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TODAY'S THE DAY!!!

In 4 short hours we will be celebrating the inaugural class of the ADHD HERO Achievement in Teaching Award!!!

Does "super accepting" mean "anything goes"?

Does it mean you can't have differing opinions, or dislike someone's choices?

Does being "accepting" of everyone mean you have to be an advocate for everything?

No.

Think about this. When you accept yourself, are you saying that you have to believe that the way you are now, is how you're always going to be?

No.

It means that you accept yourself where you are now as a result of where you have been. You leave the door open to pursue something different or better next time, but don't condemn yourself to remain in one place forever.

When you are "super accepting of anyone" that ALSO gives them the ability to keep their own doors to opportunity open.

When you are accepting of and kind to others, especially when they are very different from you, you also learn to accept yourself more. You grow more comfortable with the process of becoming someone you want to be every day of your life.

This is exactly what kids need for themselves AND what they need to see YOU embody.

This nominee, our final highlight of the year, gets that simple lesson:
"Creating and holding space for people to come as they are at this point in time, allows them to see themselves as who they can become at a later point in time."

This is how we create opportunity for all kids, but especially for the kids who battle every day to feel like they belong.

The Beatles were wrong.

We got sold a catchy little line: "All you need is love" they said. "Love is all you need" they said.

Turns out love doesn't last long on its own.

It has needs. It's like a seed. It needs a healthy place to grow, water, sunlight, soil, etc.

What this nominee understands is...

>>> You can't meet anyone's needs if you don't take time to listen first!

ADHD HERO Achievement in Teaching Award Nominee Highlight

Lynette Brown has effectively supported her students, who struggle with ADHD and math. She customizes her teaching to students' needs, helping them manage assignments and use strategies like music to maintain focus. Her dedication fosters a strong bond and boosts each student's confidence, ensuring that one specific student met her goal of maintaining a 4.0 GPA. Beyond academics, her understanding of student challenges, such as severe anxiety, is reflected in her encouraging teaching style. She celebrates classroom achievements fostering a love for learning and helping to reduce anxiety among her students.

What does "instill" mean?

I'm not sure what the dictionary says, but I have a thought.

To "instill confidence" in someone should mean that when these are no longer in front of this teacher, that the confidence is "STILL IN" them.

A truly instilled confidence will continue to grow long after the seed was planted.

This teacher understands that kids with ADHD often fight the repressive forces of self-doubt.

Instilling confidence in them is one of the best ways to fuel the fire within them.

In just 3 DAYS we will be awarding our Inaugural ADHD HERO Achievement in Teaching Award.

This honor will be awarded to a teacher who was nominated based on their natural desire to help students excel especially students with ADHD who, in some cases, turned around their education achieving a 4.0 GPA with numerous other achievements!

ADHD HERO Achievement in Teaching Award Nominee Highlight

Jeni Boston has been an invaluable support for a student with hearing loss and ADHD. Recognizing his struggles with schoolwork and self-confidence, she has become his cheerleader, significantly boosting his morale and engagement. This student credits Mrs. Boston as his motivation, showing remarkable improvement in his enthusiasm for learning. He now attends school eagerly and discusses his daily learnings with joy. As a parent, I am deeply grateful for Mrs. Boston's dedication to nurturing Jace's confidence and educational growth.

Dr. Stephen R. Covey famously wrote "Seek first to understand, then to be understood."

Seeking to understand is the literal key that opens all possibilities and opportunities for finding a way forward through anything in life.

If first you seek to understand, only then can you achieve understanding.

If you attain understanding, only then can you evaluate the options clearly.

If you see the options clearly, only then can select the best option.

If you select the best option, only then can you achieve the greatest growth.

If you achieve the greatest growth, only then can you realize true strength.

This nominee exhibits incomparable wisdom by leading those she teachers, first, to understand so this student could realize his own strength.

ADHD HERO Achievement in Teaching Award Nominee Highlight

Korryn Coates is recognized for her exceptional openness and acceptance, fostering a classroom environment where students, including those with ADHD, feel safe and comfortable. Her transparent approach encourages students to be equally open. Notably, her interaction with a specific child with special needs in the class has positively influenced other students, including the nominator's child, enhancing their sense of security. This impactful behavior is the basis for her nomination, underscoring her effectiveness and empathy as a teacher.

An IEP is an Individualized Education Plan.

It is required and supported by legislation of the IDEA (Individuals with Disabilities Education Act). It is similar to a 504 plan.

IEPs - I've been told are really great...in theory.

They're like most plans. They look SUPER great on paper. But they still require a dedication to consistency in order for them to have an impact.

But, as they say, if you fail to plan, then you plan to fail. It just seems that our plans need plans too.

