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a way that express to the student the teacher’s empathy and positive regard for the child. NICE (2008) argues that spend personal discussion times with ADHD pupils emphasising the similarities between the teacher and child. The dialogue between teacher and ADHD pupil helps the teacher to detect the learning difficulties that child might confront, develop a positive relationship with the child and learn about personal, family and social factors that may influence the child’s performance (Kos et.al. 2006). According to Kos et.al. (2006), dialogue between teacher and pupil, therefore, provides part of the basis for and one of the best means of meeting the child’s needs. It also contributes to the child’s sense of being valued, accepted and personal sense of security.

The right setting

Students with ADHD are easily distracted. It is important the pupil seated in the classroom in a place free from distraction away from disruptive sources. This will often mean sitting away from doors, windows and switches (Stubbe, 2007). The pupils with ADHD should sit near the teacher so as to be detected if the student is or not pay attention to the lesson and that visual and physical monitoring of student behaviour can be done by the teacher. The teacher without embarrassing the child has to think very carefully about the seating position of pupils with ADHD. Spohrer (2006) argues that with all that the teacher maintains eye contact with students as appropriate to the particular lesson or activity in progress.

Learning tasks

According to Stormont and Stebbins (2005), teachers and students are more satisfied with the effectiveness of teaching and learning when teachers create learning environments that enable students to engage with learning tasks in a variety of ways, according to their preferred learning styles. If tasks are not stimulating, the child will easily become distracted. The teacher has to broken down the school work into a small number of shorts steps or instructions to be completed and to post a daily schedule and homework assignments in the same place each day (Cooper & Bilton, 2002). Also, the child should repeat the directions back to the teacher to demonstrate understanding. According to Cooper and Bilton (2002), the teachers have to use the wall clock, to tell the student with ADHD how long they are to work on an assignment. Stormont and Stebbins (2005) argue that, teachers have to make the daily schedule predictable and visible by posting the schedule where the child will be able to see it; for instance, on the child’s desk or on the board (Havey, et. el. 2005). As Barkley (1990) has pointed out, teachers have to ensure that academic and non-academic activities are understood by students for instance what activities are involved in today’s math class and to define the requirements of a completed activity (e.g. your math is finished when all six problems are complete and correct; do not begin on the next task until it is finished).. However, children with ADHD often require more specific and more frequent feedback on their work than most pupils, for instance; the teacher can underline or highlighted the main ideas of the reading material and to provide student with a copy of presentation notes. This is due to their memory and attention difficulty (Ghanizadeh et.al. 2006). Th