T O P I C :

How to Help a Student Focus?

Elizabeth describes the issue: I have a student who has a lot of trouble in class. He is obviously in need of some medication to get him focused, but due to parent-testing-outside things that I as an intern cannot control, he is not getting any help soon. My mentor is trying to get the wheels rolling on his testing for ADHD, but progress is slow.

Meanwhile, this student is either fidgeting and distracting others in class or sleeping on his desk, missing the lesson completely. If I take the time to ask him directly to focus, be quiet, or stop distracting others, he is able to focus and get amazing work done. Unfortunately, this usually comes after the rest of the class has been derailed due to his activity. He is a funny, outgoing kid — I'd love to give him five minutes of class to just be himself and entertain the masses — but he's consequently setting a bad environment for everyone else. The rest of the students, who are extremely smart and should know better, now come into class expecting a show instead of being ready to learn.

This student knows he is a distraction and wants to do better. I've bounced him around the room, trying to find the place where he will do the least amount of damage, but I need some more ideas on how to contain his craziness until he gets some real help. He doesn't have a bad attitude, but in order for him to work, I have to treat him like he does.

Is anybody else dealing with kids who should be getting some outside help with focus but aren't? Once he tried sitting in a rolling chair that allowed him to move a little bit, but I'm not sure if that really helped. Does anybody have any ideas on how he can focus, or how I can remind him to focus without stopping the entire class or getting angry with him?

Posted October 5, 2008

R E S P O N S E :

Physical Reminders and Limits

John O'Berski writes: Elizabeth, I feel for you and your student, too. I have a similar situation in one of my classes with a student who has similar issues. (see my P+P) He either puts his head down on the desk, reads through instruction, or, when he does contribute, proceeds with incredibly long and sometimes marginally related diatribes that "derail" the instructional process.

He is largely impervious to cues that his answer has gone on too long. One of our teachers has assured us that this is classic Asberger's Syndrome (high functioning Autism) behavior, but his parents are not interested in having him tested and diagnosed. Some of the other teachers in our pod have experimented with giving him only one or two opportunities to respond a day, each represented by a "talking stick" or other physical reminder of this expectation.

After he has had a chance, he has to hand in his stick. Maybe your student would benefit from some physical reminder of the need to focus (like a picture of a camera on his desk or that you hand him when he gets off track?). Personally, I have tried prefacing my calling on him with, "give us a brief answer" or have invited him to share further comments with me after class.

As to the medication issue, I feel for your student as well. Despite popular recommendation, my mother refused to give my brother and I Ritalin in elementary school because we were merely "spirited" as young boys will sometimes be. We managed to get it together, walk the line between education and entertainment, earn degrees, and find a place (so far) in the field of education. Maybe your student really does need some further intervention. Our teachers feel our student would benefit from diagnosis and resulting socialization interventions, but without these, we compare strategies and do the best we can.

Posted October 26, 2008

R E S P O N S E :

Humor to Good Advantage

Rachael Gatewood writes: In response to Elizabeth's dilemma, I think that she might try to utilize his infectious humor in favor of her lessons. Maybe to begin class, she could have him tell a joke every day. This way, students would know when class was beginning. Once they got the routine, they would probably come into class being excited about getting class started so that they could hear what this student has to say.

It would also require the problematic student to take some responsibility because he would have to have something prepared at the beginning of class every day. This would also enable that student to get the attention that he is seeking at the beginning of class; then maybe he would be less likely to seek it later on.

Also, anytime it would be possible to have students read something aloud or act a story out, you could have him be one of the actors or readers. This would inspire your students to be more intrigued by the story, and it would enable him to be productive and speak out loud at the same time. You don't want the whole class to revolve around him, but at the same time you want students to contribute to the class as much as possible.

These are just some thoughts. I hope something I have said makes sense or might help you deal with this situations or similar situations in the future.

Posted October 20, 2008

R E S P O N S E :

A Temporary Removal

Megan Hampel writes: What I have found that works for kids who have problems focusing in class or who distract others from learning is to remove the student from the situation. That way, the student gets a change of scenery, and the teacher can regain her sanity.

My mentor and other teachers in my pack have had a problem with one student in particular, and we found it best if he sits in the hall or outside the classroom for a couple of minutes with homework or a test or just a book. We have a desk right outside the door, so we can monitor the student. It also helps that the principal's office is across the hall, so the student wouldn't dare do anything destructive while sitting in the hallway. After about 10 minutes or so, the student can come back in and focus on the day's lesson.

Posted October 25, 2008

E-mail your suggestions and comments to fbowles@uark.edu