Classroom Management Strategies Classroom management strategies for AD(H)D pupils 1. Physical arrangement of the classroom. Use rows for tasks which do not require interpersonal contact. Avoid the use of tables with groups of pupils as this maximises interpersonal distractions for the AD(H)D pupil. Ideally a classroom should provide flexibility of seating with several tables for group work and rows for independent work. Arranging desks in a horseshoe shape has been found to promote discussion without impeding independent work. Sit distractible pupils near the teacher - as close as possible without being perceived as punitive. Locate the more distractible pupils away from windows and corridors to minimise visual and auditory distractions. Keep a part of the room free from obvious visual and auditory distracters. Seat peer models with good study skills next to children showing attentional difficulties and overactivity. 2. Lesson organisation Provide an outline, key concepts and essential vocabulary prior to lesson or topic presentation. Vary the pace of lesson presentation. Include a variety of activities during each lesson. When appropriate, intersperse in-seat tasks with more physical activities. Use multisensory presentation, but make sure that interesting pictures and sounds relate directly to the material to be learned. Set short achievable targets and reward task completion promptly. Allow a short break before the next target is set. Actively involve pupils in lesson presentation. Encourage pupils to develop mental images of the concepts or information being presented. Ask them about their images to be sure they are visualising the key material to be learned. Use co-operative learning activities particularly those that assign each child in a group a specific role or piece of information that is needed to complete the group task. 3. General organisation Establish a daily classroom schedule and ensure that routines are known and practised particularly for beginnings, endings and transitions. Give five minute warnings before ending a session for the completion of the task and putting away equipment, etc. Use individual assignment charts or home-school book to go home with the pupil and be signed daily by the parent if necessary. Be clear about when pupil movement is permitted, when it is not allowed and when it is discouraged. Use a kitchen timer to indicate special periods of intense independent work and reinforce the class for appropriate behaviour during this period. Start with briefer periods (5-10 minutes) and gradually increase the length of time as the class develops success. 4. Behaviour Keep classroom rules simple and clear, with examples of keeping and breaking the rule modelled and role-played. Actively reinforce desired classroom behaviours. Praise specific behaviour, for example: "I like how you correctly wrote down all the things you have to do" rather than "well done!" Frequently move about the room so that you can maximise your degree of proximity control. Set short measurable goals for behaviour with lesson by lesson reinforcement. Tackle only one target behaviour at a time. Strategies to address specific behavioural issues individual pupil 1. Inattention Provide frequent, immediate and consistent feedback on behaviour and redirection back to task. Seat pupil in a quiet area. Seat pupil near a good role model. Increase distance between desks. Seat pupil away from distracting stimuli. Give assignments one at a time. Gear assignments to attention span. Break long assignments into smaller parts. Include a variety of activities during each lesson. Assist pupil in setting short term goals. Restrict homework to that which is essential. Give clear, concise instructions. Provide written outline of lesson. Cue pupil to stay on task, e.g., using a private signal. Let pupil share recently learned concepts, e.g., with a peer still having difficulty with them. Pay careful attention to design of worksheets and tests. Use large type and provide only one or two activities per page. Keep page format simple. Avoid extraneous pictures or visual distracters that are not specifically and directly related to the task. Have white space on each page. Use dark black print and avoid hand-written worksheets or tests if possible. Write clear, simple directions. Provide alternative environments with fewer distractions for taking tests. Allow pupil to use tape recorder sometimes rather than always requiring written work. Shorten assignments. If the pupil can demonstrate adequate skill mastery in 10 or 20 questions do not require completion of 30-40 items. 2. Excessive motor activity Choose the AD(H)D pupil to be the one who writes keywords or ideas on the board, etc. Allow opportunities for pupil to move around the room. Provide short break between assignments. Remind pupil to check work if performance is rushed or careless. Plan ahead for transitions, establish rules and supervise closely. 3. Poor organisation and planning Establish a daily classroom routine and schedule. Organise desks and folders daily. Check for neatness. Persuade parents to use organiser trays at home marked with the day of the week so that books and work required at school that day are all together. A personal visual timetable may be helpful in view of the difficulty with time concepts. Fasten a checklist to the pupil's desk or put on in each subject folder/exercise book to outline the steps to be taken in following directions or checking to ensure that a task is correctly completed. Give notes to the pupil about key elements in the lesson. Use individual homework assignment charts that can go home to be signed daily by parents. Provide rules for getting organised. Give assignments one at a time. Supervise recording of homework assignments. Check homework daily. Assist pupil in short-term goals in completing assignments. 4. Impulsiveness Keep classroom rules clear and simple. Ignore minor inappropriate behaviour. Increase immediate rewards and consequences. Use careful reprimands for misbehaviour (criticise the behaviour not the child). Attend to positive behaviour with compliments. Seat pupil near a good role model or near teacher. Encourage the pupil to verbalise what must be done: aloud to the teacher in a one to one setting at first, then whispering quietly to self and finally saying silently to self. Teach verbal mediation skills to reduce impulsive behaviour by modelling. Practise a structured routine of stop/listen, look/think, answer/do. 5. Non-compliance Praise compliant behaviour. Provide immediate feedback about acceptable and unacceptable behaviour. Use teacher attention to reinforce positive behaviour. 6. Difficulties with peers Praise appropriate social behaviour. Organise social skills training to teach concepts of communication, participation and co-operation. Define social behaviour goals with pupil and implement a reward programme. Encourage co-operative learning tasks with other pupils. Praise pupil frequently to increase esteem within the classroom. Assign special responsibilities to pupil in presence of peer group so others observe pupil in a positive light. 7. Poor self-esteem Provide reassurance and encouragement. Frequently compliment positive behaviour. Focus on pupil's talents and accomplishments. Reinforce frequently when signs of frustration are noticed.