Children with ADHD often are impulsive and hyperactive. Effective teachers also use behavioural prompts with their students with ADHD, as well as with other students in the class. These prompts help remind students about your expectations for their learning and behaviour in the classroom. Effective teachers also use different environmental prompts to make accommodations within the physical environment of the classroom.

• Hand gestures: Use hand signals to communicate. For example, ask the child to raise his or her hand every time you ask a question. A closed fist can signal that the child knows the answer; an open palm can signal that he or she does not know the answer. Teacher would call the child to answer only when he or she makes a fist.
  
• Classroom lights: Turning the classroom lights "on and off" prompts children that the noise level in the room is too high and they should be quiet. This practice can also be used to signal that it is time to begin preparing for the next lesson.

Effective teachers make accommodations in the learning environment by guiding children with ADHD with follow-up directions.

• Follow-up oral directions: After giving directions to the class, give additional oral directions to a child with ADHD. For example, ask the child if he or she understood the directions, and repeat the directions together.
  
• Follow-up written directions: Provide follow-up directions in writing. For example, write page numbers on the blackboard. Remind the child to look at the blackboard if he or she forgets the assignment.
  
• Repeat directions: Write down directions and phrase them out too.
  
• Make frequent eye contact: Make eye contact often. A glance can get back a child on the given task or can just provide silent reassurance.

Use special instructional tools to modify the classroom learning environment.

• Highlighting key words: Highlight key words in the instructions on worksheets to help the child with ADHD focus on the directions. You can prepare the worksheet before the lesson begins or underline key words as you and the child read the directions together.
  
• Using pointers: Teach the child to use a pointer to help visually track written words on a page. Provide the child with a bookmark to help him or her follow along when students are taking turns reading aloud.

As children with ADHD generally remain friendless in school, they need to have some form of emotional support, which could take the form of a mentor. A mentor is someone that a child with ADHD can have a positive relationship with someone who is on their side, listens to them, advocates for them where necessary, and assesses and addresses their needs, both socially and academically.

• A mentor could be the resource teacher, counsellor or other teacher with an interest in and knowledge of the condition – a person with whom a child with ADHD has a comfortable relationship with.
  
• A mentor can help in finding solutions and strategies for children.
  
• For building self esteem, find and develop areas of competence in children with ADHD. Try to establish their interests and likes according to their competencies. Once these have been identified, bring these into play.

• Maintain contact with the child's parents and a physician if a child is on medication.
  
• Parents need to be apprised of their child's areas of improvement as well as problem areas, especially if progress is not obvious.
  
• Daily or weekly brief progress notes are helpful to parents who are trying to monitor their child's school performance.

About the Writers:
Ms. Sanober Nadeem is a clinical psychologist by training and is currently employed as an Instructor at AKU-HDP. She teaches on various aspects of child development and has experience in working with children and families in clinic and community settings.

Ms. Anjum Sharif is a clinical psychologist and is currently working as Coordinator Community Programme at AKU-HDP. She has vast experience of working in the communities especially with children under eight years of age.

Mr. Zulfiqar Bachani is Development-Sector Practitioner having a focus on human development. His work encompasses; community development, educational planning and management, human resource development and social research. Mr. Bachani served over a period of nine years in Sindh Education Foundation as Programme Associate-Documentation, Programme Coordinator and Social Researcher. Mr. Bachani is currently associated with Human Development Programme of Aga Khan University as Senior Assistant Manager Community Programmes. He has been the author and co-author of project reports, monitoring and evaluation reports, research reports and articles on educational and social development areas.