ADD ADHD Alternatives in the Classroom by Thomas Armstrong

By Thomas Armstrong

What does it suggest to a child to be categorized attention-deficit disordered (ADD)? Or to have "hyperactive" extra to the label (ADHD)? What can lecturers do to spice up the good fortune of scholars with awareness and behavioral problems? Are we depending too a lot on drugs for those little ones and never sufficient on new views on studying, baby improvement, the kid's socioeconomic and cultural heritage, organic and mental examine, and the learner's emotional and social wishes? Armstrong urges educators and oldsters to seem for the confident features in newbies who could hold the ADD/ADHD label. Are they bursting with strength? Are they intensely artistic? Do they get pleasure from hands-on studying? Are they typical leaders? Are they strangely introspective and reflective? we have to glance past a "deficit" procedure and include a extra holistic view of newbies that incorporates educating to their a number of intelligences, studying kinds, and different brain-friendly ways. for instance, the following are a few lecture room actions for children who "can't sit down still": - studying spelling phrases via having young ones bounce up out in their seats at the vowels and take a seat at the consonants. - gaining knowledge of the multiplication tables by means of forming a conga line, relocating round the lecture room counting from 1 to 30 out loud, and on each a number of of three shaking their hips and legs. - exhibiting styles of molecular bonding in chemistry classification via a "swing your atom" sq. dance. Thomas Armstrong, an educator and psychologist from Sonoma County, California, has greater than 26 years of training event, from the first in the course of the doctoral point. he's the writer of 2 different ASCD books, "Multiple Intelligences within the lecture room" and "Awakening Genius within the Classroom."

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Extra resources for ADD ADHD Alternatives in the Classroom

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Interestingly, Turecki considers “the difficult child” as a normal child (he believes that up to 20 percent of all children possess this temperament). As he points out: I strongly believe that you don’t have to be average in order to be normal. Nor are you abnormal simply because you are difficult. . Human beings are all different, and a great variety of characteristics and behaviors falls well into the range of normality (Turecki, 1989, p. 18). ” In this sense, the symptoms of ADD/ADHD could be regarded (in a way similar to family systems theory) as not within the child per se, but rather in the “lack of chemistry” between parent and child.

In moving toward a holistic approach to the issue, I am concerned not with treating a disorder, but rather with helping a child. In the previous chapter, I suggested that each child who displays behavior and attention difficulties possesses a unique constellation of factors that defines his individual world.

Some research, in fact, suggests that many children labeled ADD or ADHD are very good at paying attention: paying attention to what they’re not supposed to be paying attention to! , instead of focusing on the teacher’s voice or textbook page, they scan the walls, listen to voices in the halls, and daydream about what they’d rather be doing). Research suggests that children labeled ADD or ADHD may use incidental attention in cognitive processing and possess a more diffused or global attentional style (Ceci & Tishman, 1984; Fleisher, Soodak, & Jelin, 1984).

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