1. First of all, it should be accepted that the personality characteristics and learning skills of all students are not the same. Individual differences of children should always be taken into account in their education and training.
2. An educational environment that reveals the student's mental capacity and improves their self-esteem should be created. Making compatible changes regarding the student's characteristics in the classroom and at school affects the student's performance and contributes to the development of positive behaviors.
3. The student should be respected, just as every individual should be, and should be a model in this sense. The child who feels respected will learn to respect himself, his self-confidence will not decrease, and he will begin to be accepted more by friends and society with more positive behaviors.
4. One should be sensitive to the student's wishes, thoughts and behaviors. His/her behavior and comments should be approached empathetically, and in these cases, other students should be encouraged to be empathetic to both the child and each other.
5. If the student's situation is to be shared with other students, the student and his/her family should be discussed beforehand. , the reason should be explained and permission should be obtained.
6. Words such as 'bad, stupid, lazy, crazy, naughty' should not be said to the student, which will reduce his self-esteem due to the behaviors he does and/or fails to do. Similarly, their peers should be prevented from saying such words.
7. Shortly after the school opens, a meeting should be held with the children and the rules of the school, the behaviors that can or should not be done should be clearly explained, and what sanctions can be given for misbehavior should be given with examples. should be conveyed.
8.The rule of not criticizing in front of everyone, which is valid for every child, also applies to children with ADHD and/or SLD.
9.The shortcomings and mistakes in the child's homework or tasks should not be judged. , should be said as impartial, determined and accurate feedback.
Two children with ADHD in the 10th grade should not be allowed to sit next to each other or in close proximity, or sometimes together in the back rows of the class. Other students who will sit next to these children should be provided with important models, but they should not be impulsive enough to harm their friends. If they have a disability or if their friend sitting next to them is distracting, they should be allowed to sit alone in a row close to the teacher.
WHAT CAN BE DONE FOR INATTENTION?
1. The student should sit in a row close to the teacher, In particular, children should not be seated near windows, in the back rows, or close to walls with lots of pictures, where there may be a lot of stimuli or distracting factors.
2. The instructions given to these children should be clear, clear and without details, abstract concepts should not be used too much in the instructions, for better understanding. Concrete examples of instructions should be given when necessary.
3. In order to ensure that the child pays attention to you when you want him to do something, a hand sign or sentence or word that you can agree on should be used and make sure that he pays attention to the instructions.
4. If possible, verbal instructions should be supported with visual materials. This type of approach will enable the student to focus on the teacher more quickly.
5. In order not to lose the child's attention, care should be taken to ensure that the stimuli given are interesting, or different attention-grabbing stimuli should be added in between to keep the child's attention on you.
6. The child's work should be divided into several parts with breaks. He should be supported to complete the part he is expected to do before the breaks are given.
7.The order of the tasks given is also important. Care should be taken to ensure that a section that requires a lot of attention is followed by a section that requires less attention.
8. If necessary, a change of place or a task that allows the child to move should be given to try to refocus his/her attention.
9.Reading. If the child has problems following the order during the course, the use of a bookmark, finger tracking or a card should be allowed.
WHAT CAN BE DONE FOR MOBILITY?
1.By giving tasks in the school or classroom throughout the day. He should be allowed to spend his energy (such as sharpening a pencil, taking the class notebook to the principal).
2. Activities should be paused at certain intervals for the physical movement of the whole class (you can stand up, bend your waist, etc.)
3 .The student should be allowed to stand up and shake his/her feet and desk while doing his/her duties in a way that does not disrupt the order in the classroom.
4. There are two seats in the classroom for the child. different location can be determined. When the child gets bored or feels the need to move, he or she can move to another place.
5. From time to time, the child should be allowed to engage in fine motor behaviors in the classroom (such as playing with pieces of paper, scribbling on paper, playing with small objects in his hand).
Interactive learning methods should be used in 6th grade. Additional time should be given when moving from an active activity to a calmer activity.
7. Environments with various materials, such as laboratories, also contribute to students' energy expenditure and increase their attention.
8. activity levels (such as canteens) may increase. A close friend assigned to these environments can monitor the child closely.
WHAT CAN BE DONE FOR Impulsivity and AGGRESSIVE BEHAVIOR?
1. Mild impulsive behaviors that do not harm the environment should be avoided as much as possible. It should be remembered that with such an expectation, the child will be at risk of showing more impulsive behavior.
