WTS 3&5 page 1 of 31

Understanding ADHD

Rebeca Arndt

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards Three and Five

EDUW 694 Classroom Environment

Instructor: Catherine Anderson

June 20, 2017

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard (WTS) 3: Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers

that impede learning and can adapt instruction to meet the diverse needs of pupils, including

those with disabilities and exceptionalities.

Knowledge. The teacher understands and can provide adaptations for areas of

exceptionality in learning, including learning disabilities, visual and perceptual difficulties, and

special physical or mental challenges.

Dispositions. The teacher believes that all children can learn at high levels and persists in

helping all children achieve success.

Performances. The teacher makes appropriate provisions (in terms of time and

circumstances for work, tasks assigned, communication and response modes) for individual

students who have particular learning differences or needs.

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard (WTS) 5: Teachers know how to manage a classroom

The teacher uses an understanding of individual and group motivation and behavior to

create a learning environment that encourages positive social interaction, active engagement in

learning, and self-motivation.

Knowledge. The teacher recognizes factors and situations that are likely to promote or

diminish intrinsic motivation, and knows how to help students become self-motivated.

Dispositions. The teacher understands how participation supports commitment, and is

committed to the expression and use of democratic values in the classroom.

Performances. (a) The teacher creates a smoothly functioning learning community in

which students assume responsibility for themselves and one another, participate in decision-

making, work collaboratively and independently, and engage in purposeful learning activities.

(b) The teacher analyzes the classroom environment and makes decisions and adjustments to

enhance social relationships, student motivation and engagement, and productive work.
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Danielson Framework for Teaching

Domain 2: The Classroom Environment
The Classroom Environment: Effective teachers organize their classrooms so that students

can learn. They maximize instructional time and foster interactions with and among students,

ensuring that students find the classroom a safe place to take intellectual risks. Students themselves

make a substantive contribution to the effective functioning of the class by assisting with

classroom procedures, ensuring effective use of physical space, and supporting the learning of

classmates. Students and teachers work in ways that demonstrate their belief that hard work will

result in higher levels of learning. Student behavior is consistently, appropriate, and the teachers

handling of infractions is subtle, preventive, and respectful of students dignity.

Component 2 d: Managing Student Behavior

In order for students to be able to engage deeply with content, the classroom environment must

be orderly; the atmosphere must feel business-like and productive, without being authoritarian.

In a productive classroom, standards of conduct are clear to students; they know what they are

permitted to do and what they can expect of their classmates. Even when their behavior is being

corrected, students feel respected; their dignity is not undermined. Skilled teachers regard

positive student behavior not as an end, but as a prerequisite to high levels of engagement in

content.

Element: Expectations
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Pre-Assessment

Self-Reflection Assessment of Classroom Environment Related to WTS 3&5

Last school year I taught in a public school in Janesville, Wisconsin, a town with about

63,000 people. I taught four classes with 96 middle school students, ages 12 to 14 with 58 girls

and 38 boys, while teaching French I and French II.

Most of my students heritage was Caucasian American, however within my classes I

welcomed African-American and Hispanic students (mostly from Mexico), students with Asian

ancestry (Filipino and Indian) as well as students with Barkanic background (Albanian).

My classes were ethnically, culturally diverse due to the varied array of ethnicities and cultures

presented as well linguistically diverse, as I had students in my classes that already spoke two

different languages and two different dialects while enrolled in a language class.

With time, I learned that each class energy is different, as each classroom is composed of

unique individuals that come to my carefully prepared environment with different backgrounds,

sets of experiences, cultural contexts, and world views. Each one of these children enter the door

of my classroom with a set of assumptions, expectations, stereotypes, and in all honesty, I do too,

or at least I used to have a certain set of assumptions about what a typical student should know and

do.

I remember in my first months of teaching in the United States how I assumed that students

do know what respect is and what respectful behavior looks like. I expected students would know

basic common sense and appropriate behavior but to my dismay, I was confronted with students

that did not possess these basic social skills. What I could clearly distinguish from the start, as

relevant characteristics for my classes, was a certain energy, a sense and a desire of learning more

about the world, about French language (most days) and about me. One of my classes was the
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creative class, with more artistically inclined students that would design original projects and come

up with new ways of doing things. Another class was more performance centered, with mostly

A students, glorious learners that searched to always go above and beyond. Another class would

be the average middle school class where no two days are alike, with mood swings and inconsistent

behavior and work habits. One class was the goofy class where I could not turn by back on them.

This was a class that needed constant attention, they challenged by abilities and urged me to

reinvent myself and present information in new, more dynamic and engaging ways.

Throughout my classes, I observed students that were exposed to a foreign language prior

to enrolling in class or spoke another additional language, seemed to absorb information easier.

Generally, my culturally diverse students could grasp concepts faster and with less effort. They

were able to internalize the concepts, content and information relevant to the language studied.

The personalities of my students throughout the years varied greatly. I have had sensitive,

passionate learners of the French language, artistically inclined students with a hunger for

knowledge and cultural diversity, students from the LGBT community, and bilingual and/or

multilingual students that are enrolled in French to challenge themselves.

As the content I teach is offered as an elective class, I have very few students with

Individual Education Plans (IEP). I also rarely encounter students having exceptional needs with

just a couple of students with Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder

(ADD/ADHD) and dyslexia. I have also had a few students with exceptional abilities such as

English Learners (EL) students. Therefore, my planning was not significantly altered in terms of

themes and topics addressed, however I made sure these students benefited from time extensions,

testing modifications, and other accommodations as prescribed in their IEP or 504 plans.
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When I teach the Unit Lcole/ School and then compare and contrast education in

United States with the French school system, I offer my students some information about the

history of special education in France dating from the 18th century. I also cover content about

school inclusion of students with disabilities in France where about half of the students with

disabilities use special classes within mainstream schools (48.87%), almost a quarter are fully

integrated in regular classes (24.69%), while the remainder of (26.44%) attend special schools.

