I have to admit this subject has always been a difficult one for me as an educator. On one hand I understand the implications of ADHD and understand that behaviors that typically require some sort of discipline in a school setting stem from impulse and behavior issues that the child does not necessarily have full control over. On the other hand, how can a teacher like myself allow these behaviors to go unchecked and set a bad example for the rest of my students that I:
a) am a pushover,
b) expect and encourage disruptive behaviour, or
c) am oblivious to the environment in my own classroom.
So then how do we as educators overcome this double edge sword?
First, teachers need to understand that often, children with ADHD don’t always realize why they’re in trouble. For example, when the teacher tells Sarah not to interrupt and she says, “I didn’t,” it sounds like she’s being argumentative or making excuses. In fact, Sarah may have no idea she was interrupting. So from her point of view, she can’t understand, first, why she was accused of something she didn’t do, and second, why the teacher won’t let her defend herself.
In one study, a group of non-ADHD children and those with ADHD were given fictional scenarios of disruptive behavior and asked to explain what was going on. A significant difference emerged: Most children thought that the child in the example could have controlled his behavior if he chose to; those with ADHD thought the fictional child couldn’t control the behavior, and they identified outside forces that provoked it–for example, “His friends bug him all the time.” (source-From The Attention Deficit Answer Book: The Best Medications and Parenting Strategies for Your Child by Alan Wachtel, M.D. Copyright � 1998)
From the perspective of someone with ADHD, this view makes perfect sense. They know that in many cases they themselves can’t control their own behavior. So it’s not surprising that they feel persecuted when a teacher, parent, or peer blames them for their actions. If you got blamed because it happened to pour rain at your soccer game you’d feel persecuted too!
In the classroom, I think the teacher must walk the fine line between responsibility and blame. It’s important for the teacher to impart a sense of responsibility to the child for his actions, and to help him understand the consequences of those acts–but to do it in a way that doesn’t make the child feel persecuted.
It’s a tough challenge. One way to approach it is by acknowledging the difficulties while expressing confidence in the child’s ability to overcome them and offering a concrete strategy for doing so. For example, the teacher might tell a child, “I know it’s hard for you to sit still on the bus. I think it will be easier if you sit next to me so that I can remind you to sit down.” Even though the outcome may be the same, that approach sends a much more positive message than simply telling the child to sit next to you on the bus.
How have you approached discipline in the classroom/and or at home for undesirable behaviour? Do you feel that acknowledging your perspective has allowed you to accept disciplinary measures more readily and to learn from them and not take offense?