1. First of all, it should be accepted that personality traits and learning skills of all students are not the same. Individual differences should always be taken into account in the education and training of children.
2. An educational environment that reveals the mental capacity of the student and improves self-esteem should be created. Making harmonious changes regarding the characteristics of the student in the classroom and at school affects the student’s performance and contributes to the development of positive behaviors.
3. As every individual should be, the student should also be respected, and in this sense, they should be a model. The child, who feels respected, will learn to respect himself, his self-confidence will not decrease, and he will begin to be more accepted in friends and society with more positive behaviors.
4. Students should be sensitive to their wishes, thoughts and behaviors. Behaviors and comments made should be approached in an empathetic way, and in these cases, it should be ensured that other students can be empathetic to both the child and each other.
5. If the student’s situation is to be shared with other students, the student and his/her family should be talked to beforehand, the reason should be explained and permission should be obtained.
6. Words such as ‘bad, stupid, lazy, crazy, naughty’ should not be said to the student, which will reduce their self-worth because of the behaviors they have done and/or failed to do. Similarly, peers should be prevented from saying such words.
7. A meeting should be held with the children shortly after the school starts, and the rules of the school, the behaviors that can and should not be done should be clearly explained, and examples should be given about what kind of sanctions can be made for wrong behaviors.
8. The rule of not criticizing in front of everyone, which applies to every child, also applies to children with ADHD and/or SLD.
9. Deficiencies and mistakes in the child’s homework or duties should be reported as neutral, determined and correct feedback without being judged.
In 10th grade, two ADHD children should not be allowed to sit side by side or in close proximity, sometimes in the back row of the class. Other students who will sit next to these children should be provided as important models, but if they have an impulsiveness to harm their friends or if it distracts their friend sitting next to them, they should be allowed to sit alone in the row close to the teacher.
WHAT CAN BE DONE FOR CAUTION?
1. The student should sit in a row close to the teacher, especially near the window, where stimuli or distracting factors can be high, in the back rows, not close to the multi-picture wall.
2. The instructions to be given to these children should be clear, precise and without details, abstract concepts should not be used too much in the instructions, concrete examples of the instructions should be given when necessary so that they can be better understood.
3. In order for the child to pay attention to you when you want him to do something, a hand signal or a sentence or word that you can agree on before should be used, and it should be ensured that he pays attention to the instructions.
4. If possible, verbal instructions should be supported by visual materials. This type of approach will allow the student to focus more quickly on the teacher.
5. In order not to lose the child’s attention, care should be taken to ensure that the stimuli given are interesting, or different stimuli should be added in between in order to keep the attention on you.
6.The child’s work should be divided into several parts with breaks. He should be encouraged to complete the part he is expected to do before the breaks are given.
7. The order of the given tasks is also important. Care should be taken to watch a section that requires a lot of attention and a section that requires less attention.
8. It should be ensured that he tries to re-focus his attention by giving him a change of place or a task that can move.
9. If he has trouble following the sequence while reading, the use of a bookmark, finger tracking or a card should be allowed.
WHAT CAN BE DONE FOR MOBILITY?
1. During the day, it should be ensured that he spends his energy by giving tasks (such as opening a pencil, taking the class notebook to the principal) at school or in the classroom.
2. For the physical movement of the whole class, activities should be interrupted at certain intervals (you can stand up, twist your waist, etc.)
3. Allow the student to stand up and shake his feet – his turn while he is doing his duties in a way that does not disturb the order in the classroom. should be given.
4. Two different places can be determined in the classroom for the child. When the child is bored or feels the need to move, he can move to the other place.
5. From time to time, fine motor behaviors of the child in the classroom (such as playing with pieces of paper, scribbling on paper, playing with small objects in his hand) should be allowed.
Interactive learning methods should be used in 6th grade. Additional time should be given when moving from a lively activity to a quieter one.
7.The environment with various materials such as the laboratory also contributes to the expenditure of energy of the students and increases their attention.
8. The child’s activity levels may increase in crowded environments (such as a canteen). A close friend assigned to these environments may follow the child closely.
WHAT CAN BE DONE FOR Impulsivity and AGGRESSIVE BEHAVIORS?
1. Mild impulsive behaviors that do not harm the environment should be avoided as much as possible. It should be remembered that in such an expectation, the child will be at risk of showing more impulsive behavior.
2. When the student misbehaves, the reasons underlying the behavior should be tried to be understood.
3. Rules and expectations for the child should be very clear and should not change frequently.
4. Rules should be reminded frequently.
5. Feedback should be given to the child as positive reinforcement when he/she obeys the rules.
6th grade rules should be hung at eye level and in a way that attracts attention.
7.Children should clearly know what can happen to them when the classroom rules are not followed.
