| Attention Deficit Disorder or ADD is a | | | | permission will be a great way to achieve |
| condition that's characterized by behavioral | | | | success in this mission. It is important to |
| & learning disorders. These are usually | | | | know that pairing expectation & |
| diagnosed in children. Sometimes, the | | | | time-commitments should be limited to |
| disorder lingers on till adulthood. | | | | increase the opportunity for success.f) |
| | | | Students having attentional problems usually |
| It is very important to improve social skills | | | | do well in the cooperative group |
| if you want to treat the disease effectively. | | | | instructional format.g) Make a friendship |
| | | | plan. This helps the students to enhance self |
| Here are some effective tips to improve | | | | esteem.h) Using guided observations of the |
| social skills of the child with ADD:a) First, | | | | child's peers on the playground is a great |
| you need to provide a safe environment for | | | | way to learn social skills. You can also |
| the child. Here, the emphasis needs to be | | | | break up the recess in to ten minutes of |
| made on the development of friendship with | | | | activity where there is a ten minute check-in |
| the child.b) Second, respect the child. You | | | | & again a ten minute period activity.i) Make |
| should never belittle him in front of his or | | | | sure that you meet with your student prior to |
| her friends. The belittling attitude from the | | | | his lunchroom or play period to analyze his |
| children will be seen as the green signal | | | | overall plan for recess activity & who is his |
| from the teacher to belittle the child.c) You | | | | partner for lunch. You need to process the |
| need to understand that students with a lot | | | | activity with your student after recess & |
| of attentional problems experience many | | | | then make suggestions for the coming day. |
| difficulties socially. This is more common in | | | | |
| maintaining peer relationships. Students | | | | Here are the some other important tips to |
| experience a lot of trouble in acting | | | | help students with ADD in your classroom:a) |
| impulsively. They tend to take other's | | | | Using highlighters will help ADD children as |
| action's as criticism & unable to understand | | | | they are very right-brained & visual.b) |
| positive feedback.d) Children with ADD tend | | | | Encourage movement in the classroom. The |
| to play easy with older or younger children | | | | learner will thrive.c) The ADD child should |
| when their roles are clearly defined. | | | | be sent on errands. It increases the self |
| However, they are unable to learn from | | | | esteem of the child.d) Do not punish the ADD |
| experience. They ramble during conversation & | | | | child by withholding sports or other |
| tend to say things that may be embarrassing | | | | school-related activities.e) The child |
| things to peers. Hence, it is important to | | | | requires to stay active. If you have to |
| enlist the support of peers in the classroom. | | | | punish the child, you may restrict TV viewing |
| This helps enhancing the self confidence & | | | | or computer time.f) You need to discipline |
| esteem of the students.e) Another beneficial | | | | non-complaint behavior.g) Interacting |
| are can be cross-age tutoring with younger or | | | | physically with ADD child will help. A slight |
| older students. Adequate preparation of the | | | | touch on the arm or head can keep his or her |
| paired student in conjunction with parental | | | | focus on task. |