Introduction
This research paper is based on Attention Deficit Hyperactivity Disorder (ADHD or ADD). ADHD is a developmental disorder with a characteristic of attention problems and hyperactivity. The two aforementioned problems manifest themselves infrequently and independently with signs starting as early as seven years. This syndrome is characterized by serious and persistent difficulties in impulse control, attention span and hyperactivity.
ADHD is currently the most commonly studied and researched theory as a psychiatric disorder in children. It is sparingly prevalent in school going children up to 16%. It is surprisingly a serious chronic disorder in maturity age. Research indicates that 30% to 50% of individuals with ADHD in their childhood life persist with it in their adulthood. Adolescents and adults with this disorder tend to develop coping mechanisms to overcome its effects. The goal of this paper is to achieve a learning theory that befits children with Attention Deficiency Hyperactivity Disorder (Silver, 1984, p.25).
Learning Theory and its importance
A learning theory is an explanation proposal of learning, otherwise an attempted description of how people and animals learn. It helps in understanding the natural process of learning. Learning theories have two chief values according to Donovan and Bransford (2005). One is provide the new words and vocabulary that are appropriate for implementing and interpreting real life examples. It also proposes where solutions to practical problems can be found rather than giving solutions. However, they do not direct our attention to those variables that are indispensable in finding solutions (Darling-Hammond & Bransford, 2005, p.12).
Description of an effective teacher and learning environment
The following tenets are observed in establishing an exceptional learning environment for ADD students: Firstly, the affected children should sit near the teacher's desk, but included as part of the regular class seating. Secondly, the students should sit in front of the classroom to keep other students out of their view. While organizing the sitting arrangement, it is essential to surround the students with ADD problem with appropriate and exemplary individuals who can impart coveted morals that are admired by others. It is also helpful to encourage peer tutoring and cooperative learning, which is paramount in avoidance of distractive stimuli. Avoidance of distractive stimuli can also be achieved by placing learners with ADD problem away from air conditioners, high traffic areas, heaters and doors and windows (Lieberman, 2004, p.34).
Since such children do not handle change well, it is reasonable to avoid transitions, physical relocations, changes in the schedule, and disruptions. Therefore, they need a close monitoring especially when out on field trips or learning activities that entail movements. Parents should be encouraged to provide an ample learning environment so that children can read comfortably. They should also carry out a review of completed homework and periodic organization of books of the affected children. Teachers should also be creative to produce a stimuli-reduced study area. However, all students should have access to this area so that the ADD students do not feel that they are different from their colleagues (Canter & Canter, 1982, p.57).
When giving instructions to ADHD students, it is necessary for the teacher or parent, in case of home schooling, to ensure eye contact with the students during oral instruction. The teacher should also give absolute, clear, and concise directives to the students as this fosters a quick and clear understanding. This mode of instruction should be consistent on a daily basis to enhance simplification of complex directions and commands. Additionally, teachers should make a follow up to ensure that these students comprehend given instructions before giving them assignments. Understanding of instructions should be tested by requesting students to repeat them in a calm and positive manner. A student who has understood instructions is expected to state his/ her expectations clearly without fear. This approach ensures students’ comfort in seeking assistance, most children with ADD do not ask for help. In the end, there should be a remarkable gradual reduction of assistance given to these students to foster their learning independence (O'Brien, 1986, p.68).
A daily assignment notebook should be made a requirement for all students for daily assignments. In case some students are incapable of writing assignments, their teachers should be available to assist them to foster their learning. Teachers should also ensure signing of students’ notebooks to mark finishing of the given homework. This will ensure a logical and chronological reference and future follow up, as expected, to ensure that students understood what they were taught. Where necessary, parents should help in doing this follow up. The notebook should be used for daily communication with parents so that the learning activities of the students are tracked at a close range. In order to provide motivation to the learners, teachers are encouraged to reward altruistic behavior and performance in the presence of all students. This will motivate those with deviant behavior and poor performance to work hard to earn that recognition. Teachers should also recognize those who are clean and well dressed and comment them positively to foster high self-esteem in them. In order to ensure effective motivation, a teacher can try changing the type of rewards to foster continuous improvement because each student will be made to strive for a different reward and recognition. Apart from all that has been mentioned, creative teachers are expected to find and try other ways to encourage acceptable behavior and performance in their learners (Silver, 1984, p.28).