8. The punishment should be given immediately after the inappropriate behavior.
9. A small mistake should not be punished heavily.
10. He should know that he will get the same reaction in the face of the same wrong behavior.
11.Student should not be discussed with, power struggle should not be entered. As a teacher, it should be ensured that your controlled behavior is modeled by expressing your feelings without blame.
12. The student should be sent to a safe place when necessary to support him in regaining control.
13. Help the student to understand the signs that he is starting to lose control of his anger (eg, angry facial expression, hostile tone of voice, increased activity level, stubbornness, redness of the face and ears, heart palpitations)
14 .Before they lose control, they must be taught to verbalize their thoughts and feelings.
15. Simple visual clues should be given on the notebook or on the desk to remind the child to think and stop before taking action (such as the picture of the reward he will receive when he has control)
16. The stance and voice of other children should be given to the student. Studies should be carried out to increase their awareness and to enable them to recognize and empathize with what they express.
17. The student should be encouraged to fix their broken relationships.
18. It should be allowed to leave the classroom 2-3 minutes earlier if necessary (if the child loses control in crowded and loud environments).
19. Sometimes humor can be used to reduce tension in the classroom.
20. The student should be taught to diagnose and verbally identify the behavioral problem (what is the problem? I spat in my friend’s face)
21. It should be explained to the child with examples that he can express himself differently and correctly in the face of the problem.
22. The positive communication that develops when he exhibits correct and different behaviors should be supported by talking with the child to ensure its continuation.
WHAT CAN BE DONE TO IMPROVE WORK HABITS AND INCREASE SUCCESS?
1. The student should be presented with the amount of information he can keep in mind during each study.
2. The suitability of homework should be evaluated. Care should be taken not to give the student a task that would create frustration (too difficult or too long) or that would be boring (too easy, too repetitive).
3. The student should be told that he has to finish his homework before dinner.
4. Homework control must be done.
5. It should be checked whether the student has taken enough materials with him to do his homework.
6.Students cannot be revived at the beginning of the day, and their attention and energy decreases in the afternoon. If possible, academic lectures should be spread out in the middle of the day. They should include lessons and activities that they would like to do in other hours.
7. Different learning modalities should be used in the learning process of the student (visual, auditory, tactile, motor,…).
8. Oral information should be given to the student in short intervals and repeated.
9.Children should be encouraged to ask questions.
10. The success of the student, no matter how small, should be rewarded, thus supporting his motivation to be more successful.
11. The student should be encouraged to take responsibility for success.
12. It should be explained that mistakes have an important place in learning, and it should be ensured that they see their truth increase with the continuation of the motivation to work over time.
13. The most important thing for student success is communication between home and school. This should be provided by telephone, small notes, or face-to-face conversations.
14. The child should be encouraged to pay attention to punctuation marks during reading, as it will enable him to understand what he has read more accurately, and it should be ensured that he takes a short breath at each comma and a deep breath at the points. In reading places, signs such as commas, exclamation points, and periods can be highlighted with different colors to attract the attention of the child and ensure correct reading.
15. Use of tape recording should be supported to improve and control the reading speed.
16. If there are questions at the end of the chapter about the chapter to be read, first of all, the awareness of the subject should be increased by making them read the questions.
17. It should be allowed to underline the important parts of the subject or to write notes in certain places on the page to facilitate the rereading phase.
18. The student should be taught to repeat the chapter he has read by paying attention to the order of the topic in his mind, without looking at the book.
19. Loud repetition should be supported.
20. In studies, the beginning and the last chapters are easier to remember. For this reason, it is recommended to work more on the middle sections.
21. It should be ensured that the student focuses on the details of who, what, when, where, how and why.
22. It should be taught to establish relationships between information.
23. How to visualize the learned information should be shown with examples.
24. Computer use should be allowed while preparing homework.
25. Fingers should be allowed in math operations.
26. He should not use time until he shows a certain improvement in mathematics. It should not be forgotten that timed tests will create stress for students.
27. The use of calculators should be allowed from time to time in operations where it is very difficult.
28. Code the problems with colored pencils (like the sticker green) for complex operations.
29. The student should get the habit of checking the alignment of the operation and the numbers in the columns.
30. Before answering math problems, do not rewrite the problem in your notebook. This creates stress and frustration.
31. If the writing speed is too slow, he should be allowed to copy from his friends’ notes.
32. Care should be taken to prepare multiple choice exams.
33. Bold or underline method should be used for students to read the instructions in the exam correctly.
34. The student should be allowed to review the test for a short time before the test begins.
35. For impulsive students who read the question quickly and answer it immediately, it should be suggested that they answer the question by closing the answer section.
36. Additional time should be given for testing when they are slow.
37. Additional time should be given to review their answers to the questions.
38. The content of the exam should be evaluated, not the student’s spelling mistakes, punctuation errors or writing.
39. Students should be more interested in correct answers.
