Most children with ADHD experience failure in school not only because of low academic standing, but because of “misbehavior” in the classroom. These so-called misbehaviors are usually results of an ADHD child’s impulsivity and hyperactivity.

Children with ADHD are ruled by their impulses, hence, suddenly shouting in class or leaving the classroom without the teacher’s permission usually happen.

An expert on the disorder says that “these kids live in the moment” and may therefore seem to be defiant of school rules and the possible consequences of their behavior. Some people may find them rude or unruly, but children with ADHD may not recognize that their behavior is already disturbing to others.

Curbing Impulsivity in Classroom

Teachers do not always have to shout or call out a child’s name in front of the class when they are “misbehaving” in class. Here are some ways to help curb their impulsivity symptoms in the classroom:

• Class rules. Teachers and students should agree on class rules. Use more explicit or specific terms, like saying, “Always raise your hand before you answer a teacher’s question” Instead of just ‘’Behave properly.’’

• Consequences for breaking rules. It has been observed that a student’s behavior improves when they lose something of value to them after they break a rule in class. An example of this is the “Stoplight System” where a student will earn a reward for good behavior, but lose them for violating rules.

• Immediate discipline. Children with ADHD have trouble anticipating outcomes. Hence, delaying consequence like staying after class may not work for them. It will be much better if consequences for misbehaviour (Ex. pushing another child on the playground) will be given immediately (Ex. have him sit out part of recess).

• Visual reminders. In order to spare a child with ADHD from the embarrassment of frequent reprimands from teachers, both of them could agree on using a “secret gesture” as a signal for the child to stay in his/her seat or to stop disrupting their classmates.

• Recognition and rewards. Acknowledging good behaviour is very important for children with ADHD since they usually get a lot of negative attention for their misconduct.

This should be done with specific praise, like: “I appreciate how quickly and quietly you cleared your desk.” For older children, a simple “thumbs-up” sign or a pat on the back may work better since they may be embarrassed by compliments.

• Scheduled activities. It would help a lot if an ADHD child’s schedule will be placed on a blackboard, with completed items erased or crossed out. This will give the child a sense of being in control of his/her day and some form of “accomplishment”. It is also important to give the child an advance notice if there will be any changes to the usual routine.

• Frequent alerts. In order to ease transition from an activity to the next one, teachers can give the class a five-minute warning, and then a two-minute warning until the work is done. Students with ADHD who may have difficulty shifting from one task to another may be assigned special tasks, like collecting their classmates’ papers to help them maintain self-control.

• Daily report card. This technique will provide the child’s parents and teachers a system to monitor academic and behavioral goals, aside from giving the child a chance to earn rewards. It works this way: the teacher records whether the goals (in terms of behaviour) were met, and the child takes home the report card everyday to show his/herparents.
Hyperactivity in the Classroom

Children with ADHD may often seem to be “tireless” or in constant motion. In the classroom, they will find it difficult to sit thru a 40-minute subject so teachers may find them squirming in their seats, kicking their desk legs, or standing up or pacing in the classroom while working.

Hyperactive behavior is not a choice for children with ADHD, but rather an expression of a brain-based biological disorder. Children with ADHD have impaired motor control centers in the brain thus causing their fidgety and hyperactive behaviour. These children have bodies and minds that are like motors on the go.

Impulse-control problems also play a role in these children’s behaviour - hyperactive children may find it difficult to stop or inhibit the impulse to move around. Thus, it may be quite exhausting to tell them to sit still or stop talking, but they will do the behaviour again within a few minutes.

Controlling Hyperactivity in the Classroom

• Giving special tasks/errands. Teachers can ask their students with ADHD to do special tasks to give them a chance to use up their excess energy and blow off steam. Tasks may include: handing out supplies and collecting papers in the classroom; deliver messages to the school office or another class. By doing so, they are not only given an opportunity to move around, but it also builds their sense of self-worth.

• Provide fidget objects. Any object that can be quietly squished or handled will be useful to help ADHD children focus on class lessons and at the same time keeping them still in order to conserve their energy for more productive things. Examples can include worry beads, Wikki Stix, and squeeze balls.

• Give frequent breaks. Teachers could allow the child to leave the room specially if they sense that a he/she needs to move. This could also be allowed during long tests or exams when the student may tend to rush answering the items just so they could leave the room.

• Provide alternatives. Children with ADHD may do their work better if they are allowed to move about while doing their lessons.

By doing so, the child does not have to focus on keeping still but instead it provides them energy for learning. For example: the teacher can allow them to go at the back of the room and change seats once in a while or even to pace quietly around the classroom while thinking through a problem; or during reading period, the child can be allowed to read on the floor.

• Breaking point. Teachers with ADHD students in their class should realize that even if they have provided enough downtime between lessons, these children can be still for only a short period of time. Thus, it is important to recognize when the student is reaching his/her limit and just let him/her get up to stretch his/her hands or legs - even in the middle of a seatwork or a test.

Easy Does It

As I have told one school which refused admission of my child way back then, they do not need any special instrument in order to accommodate his needs in the classroom.

Keeping our hearts and minds open to changes and enjoying the other “positive” qualities of a child with ADHD will certainly go a long way.

Editha R. Martelino is the current president of the ADHD Society of the Philippines. A parent of two children with Attention Deficit/Hyperactivity Disorder (ADHD), she initiated and played an active role in the ADHD School Caravan, a public awareness campaign on the disorder. She is an AB Literature graduate of the University of Santo Tomas and is a writer by profession.