1. Case study
Discuss in your group the following:
1. Identify the traits of the ADHD child in the
situation.
2(a) Highlight the issues that arise from their traits
(b) What could Mr Jo do to make the situation
better?
3 Follow up & Rationale
2. Case Study One
When Mr Jo entered his class, he saw student A was flicking paper
at his classmate’s face. The classmate became agitated.
Without wanting to delay curriculum time, he immediately greeted
the class and asked everyone to take a seat because that would
stop student A from continuing his actions.
Mr Jo then asked the class to copy notes from the board. While he
had his back turned to write on the board, student A went over to
the classmate and started to talk to him.
When Mr Jo turned around, he instructed student A to return to his
seat. He did as told.
The next moment when Mr Jo had his back turned, student A
repeated his actions again.
This time round, Mr Jo got very frustrated and shouted at him to go
back to his seat. Student A got upset and returned to his seat.
However, when Mr Jo turned his back again, student A made an
inappropriate gesture behind Mr Jo’s back at his peers. His peers
then informed Mr Jo.
3. Case Study Two
Mr Jo was conducting lesson in TAPP room right after recess.
Groups of students were taking turns to present their group
discussion in front of the class.
Student B could not follow lesson in class. He was fidgeting and
making faces at his partner while clicking his pen away. Mr Jo had
already called on him twice to stop.
Mr Jo could see that student B tried to focus for another 10 mins,
but got distracted again after that.
The third time it happened, Mr Jo removed him from the lesson by
getting him to sit near the entrance of the class so that his partner
will not be distracted and student B will still have access to the
lesson.
While one group was presenting, student B threw a pen from
where he was seated and it narrowly missed Mr Jo’s face as he was
standing near the student’s partner.
The whole class had witnessed the incident. When Mr Jo asked him
about his actions, student B said he was returning the pen to his
partner.
4. Case Study Three
Mr Jo was conducting a briefing how to handle CCA equipment when
student C interrupted him to confirm on the instruction that was just
being repeated. Thinking that it would benefit the entire group, Mr Jo
acknowledged and reiterated the same instruction for the third time.
While he continued to give further instructions, student C kept
interrupting him to confirm on the instructions repeatedly.
It happened several times more and after that Mr Jo got impatient as his
briefing is still not done. He ignored student C and at the end of the
briefing, he asked students to start carrying the equipment needed to
the hall.
Immediately, student C carried the amplifier his own way. When student
C was about to reach the hall, he tripped and the amplifier fell onto the
floor.
Mr Jo was shocked and immediately shouted at student C. Instead of
apologizing, student C tried explaining. Frustrated, Mr Jo ordered
student C to sit out for the entire CCA session.
Student C felt very embarrassed in front of his peers. Student C was
subsequently absent for the next two sessions.
Editor's Notes
Highlight to teachers on the process on helping the students cope with the punishment, reflection and follow-up of actions in order to prepare them for the future (law will apply to them regardless of their SEN)
One TSN to facilitate each table
Link for lesson plan:
http://www.ncca.ie/sen/ncca_launch.htm
1. ADHD is no excuse for not being punished. Should not send the wrong signal to the students
Teacher must consider the mitigating factors. Give him chance to explain why he behaves in such a manner.
Teacher should attempt to handle the situation first. Keep FTs informed.
Teacher must explain to him why his behaviour is not acceptable, how his behaviour affects others, and why punishment is given
In situations when teacher is not able to control his own emotions, BREATHE…. DEEP
1. Identify the traits of the ADHD child – cannot adjust to new environment, group setting,
2. [a] Highlight the issue related to the traits shown
listening to group presentation, unsure of what needs to be done, too many stimulus
[b] What should Mr Jo do to address this issue?
Provide visuals, give specific instructions to the student [note one point that was presented for each group]
Process the situation with the child.
-
Identify the traits of the ADHD child
Short attention span, impulsitivity
[a] Highlight the issues related to the characteristics
- Not able to follow complex verbal instructions, keep interrupting to clarify,
[b] What can the teacher do to better handle the situation?
Repeat the instructions with demonstration to the student, role model, break up the task into smaller manageable steps. Assign a senior buddy to do the task with him
Follow up
What could Mr Jo have done to help Student C cope after this situation?
Teacher need to process the situation with Student C. Need to explain why he reacted in that manner. How can the teacher re-intergrate the child into the CCA