Physical arrangement of the classroom
Lesson Organisation
Excessive Motor Activity
Poor Organisation and Planning
Difficulties with Peers
Poor Self-esteem
1. Use rows for tasks which do not require interpersonal contact. Avoid the use of tables with groups of pupils, as this maximises interpersonal distractions for the attention difficulties pupil.
2. Ideally a classroom should provide flexibility of seating, with several tables for group work and rows for independent work.
3. Arranging desks in a horseshoe shape has been found to promote discussion without impeding independent work.
4. Sit distractible pupils near the teacher – as close as possible without being perceived as punitive.
5. Locate the more distractible pupils away from windows and corridors to minimise visual and auditory distractions.
6. Keep a part of the room free from obvious visual and auditory distracters.
7. Seat peer models with good study skills next to children showing attentional difficulties and over activity.
1. Provide an outline, key concepts and essential vocabulary prior to lesson or topic presentation.
2. Vary the pace of lesson presentation.
3. Include a variety of activities during each lesson.
4. When appropriate, intersperse in-seat tasks with more physical activities.
5. Use multi sensory presentation, but make sure that interesting pictures and sounds relate directly to the material to be learned.
6. Set short achievable targets and reward task completion promptly. Allow a short break before the next target is set.
7. Actively involve pupils in lesson preparation.
8. Encourage pupils to develop mental images of the concepts or information being presented. Ask them about their images to be sure they are visualising the key material to be learned.
9. Use co-operative learning activities, particularly those that assign each child in a group a specific role or piece of information that is needed to complete the group task.
10. Include a variety of activities during each lesson.
11. Assist pupil in setting short-term goals.
12. Restrict homework to that which is essential.
13. Give clear, concise instructions.
14. Provide written outline of lesson.
15. Cue pupil to stay on task e.g. using a private signal.
16. Let pupil share recently learned concepts, etc with a peer still having difficulty with them.
17. Pay careful attention to design of worksheets and tests.
18. Use large type and provide only one or two activities per page.
19. Keep page format simple.
20. Avoid extraneous pictures or visual distracters that are not specifically and directly related to the task.
21. Have white space on each page.
22. Use dark black print and avoid hand-written worksheets or tests if possible.
23. Write clear, simple directions.
24. Provide alternative environments with fewer distractions for taking tests.
25. Allow pupil to use tape recorder sometimes rather than always requiring written work.
26. Shorten assignments. If the pupil can demonstrate adequate skill mastery in 10 or 20 questions, don’t require completion of 30-40 items.
1. Choose the attention difficulties pupil to be the one who writes keywords or ideas on the board, etc.
2. Allow opportunities for pupil to move around the room.
3. Provide short break between assignments.
4. Remind pupil o check work if performance is rushed or careless.
5. Plan ahead for transitions, establish rules and supervise closely.
1. Establish a daily classroom routine and schedule.
2. Organise desks and folders daily. Check for neatness.
1. Praise appropriate social behaviour.
2. Organise social skills training to teach concepts of communication, participation and co-operation.
3. Define social behaviour goals with pupil and implement a reward programme.
4. Encourage co-operative learning tasks with other pupils.
5. Praise pupil frequently to increase esteem within the classroom.
6. Assign special responsibilities to pupil in presence of peer group so others observe pupil in a positive light.
1. Provide reassurance and encouragement.
2. Frequently complement positive behaviour.
3. Focus on pupil’s talents and accomplishments.
4. Reinforce frequently when signs of frustration are noticed.