THIRD

Finally, I let kids run. If I have a room with a view, I let the kids who need to run out to the end of the field and back. “Want to do it again?” “Yes!” “Ok, Go!” That may be all they need. Sometimes it’s up and down the stairs or down the ramp and back. I have to have them under my supervision while the rest of the class is still working, but I can usually find a way to give them an outlet.

FINAL NOTE

A few years ago, I asked the school counselor to come down to my room to do an assessment of one of my students. He came and did the assessment for me and agree that the student needed an ADHD identification. “But,” he said, “why did you have me look at that child and not that other one who was walking all over around the back of the classroom?”

“Bert?” I said (not using real names, of course.) “Sure, he probably has ADHD. But he gets his work done. So I don’t worry about it. If he needs to walk around to do it, that’s fine. Andy, on the other hand, may look less agitated. But he can’t get his work done, at school or at home. He’s the one who needs help.”

I’ve been teaching for 40 years now, and in gifted ed for most of that time. In all those years I’ve suggested to staff or parents that we look at an ADHD identification (and a referral to a doctor) less than half a dozen times. If the kids can do their work, then I can usually help with other issues.

In the end, I’m sure everything I’ve said about meeting a variety of needs sounds perfectly normal for most teachers.

I’m not so sure people are aware that it’s also perfectly normal in a self-contained HC classroom.