What does it mean to a kid to be labeled attention-deficit
disordered (ADD)? Or to have "hyperactive" added to the label
(ADHD)? What can teachers do to boost the success of students with
attention and behavioral difficulties? Are we relying too much on
medication for these kids and not enough on new perspectives on
learning, child development, the child's socioeconomic and cultural
background, biological and psychological research, and the
learner's emotional and social needs? Armstrong urges educators and
parents to look for the positive characteristics in learners who
may carry the ADD/ADHD label. Are they bursting with energy? Are
they intensely creative? Do they enjoy hands-on learning? Are they
natural leaders? Are they unusually introspective and reflective?
We need to look beyond a "deficit" approach and embrace a more
holistic view of learners that includes teaching to their multiple
intelligences, learning styles, and other brain-friendly
approaches. For example, here are some classroom activities for
kids who "can't sit still" Learning spelling words by having kids
jump up out of their seats on the vowels and sit down on the
consonants. Mastering the multiplication tables by forming a conga
line, moving around the classroom counting from 1 to 30 out loud,
and on every multiple of 3 shaking their hips and legs. Showing
patterns of molecular bonding in chemistry class through a "swing
your atom" square dance.
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