This nominee is THEBOMB [dot] COM when it comes to IEPs!

ADHD HERO Achievement in Teaching Award Nominee Highlight

Heidi Smith is an exemplary teacher known for her dedication to students with ADHD. She excels in creating a supportive and inclusive environment, tailoring her methods to accommodate diverse learning needs and attention spans. Her approach is not one-size-fits-all; she offers personalized accommodations and innovative teaching strategies. Mrs. Smith is committed to crafting and implementing Individualized Education Plans (IEPs), working closely with students, parents, and support staff to ensure each student's success. Her collaborative efforts extend to general education teachers, helping them adopt effective strategies. Known for her compassion and expertise in special education, Mrs. Smith's impact is profound, benefiting students, parents, and her professional community.

When you hear the word "relentless" what do you think of?

I think of the running back who can't be stopped running toward the end zone? Who can't be taken down no matter how many times they get hit, how big the obstacles, or how hard they are getting pummeled?

I LOVE to hear that there are teachers out there amongst the crowds of small and not-so-small humans at our schools who are just as dedicated in their pursuit and dedication to the best outcomes for all of our children, but especially the ones with ADHD.

Some might say they are getting special treatment.

I say they're getting what they need.

Hats off to our teachers who show a "relentless commitment" to the success of our kids!

Which is the chicken and which is the egg?

Does truly caring about someone or something lead you to be fully invested in that person or thing?

Or is it the other way around?

If you fully invest and go "all in" on someone or something, do you then start truly caring about it?

I personally think this is kind of a trick question.

The question is posed as a binary quandary - either/or. But there's a third option.

Both.

Both are true. You can care your way to full investment, or you can invest your way to truly caring.

The best teachers do both. Some days the caring comes easier than other days.

Some days you have to pour yourself into it because you *know* in your head that it is worth it, even if you can't *feel* it in your heart at the time.

The same is true for anything and anyone in your life.

When I taught college classes, I had a mom show up with her son on the first day of class.

My first thought was "WOW - I didn't expect to have parents show up to school with college kids."

She talked to me about his IEP/504 accommodations just for my knowledge. She didn't give me any pointers, or ways that he likes to do school work.

Which I appreciated. It didn't turn into a "you need to work with my kid this way" conversation.

But, it became what it was supposed to be - a parent advocating for their child.

After she had explained, I turned to the student and told him that I only apply adjustments to grades based on accommodations either at the end of the semester, or on an "as needed" basis, so that he could see how he would perform on his own.

He seemed to like that, and so did his mother.

She didn't contact me again. He showed up for every class.

He got one of the highest grades in the class...with ZERO accommodations applied.

The point is that teachers want to do their best to serve the students the best they can. YOU have the best information about who they are and how they are outside of the school setting.

Make it easy for the teacher to provide comfort and consistency for your child. Work together and you'll get better results.

ADHD brains don't thrive on easy, or mundane.

ADHD brains need challenge.

If you slap a timer on ANY task you need your ADHD kids to do, they will run faster than they thought they could, and surprise even themselves!

The Pomodoro Technique has long been known to be a great tool for staying focused. This technique is a pattern of time constraints and enforced breaks in between tasks.

25 mins of focused task time. 5 min break.

Repeat 3 times, but on the 3rd break take 20-30 mins.

Then repeat.

Using a visual time in the classroom will turn it into a game for the whole class. The key is not to make it a competition between students, but a competition with the clock to see how much you can do in each time period. It's like helping them set their own personal record during each interval.

You can adjust the time frames based on your class needs. Maybe 10 minutes of focused time, and a 2 min break. Or for more involved tasks, maybe 45 minutes, with a 15 minute break.

Whatever works for you and your class.

Most people would agree that the best system for putting together a puzzle is starting with the border.

Starting around the edges, defining the height and width of the picture helps you to understand the orientation of all the other jumbled pieces in the box. It helps you understand color patterns and placement based on cues and clues around the border.

Starting with the border is a system for organizing a chaotic assembly of seemingly random pieces.

Every parent hope for the best for each of their children.

But, with ADHD in the mix it is SO easy to focus on just getting through each day, not really planning for the future - just worrying about it.

ADHD jumbles up the puzzle pieces of everyday life.

So, start with the border. Establish systems, processes, schedules, routines - whatever you want to call them - and work with your child to put the pieces together.

Maybe they prefer to start with the car or character in the puzzle. Maybe with the landscape. That's up to them. You're there to help sort the pieces, maybe help them find a piece they're looking for.

But, it's their puzzle. Their work of art.

Help them turn it into a masterpiece.

Own it.

That's what they say, right?

