英语论文网

strong>

In Hong’s (2007) survey located in Korea the teachers were asked about the difficulties of teaching a child with ADHD. The answer was that the teachers feel shame when they cannot respond to their duties.

A major task for teachers confronted by ADHD for the first time is to figure out their own feelings and reactions towards the condition. Also, they have difficulties when the child is hiding to escape the lesson. An additional difficulty that teachers faced is the relations between children. ADHD children sometimes fight with their peers and this result to negative feelings from their peers towards the children with ADHD (DuPaul, G. J. (2003).

At the end, according to Mariakaki and Orfanidou (2009), teachers report that children with ADHD because of their hyperactivity, often fidgets with hands or feet and squirms in seat and cannot be concentrated in the lesson. They also argue that students with ADHD do not understand what is happening in classroom, they have difficulties following through on or completing tasks and blurt out answers before questions have been completed. Another view of teachers for children with ADHD is that children with ADHD have impaired visual perception. Illustrative, although they might have a perfect vision cannot understand the symbols because of their lack of attention.

TEACHERS INTERVENTION

School teachers play a major role in the assessment of children’s academic and behavioural problems. The main teaching strategies are: teaching strategies about attention, teaching strategies about organisation and memory and teaching strategies about self-esteem.

TEACHING STRATEGIES

School-aged children spend 6-8 hours per day, 5 days per week with their teacher. So, teacher play a vital role in the assessment of and intervention with ADHD at all phases of education. The effectiveness of teaching strategies that can help children with ADHD depends on the learning environment (classroom, school yard) and the teacher attitude (Kewley, 2005). Students with ADHD need interactive types of learning activities and alternate assessments to demonstrate mastery of the learning objectives (Reeve, 1996). A positive teacher-student relationship may not only improve academic and social functioning in the short term, but may also increase the likelihood of long-term success (Southall, 2007). For instance, adults who had been hyperactive as children have reported that a teacher’s caring attitude, extra attention, and guidance were ‘turning points’ in helping them overcome their childhood difficulties (Weiss & Hechtman, 1993). In table …. we will mention some of the teaching strategies.

TEACHING STRATEGIES ABOUT ATTENTION

Dialogue

The basis for effective teacher and student relationships is a constant day to day dialogue. With the dialogue the child with ADHD can be more easily sharply in focus and not lost in a fog of extraneous detail (DuPaul & Stoner, 1994). Also, with the dialogue teacher reminds students about expected behaviours that are critical to an activity before the start of the activity (Cooper & Bilton, 2002). Spohrer (2006) has pointed out that the dialogue should be carried out in