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hyperactivity in schools

Children with hyperactivity are characterized by intense motor activity develops, move continuously without this activity has a purpose. This attitude of these children is negatively affecting the other classmates as a child who suffers. The hyperactivity increases when accompanied and therefore decreases by being alone. Within the class go back and forth doing activities or exercises that never end.

The main characteristics of these children is that they are anxious, nervous, usually have poor school performance, because it's hard enough to keep attention in class, despite having a normal IQ. So here are the most common symptoms of hyperactive children if they have a child or student and believe they may be, know how to detect it.

- Difficulty maintaining attention on a long job.

- excessive or inappropriate motor activity.

- Difficulty to finish work already begun.

- Difficulty staying seated and quiet in a chair.

- Difficulty putting things that interest them and make things less interesting for them.

Because of these behaviors, we recommend working with these children, many attractive activities, most constantly changing task and off course these children need more attention from parents and teachers.

There is evidence that most of these children need to attend special education classes because they can not pay attention in class and always lag behind the rest of colleagues, but noted that his IQ is normal.

Yet there is a medical treatment for these children, that is reassuring, But many parents disagree on medicating their children, because they find that this treatment leaves listless and sad, but if it is shown that the medication the children improve their academic performance.

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GUIDELINES AIMED AT TEACHERS SCHOOL FAILURE TO ADDRESS THE TYPES OF SCHOOL FAILURE

Let's move on to talk about intervention in the classroom on school failure . the teacher should take into account a number of actions:

• first, the teacher must define the problem .
• make a report thereof which reflect the situation of children, to inform the family.
• third, must come to an educational report and begin a rehabilitation task, ie, re-teach the child otherwise more effective to above, with other resources, habits, for the child can understand the task easier.

According

factors that influence the child's problems and act. We might have a child with poor performance due to a family problem or because school environment in which it is immersed. But maybe the problem is due to own child. Then we will detail the intervention in each case:

1. Intervention causes arising family: the teacher must address in this case cultural and socio-economic reality of the child and family. We must take into account the role of counselor, teacher and team to provide programs such as family therapy, couples therapy (for parents) ...
2. Intervention in cases arising in school: the teacher should consider self-criticism, as it may be that your methodology is not the most appropriate or the resources used in class. So is better than the teacher evaluate their performance in class, and somehow fails to explain when the assignments. We must be us, the teachers, the first to realize the flaw in the methodology, before they are the parents who give accounts. Moreover, school staff and management have to know their teachers and how are your classes how to avoid inappropriate methodologies.
3. intervention causes arising child: the teacher when faced with a situation in which a child develops the objectives set in class and is at a disadvantage should apply for medical intervention, psychological or to assess the child psychology. We emphasize that it is the teacher who must request this assessment by specialists, as they not aware of the problem not often come to the center. Moreover, the teacher should keep a tight check on personal history and teaching the student, which will include assessments, reports, checklists and documents about the case.

In conclusion, to say that we always consider these three factors, and can not be absent at these factors. It is well known that early diagnosis of the problem always save us from more serious errors. The child, itself is not going to confess his problem and his failure, that is why we must act, teachers, and not be indifferent to what happens outside the classroom. Our work does not remain in the classroom. Do not forget !!!!!