DIAGNOSIS ADD ADHD Now
What?
April 20, 2001
Purpose: to present choices to consider
AFTER a diagnosis of ADD or ADHD.
FORWARDING TO OTHERS IS HIGHLY ENCOURAGED
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Published 10th, 20th & 30th of each month
** PLEASE SEE DISCLAIMER AT THE END OF THIS DOCUMENT! **
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PEER TUTORING
The literature discussing Peer Tutoring shows that the gains for tutors often
outdistance those of the students receiving help. This is because in order to
TEACH the tutor must really KNOW.
If this is true, it is my contention that ALL students should be tutors.
Yes, even the “low” students. Find
a student even “lower” for them to tutor - perhaps a child in a lower grade.
An interesting thing happened in my special education resource room this week
concerning peer tutoring. A first grader, with a reading disability,
articulation and penmanship difficulties (and ADHD – on meds) was asked to
help a kindergartener with SEVERE articulation and attention problems complete a
worksheet on ending consonant sounds. The first grader, “Bobby”, was coached
to assist but not tell the answers. The kindergartener. “Todd”,
was cooperative but also easily distracted.
“Bobby” did a great job of helping “Todd”.
At the end of the session, “Bobby” remarked that “Todd” wouldn’t pay attention to him. “Bobby” also mentioned that “Todd” should do what Mrs. S. says and use his tongue to speak clearer. I was impressed that “Bobby” seemed to be advocating applying techniques taught by the speech therapist (Mrs. S.).
Additionally, "Bobby" was upset that “Todd” would not pay
attention. “Bobby” mentioned that “Todd” needed to learn to listen and
pay attention better. It was quite the TEACHING MOMENT.
Teachers
might consider using Peer Tutoring as an integral part of daily instruction.
Those that tutor will be reviewing material already learned – those being
tutored will receive additional one on one help.
Sounds like a WIN WIN
situation to me.
HINTS FOR CHOOSING
TUTORS
Tutors should be motivated to be a
tutor.
Tutors need an adult coach to observe
in a tutorial situation.
Choose tutors who want to help others
and show compassion.
The tutor should be able to devote
adequate time to meeting w/ the “teacher/coach” to develop good teaching
techniques.
Prospective tutors need to be able to
show patience and the ability to give meaningful suggestions, praise and
encouragement.
HINTS FOR TRAINING
TUTORS
In order to be a tutor, a student must be trained. It is detrimental to the tutor and the one being tutored if
the tutor is not able to adequately teach the material, motivate the student and
maintain discipline.
Videotape a successful tutoring
situation for prospective tutors to view.
Explain the value of WAITING for the
reluctant learner to respond and how to “give hints” without actually giving
the answer.
Teach tutors how to follow a lesson
plan that the teacher will prepare for the tutoring session. – Eventually,
some tutors may learn to write these plans themselves with minimum direction
from the “teacher/coach”.
The
lesson plan should be simple but easy to follow with the following components
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Review of previously learned material
Presentation of assignment and the purpose of the work to be completed
Review of work completed with a reward of praise (or a tangible reward –
sticker, certificate, note to teacher, etc)
To insure the tutor follows the lesson
plan, show the tutor how to complete a checklist or have the tutor write or tape
record what transpired during the session.
Explain the importance of following
the lesson plan and any time restraints.
The “teacher/coach” needs to meet
with the tutor at set time intervals to provide assistance.
Model the PAUSE, PROMPT AND PRAISE
method to be used during tutoring sessions.
BENEFITS to the TUTOR
First, they will learn the subject matter that is being tutored. Second, they
will learn how to tutor. Third, they will learn how to listen and communicate
effectively. Fourth, and perhaps most important, they will learn about learning.
Additionally, they will learn the need for developing a sense of responsibility.
Helping another student will more often than not motivate the tutor to learn as
well. It makes sense that a tutor would “feel important” and thus
self-esteem would probably be enhanced through successful experiences
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SOME SUCCESSFUL
TUTORING PROGRAMS DISCUSSED
(Source = copied from ERIC)
At one school, involving more than 500 students, whole classes of students are
tutors to younger students. In spreading the tutor role, all students in the
school, regardless of academic ability, have the opportunity of learning through
teaching. For example, 6th graders are matched with 4th graders; 3rd graders
tutor kindergartners. Upper-grade students in special education classes tutor
regular students in the lower grades.
This program refocuses the teacher role toward facilitator of the learning
process. As pairs of teachers work together, time is set-aside for the teachers
to meet to decide on the curriculum to be tutored, plan logistical arrangements,
and evaluate program components. All of the participating teachers are also
involved in mutual support groups.
In an alternative high school model,
tutees actively take part in the planning and ongoing assessment of the program.
By making them equal partners, they are being prepared in an apprenticeship to
become tutors in the 2nd semester, if they successfully pass their coursework.
In a pilot project, high school
students participate in a course with a world citizen curriculum, designed to
introduce them to cross-cultural and multicultural subject material, as well as
to train them to be effective tutors/mentors. The students receive credit for
both the coursework and for mentoring students in the school who are recently
arrived from other countries. The students' information base about other
cultures is enlarged through structured interaction with their mentees, while
the mentees benefit from the skilled attention of the mentors.
Tutoring provides the practicum
component of a high school psychology course in another program. Students are
paired for the semester with elementary school students as the field requirement
that gives them practical experience complementing what they are learning in
class.
Another high school cross-age
tutoring program provides students with community service credit for tutoring
elementary/junior high school students. Tutors were recruited from high-,
middle-, and low-achieving high schools. Regardless of the achievement levels of
the tutors, their effectiveness was consistent across the program.
(End of copied ERIC information)
HINDRANCES TO TUTORING
It takes “teacher/coach” time to
implement and monitor.
Lack of readily available materials to
“train tutors”.
The mind set that all teaching is best
transmitted from adult to child. (NOT TRUE!)
Teacher resistance
Parent resistance
Administration resistance
Possible implications of tutor
selection process being criticized.
Apprehension of noise in the
classroom.
Behavior problems tutors may possibly
have to deal with
WHAT DOES THE
RESEARCH SAY ABOUT TUTORING?
Basically, the research promotes tutoring. Cross-age and peer-to-peer tutoring
has a positive academic, social skill enhancement, and over all effect on tutors
and those being tutored. Children tend to develop positive relationships with
others (including their “teacher/coach”). Students involved in peer tutoring
tend to develop an understanding of fairness, sharing, and kindness. Great
attributes to promote in my opinion!
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WHEN THE STUDENT IS READY, THE TEACHER
WILL APPEAR.
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IT'S YOUR CHOICE
Let everyone be a tutor.
Tutors will learn by teaching.
This will (hopefully) remove the
negativity frequently associated with receiving help, since all students can
participate in giving and receiving help.
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PLEASE VISIT MY WEBSITE
www.addchoices.com
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DISCLAIMER
This information is for educational purposes only. Much of the information is
from classes and workshops I've taken during my 25+ years of working with ADD
& ADHD students – sprinkled with my own comments, thoughts and insights.
Some information has been acquired from the INTERNET. Be aware that not
all information on the WWW is accurate. Use your own judgment.
This information is not intended to replace information from your doctor,
therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your
child's (or your own) doctor for additional input.
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Editor: BJ Madewell
Wichita, KS area
316-733-9532
FAX not available
Email ADDchoices@aol.com or ADDchoices@yahoo.com
You may copy and print this newsletter for your own use and freely distribute it
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is FREE.
Please include my email address & phone # on anything you give to others.
BJ Madewell