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1. UNIVERSIDAD MAGISTER
BACHELOR DEGREE
THESIS DEFENSE
YURBINY PERAZA
OCTOBER, 2010
“TEACHER S
KNOWLEDGE
ABOUT
ATTENTION DEFICIT DISORDER (ADD)
WITH 8-9 YEARS OLD CHILDREN IN
ROBERTO LÓPEZ VARELA SCHOOL”

2. INTRODUCTION
INCREASE
OF
KNOWLEDGE
ATTENTION DEFICIT IN COSTA RICA.
ABOUT
TEACHER S ROLE DURING THE LEARNING
PROCESS IN ADD CHILDREN
PARENT S ROLE DURING THE LEARNING
PROCESS IN ADD CHILDREN.

3. GENERAL OBJECTIVE
TO
MEASURE
KNOWLEDGE
THE
TEACHER S
ABOUT
ATTENTION
DEFICIT DISORDER WITH 8-9 YEARS
OLD CHILDREN IN ROBERTO LÓPEZ
VARELA SCHOOL.

4. SPECIFIC OBJECTIVES
1. TO ANALYZE THE POLICES AND
GUIDELINES
OF
THE
MINISTRY
PUBLIC EDUCATION OF COSTA RICA.
OF

5. SPECIFIC OBJECTIVES
2. TO ANALYZE THE INTERNAL POLICES
FROM THE INSTITUTION (ROBERTO LÓPEZ
VARELA).

6. SPECIFIC OBJECTIVES
3. TO FORMULATE RECOMMENDATIONS
FOR ENGLISH TEACHERS ABOUT THE
CLASSROOM MANAGEMENT WITH ADD
CHILDREN.

7. JUSTIFICATION
THE MOTOR FOR THIS INVESTIGATION IS TO
PROVIDE
RECOMMENDATIONS
THAT
ARE
GOING TO HELP TEACHERS MANAGING AND
GENERATING
NEW
STRATEGIES
WITH
ATTENTION DEFICIT DISORDER CLASSROOM.

8. PROBLEM STATEMENT
ENGLISH TEACHERS ARE DEALING
WITHOUT REAL PREPARATION FOR
MANAGING ATTENTION DEFICIT DISORDER
STUDENTS IN THEIR CLASSROOM.

9. THEORETICAL FRAMEWORK
DEFINITION OF ATTENTION DEFICIT
DISORDER.
CHARACTERISTICS OF ATTENTION
DEFICIT DISORDER.
TYPES OF ATTENTION DEFICIT
DISORDER.

10. METHODOLOGICAL
FRAMEWORK
THE INVESTIGATION WAS PERFORMED
IN ROBERTO LOPEZ VARELA SCHOOL
LOCATED IN PURISCAL.

11. ROBERTO LOPEZ VARELA WAS
ITS FOUNDER AND DIRECTOR IN
1892.
ENGLISH TEACHER S CURRENT
NAME IS PATRICIA MORA.

12. PROCEDURE
INTERVIEW WITH TEACHERS.
QUESTIONNAIRE FOR TEACHERS

13. ANALYSIS
THERE IS MIXTURE BETWEEN THE SIZE
OF
THE
CLASSROOM
AND
THE
PREVIOUS KNOWLEDGE THE TEACHER
HAS ABOUT MANAGING THESE KIND OF
CHILDREN.

14. ANALYSIS
MUST OF THE TIME, TEACHERS DO NOT
HAVE
THE
EXPERTISE
IN
THIS
DIFFICULT AREA.
DUE TO THIS LACK OF PREPARATION
THEY DO NOT PRESENT OR GIVE EXTRA
MATERIAL WHEN TEACHING THEIR
CLASSES.

15. ANALYSIS
TEACHER S MOTIVATION IS AFFECTED
BY THE HYPERACTIVITY SHOWN AS A
CHARACTERISTIC PRESENTED IN THE
ADD STUDENTS, THAT ALL THE TIME
ARE
INTERRUPTING
THE
CLASS,
MOVING ALL AROUND, TALKING AND
AVOIDING PAYING ATTENTION.

