Reflective Strategies

799 Words 4 Pages
The article “Positive Thinking: Strategies for optimal learning with ADHD and hyperactive students” by McAllister reviews for piano teachers methods of effective teaching and strategies to use on students who have Attention Deficit Hyperactivity Disorder, are hyper active, inattentive, and impulsive. The methods and strategies that she reviews and defines are all flexible to be used in general education classrooms and not just for piano teachers. She focuses on teachers being able to find and use the right tools in order to help students succeed.
To begin with, McAllister’s reminds teachers what their purpose as a teacher is and they should be growing along with their students. She suggests that teachers “continuously try new things, see what
…show more content…
McAllister writes that this will also help them retain more information during instruction. She gave her example as an activity checklist throughout the lesson for after their accomplished it. This strategy can be very helpful for the student to focus on what is going on in the classroom because they have a form of accountability that is a hard copy.
I will be using that strategy that McAllister writes for students that are inattentive. The student in my case study is constantly inattentive and unresponsive therefore a checklist will be affective in bringing her attention back. It will hold her accountable for what she her actions are during the lesson. She also shows low academic performance so hopefully she will be retaining more information once she pays more attention.
…show more content…
Their study was on students who watch a lecture through a video and then took a quiz to see how much they retained. While watching the video, their fidgets of head, appendage, or body movements were recorded for data. Their ending results suggest that “between fidgeting and retention, fidgeting may be an effective indicator of times when interventions (e.g., rest break or a change in lecture pacing) may be of particular benefit to educational outcomes (Farley et al, 2007)”. This means that students will find it beneficial if they are either fidgeting while listening to lecture or if they are provided a break or change in pace. Although these findings are interesting and could help my case study intervention, I have found another intervention to fit the students

Related Documents