1. Student A in Case Study One displayed traits of ADHD such as inability to remain seated and follow instructions, repeatedly getting up and bothering his classmates when the teacher's back was turned. This disrupted the lesson and frustrated the teacher. 2. Issues that arose included disruption of classroom instruction and agitation of other students. The teacher shouting at Student A also caused the student to become upset. 3. To improve the situation, the teacher could have seated Student A closer to his desk, used nonverbal cues to redirect him, or set clear consequences for undesired behaviors before they escalated.

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.