The use of computers as teaching aids is important in enhancing the learning experience of children with ADD problems. The use of PowerPoint presentation and projections helps in boosting the attention of learners with ADHD syndrome. Attention can also be fostered by use of audio and visual teaching aids such as listening to a radio lesson, use of books with not only written texts but also drawings and pictures. Outside class learning activities like learning from the environment like collecting insects and leaves is essential in enhancing the learning experience of ADHD children. Laboratory experiments that demonstrate class activities are also helpful in fostering attention and understanding of these learners. The ratio of students to teacher in a class of ADHD students should be low to ensure that a teacher is accessed by all learners. Even in a well-set learning environment, it will be wrong to assume that learning can take place well. An ADHD student is likely to behave in a manner that will seem disturbing. For this reason, here is a suggested accommodation for the behaviors that the student may exhibit (Carraher & Schliemann 2002).
Behavior
Suggested accommodation
1. Shifting from one incomplete activity to the next without closure.
The teacher should define the requirements of a completed activity. Such terms of assignment completion include stating that the assignment is considered for marking upon complete attempt of all questions and that a student should only begin answering another question upon completion of the preceding one.
2. Student’s Inability to sustain effort and accuracy consistently.
i. The teacher should reduce the quantity and length of assignments given to students and instead strive to achieve output quality.
ii. The teacher is also expected to keep a keener attention on the student to track his behavior. Where a student is found doing wrong things, he should be corrected and commended where he is found doing right. This will reduce mistakes and improve the student’s good behavior (Silver, 1984, p.25).
3. Lack of ability to keep sustained attention to tasks or other activities especially when distracted by external stimuli.
i. The teacher should reward the student’s attention and break up tasks into sub-units that can be attempted to completion by such students. Those students who accomplish their assignments on time should also be rewarded to motivate the lazy ones to improve (Lieberman, 2004, p.66.
ii. The teacher is encouraged to use physical proximity and touch strategy in teaching. The use of earphones and preferential arrangements in teaching the students exhibiting the previously mentioned behavior is also essential in fostering their understanding.
4. Difficulty in doing tasks that require memory.
i. The teacher should combine saying, seeing, writing and doing in his teaching model. Here the student may need to subvocalize in order to remember what he/ she has been taught.
ii. The teacher should try to teach memorization techniques. This can be achieved by use of symbols, visualization, verbal rehearsal, and various repetitions.
5. Apparent Inattention such as daydreaming
i. The teacher should try to get student’s attention in advance of giving instructions employing ways such as telling the student how to pay attention like looking at the teacher when he is talking. The teacher may also test the student’s understanding by asking him to repeat directions.
ii. The teacher should actively involve students in lesson by cooperative learning strategy
6. Student’s involvement in dangerous activities in oblivion of outcomes
i. The teacher should anticipate dangerous happenings and arrange for them before they happen.
ii. The teacher should also pair such students with their responsible colleagues ensure to rotate responsible student so as not to work one out.
7. Difficulty participating in class without being interruptive; inability to working quietly
i. The teacher should ensure such students sit close to them.
ii. The teacher should reward those students who behave well to encourage those with deviant behaviors to change.
iii. The teacher should also try the use of a study carrel where appropriate.
Learning Characteristics
For effective grouping, the teacher should customize the level and speed of instruction according to readiness and learning rates of the chosen groups. When grouping learners based on their ability at class, a small number of groups are encouraged to allow the teacher to provide enough direct attention to each group. A convenient grouping plan should reduce heterogeneity of students with respect to the specific performance unlike the intelligence quotient or overall achievement level. The grouping should as well allow for an easy reassessment of the student and possible reallocation to other groups depending on the progress exhibited by the student. In the case of ability groupings, the students are placed in a group and can be put in charge on a rotational basis. Most importantly, one of them has to assume the role of a teacher at some point thus helping students understand a concept easily (Barkley, 1981, p.22).
