Please Sit Still, Pay Attention

and Get Your Homework Done

Session at National Middle School Association Convention

Houston, Texas

November 10, 2007

Dr. John F. Taylor Ph.D.

http://www.add-plus.com/index.html

Do we say to students, "Don't be who you are!"

Not a fair statement . . . we need to help them adapt to their traits in an acceptable way.

Ideas to help middle years students be successful in school:

General Intervention Strategies

• Visual component - pictures, key words, gestures, live demonstrations, role playing

              Use large muscle groups -- use the board, chart paper not exclusively notebook paper

• Incorporate skin and muscles - touch, repeating and reciting, rhythmic movement, manipulatives (hands-on experience)

              Brain gym activities, physical activity to break up learning activity, clapping or stomping to aid in learning facts

• Concrete language - use opposites and contrasts; break it down, slow it down; role play using Goldilocks principle--purposely doing it wrong. ie. teaching the handshake. Do it all the wrong way--much too firm much too often, much too wimpy. Now do it right!

Academic Interventions

Is the student DEAD?

• Depressed, despondent, discouraged, tearful, wanting to quit  "I can't keep up!"
• Exhausted, sleepy, no zeal, no desire to do anything
• Angry, cussing, smart-alecky, chip-on-shoulder, rude, mean
• Denying responsibilities of homework, tests, incompletes

 Teacher Responsibilities

Allow reasonable fidgeting:

- moving while at the desk; stretching, squeezing, rubbing, pressure

- moving around - recess (don't keep kids in at recess!); transition after recess-send them on a walk with a purpose to help them calm themselves; activity dial; movement to music, partner work, skits, role-plays, sculpting, prearranged course for activity out of classroom

- helper activities - teacher errands, custodian's helper, Kindergarten aide, tutoring another student

- help reduce distractions - Teacher suitability is very important! Desks facing same direction. Avoid fluorescent lighting. Turn the lights off and use floor lamps.

- Use clipboards or notebooks instead of binders with looseleaf.

- Foot traffic to teacher's desk can be distracting.

- Avoid seating in the middle of the classroom.

- Sit next to a study buddy (Docile Dora)

- Avoid seating clusters

- Use age appropriate fidget toys

- Use unobtrusive cueing. Red pencil or green pencil. (Red means I need help. Please come to my desk. Green pencil means I am fine.)

Adjust the workload pressure for maximum motivation:

- Emphasize bridging--The next step from what we learned yesterday is . . .

- Present in small units with frequent review

- Maintain a high ration (90:10) of "success" to "challenge"

- Use the best learning channel (Visual, Auditory, Skin & Muscle)

- Three Strikes Method to prevent quitting:

• Work at it for 60 seconds, drop it and go on to another.
• Come back later and try again. If not able, drop it and go on.
• Don't take the third strike . . . ASK for HELP!

- Make a deal if student gets too far behind

• Student's reponsibility - Give best effort; Work for a reasonable time (same as classmates); Prove tht student knows material
• Teacher's responsibility - Indicate length of study time; Grade on quality, not quantity. (% correct)

Book Report

Use 3 x 5 file cards.

Write a "big thing" on each card. (Character description, event, setting, theme, rising action, etc.)

Use coloured pens or markers. (Black for characters, red for events, purple for problems.)

Sequence the cards to make paragraphs.

Make up the book report orally reading it to someone.

Do you want to change the order? Ask for feedback from your audience.

Write the book report from the cards.

Use elastic bands to keep cards together.

Using File Cards as a Study Aid

- Ideal tool for educational assistant to use to help student organize and prepare

During or after each class, write important info on file cards.

Any lists shared (two or more items) should be placed on file cards.

Any items the teacher said will be on the test should be written on cards.

Vocabulary can be written on the file cards.

Use the cards for tactile and visual learning cues.

Review the cards.

Place them in piles: "I've learned it." "Do again or Practice More."

Make up test questions based on the info on the cards and answer the questions.

Shuffle the cards and then put them back in order of topics.

Study from the cards instead of from the textbook.

When you have ADHD, your brain and body are not sick.You don't have bad germs in you. Having ADHD doesn't mean you are stupid, lazy, crazy, bad or ill. It means there are some differences in the way your brain works that make you show some ADHD traits.

Having ADHD also means you have some special skills and talents. Kids with ADHD often have a lot of energy and join in many activities. They're active and often excited to try new things. Many are very creative and have special "smarts."

Excerpted from The Survival Guide for Kids with ADD or ADHD by John F. Taylor, Ph.D. Minneapolis, MN: Free Spirit  Publishing Inc., 2006.