Spirit Child
High energy children are surprising. Who knows what they will become after overcoming the childhood stigma of being diagnosed as hyperactive?
All Children are Not Created Equal
All children are not created equal. Some appear to have an easy time with life while others struggle with hidden demons in a less than tolerant society.
I’ve observed a great many children both at home and in the museum and noticed how the calm and collected ones were able to concentrate, grasp ideas quickly and complete what was expected of them. They received good grades in school, learned to play instruments, joined soccer teams, had lots of friends and appeared to float through their school years. By continuously receiving positive feedback they developed strong egos and gained enough confidence to tackle new challenges. Teachers and family members found it easy to love these children and they took pride in their achievements.
Unfortunately, there were those who presented quite a different challenge, especially when they bounced around the room uncontrollably. These children were often diagnosed as being attention deficit and hyperactive. I disliked the idea that they were being labeled ADHD at a young age and wondered if that stigma would last for their entire lifetime? These children were often very bright, but their intelligence was not always appreciated by teachers because behavior problems got in the way.
Unfortunately, public classrooms are large and overworked teachers want attentive students who can focus and not cause a disturbance. Energetic kids, however, have other ideas. They want to get out of their seat and move around the room. At times they create trouble because it is the best way to get attention. Ofttimes their difficulties are the result of boredom because their intelligence has never been recognized. The assigned work can feel like a punishment to them. These children are quite often hands-on or participatory learners rather than sit-in-your-desk, read and write in workbooks type of kids. But because they wiggle about, words of praise are seldom sent in their direction.
One year when one of my sons was in fourth grade, children were being tested for admittance to the school’s TAG program. His teacher did not think he was bright enough to pass the admission exam. My husband and I insisted that he get tested, and bingo, he was a top scorer. His teacher was surprised, but once the results were returned she treated him differently. His TAG opportunities were excellent, and were such that all children should have had the chance to experience since they were organized to promote individual achievement rather than failure.
I too am a highly energetic person. It is difficult for me to sit still for long periods of time. As a professional I served on a great many community boards. When asked to attend day- long meetings I found sitting in one place to be painful. I had to move about, and would often be the only person standing at the back of the room while listening to the proceedings. At my desk I sit on a large inflated ball rather than a chair because it is unstable and moves constantly, requiring physical adjustment for balance.
I have a great deal of empathy for energetic children who are forced to fit into a be-still mold. When I complained about my child’s classroom difficulties, a physician once told me, “ Your son is just the type of person who will be successful as an adult.” He went on to say that my child’s energy would get focused and boredom would be overcome as he embraced activities that he enjoyed. “His exuberance will transform into leadership qualities that will motivate others.” he said. And yes…his prediction came true. My son is successful in a job that requires intense concentration, and he does demonstrate leadership qualities.
Some schools embrace alternative educational approaches for their students. They develop ways of working with energetic students wit the goal of leaving no child behind. Their enlightened educators reinforce achievements, permit movement, and integrate lesson plans that speak to individual learning styles. They acknowledge that attention and behavior problems are often the result of the system and not the child.
Family members living with energetic children with behavior difficulties might consider using a behavior modification approach that reinforces achievements and celebrates the wonderful individuality of their child. Though it may take effort to implement such a program, when practiced in a consistent manner the results will eventually bring a great deal of happiness to your family. But most of all, remember to love and praise these children for all of the wonderful things they can do well.
This article concerns ADHD children, but there are many other disabilities and talents found in a classroom. Serving the individual needs of students is a matter of organization, and there are many successful examples of how this can be done. I find no excuse for putting children in a mold. For example there are 475 public schools that operate Montessori Programs. There are elementary schools that have grade level home room and gym activities, but their students travel to achievement level classes for academic studies. In middle and high schools, vocational training can be integrated with scholastic programs. There is benefit from having children learn to use shop tools and kitchen utensils. These participatory classes get children out of their seats, understand the practical side of life, and let them move around. In all instances, the student should be put on the pedestal taught to his or her needs. Isn’t it time to think creatively so we can stem the drop-out tide by serving our children well?
Please let me know your thought on this subject by going to eichingerfineart.com/blog and responding.
For more information go to:
http://www.adhdandyou.com/hcp/adhd-behavior-modification.aspx – ADHD and You from US Healthcare Professionals- Behavior modification plan for ADHD children.
http://psychcentral.com/lib/setting-up-a-behavior-management-plan-for-an-adhd-child/0002182 – Psych Central – Behavior management plan for children with ADHD.
http://www.public-montessori.org – For Montessori in the public schools.
http://www.montessori-namta.org/Montessori-Implementation – 10 Steps to implementing Montessori in the public schools.
