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<blockquote data-quote="Ropefree" data-source="post: 223272" data-attributes="member: 6271"><p>Adhd is a handicap to all areas of life if the learner is not achieving with their strengths toward the details for academic excellence.</p><p></p><p>If the schooling years are not supporting a learner, especially one who shows</p><p>potentials, to achieve academic excellence when?</p><p></p><p>The IQ testing offer insights as to HOW the clearly bright is learning AND</p><p>what areas are the log jam.(IEP or 504 the start is the FULL evaluation)</p><p></p><p>An adhd learner is not like a bacterial infection where one prescription fits all.</p><p></p><p>The main reason that teachers are not effective is that they are not aware or motivated to apply the meathods that they surely do have the ability to reasearch and apply in classrooms. Or the learning deficit is not fully understood and therefor NEGLECTED.</p><p></p><p>Meanwhile the learner...and we are talking about children IS LEARNING...and they use their imaginations to fill in the blanks. Children BLAME themselves for </p><p>everything, because they are the center of their universe . As they should be.</p><p>Yet it is the adults who guide and direct and correct the assumptions a child</p><p>imagins, some quite predictably and others are just so amazing. We really do not know how any other is 'putting it together' unless they tell or show or </p><p>express it to us in a way that we "get".</p><p></p><p>An adhd learner who is not completing work and is not recieving the benefits of their contribution for grading will "feel dumb". They will feel they are not </p><p>productive and the self esteem pieces between the lack of success in the work required, the constant sound of their name ringing in a classroom and while it is so the social recriminations of their peers who will remark critically to them about their insensitivity to others around them (the impulsivity).</p><p></p><p>What I did was to read EVERYTHING recommended to me and more about my childs condition. I absorbed all the test results and used those evidenced based findings to push,prod, ply, engender intrest, devise stradigy, implement, follow up and NEVER SAY UNCLE. When the teachers hedged I invited them to retest if they were so ding dang certain that the lossest potential was not the bottom tolerable grade for work.</p><p></p><p>For a learner who is treated to attend school for 7+hours 5days per week</p><p>how much assigned work is needed after the 35 hour school week? Can the completions be pursued in class or in an appropriate alternative setting at the school? </p><p></p><p>Distractablity was an ongoing issue and the solutions proved to be:</p><p> finding setting that was close to the teacher so that the name call out was not an everyday thing. Use non-verbal prompts, a touch on the shoulder, a look in the eye to redirect (one wise teacher, they are out there, put her desk to the side of her class with my son near her and in the back corner of the room and lectured from the front by the board. This way HE could see the whole class and not turn in his seat away from the instruction to look at others during the teaching time)</p><p></p><p> An alternative room where he could focus without the distractions of others to complete assigned work. \</p><p> Use of a corral. Ideal for the adhd as the front and sides are blocked. My son</p><p>seeks out the desk facing a wall when left to his own devised to complete work.</p><p> Breaks in the learning time. Running during recess was organised by one principle who was also addressing the obesity and lack of activity students in general have. A alternative activity for classtime when whatever is not working for the adhd...once it was sitting in the hall to read and also having an active role in the class like wiping the board, sweeping, or taking some papers to another teacher or the office.</p><p> Absolutely would not tolerate that a effective and persistant effort to complete all assigned work during school hours be avoided.</p><p> For the adhd learner, who will not want to redo one thing, having a teacher require rewrites of work that has been turned in and is not correct not only informs the learner what is the teachers expectation but it ends the rediculas practise of critising errors and then admiring the low grades acheived. Yes, I am suggesting that teachers correct DRAFTS and there by TEACH the children what to do to get the work done correctly. It worked magic on my adhd.</p><p>(he gets As now, by the way...it was not easy, Ladies and gentlemen, I was not the favorite site of the school employed. I spent some time in the middleschool office in conversation with the principle about the value of A over</p><p>muttling along at c,d,b,d,ect.)</p><p></p><p>Plan to educate the teachers about what you DO want for your child in each area, behavor, academics, social, ect. </p><p></p><p>EAch child brings specific needs to their environment and the environment that is adapting to teach is 'working'</p><p></p><p>When the learner gets involved (gets the knack and the self acceptance that "I CAN do it") they sit themselves down and they do their own work and they struggle at it and YOU are only a resourse. The extra library materials, the </p><p>special paper ect, the report folder.</p><p></p><p>My adhd learner is a success. I can not tell you how many meetings and how many phone calls and how many hours I did spend. But that report card with the solid A and a couple other letters, hey, that was all my adhd. They said he would never learn math (freshman year pysicis) they said he would always struggle with english (honors As) His chemistry teacher said "exempery student".</p><p></p><p>So, yeah, do not be intimidated. Praise the teachers as you go. Be in there.</p></blockquote><p></p>
