Quote:
Originally Posted by EJ711
GrayNess,
I agree they are running over me. That explains the tread marks on my back. 
I don't understand students that don't have basic classroom skills like sitting still and listening.
Like you I was a very dedicated student, so I am deeply perplexed about the behavior I have been encountering this semester.
The class I am teaching is a required course. While the Economics classes I have been teaching are 200 level courses, almost every student who enrolls in my class has never taken an introductory economics class or any other business courses.
The ADHD student just can't seem to shut up. I have some new strategies I am going to try this week.
May I ask what you are majoring in?
Thank you for your comments.
EJ |
This is from this website regarding ADHD treatment:
http://psychcentral.com/lib/2007/tre...disorder-adhd/
Basically, the best method is medications, so I don't intend to burst your bubble but if he's not taking his medications, then no matter what you do, you'll have some disruption. But, I assume constantly keeping his attention would work a bit, however, the other non-ADHD students would suffer. Why not ask him after class if he's taking meds and if he isn't, suggest it that he does because of the immense disruptions.
So it's a 200 level course with no 100 level prerequisites? Well, that's not too unheard of, we have some of those at my university. I don't know if this would be involved, but if it's a 200 course and people in it have little experience, it may be viewed as a "bird course". If it was a 300 level with 200 level prerequistes, I'm quite sure the chaos would simmer down ("John" may still need meds).
I'm majoring in double major biology and psychology (2nd year), in the hopes of forensic psychology (criminal profiling), neuroscience, neuropsychology or neurosurgery. Back-up plans I'm a bit unsure on but probably something in psychology or forensic science.
His reasons for the behavior, could be due to the up-coming break (here it ends at end of April so nobody is all hyped up more than usual yet). You could try your new methods. I don't know how your lectures are but how long are they? We have some 3-hour lectures for 3 of the courses and if there's no breaks, people get very restless. Perhaps give a break if it's a 2-hour lecture or 3-hour?
Perhaps they may find it a bit boring because they have little experience, so you could teach the theoretical aspects then show how it is applied in real-life. I have only taken 1 course in economics in grade 12 by a decent teacher, so I don't know much about it, however, showing the applications are quite useful. For example, if we learn in 1st year calculus (did it in 1st year when I considered majoring in math and bio or chem and bio), it got boring until we saw how to apply it. At least to me, it showed the significance, so I'm not learning all of this just for a 200 or 300/400 course, and until then, it's just some boring babble.
Or, maybe the material is too hard for them and they tune out? Or maybe they're in it for an easy grade and don't really care.
Either way, try your methods, and if that doesn't work, perhaps ask the kid if he's on meds. Check with your policies to see if you're allowed to boot him out for the disruptive behaviors because I'm not sure on them.