ADD/ADHD Alternatives in the Classroom
What do teachers do to boost the success of students with attention and behavioral difficulties? Are we relying too much on medication for our children that suffer from ADD/ADHD? Why do students have to be labeled negatively with ADD/ADHD? Are the teachers taking positive actions to help the children suffering from the attention- deficit disorder? 
photo credit: Menlo School
We need to rely on new perceptions of learning, child development, the child’s socioeconomic and cultural background, biological and psychological research, and learner’s emotional and social needs. Thomas Armstrong, the author of ADD/ADHD Alternatives in the Classroom, wants teachers and parents to look closely at the child that may have the characteristics of the attention and behavioral disorders.
These are some of the questions that you should be asking:
• Are they bursting with energy?
• Are they intensely introspective?
• Do they enjoy hands-on-learning?
• Are they natural leaders?
“We need to look beyond a “deficit” approach and embrace a more holistic view of learners that includes teaching their multiple intelligences, learning styles, and other brain-friendly approaches”, says Armstrong.
When teachers (and parents) have children that cannot “sit still”, they need to take a different approach to teaching them. For example: If the child needs to learn new spelling words, have the child jump up from their seat on the vowels, and sit down on the consonants as the words are spelled out.
This is the perfect eBook for the teacher or parent who has a child with ADD/ADHD.