2. When the student behaves incorrectly, the underlying reasons for the behavior should be tried to be understood.
3.The rules and expectations for the child should be very clear and should not change frequently.
4.The rules should be reminded frequently.
5.Feedback should be given to the child as a positive reinforcement when he/she obeys the rules.
6.Classroom rules should be hung in a place at children's eye level and in a conspicuous manner.
7.When children do not comply with classroom rules. They should know clearly what might happen to them.
8.Punishment should be given immediately after inappropriate behavior.
9.Big punishment should not be given for a small mistake.
10. He should know that he will receive the same reaction against the same wrong behavior.
11. One should not argue with the student or engage in a power struggle. As a teacher, you should model your controlled behavior by expressing your emotions without blaming.
12. The student should be sent to a safe place when necessary to help him regain control.
13. Show the student the signs that he is starting to lose control of his anger. should be helped to understand (e.g. angry facial expression, hostile tone of voice, increased activity level, stubbornness, facial and flushing of the whites, heart palpitations)
14.Before losing control, the child should be taught to verbalize his/her thoughts and feelings.
15.The child should be placed in a notebook or on a desk to remind the child to think and stop before taking action. Simple visual clues should be given (such as the picture of the reward he will receive when he regains control)
16. Studies should be carried out to increase the student's awareness in order to enable him to recognize and empathize with other children's stance, voice and expressions.
17. The student should be encouraged to repair his/her damaged relationships.
18.He/she should be allowed to leave the classroom 2-3 minutes earlier if necessary (if the child loses control in crowded and loud environments).
19. Humor can be used from time to time to reduce tension in the classroom.
20. The student should be taught to diagnose the behavioral problem and identify it verbally (what is the problem? I spat in my friend's face)
21.Be different when faced with the problem. and it should be explained with examples to the child that he can express himself by behaving correctly.
22.The positive communication that develops when the child exhibits correct and different behaviors should be talked to and supported to continue.
WHAT TO IMPROVE WORKING HABITS AND INCREASE SUCCESS? CAN IT BE DONE?
1. The student should be presented with as much information as he can remember during each study.
2. The suitability of the assignments should be evaluated. Care should be taken not to give the student a task that could be frustrating (too difficult and too long) or boring (too easy, too repetitive).
3. The student should be told that he must finish his homework before dinner.
4. Homework control must be done.
5. It must be checked whether the student has taken enough materials with him to do his homework.
6. The student cannot be refreshed at the beginning of the day, and his attention and energy cannot be lost in the afternoon. decreases. If possible, academic lessons should be spread out in the middle of the day. Lessons and activities that they may enjoy doing should be assigned to other hours.
7. Different learning modalities should be used in the student's learning process (visual, auditory, tactile, motor, etc.).
8. Brief verbal information to the student. should be given at intervals
9. The child should be encouraged to ask questions.
10. The student's success should be rewarded, no matter how small, so that his motivation should be supported to be more successful.
11. The student should be encouraged to take responsibility in order to achieve success.
12. It should be explained that mistakes have an important place in learning, and he should be made to see that his mistakes increase over time as his motivation to study continues.
13.The most important thing for a student's success is communication between home and school. This should be provided by phone, small notes or face-to-face meetings.
14. The child should be encouraged to pay attention to punctuation marks while reading, as this will enable him to understand what he reads more accurately, and he should be encouraged to take short breaths at each comma and deep breaths at full stops. Signs such as commas, exclamation points and periods can be highlighted with different colors in reading areas to attract the child's attention and ensure correct reading.
15. The use of tape recording should be supported to improve and control reading speed.
16. If there are end-of-chapter questions about the chapter he will read, his awareness of the subject should be increased by having him read the questions first.
17. In order to facilitate the re-reading phase, important parts of the subject should be underlined or notes should be allowed to be written in certain places on the page.
18.The student should be taught to repeat the chapter he/she read in his/her mind without looking at the book, paying attention to the order of the topic.
19.Repeating the lesson out loud should be supported.
20.In the studies, starting and The last chapters are easier to remember. For this reason, more study should be recommended for the middle sections.
21. The student should be encouraged to focus on the details of who, what, when, where, how and why.
22. He should be taught to establish relationships between information. .
23.How to visualize the information learned should be shown with examples.
24.The use of computers should be allowed while preparing homework.
25.The use of fingers should be allowed in mathematical operations.
26. One should not use time until a certain progress is made in mathematics. It should not be forgotten that timed tests will create stress for the student.
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