https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).
When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.
When using a proactive approach to classroom management, teachers support all students and
create conditions that prepare them for learning (Piffner, 2011).
Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others.
Opportunities to Respond
Students with ADHD often have the most trouble attending during drill-and-practice assignments because of the repetitive nature of the tasks. Peer-mediated approaches such as those enumerated in the next screens are particularly effective for students with ADHD in such cases, because they increase students’ opportunities for engagement and active learning (Piffner, 2011).
In creating peer-mediated activities, the teacher may need to choose students whose
skill levels complement each other. Students with and without attention difficulties and
impulsivity should be considered for peer partnerships.
Peer Tutoring
Peer tutoring is one of the more effective strategies for students with ADHD, because it provides many of the same supports as one-to-one instruction. It facilitates the acquisition of both academic and social skills.
Peer tutoring is most effective when training is provided to participating students (Piffner, 2011). Tutors need to be taught how to be prepared with materials needed for the session and how
to give positive and corrective feedback to their partner (Greenwood & Delquadri,
1995).