When you make a mistake, when you need to learn a lesson, when you need to move forward, when you need to grow.

ADHD is not a mistake. It's not the result of something YOU did or didn't do.

It is something that just IS, and YOU have it.

ADHD is your blank canvas, your lump of clay, your pile of wood.

If you OWN it, you can make it whatever you want.

So, why not make it your superpower?

ADHD HERO Achievement in Teaching Award Nominee Highlight

Hannah Claridge has had a significant impact on many students, but tremendously on a specific student, whose attitude towards school has drastically improved under her guidance. Previously, he would resist and dread going to school, but now he now looks forward to attending school and has shown remarkable progress. In addition to her effective teaching methods, Mrs. Claridge offers valuable advice to students with ADHD, emphasizing the strengths associated with their condition and providing practical strategies to manage challenges in the classroom. Her supportive approach encourages open communication and empowers students to advocate for their needs, fostering a positive learning environment where every student can thrive.

She's one of the good ones!

I love sharing quotes straight from the mouths (read: fingertips) of our nominators!

Here's a great quote from one of the nominations we received this year.

"She is an amazing teacher who goes above and beyond with all of her students. She demonstrates an exceptional ability to support and empower students with ADHD, creating an inclusive and supportive learning environment where every student can thrive."

Kids want to feel included at school.

Say what you want about the word "inclusion" but save it for another social account. When it comes to your kids, they want (scratch that) NEED to feel included so they can learn to the best of their ability.

The best teachers out there don't need signs, flags, or mottos to show they care about all their students. The work hard to SHOW they care by doing the work 1-to-1 every. single. day.

What parent out there DOESN'T want help from time to time?

Wouldn't it make a lot of sense to partner with the people who are with your kids 4-7 hours a day?



They probably see our children almost or more than many parents do.

I work from home but, while I "see" my kids more, that doesn't mean I'm always available for my kids.

So, if you truly value your kid's education, make it a point to partner with your kid's teachers. Tell them what's important to you, what you worry about, and what you are willing to do to help.

You'll be glad you did.

I know. I know.

"ADHD" and "system" aren't words you would say go together very easily.

But that's why they go together.

So here's point #1: ADHD needs a consistent system to thrive. It doesn't necessarily need to be the best or a perfect system.

It just needs to be consistent. If its consistent, they will figure out how to make it better. Fast.

Which brings me to point #2: They WILL try to poke holes in it, break it, find ways around it, etc. Let them. This is part of their exploration and learning process.

As a matter of fact, give them permission and a challenge to make it better. Just be clear about the outcomes and requirements that are non-negotiables. And let them loose.

I was late to class.

Not too uncommon for most people, but in an evening class full of working professionals you could bet that most of them were going to be there early or on time.

I had to sit in a back row seat. During my undergrad, these were the seats that were almost NEVER open. Maybe graduate students are different?

I sit down, open my laptop, and...
..
..

All I remember from that class is what the guy in front of me was buying on eBay, and what his neighbor was watching on ESPN.

I didn't get anything out of class.

Every hear of the "Power T" or "Power Zone"?

Nope. It's not a football formation or something from a graphic novel about superheroes.

It's the area of a classroom where you are most likely to reduce distractions and get more engagement from the teacher.

It's the first row of chairs or desks plus the chairs or desks that are in a line directly in front of the teacher's most common standing/teaching spot.

If you have ADHD like me, give it a try.

The goal is to lift them up through tough conversations...not break them down.

Too often, however, we wear "I'm just being honest" as a badge of honor for when we want to be mean without remorse.

Speaking frankly with a student who is struggling can be difficult.

But, if you're talking to someone who doesn't have patience for things that don't interest them, maybe direct is the best approach.

Let's be clear.

Speaking frankly and directly with students about the struggles that accompany their ADHD does NOT mean that you should be telling them that they need to shut up and sit down.

The point of hard discussions is to help the person of interest be better prepared to take a step forward and progress towards something better.

So, can we take some time to think about what we communicate with students who have ADHD? Can we take some time to be understanding first, then encouraging in our realistic review of the results of their behavior or bad habits?

Yes. The answer is "Yes!"

We are so excited to announce that NEXT WEEK we will be awarding our Innaugaural ADHD HERO Achievement in Teaching Award.

This honor will be awarded to a teacher who was nominated based on their natural desire to help students excel, but especially for helping ADHD students who, in some cases, turned around their education acheiving a 4.0 GPA with numerous other achievements. Throughout the next 1.5 weeks we will be highlighting quotes from the nominations, quotes from nominees, and Tips for Teachers, Tips for Parents of kids with ADHD, and Tips for Students with ADHD.