Introduction:
It is August. The month when I spending hours with a computer open, gazing at blank walls, wondering, “What is I going to write here?” When will I have time to make lesson plans? “When is lunch?” Preparing my classroom has always been a lengthy and tedious procedure. I’ll start working on teachers with adhd one item, get distracted then another, then before you know it, I’m back at square one.
Teachers, doctors, and my pretty unpleasant next-door colleague have all declared I have severe adult ADHD. As for my youth, let’s just say I had ADHDD (attention deficit hyperactivity disorder).
After hearing my original diagnosis, my mother leaned down, held me still, and stated, “Michael, we aren’t planning to prescribe you medicine for this; you must learn to manage yourself.” Today, as a classroom instructor, I am nevertheless handling and sometimes fighting my adult ADHD. As a teacher, I’ve discovered seven strategies for dealing with ADD/ADHD. If you’ve experienced any of these emotions, I hope that will benefit you too.
1. Embrace yourself:
For a while, I resisted to say those letters. Refused to be identified as one of the persons who experienced that state. When I started a teacher, I realized that I had no longer had to hide. I could say what I’m saying and connect with a part inside myself. I accepted my ADHD and all of the baggage that goes with it. So in my classroom, I occasionally present hilarious stories that have been teachers with adhd loosely related to the material. I play funny videos at different intervals during the class hour merely because that’s funny. I fidget regularly and have even occasionally been seen to sprint around the school when I overhear an outstanding answer in a student. Surprisingly, these are the most popular aspects of my teaching style among my pupils.
2. Allow time to fidget:
I know we’re all sick of spinners for fidgeting and cubes, but the concept has always been important to me. Children having ADHD have difficulty sitting still, focusing, and frequently touching or grabbing anything in sight; the same might be true for adults. As a junior high school debater, I learned to turn over teachers with adhd my pen (a tactic that all of mine try and fail to mimic) as a method to fidget while hearing formal arguments. As a teacher having ADHD, Often flip my pen throughout the day to help keep focus on the duties at hand.
3. Do not overwork yourself:
I recall having to write a crucial email for another a member of our staff while my pupils worked on a collective project in the classroom. “Mr. Yates, the siren is ringing.”Dear Mr. Yates…”Snap out of it, man!” a kid yelled to attract my attention. “Sorry guys, go swiftly to your next class!” . I didn’t even hear him speak to me.
One of many intriguing aspects of ADHD to me lies in my capacity to hyperfocus on projects. When that happens, I’m so focused on the subject at hand that I don’t hear what’s going on surrounding me and don’t look at the clock. This frequently prompts me to over exert myself. When you must dedicate your full attention and concentration to a work, make sure you can step out and get a break.
4. Try timing everything:
Have you experienced being in the course of a fantastic lesson activity, only to have the bell vibrate before you finished because you were too busy learning with a specific group, guiding another, and marveling at how wonderful this activity is while at once thinking about how to improve it for the next class duration and even next year? This occurrence occurs to me on a regular time! So I clock every action and provide instruction to ensure that I stay on task each and every time!
My initial exposure to ADHD:
I never really understood why or what I was suppose do doing that irritated others, but I struggle to accomplish tasks that are uninteresting or pointless. Now I understand it’s my Achilles heel, and that I have the temptation to market everything to myself – which isn’t an excuse, but it’s the reality. That, I believe, is the most significant disadvantage of persons with ADHD: we just cannot do things that are not important, urgent, or intriguing to us. If none of the above assertions are true, we will have a difficult time getting it done.
My first significant exposure to ADHD occur when my youngest child became diagnose with Asperger’s at the age of eight. It wasn’t until much later that adult services discover she had ADHD, but I didn’t accept it since I didn’t think girls had it, and I didn’t think it was one of her concerns. However, I’m please to report that she is now 25 and doing really well.
A new understanding and understanding of myself:
When I did my PGCE, I can honestly state that I thrived because I had started taking my medication and had come to accept and understand myself better. It also helped since the college was extremely helpful; without such concessions, I would have had a difficult time. And a result, the need to fulfill that target came from me, not from them. This gave me a sense of control and allow me to fulfill deadlines in ways I hadn’t been able to do before when they were impose by others.
