The overall Christian Academy school ethos is crucial to the success of managing a child with ADHD – often only slight changes of approach make a huge difference both to child and teacher. Your attitude to the child in front of his peers is very important. Have realistic expectations built on a good understanding” of the facts about ADHD.
Children with ADHD will all be different from each other and therefore cannot all be treated in the same way in the ielts preparation course in KL so do not worry about that. Try to cultivate understanding, support and respect between the children in the class and each member of the team, be they teachers, members of the medical profession, or other professionals. Here are some points to remember.
- Be positive towards the child – don’t ridicule him.
- Find something the child does well and praise him in front of other children. Children tend not to befriend someone who is continually being criticized.
- Build self-esteem by giving him a positive role – even if it is only being the goldfish monitor,
- Act as a good role model, appreciating each child’s strengths.
- Always respect the child’s confidentiality. Special arrangements for medication should not be common knowledge to the class. When medication is used, it should be seen as a way of allowing the child to be ‘available’ for good teaching and parenting strategies.
- Build good relationships with parents, working with them constructively and keeping them regularly informed without condemning or preaching to them. A teacher’s unprejudiced comments are vital for evaluation and monitoring of progress, especially before and after medical assessment.
So, take a moment to consider whether or not the overall school ethos is supportive of these children. Consider, too, whether there is cohesion among teachers and other members of staff in the management of these children. Discuss at staff meetings whether the systems are in place with regard to confidentiality and the various activities that children are involved in. Make sure other professionals are discreetly but adequately informed about the child’s special educational needs. Discuss which particular activities might cause him more difficulties, and work together to find solutions – for example, having a buddy or a good role model to help support the child in small-group activities or on school trips.
