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Maria Meidanis
Mrs. Harrell
English IV Honors
November 14, 2014
Service Research Paper Evaluation
Many children with Attention Deficit Hyperactive Disorder suffer from the inability to sit
still and focus in the classroom during school days. Due to this disorder, many children have a
less then equal learning opportunity from those who do not suffer from this disorder. However, it
is not the childs fault. Many teachers have come to an understanding that A.D.H.D. is a
neurological disorder and that it is not the fault of the child that he or she may be unable to pay
complete attention all of the time. Many of the teachers with this same understanding, are
learning that the teaching methods they use can have an immense effect on the ability of how
well a child with Attention Deficit Hyperactive Disorder can learn. Not only this, but many
teachers are now beginning to see that by intentionally putting in extra effort for these children,
they are enabling kids with A.D.H.D to reach their full potential. Children with A.D.H.D can be
aided in their education with a number of helpful techniques that are to be implemented by their
teachers, including keeping the children constantly busy, keeping frequent communication with
them, and strategically choosing a seat for them in the classroom with minimal distractions.
Children with Attention Deficit Hyperactive Disorder find it extremely difficult to sit still
without fidgeting, because they need to be in practically constant motion. If children with
A.D.H.D. have an outlet for their excessive amount of energy, they will be able to focus and
concentrate better. Teachers who give outlets to these particular students are better empowering

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them to be more productive. It is suggested that the teacher should give the students a toy that is
both silent and discrete in order to help them relieve energy, even while sitting at a desk. Let the
student with AD.H.D. squeeze a rubber ball or tap something that doesnt make noise as a
physical outlet (Segal and Smith). This suggestion supports the idea that if a child with
Attention Deficit Hyperactive Disorder has an outlet, they will be more likely to keep from
distracting others, as well as getting more accomplished themselves. However, this is not the
only effort that can be made by teachers who want to try and help a child with A.D.H.D. enhance
their ability to pay attention.
Children who suffer from A.D.H.D. do not respond well to long lectures in which a
teacher may be talking rhetorically to a class for an extensive period of time. Rather, children
with A.D.H.D. learn better from lessons that are given in a short and precise manner, especially
when the teacher tries to engage students in the conversation. It becomes easier for a teacher to
communicate with them when the conversation is quick and to the point. Provide clear and
concise instructions for academic assignments (Dunne). This statement shows that when the
teacher gives brief directions, a child is more likely to listen all the way through. Another
technique of communication is to intentionally include an A.D.H.D. student in the conversation.
It becomes easier for the student to find an interest if he or she feels that his or her input is
important. It creates an increased desire to be an active part of the conversation. In addition to
this, teachers also find that sometimes strategy is key.
If a student with Attention Deficit Hyperactive Disorder is placed around a group of
friends, the rate at which he or she can may get distracted becomes much greater. If a teacher
puts a student at a spot in which it is more difficult to communicate with others around the
classroom, they are more likely to stay focused on what is at hand. It is suggested that during

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instructional time, a teacher tries to keep a student with A.D.H.D. in a more excluded seat, away
from distractions. Seat the child away from distractionsand find a quiet spot in the classroom
where the students can do work without distractions (Dunne). If a teacher keeps a child away
from distractions, they are more likely to do their work.
In a combination of different efforts made by teachers, a child with Attention
Deficit Hyperactive Disorder is more likely to succeed in a classroom environment and reach
their full potential. Although a teacher is not capable of curing a student from this disorder, there
is a lot that can be done to help aid the child in its ability to stay focused and learn. A few of
these efforts include including keeping the children constantly busy, keeping frequent
communication with them, and by strategically placing them in a non-distracting location in the
classroom.

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Works Cited
Dunne, Dianne. "How Can Teachers Help Students With ADHD?" Education World:. Education
World, 9 Sept. 2007. Web. 13 Nov. 2014.
Segal, Jeanne and Smith, Melinda. "ADD / ADHD and School." : Helping Children and Teens
with ADHD Succeed at School. 1 Oct. 2014. Web. 13 Nov. 2014.

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Maria Meidanis
Harrell
English IV Honors
November 14, 2014
Research Question: How do teachers manage and work with children with A.D.H.D?
Working Thesis: Teachers can help keep students with A.D.H.D engaged by using both verbal
and non-verbal strategies.
Refined Thesis: Children with A.D.H.D can be aided in their education due to a number of
helpful methods that are to be implemented by their teacher, including keeping the child
constantly busy, frequent communication, and intentional placement in a classroom.

Annotated Bibliography
Dunne, Dianne. "How Can Teachers Help Students With ADHD?" Education World:. Education
World, 9 Sept. 2007. Web. 13 Nov. 2014.
This article offers an ample amount of confirmation that will support my statement that,
with multiple efforts made by a teacher, a child with A.D.H.D can have an improved educational
experience. This article provides several solutions to teachers who are interested in finding ways
to aid children with A.D.H.D., and the reasons behind why it will be helpful to these particular
children. Children with Attention Deficit Hyperactive Disorder need special attention by their
teachers and need to be given extensive opportunities in order to stay occupied and on task,
without being disruptive. At times, children with this disorder may need to be strategically seated

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in the classroom, or be given assignments that are particular to their needs. This article gives
many examples of this and will help me prove this in my paper.

Segal, Jeanne and Smith Melinda. "ADD / ADHD and School." : Helping Children and Teens
with ADHD Succeed at School. 1 Oct. 2014. Web. 13 Nov. 2014.
This site will support the statements made in my paper about how a teacher plays a large
role in the capability of a child to stay on task throughout the day. Children with Attention
Deficit Hyperactive Disorder suffer with the inability to stay focused and still for long periods of
time. Many teachers realize that this inability is not the childs fault, and try to find ways of
helping them, which is exactly what this source will help me prove. This article lists many efforts
made by teachers who exert the extra energy in helping their students with A.D.H.D, and gives
extensive ideas for those who wish try in the future. In addition, this article offers suggestions for
a teacher to show the child ways in which he/she can keep himself/herself on track in addition to
the teachers effort. This will also be a valuable piece of information that will provide evidence
in my paper.