[QUOTE="Ropefree, post: 223272, member: 6271"] Adhd is a handicap to all areas of life if the learner is not achieving with their strengths toward the details for academic excellence. If the schooling years are not supporting a learner, especially one who shows potentials, to achieve academic excellence when? The IQ testing offer insights as to HOW the clearly bright is learning AND what areas are the log jam.(IEP or 504 the start is the FULL evaluation) An adhd learner is not like a bacterial infection where one prescription fits all. The main reason that teachers are not effective is that they are not aware or motivated to apply the meathods that they surely do have the ability to reasearch and apply in classrooms. Or the learning deficit is not fully understood and therefor NEGLECTED. Meanwhile the learner...and we are talking about children IS LEARNING...and they use their imaginations to fill in the blanks. Children BLAME themselves for everything, because they are the center of their universe . As they should be. Yet it is the adults who guide and direct and correct the assumptions a child imagins, some quite predictably and others are just so amazing. We really do not know how any other is 'putting it together' unless they tell or show or express it to us in a way that we "get". An adhd learner who is not completing work and is not recieving the benefits of their contribution for grading will "feel dumb". They will feel they are not productive and the self esteem pieces between the lack of success in the work required, the constant sound of their name ringing in a classroom and while it is so the social recriminations of their peers who will remark critically to them about their insensitivity to others around them (the impulsivity). What I did was to read EVERYTHING recommended to me and more about my childs condition. I absorbed all the test results and used those evidenced based findings to push,prod, ply, engender intrest, devise stradigy, implement, follow up and NEVER SAY UNCLE. When the teachers hedged I invited them to retest if they were so ding dang certain that the lossest potential was not the bottom tolerable grade for work. For a learner who is treated to attend school for 7+hours 5days per week how much assigned work is needed after the 35 hour school week? Can the completions be pursued in class or in an appropriate alternative setting at the school? Distractablity was an ongoing issue and the solutions proved to be: finding setting that was close to the teacher so that the name call out was not an everyday thing. Use non-verbal prompts, a touch on the shoulder, a look in the eye to redirect (one wise teacher, they are out there, put her desk to the side of her class with my son near her and in the back corner of the room and lectured from the front by the board. This way HE could see the whole class and not turn in his seat away from the instruction to look at others during the teaching time) An alternative room where he could focus without the distractions of others to complete assigned work. \ Use of a corral. Ideal for the adhd as the front and sides are blocked. My son seeks out the desk facing a wall when left to his own devised to complete work. Breaks in the learning time. Running during recess was organised by one principle who was also addressing the obesity and lack of activity students in general have. A alternative activity for classtime when whatever is not working for the adhd...once it was sitting in the hall to read and also having an active role in the class like wiping the board, sweeping, or taking some papers to another teacher or the office. Absolutely would not tolerate that a effective and persistant effort to complete all assigned work during school hours be avoided. For the adhd learner, who will not want to redo one thing, having a teacher require rewrites of work that has been turned in and is not correct not only informs the learner what is the teachers expectation but it ends the rediculas practise of critising errors and then admiring the low grades acheived. Yes, I am suggesting that teachers correct DRAFTS and there by TEACH the children what to do to get the work done correctly. It worked magic on my adhd. (he gets As now, by the way...it was not easy, Ladies and gentlemen, I was not the favorite site of the school employed. I spent some time in the middleschool office in conversation with the principle about the value of A over muttling along at c,d,b,d,ect.) Plan to educate the teachers about what you DO want for your child in each area, behavor, academics, social, ect. EAch child brings specific needs to their environment and the environment that is adapting to teach is 'working' When the learner gets involved (gets the knack and the self acceptance that "I CAN do it") they sit themselves down and they do their own work and they struggle at it and YOU are only a resourse. The extra library materials, the special paper ect, the report folder. My adhd learner is a success. I can not tell you how many meetings and how many phone calls and how many hours I did spend. But that report card with the solid A and a couple other letters, hey, that was all my adhd. They said he would never learn math (freshman year pysicis) they said he would always struggle with english (honors As) His chemistry teacher said "exempery student". So, yeah, do not be intimidated. Praise the teachers as you go. Be in there. [/QUOTE]
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