16. IT IS NOT A GOOD COMBINATION HUGE
CLASSROOMS WITH A BIG AMOUNT ADD
STUDENTS
PLUS
NON-PREPARED
TEACHERS.

17. QUESTIONNAIRE

18. Question Number One:
HOW MUCH KNOWLEDGE ABOUT ADD DO YOU HAVE?
40
60
"A little bit"
"A lot of"

19. Question Number Two:
HOW MANY TYPES OF ADD HAVE YOU EVER HEARD ABOUT?
,

20. Question number three
DO YOU HAVE CHILDREN DIAGNOSED WITH
ADD?
5
5
4.5
4
3.5
3
3
2
2.5
2
Series1
1.5
Series2
1
40%
0.5
60%
100%
0
anwered no
answered yes
total

21. Question Number Four:
WHAT IS THE MOST FREQUENT TYPE
OF ADD?

22. Question Number Five:
WHAT ARE THE MOST FREQUENT
CHARACTERISTICS IN ADD CHILDREN?
3
3
2.5
2
1.5
1
60%
1
1
Series1
Series2
0.5
20%
0
bad
academic
behavior
failure
20%
anxiety

23. Question Number Six:
HOW DID YOU ACQUIRE KNWOLEDGE ABOUT
ADD ?
5
5
4.5
4
4
3.5
3
2.5
2
1.5
1
0.5
0
80%
1
0%
0
0
Any center of
specialized
education
100%
20%
0%
In the place of job
In newspaper
Other
Total

24. Question Number Seven:
WHAT ARE THE SYMPTOMS RELATED TO
ADD?

25. Question Number Eight:
WHICH OF THESE STRATEGIES DO YOU
USE TO MANAGE YOUR ADD CLASSROOM?
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
To assign many
homeworks and
speak
To constant
communication
on with the
parents to
develop habits

26. WHAT TREATMENT DO CHILDREN WITH ADD
RECEIVE AT THE ROBERTO LOPEZ VARELA
SCHOOL ?
5
4.5
4
3.5
3
Series1
2.5
Series2
2
1.5
1
0.5
0
ritalin
dexidrine
total

27. CONCLUSIONS
TYPICAL BEHAVIOR COMING FROM
ADD CHILDREN IS AN OBSTACLE
WHEN
TEACHING
A
SECOND
LANGUAGE CLASS.

28. CONCLUSIONS
HYPERACTIVITY IS DESCRIBED AS AN OFFTASK BEHAVIOR RELATED TO FAILURE IN
ASSIGNMENT COMPLETITION, TIME
MANAGEMENT, INDEPENDENT WORK, OR
JUST FOLLOWING THE TEACHER S
INSTRUCTIONS.

29. CONCLUSION
TEACHERS DO NOT HAVE
APPROPRIATE
PREPARATION
WORK WITH ADD CHILDREN.
THE
TO

30. RECOMMENDATIONS
ONE ROLE OF AN ENGLISH TEACHER IS AS A
MOTIVATOR. HE CAN REACH THIS GOAL BY
SHOWING THEM SELF CONFIDENCE, AND
DEVOTION FOR HIS/HER LABOR.

31. Recommendations
MATERIAL DEVELOPED FOR ADD STUDENTS.
ENGLISH TEACHER SHOULD ENCOURAGE
THESE STUDENTS TO LEARN THE
LANGUAGE
USE OF INTERACTIVE ACTIVITIES SUCH AS
PICTURES, MOVIES THAT WILL MOTIVATE
THE STUDENTS FOR LEARNING.

32. Recommendations
ADD CHILDREN NEED TO BE IN
CONSTANT MOVEMENT, PROVIDING
THEM OPPORTUNITIES FOR PHYSICAL
ACTION.

33. RECOMMENDATIONS
CLOSE RELATIONSHIP BETWEEN TEACHER
AND STUDENTS.
THE TEACHER SHOULD LEARN HOW TO FEEL
COMFORTABLE WITH ALL OF HIS/HER
STUDENTS WITH OR WITHOUT ADD.

34. THANKS!