Adhd in practice

Staying engaged. 

Staying focused. 

Staying motivated.

Keeping the interest and desire. 

Finishing off a commenced task. 

These are a few Adhd related difficulties Sophia faces. 

As her teacher I need to identify and accept these, and teach in a manner to try and minimise her urges to switch off in an instant. 

If the thought enters her head that she cannot do the task then that is the end of it. 

It is my challenge to slow down or prevent this core default response which can be very controlling and dominant within her. 

We are currently half away through writing a diary on her recent holiday. It is the first time she has reported on a series of events. 

She recalls and tells me her experiences. I in turn, whilst keeping the information and the emotion intact, need to construct sentences I know she'll be able to spell or sound out herself.

The challenge for me is to repeat the words frequently across the theme of the diary in order that she gets used to writing them. 

My aim is that the repetition over time will result in her taking more and more control over her writing and she'll experience eureka moments of 'Mummy look how clever I am!'.

Her spoken vocabulary outstrips her written vocabulary by miles, however that being said, she has progressed at an amazing rate this year. 

She is really looking forward to the independence of being able to spell by herself so she doesn't need Mummy to help with spelling. She longs to be able to write privately. 

This is her personal goal which is driving her, keeping her focused and motivated. It is up to me to show her how reachable that goal is. 

Here are a couple of sentences she has been able to independently spell as I've dictated to her. 

'Kira and Xan were with Mummy at Nanas'.

'We had fun in the shop. There were lots of toys'. 

She has been ecstatically happy that she is able to write out these thoughts. There are lots of happy squeals when she manages a sentence.

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