Script: ADHD

Slide 1: Looking for the positives

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Slide 2: Structure
As a teacher you can structure your classroom to help minimise the distractions and disruptions of ADHD.
Structure is a lot like scaffolding. In other words, the routines, the reminders, and limits you set and
the consistency you provide is a lot like the scaffolding used on tall buildings. This scaffolding provides
support as the building is going up, or “growing.”
Similarly, when you create structure in your classroom, you are providing the support needed to help your
students be successful and develop greater competence. As a result, your student's self-confidence
grows developing skills to organise and structure their learning.

Slide 3: Class routines

If possible these rules have been created with input from the students themselves, establish short, simple
classroom rules.
Homework should always be written on the board, checking to see that assignments are written and that
completed work is picked up. Students with ADHD can check in with the classroom support at the end of
the day to make sure they understand the homework assignment and what’s required of them.
Calling out and making inappropriate comments are common signs of impulsiveness. You may need to
remind the whole class that doing this is unacceptable.

Slide 4: Teaching techniques

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Slide 5: Information delivery

As students with ADHD get bored easily, it is important to try and keep your educational content
stimulating and varied. Also try to change your tone of voice and your pace of teaching presentations.
Make your lessons interesting and engaging - use visuals: charts, pictures, colour coding. Students with
ADHD respond well to visual cues and examples.
For example, demonstrate a skill like essay writing on an overhead projector or on the board.

Slide 6: Student work

Think about the work you are asking the student to complete. Consider – is it all important? Can you
break it into sections of work? What does the student enjoy - are they able to choose how they complete
the work for added engagement?

In order to do this, create tasks, worksheets and tests with fewer items, give frequent short quizzes rather
than long tasks, and reduce the number of timed tests.
Ensure the work suits the student’s ability level, an ADHD student may avoid work that is too difficult.
Offer the student choices; ask the students to complete work that the students with ADHD do best, such
as orally or filling in blanks.
Have a look at how to vary the types of tasks including active class participation or group strategies.

Slide 7: Organisation
Think about what the student will need to successfully access the learning.
If the student regularly forgets their basic equipment needed for your lesson, think about having the
resources ready for them; this will ensure the lesson starts positively.
Use gentle reminders of time or cues to help them stay focused.
To help them organise anything they need to remember once they leave the classroom make sure the
student has a system for writing down the assignments and important dates and that they use it.