Ability grouping enhances learners’ ability to achieve satisfactory levels of success by limiting the differences that exist between various groups. This increases the likelihood of teachers to give directives that befit all students. In this case, the assumption is that ability grouping will give room for the teacher to increase the pace and thus increase the level of instruction for high performing students. Those who are regarded as high achievers will have the advantage of enjoying fair competition while the low achievers will be disadvantaged in some way. With the set out theory, this can be achieved since an ADHD student will be with peers who have a similar understanding and hence he will be comfortable and will not feel out of place (Perkins, 1992, p.45). This will make such a student identify with the group as well as check on what he does in a simpler way because the other group members can correct him and help him to concentrate.
Apparently, a teacher cannot be able to do it as he may be attending to other groups. This will ensure to some extent that the teacher’s attention is not only to the ADHD student but also to others. Lieberman (2004) argues that ability grouping enhances the possibility of creating a distinction between bright and poor students, which goes against popular democratic ideals. In order to reduce the afore-stated challenges, students should be categorized in groups based on performance instead of age. This eliminates grade-level designations. In yet another plan, the curriculum for each subject is subdivided into levels that students will progress in their own pace (Wender, 1987, p.82).
The following is the proposed multimodal tools and techniques for solving the above-described challenges: Use of textbooks and reading materials that have images and print text as opposed print text only. The teacher should use teaching aids such as graphics and pictorial representations of the things that are being learnt. If, in case, they are learning about animals, photos of the animals can be availed. The role of the teacher should change and be a participant learner to foster interaction with learners. Instead of suggesting the solutions to the problems that seek an answer, the teacher should employ active discussion strategy involving learners in seeking the solution.
Personal Reflection
In my view, the theory presented here fits well with the philosophical theory of learning. A teaching method comprise of the principles and methods used for instruction. The commonly used instruction methodology involves demonstration, recitation, memorization, class participation or a combination of any of these. Choosing a teaching method depends on the skills or information to be taught and influenced by the aptitude and the student’s enthusiasm. In the theory presented, the use of visual aids for students is paramount. These include having the use photos of animals in a lesson about them, and collaborative learning where students can get to discuss among themselves and be involved in the generation of the solutions to the problems under study have been suggested as the most effective teaching strategy when dealing with ADHD students (Canter & Canter, 1982, p.54).
Mentioned in theory also is the use of experiments and demonstrations as teaching aids. This is essential in verification of what is taught in class in theory. This is helpful in raising students’ interests and boosting their memory retention capability since demonstrations provide a room for comparing facts and real world applications (Gee, 2003, p.35). In the ability groups, each student is put in charge of the group on a rotational basis. Therefore, when the student is acting as a teacher, he will grasp the concept better and this will help a fantastic deal in boosting his self-esteem and confidence. Thus ability groups help learners to use their intelligence as well as learning skills effectively. The use of demonstrations in teaching enhances deeper considerate of the models taught to a group of students. This is in rhyme with philosophical teaching methodology (Perkins, 1992, p.72).
Conclusion
For effective dissemination of knowledge in the learners, there must be a proper teaching methodology, hence a need for constant research to find out the most appropriate teaching ways of ADHD students. This is because of the dynamics occurring in the process of learning that may change over time with the arrival of technologies and the emergence of new aspects. This could include new ADHD related disorders that had not been factored in the previous teaching methods and theories. It is essential that the teaching methods do not become divisive. This means that they should cater for the needs of the special groups while they are within the rest of the students in order to avoid a situation where the students with disorders will seem isolated and hence miss the interaction with others (O'Brien, 1986, p.61).
References
Barkley, R. (1981). Hyperactive Children. New York: Guiford.
Canter, L. & Canter, M. (1982). Assertive discipline for parents. Santa Monica: Canter & Associates.
Friedman, R. (1987). Attention Deficit disorder and hyperactivity. Danville: Interstate Printers and Publishers.
Gilbert, H. (1950). The Art of Teaching. Knopf: McGraw-Hill.
Lieberman, A. (2004). Teacher Leadership. California: Jossey-Bass.
O'Brien, M. (1986). Attention deficit disorder with hyperactivity: A review. . Journal of Special Education, 281-297.
Perkins, D. (1992). Transfer of Learning: Contribution to the Internaaational Encyclopaedia of Education. London: Pergamon Press.
Silver, L. (1984). The misunderstood child. New York: McGraw-Hill.
Wender, P. (1987). The hyperactive child, adolescent and adult. New York: Oxford University Press.
