!
Jane Davis
ED106 Facilitator
A teacher must always be cognizant of presenting a lesson in digestible parts. Use different colors of dry-erase pens in setting up the lesson on the board.
One of the things I've done is allow that student to be in the last row of seats in the classroom. By giving that student a stress ball or the ability to walk out from time to time, the student is less apt to disturb the class.
Also, I sometimes will play music softly in my classroom. For some reason, this helps the student calm a bit. And I also have a miniature relaxation waterfall in the class. Seems to help.
Great job Eric!
Your personal experience, coupled with practical classroom experiences has enabled you to be very effective with individuals who are affected with ADD and ADHD. But I tend to think that keeping most people busy works well!
Keep up the good work!
Jane Davis
ED106 Facilitator
This response is 100% right on target. I used to teach students with ADD and ADHD. What I found to work the best was to keep moving them from small task to small task at around 15 minute intervals. Always have something waiting in the back ground that they really want to tackle and allow them to work on that between every 3 or 4 learning tasks. Trying to stay ahead of their brain activity will stop them from catching up which can lead to disruption, which they simply see as having fun.
I was worried that my daughter was suffering from this disability at a young age because she would become bored with an activity after only 3 minutes. She would drop what she was doing and move on to the next "play project". As she became older, it became clear that she was just highly intelligent and needed more challenges to keep her attention.
This is tough for an instructor to deal with in the classroom, but giving the student some challenges can help distinguish the two characteristics.
I don't know if this is the best approach but in project based lessons - I talk about the next step when the ADHD student(s) is almost completed with the first task. I have found if they know exactly what I expect next it helps a little.
It is very challenging to keep these students on task. But you aren't alone - all of us have had students like that teaching in career colleges.
With ADHD a disruptive student should be asked if he/she is on any medication that can help focus concentration. For many students, they may not realize that help is out there. If a student is still disruptive have a number of various tasks that the student can be responsible for that require shorter periods of time than the norm since their attention span does not allow for extended times on one task. Various tasks for shorter periods tends to be successful. Barb Jarosch
This is a tough question because sometimes the student might not warrant all the attention from the instructor, because he or she is trying to hide there disability. I usually try to find something that the student is really interested in and use that to make him or her focus on the project and use that as well to make my point of that lecture and class project. I find if it is something they like they will stick with it a little more and not get as bored.
Hi Robyn!
Thanks for your comments! I have found that adult learners who may have attention deficit order have challenges with the functions of planning, focus, processing and evaluating. In other words, it is more dificult for them to plan a project or initiative through, stay focused on a specific task, process information into memory and evaluate (or assess how they might use information).
As you reference, given these challenges, providing shorter-term tasks and activities are a help. Additionally, outlines, hands-on assignments, schedules, helping to monitor and limit distractions and, of course, support and motivation go along way.
I think that often an ADHD student can be a bit disruptive behaviorally (even without knowing it) because of the cognitive challenges. Ironically, their brains may be moving faster therefore being very sensitive to the stimuli around them and even hyperactive.
Below are some references for you from the web that talk about strategies for teaching ADHD students. Though some of these refer more to children, the techniques are useful across the board.
http://addwarehouse.com/shopsite_sc/store/html/article4.htm
http://research.aboutkidshealth.ca/teachadhd/teachingadhd/chapter6/document_view
http://www.ldonline.org/article/5924
Our adult learners who may have this challenge are, of course, excited about learning new skills and have a real desire to grow and succeed. Our goal may be to support them in as many practical ways as we can.
Thanks again for your observations!
Jay Hollowell
ED106 Facilitator
This is a very difficult question. I have tried many different approaches (most not very successful). I have given them a task that they are to focus upon rather than disrupting class. I have also spoken with the student one on one after the class in hopes of getting some compliance. I will be anxious to hear what others respond to this.
