Where Classroom Management Strategies Miss the Mark, and 5 Things That May Help

I hope everyone is enjoying this amazing early December weekend! The SKIES alone are worth the price of admission...!

In this post from Thanksgiving week, I mentioned the link between ADHD and sleep deprivation. First of all, people with the ADHD brain (I am one of them!) are among the world's most celebrated creative minds--artists, athletes, inventors, and entrepreneurs. We are amazing problem solvers, willing to tackle and complete difficult tasks, and often are very sensitive to and caring of those around us. One of the more challenging aspects of students with ADHD, however, is slowing their brains down so they can focus on the task at hand. ADHD 2.0 authors Drs. Edward Hallowell and John Ratey put it this way: "A person with ADHD has the power of a Ferrari engine but with bicycle-strength brakes. It’s the mismatch of engine power to braking capability that causes the problems. Strengthening one’s brakes is the name of the game." Add a brain that's still growing a mature set of executive functioning tools and there can be a variety of disruptive behaviors in our classrooms.

1) Our kids don't get enough sleep (defined as 9-11 hours of uninterrupted sleep for adolescents per night). More than 50% of people that have an ADHD diagnosis actually have an oft-undiagnosed sleep disorder. Children that don't get enough sleep can have amygdalae that respond with spikes in rage and anger responses. Kids with ADHD can also demonstrate disproportionate emotional responses to situations they think are unfair, and will sometimes even do something (purposely cause an argument or fight, elope from the classroom, etc.) to raise dopamine levels that are left underregulated by their different shades of mind.

2) We hold fast to expectations that many of our students simply are unable to meet, and then sometimes they can spiral downward as a result of feeling like failures because they're unable to meet them. Kids with ADHD brains can't always control the "dopamine hunt", which can cause them to seek out challenges that aren't appropriate or safe for classroom environments. So, telling students that may not be able to comply to directions to "sit down" or "just focus" can fall on deaf ears if they're following their pleasure-seeking chemical needs down a rabbit hole. Rampant sleep deprivation coupled with ADHD make the number of children that show these symptoms in the classroom much larger than those that have IEPs and 504s for accommodations associated with ADHD.

What's working in my classroom?

1. I've added a few things. Check this post out, in case you missed it. I've added kickbands and wiggle cushions since that posting.

2. I'm letting more behaviors happen in my classroom, ones that involve the need to move and self-selected sensory needs in particular.

3. I'm growing an even tone of voice, to minimize the "here we go again" nature of students who see themselves as "always in trouble".

4. I'm using more written directions. Letting students feel the sense of accomplishment that can result from following step-by-step instructions on their own can add to their treasure chest of daily successes.

5. I'm playing this audio track at a low volume in class.

6. BONUS! I started following this account (same on Instagram). It has so much valuable information (I bought EVERYTHING in her TPT Store!)

I hope that the rest of December is a treasure trove for you all!

Happy snacking!

Charles

Head chef