By Thomas Armstrong
What does it suggest to a child to be categorized attention-deficit disordered (ADD)? Or to have "hyperactive" additional to the label (ADHD)? What can lecturers do to spice up the good fortune of scholars with recognition and behavioral problems? Are we depending too a lot on medicine for those youngsters and never adequate on new views on studying, baby improvement, the kid's socioeconomic and cultural history, organic and mental examine, and the learner's emotional and social wishes? Armstrong urges educators and oldsters to seem for the confident features in freshmen who may well hold the ADD/ADHD label. Are they bursting with strength? Are they intensely inventive? Do they get pleasure from hands-on studying? Are they normal leaders? Are they surprisingly introspective and reflective? we have to glance past a "deficit" process and embody a extra holistic view of novices that incorporates educating to their a number of intelligences, studying types, and different brain-friendly techniques. for instance, the following are a few school room actions for children who "can't sit down still": - studying spelling phrases via having little ones bounce up out in their seats at the vowels and sit at the consonants. - learning the multiplication tables by way of forming a conga line, relocating round the school room counting from 1 to 30 out loud, and on each a number of of three shaking their hips and legs. - exhibiting styles of molecular bonding in chemistry type via a "swing your atom" sq. dance. Thomas Armstrong, an educator and psychologist from Sonoma County, California, has greater than 26 years of training adventure, from the first in the course of the doctoral point. he's the writer of 2 different ASCD books, "Multiple Intelligences within the lecture room" and "Awakening Genius within the Classroom."
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Extra info for ADD ADHD Alternatives in the Classroom
I have suggested in my own writings (Armstrong, 1987a, 1987b, 1988, 1994, 1997) that children with school labels like LD and ADD/ADHD may have difficulties paying attention in school because their own most highly developed intelligences are being neglected. For example, a child who is highly bodily-kinesthetic—who needs to learn by moving, touching, and building things—would be at a dis- ADD/ADHD ALTERNATIVES IN THE CLASSROOM 38 tinct disadvantage in a classroom where there are no hands-on, dynamic, interactive activities.
Turecki’s remarks cited previously also reveal a broader and more significant issue regarding human variation. He suggests that normal human behavior exists along a broad spectrum of energy levels, moods, and degrees of sociability. Educators have to be very careful that they do not define this behavioral spectrum too narrowly. A ADD/ADHD ALTERNATIVES IN THE CLASSROOM 48 holistic approach to the ADD/ADHD issue would include a healthy respect for human diversity and a reticence to pathologize human beings who simply march to the beat of a different drummer.
He suggests that our schools focus too much attention on linguistic and logical-mathematical intelligences at the expense of recognizing and nurturing the other six intelligences. I have suggested in my own writings (Armstrong, 1987a, 1987b, 1988, 1994, 1997) that children with school labels like LD and ADD/ADHD may have difficulties paying attention in school because their own most highly developed intelligences are being neglected. For example, a child who is highly bodily-kinesthetic—who needs to learn by moving, touching, and building things—would be at a dis- ADD/ADHD ALTERNATIVES IN THE CLASSROOM 38 tinct disadvantage in a classroom where there are no hands-on, dynamic, interactive activities.