Inclusive Classroom Teaching

To keep the student in the class from becoming frustrated with her assigned task, the teacher provides assistance, support, and encouragement. After providing more details, the teacher asked the student if she had everything she needed to finish the homework (Casey, Wiiliamson, and Black, 2014). He congratulates her on her accomplishments. In the lesson, the instructor makes use of visual cues. At the front of the class, he projects a PowerPoint presentation that students can use as a reference for their homework. He also urges students to express their opinions. The teacher uses his physical proximity to get to his students. The proximity control helps the students to pay attention and focus on the tasks in class (Rief, 2016). The repeated demonstration of positive reinforcement in class promotes students’ motivation to complete tasks and increase on-task behavior. The teacher permits the students to leave class for a short while in an attempt to increase their concentration, but the movement can sometimes affect the concentration of other students.

Make recommendations to the teacher with explanations that are based on research or information that you have learned in other units of this module

The teacher can motivate ADHD students by defining appropriate positive behaviors and giving praise when students display such behavior (Gargiulo and Metcalf, 2016). Teacher’s comments should be focused on the right things, which the student does, such as quiet completion of a math lesson in time as opposed to pressing the student for less disturbance. The praise should be approved shortly after the desired behavior is displayed to encourage the student in repeating it. The statements of praise should, however, vary since the value of its statement may be lost if the same is repeated numerous times. The teacher should be sincere and consistent in his praise (Thornton, 2016). To avoid confusing the student, the consistency of the praise statement is essential for desired behaviors. The effectiveness of praising may also reduce when it is insincere, as students can notice what of their activities it was attributed to.

Describe the relationship between the teacher and mentor

The mentor commends the teacher for the great work he has done in effectively using cognitive and behavioral strategies in teaching his class. However, the mentor encourages changes in strategies such as the inclusion of a timer in class, which will slightly add pressure to the students to finish their tasks on time. Such changes will improve disruptive and non-disruptive behaviors in the classroom (Rief, 2016). The mentor approves the teacher’s development of an understanding of the challenges students are facing and viewing things from their perspective. The mentor, having been an ADHD student herself, is appreciative of the teacher’s efforts and intervention strategies in the classroom.

Indicate the strategies that you would like to incorporate into your own teaching and the reasons why

The development of a structured class, teaching social skills, would be a step to helping children with ADHD (Casey, Wiiliamson and Black, 2014). The teacher can then ask students to model a range of alternative solutions and role-playing in social challenges, thereby incorporating the developed skills into their daily routines. The school climate can be influenced positively by such social skills while offering the general population such experiences. In addition, the teacher needs to incorporate problem-solving sessions into the teaching process (Gargiulo and Metcalf, 2016). This often involves the teacher calmly asking the student what it is that conflicts them and hold a discussion with them on how to resolve such conflicts. The teacher may then supervise as students settle on their differences, thereby fostering the understanding between them.

References

Casey, L. B., Wiiliamson, R. L., Black, T., & Casey, C. (2014). Teaching Written Expression in the Inclusive High School Classroom: Strategies to Assist Students with Disabilities. National Forum of Applied Educational Research Journal, 27(1/2), 45.

Garguilo, R., & Metcalf, D. (2016). Teaching in Today’s Inclusive Classrooms: A Universal Design for Learning Approach. Cengage Learning (3rd ed.). Boston, MA: Cengage Learning.

New Teacher Survival Guide, ADHD in the Classroom [Video file]. (n.d.). Retrieved December 11, 2017, from https://www.teachingchannel.org/videos/teaching-adhd-students

Rief, S. F. (2016). How to reach & teach children & teens with ADD/ADHD: practical techniques, strategies, and interventions. San Francisco, CA: Jossey-Bass, A Wiley Brand.

Thornton, K. M. (2016). THE IMPACT OF PROFESSIONAL DEVELOPMENT ON TEACHER EFFICACY SPECIFIC TO STRATEGIES FOR SUCCESS WITH ADHD STUDENTS IN INCLUSIVE PRIVATE SCHOOL CLASSROOMS. (Doctoral dissertation, Johns Hopkins University) Retrieved December 11, 2017, from http://jhir.library.jhu.edu/handle/1774.2/40287