1. Give an example of how can you use checklists and visual cues to help students stay on task.
Task-based checklists can help students become accustomed to specific steps in accomplishing a task. As a result, this will be used to add order to the chaos involved in learning, thereby offering a pathway to effectiveness and productivity in the classroom. For example, teachers can use checklists and visual cues to remind students of the things that they need during transitions or introduction of new topics. For instance, in a math class students can use checklists to deliver instructions or solutions to complex problems. That is, teachers can use checklists to highlight the steps involved in deriving solutions. By so doing, students will use the checklist to solve homework problem or quizzes on their own. Visual cues, on the other hand, act as reminders for students. Teachers can use visual cues to remind students of classroom routines and necessary resources in the bid to help them focus on tasks.
2. Give an example of when you could use the strategy of asking students what works for them and what challenges cause them to be distracted.
Teaching students with ADHD can be challenging or have uncertain outcomes. In such situations, the relationship between teachers and students should be flexible. One strategy that teachers can use to design or shape their approach to helping students with ADHD is to engage them in the process. This strategy would entail inquiring and asking more about preferred learning methods. For example, teachers can use the approach of asking students what works for them if other strategies have failed. Students might address concerns with the use of visual effects or any common delivery strategies. In such cases, teachers should ask students for particular reasons of distractions associated with the style of teaching or the features of the instructional material that cause them to be distracted.
Use your promo and get a custom paper on
"ADHD in the Classroom".
3. Give an example of how would you use a timer to help motivate students and help them focus.
Timers give students the sense of purpose, which Pamela Milazzo refers to as the need to “beat the clock”. With a timer, students develop the need to complete a task ahead of the deadline, thereby motivating them to do more and create a sense of accomplishment. With this in mind, I can use a timer for a warm-up activity at the beginning of a lesson. For example, I would request students to brainstorm ideas in groups and make individual notes or lists within 6 minutes. An example would be to ask students to discuss and write down questions a doctor would ask his or her patient. The incorporation of a timer brings about competition and the desire to achieve, thereby improving students’ attention and morale to accomplish more in class.
