Support participation and confidence
Use multiple approaches and encourage positive ākonga participation
On this page:
On this page:
Current page section: Support participation and confidence
Go to top of current page: Support participation and confidence
Go to top of current page: Support participation and confidence
Go to top of current page: Support participation and confidence
Use multiple approaches to increase confidence
Use multiple approaches to increase confidence
Discuss with the student what will support their participation and confidence.
Build the suggestions into your teaching practice.
- Ask students how they like to learn.
- Use students’ interests and strengths as bases for teaching.
- Recognise and eliminate situations that students may find difficult or embarrassing because of their physical or cognitive differences.
- Foster tuakana-teina relationships and create a class culture where students support each other.
- Feedback success to students’ parents and whānau.
- Recognise avoidance strategies and provide support and encouragement.
- Give students extra time to complete work.
- Make learning supports, such as text-to-speech and word prediction, available to all students.
- Enable students to contribute their ideas in collaborative work, without the challenge of lengthy writing tasks.
- Provide the student with strategies to help them when they get stuck.
Use a range of self-regulation strategies
Use a range of self-regulation strategies
Inhibition and self-regulation strategies.
- Give immediate feedback and positive reinforcement (Class Dojo is a useful tool for supporting student self-regulation).
- Provide regular exercise and movement breaks.
- Have cue cards on students’ desks and/or private signals to remind to stop, think, and make a good choice.
- Provide a designated calming spot.
- Encourage students with ADHD to self-manage and stay focused, organised and on track, using tools such as a vibrating watch or timer.
- Use social stories and role-play to rehearse appropriate behaviours.
Give students time
Give students time
Consider reducing the quantity rather than the complexity of the learning.
![5944 [MOE-Muritai-School-98.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/MOE-Muritai-School-98__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Offer problem-solving strategies
Offer problem-solving strategies
Support students to develop strategies for “getting out of the pit” when they get stuck in their learning.
No captions or transcript
Useful resources
Useful resources
Assessment for learning
Lading local curriculum guide series on using the right tools and resources to notice and respond to progress across the curriculum.
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:
-
Current page Support participation and confidence
Return to the guide “ADHD and learning”
![11435 [ADHD-and-learning.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/ADHD-and-learning__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: ADHD and learning
Understand:
Strategies for action:
-
Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
-
Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
-
Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
- Support participation and confidence
- Present information in different ways
- Support processing and organisation skills
- Provide options for learning and collaborating
-
Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
