Teaching in an Inclusive Classroom
In the video, James McKinstry is a new teacher who just switched into the field of education. He teaches 7th grade English, 33% (5 out of 15) students in his class have ADHD problems. Students with ADHD have problems with remaining focus, their concentration span is shorter than others, and they are over active, inattentive, and impulsive. In order to improve class transition and keep students engaged, Mr. McKinstry looked for advice from an ADHD expert, Ms. Pamela Milazzo.
Strategies and Routines in his classroom
"Do now" is likely a daily warm up activity in which students will drill prior skills. This is a proved a routine and effective strategy in Math and English class. The visual presentation on his white board is very clear but the verbal directions with visual cues are necessary.
Passing out notebooks and materials to each student in the class seems to be ineffective. Considering the ratio between teacher/teaching assistants and students is 1:5, 3 teachers and 15 students, the good way to engage the physical movement and to empower the responsibility from students is to keep some ADHD students to be distributors and collectors. This job could give them a sense of responsibility and ownership of what they are supposed to prepare for the coming assignments and to help them focus on the activity. Changing from passive to active agents is a strategy to engage students.
Physical classroom at the beginning of the video was a typical teacher-centered set up where all students face the teacher and the white board. This is another ineffective strategy.
With this set up, information flows from teacher to students and vice versa. As mentioned above, teacher-student ratio in class is a big challenge to ensure the support for the whole class and individuals. 1:3 is already a very good ratio for middle school students.
Mr. McKinstry speaks respectfully to students and shows his support to some who need help. He seems very attentive and treats students as well as their concerns. An unexpected disruption in the middle of the class is when a girl enters the classroom, he asked her to sit down, and to work on "Do now". He knows students all have issues with maturity. He understands that they are not intentionally doing it to him, all is about negative behavior, he does not take it personally. Therefore, he approaches her and spent time with her to get her focus on what is going on in the class. Through his positive and supportive manner, the student begins to smile when he points out the work she has done well. This is very important to help students feel safe in the class environment. This is a very effective approach.
Another good point he makes is a humorous remark to a child who has been disrupted by a peer. He attempts humor in the classroom by saying "Does he ever stop talking?". However, it helps neither of them and does not make any change to improve the situation. He could consider talking to the talking students and applies the "withiness" strategy for those who are lack of adherence to the class rules and procedures.
His Concerns and Tips from the Expert of the Field
Ms Milazza, an ADHD expert, comes to observe his classroom and provides many helpful tips. In the meeting, they are very open, respectful, constructive, and productive.
1. Give clear directions so that students know what is required of them
Students will get into the assignments easier when they know exactly what he is clear about. For example, if he doesn't want them to raise hands and answer the questions, he should give clear directions so that students know what is required of them. Then once he finishes, they can place the answers in the workbooks.
2. Provide checklists and other visual cues for classroom procedures routines
To transit from one thing to another, students need to remember what materials to put away, what to take out, what supplies they need, where to put homework. Visual cues can keep students on track. They can be provided with a small piece of paper as a note on their desks so that they can check it out to proceed from the job 1 to job 2.
3. Timer
Using timer to keep students on task is a way to motivate students. The right amount of pressure helps to draw the attention, competition, and concentration.
4. Ask students what works for them
This strategy is to work with individuals ADHD by asking them what the challenge they face to pay attention right now. Students with ADHD get frustrated easily and need help to get back on track. He stays with that student individually. He does a brilliant job. He wants to refocus that student back onto task by being gentle, redirection, agreeing with what they say, meaning to support them positively rather than promising them they are in trouble. Her smile proves that he builds a wonderful relationship with this student. He employs the strategy "Encouragement Rather Than Criticism". It is a more effective way to shape behavior than criticism. Praising students by giving concrete, specific examples of their academics and behavior that highlight positive gains.
His Visible Improvements
Mr. McKinstry tries out some suggestions and we can clearly see the difference setting and a dynamic classroom at the end of the video.- Physical class setting: student-centered set up with grouping a group of 4 students facing each other.
- Verbal and written cues on the white board when giving instructions. Cues are very effective to allow students to know what will be expected before diving into the assignments.
- Using a timer, each of them should be done before the clock reaches zero.
- Playing games with timer and competitiveness. As its result, students can accomplish the task with the right strategies and support. This is a strategy called "Diversion and Re-Direct". It may be wise to change the nature of the activity or re-direct the students to a new focus of interest or activity.
My own reflection after watching this video
a. What I did
Out of 240 students I currently teach, I realize I also have some students with ADHD. Especially, this is my first year being a specialist. I face similar challenges the same way Mr. McKinstry does. Fortunately, I did apply some strategies recommended for ADHD students.
Signal Interference: I like using signal with my students for both cases, approval and disapproval. I use nod and shake my head, keep my eyes on particular students, thumb up or down, or a finger on lip to call attention.
Conflict Resolution Room: The store room or a playground is a perfect place for conflict resolution. Last week, two 5th graders became aggressive to each other and nearly used hands towards others, I did remove them from the classroom and we used my store room to help them to regain control and problem-solving and consequences. After our 5 minute conversation, two of them smiled, shake each other hands, and came back into the class together.
Skillful Use of Classroom Materials: Art materials are very attractive to students all age. So when and where to place them for the lesson use is an effective strategy to avoid distraction or to catch attention. Preparing the classroom before the class time requires a certain amount of time and a careful plan. Giving students clear instructions on when and where to get materials and how to use them is very important to ensure the safety, responsibility, and engagement.
Rewards and Promises: Everyone like having praises and rewards for jobs well done. So do students. For example, students in my class who demonstrate responsibility will be rewarded little stars which either go to the class bulletin board or their own portfolios. Formal and official appreciation in front of the whole class is the most motivated way to encourage positive behaviors and to redirect or reinforce negative ones.
Anticipating Planning: I found out that not only with ADHD students but also with others, a brief description of what the situation may be like or what limitations may be anticipated will enable the group to feel more relaxed in the face of the challenging event. What I have been changing in my instructions recently is to present the final product first to give my students the sense of how it will look like, then we agree on criteria for assessment and skills students need to master, during this time, students can come up with many ideas and I use to give them flexibility to best stimulate their imagination and creation.
b. What I need
I wish I could have a sense of humor to ease tension situations. The ratio between teacher and students in my case ranges from 1:10 to 1:24. The time pressure is another aspect to make me more stressful, 45 minutes, especially at the beginning of the year. What I need to learn is how to handle an incident with humor to retain the leadership of the group while wiping out the anxiety.
Conclusion
Fresh or first year teachers often find difficulties with classroom management as well as with ADHD students. Fortunately, there are always experts in the field ready for helping us. This is the work of love, passion, and patience. With a growth mindset for continuous improvement and an openness for constructive inputs, I believe myself can become a more professional and great teacher one day.
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RESOURCES
Prevention Strategies for Students with Emotional Disabilities Adapted from Strategies of Fritz Redl, Psychologist and Educator
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