What Happens If A Teacher Sleeps With An 18-Year-Old Student Teacher Tips: Improving Social Skills in ADHD Students

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Teacher Tips: Improving Social Skills in ADHD Students

Thank you to all of our professional educators who are dedicated to our children! We know how difficult it can be to work with ADHD kids, so here are your teacher tips for the week, brought to you by the ADHD Information Library and ADdinSchool.com. This is a sample of over 500 classroom interventions for your use at http://www.ADDinSchool.com. Here are some tips on Improving Social Skills: Provide a safe environment for the child. Make sure the child knows you are his friend and you are there to help him. Treat him with respect. Never belittle him in front of his peers. Both he and the other children know that he stands out, and if the teacher belittles the child, then the rest of the children will see that as permission for the teacher to belittle the child as well.

Students with attention problems experience many difficulties in the social area, especially with peer relationships. They tend to experience great difficulty picking up on others’ social cues, act impulsively, have limited self-awareness of their impact on others, exhibit delayed role ability, and overpersonalize others’ actions such as being critical, and tend not to recognize positive feedback. . They tend to play better with younger or older children when their roles are clearly defined. These students tend to repeat self-defeating social behavior patterns and fail to learn from experience. Conversationally, they may ramble and say embarrassing things to peers. Areas and time periods with less structure and less supervision, such as the playground and class parties, can be particularly problematic. Enlisting the support of peers in the classroom can greatly improve your student’s self-esteem. Students with good social awareness and who like to be helpful can be paired with him. This pairing can take the form of being a “study buddy”, doing activities/projects, or playing on the playground. Cross-age teaching with older or younger students can also have social benefits. Most successful pairing is done with adequate preparation of the paired student, scheduling meetings with the pair to set expectations, and with parental permission. Pairing expectations and time commitments should be limited enough in scope to increase the opportunity for success and decrease the constraints on the paired students. Students with attention problems tend to do well in the cooperative group teaching format. Small student groupings of three to five members, in which the students “sink or swim” together to complete tasks/projects, encourage students to share organizational ideas and responsibilities, and provide an ideal environment for working on interpersonal skills on a regular basis. Small “playgroups” of two to four students can help your student develop more effective social skills. These groups are most effective if socially competent peers are willingly included in the group. The group should be focused on activities that emphasize interaction and cooperation. Board games, construction projects, and sessions that promote frequent verbal interactions provide the greatest opportunity to learn appropriate social skills and control impulsivity. Your student would benefit most when the target social skills are identified and practiced with them before the activity and worked on after the activity.

Many students lack friends to be with outside the school setting. It can be helpful to strategize with your student and his parent about developing a “friendship plan” for the home environment. Sometimes the goal of establishing one special friendship is ambitious and sufficient. This could include steps to identify friendship opportunities that might be available/accepting, practice arrangements using the phone, plan activity or sleep that is structured/predictable, and advice on how to maintain friendships over time. A subtle way for your student to learn social skills is through the use of guided observation of their peers on the playground. Accompany them to the playground and point out the way other students initiate activities, cooperate in play, respond to rejection, deal with being alone, etc. For many students, thirty minutes on the playground is beyond their ability to maintain peer relationships successfully. . If necessary, divide the recess into ten minutes of activity, a ten minute debriefing with the teacher/playground supervisor, then another ten minute activity period.

Limiting the area available to your student during recess can increase contact with adult supervision and decrease the complexity of social decision-making. This can be done privately with your student before the break. Many students welcome this way of simplifying their social interactions during this period of low structure. It is helpful to meet with your student before his lunchroom/playground period to review his plan for recess activities and who he will be sitting with at lunch. Have him ask peers before the recess block to do a certain activity with him. Review the activity with your student after the break and make suggestions for the next day. Hopefully these will help the ADHD students in your classroom be more successful. You can learn more about Attention Deficit Hyperactivity Disorder at the ADHD Information Library.

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