I may have previously written about this elsewhere. I don’t know. But it’s something that has been bothering me a lot this year.
As a teacher, I am uncomfortable with the idea that a student’s diagnosis serve as an excuse for their behavior or academic performance. In other words, if a student is diagnosed with ADHD or anxiety, for example, it’s critical that we support them in identifying, and using, strategies to help them self-regulate in order to learn better. So, when someone says, ‘Well, they have ADHD, so…’ So, what? would be my retort. Children who are neurodiverse will benefit from using their strengths in tandem with high expectations and support to experience success and enhance their self-confidence.
Let me explain.
At the beginning of this school year, I had several students tell me that they had ADHDS and therefore needed to use a fidget in the classroom. None of these students have an IPP (IEP in the US) or any comment in their files stating that they are required to have a fidget in class to help them focus.
Somehow, someone had convinced them that they needed one, thereby helping to create a dependency on an external object to self-regulate and to excuse their behavior or performance because of their diagnosis.
Needless to say, these particular students brought fidgets to school that functioned more as toys and caused distractions in teaching and learning. Instead of helping students focus, these objects did the opposite.
I consider myself to be a flexible teacher that considers individual student needs when planning for the learning environment. I don’t expect students to be sitting at their desks all day long or subscribe to a quiet classroom all the time. In fact, I try to create a space that allows for as much student choice as possible given the typical constraints we encounter in schools.
This year I feel like a brand new teacher. I have more students with complex behaviors and self-limiting beliefs than ever before. Supporting these students, including putting out fires on a daily basis, takes up a lot of energy and time. None of the tools in my toolbox is having a lasting impact on these students or helping them to develop positive relationships.
So, I’m relying on something so simple that I don’t know why I didn’t do it before.
In the mornings we have a soft entry to the school day. The children come in with stories they want to tell, both to me and to each other. And I listen. I notice. I ask questions. I make a point of using humor to make the start of the day begin on a positive note. I’m noticing that the sense of the class at these times is more relaxed and friendly.
Then, we can start our day.
This is not the only thing I do and while it’s not fancy, it’s working.