I recently watched a video on Ted.com which is a site of "inspired talks by the world's greatest thinkers and doers." This video was a talk given by Sir Ken Robinson titled, "Do schools kill creativity?" Sir Ken is an amusing speaker with a British accent that serves to underscore each phrase with credibility. He discusses the world we live in, and how educators are charged with teaching students and preparing them for the future, even though we do not know what the future looks like. He also talks about creativity, and how teachers emphasize subjects such as math and science, but deemphasize other areas such as music, dance, or art. The video slammed home for me in the last segment, when Sir Ken began speaking about Attention Deficit Hyperactivity Disorder.
When I was a child I found it difficult to concentrate in school. No, that is not true at all. I could concentrate, it's just that I could not focus on one particular thing. The teacher was talking, but the girl behind me was erasing something, and I could hear each rub of pink eraser against the white blue lined paper. There was a fly buzzing against the window, futilely seeking access to the outside world it could see but could not reach. I could hear each little bump of its body against the panes, even though I sat in the middle of the class. I could hear each and every little thing, and even though the teacher was talking, I could not give her my undivided attention. At home my father would teach me how to focus. My mom set a timer, 30-60 minutes per subject. I would get yelled at if I strayed from the homework table. At school I was sent to a special room called the Academic Learning Lab, where two teachers also helped me. It was in this manner that I avoided the label of ADD until the 11th grade. I had learned amazing coping strategies over the years.
Now I am back in school to become a Speech Language Pathologist. I am currently seeing a 10 year old little boy whom I shall call Wednesday. Wednesday has Attention Deficit Hyperactivity Disorder. He has the soul of a hummingbird caged inside a little boy's body. As we are talking I let him move across the room freely as long as he is giving me responses. He will spin, touch each wall in the small room, then drag a finger across the blinds before coming to rest at the edge of his seat. In a few minutes he will repeat this circuit.
When Sir Ken discussed the Ballet Dancer who was taken to a doctor to be medicated for ADHD, I found myself nodding my head. It can be very difficult working with these children, but how much of their creativity are we killing by medicating them into a quiet child? In the story Sir Ken told, the doctor asked the girl to remain in the room while he and mommy left. He turned on the stereo and asked mom to watch. The little girl moved to the music and the doctor said, "There is nothing wrong with your child. She only needs to dance." I believe that children and adults with ADD and ADHD can be taught how to focus, how to self monitor and correct their behaviors, and that their extra energy can be channeled into vigorous activities. As teachers, we can help structure our classrooms to give these children advantages over their disorder. Seat them in the front, install white or pink noise machines , and help them monitor themselves so they are focused on you instead of the student behind them.
Who knows? Maybe we will have the pleasure of teaching the next greatest dancer.
I sent Wednesday's mom the link to the video on Ted.com and I hope that she will see it and be inspired to enroll Wednesday into an active sport.
6 comments:
You made some very good points in your reaction. I alsot think that it is so hardto help teach and guide students who have ADHD. They are mostly in their own world, and do as they please. You explored a different side I would have never thought about!
It can be incredibly difficult to teach someone with ADHD; I'd be lying if I said it was easy and all you had to do was follow these 3 simple steps. One of the hardest things to do is reach inside yourself for a little more patience, as these kids are often disruptive for other students. With the plain jane kids with ADD, at least they're off in la la land quietly, you know?
Another thing you can do is come up with a secret nonverbal signal between you and the student so that you're not always "calling him out," which can also be disruptive to the class, but can also be demoralizing to the student.
Great descriptions in your post, Cassandra, of the unfocused pupil. (You described my first through third grade experience quite well here...)
I really liked how you responded to the video of Sir ken, and I do think that it is challenging having a child with ADD or ADHD in the clasroom, I agree wit you that we do need to explore more bahavior modification options as well as finding an outlet for these kids to release their energy.
Wow, it is great that you could relate so well to Sir Ken Robinson! I also agreed 100% with everything he said. The ballet dancer story really emphasized his point of view.
I’m sorry you had such a hard time in school with the ADD. I think you own personal experience with “traditional” education will help you to be a better teacher!
First and foremost you are a beautiful writer. I thoroughly enjoyed reading your blog. I agreed with every aspect of your post. As teacher, I believe that we more than others than children learn with multiple methods and concepts. It is our job to figure out what that method is, rather than forcing the expected and excepted characteristics upon them. Giving students outlets rather than medication is the answer, in my opinion.
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