Usually I have students watch a few videos with schools in France or in other French speaking

countries, making sure it portrays students with special needs and how they are integrated.

In reference to the social and physical features of my teaching context, my French classes

unfold under my exclusive supervision in a self-contained setting. My middle school students

spend approximately 47 minutes in class every other day. My classroom is supplied with an

Interactive Whiteboard, a projector and the ability to check out Chromebooks for my student from

our school Media Library.

My classroom has a European feel and its not only my presence! The artwork on the walls

with main attractions in France: Le tour Eiffel, Notre Dame de Paris, The French Flag, the

combination of elegant colors that compile everything in my rooms: black, white, golden and pink,

the distinguished letters that compose the welcoming La classe de franais, the display of

pictures and other artifacts I bought from France all combine to give that European feel. I believe

my classroom reflects who I am as a person and as a professional.

Certainly, I find that the time scheduled for my class, or any other foreign language on

middle school level is insufficient for achieving proficiency in a language on a level that other

students on a same age achieve worldwide. In fact, I found quite bizarre and hard to comprehend

that foreign languages are not an area considered important in education in the United States.
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However, after conducting some research I concluded that I am fortunate to teach in a school

district that offers one foreign language at the elementary level: Chinese, and three foreign

languages at the middle and high school level: Chinese, Spanish and French. Nationwide there

are schools that do not offer or offer only one other foreign language and that is usually only for

upper-levels.

Within a few short weeks of starting to work in my district I learned about the Janesville

International Education Program (JIEP). This program is a well-equipped initiative designed for

international students to enter top universities and to succeed at every level in school and beyond.

I believe that this school year, JIEP had more than 40 international students fully enrolled in our

high schools and an even higher number of exchange students coming throughout the school year

from three continents: Asia, South America and Europe. This openness to new cultures, languages

and new perspectives that my district has supported all foreign languages programs as it offers our

students the ability to genuinely interact with international students, learn about their cultures and

become interested in learning a new language. Additionally, my district is very diligent in

designing or allowing staff to create different events that bring awareness to the value of learning

a foreign language such as foreign languages clubs and fairs, or celebrating important international

dates.

My teaching philosophy begins with my goal to appreciate education and not take it for

granted. I believe it is my duty to let my students know how fortunate they are to live in a country

that offers such privilege: the gift of learning in an American school with amazing teachers and

great facilities. Paramount to my teaching is respect and love of learning; respect for the teacher,

for themselves, for the colleagues in the classroom, for the materials used and love of learning a
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new language and about new cultures and traditions. I found that respect cant be demanded by

stomping your foot in the floor and shouting, rather respect is modeled and earned.

Respect begins on the first day of school when I excitedly expect my students to enter my

classroom carefully prepared and decorated. Because yes appearance matters, and not only my

classrooms appearance but my own as well. I believe that a professional, tasteful and natural look

sends my students the message that I care about them. When I care about myself, they can see I

also respect them and wish to inspire them with my attention to details and care for style and

personal image. Not only that I teach through language themes like Care of Self and Fashion, and

I try to teach every day that the way you carry yourself through life is an art.

Furthermore, my teaching practice encompasses my constant expectation to run a well-

organized classroom. I try to do this by giving my students (at the very beginning of the school

year) a very clear statement of my expectations in my syllabus regarding what course material they

will be responsible for, what assignments they will be expected to complete, and how they will be

assessed. I learned that addressing my expectations and reviewing the syllabus as often as possible,

helps my students manage their behavior, plan and conduct their work on time (mostly) and deal

with pressure positively.

My own vision of succeeding as a teacher in my classroom is to facilitate student

participation, and encourage exploration and critical thinking. I aim to motivate my students to

continue taking French through high school and, dreaming that they may even have a major in

French. The reality is that most students drop a foreign language within the first two years, long

before reaching proficiency in the language, and most likely the only words they will remember

will be Bonjour and Croissant! They might forget the language, but I doubt they will forget
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me the cultural components I readily shared with them throughout my lessons or me. Hopefully,

they will be able to appreciate and question someone elses culture while reevaluating their own.

Another component of my teaching philosophy, besides love for learning and respect, is

empowering students to believe in themselves, achieve self-confidence and truly understand that

hard work is at the core of everything. I do not call myself a teacher; I call myself a guide. I am

my students guide and main support on the path of learning, on their road to discovery, and their

journey to personal fulfillment.

My class might not be a picture-perfect environment, but is a "safe space" where my

students feel comfortable making mistakes. It is a place of joy and frustrations, a place where I see

progress, ambition, reticence, love and so much potential. I tell my students, If I can, you can. I

hope this motto shows my students I believe in them.

I truly believe in my students! At times, more than they believe in themselves, more than

anyone had ever believed in them. My strategy for meeting all my students where they are and

continuing our journey together was to set up my classroom in a way that meets their uniqueness.

I have created stations within my classroom and allow students to move around in an orderly

manner, asking for guidance from their station leader in case one needs clarification. I supply slips

with homework information instead of asking students to take notes with the assigned homework.

I assign peer help with long-term projects and other class related goals, and offer within the

classroom, a safe space for students to go to if they feel overwhelmed.

The classroom procedures set in place from the very first day of school, supported by

syllabus and classroom rules are revisited on a weekly basis to prevent negative behavior. To

support the routine in place, which unfolds in a natural manner from the moment my students enter
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the door, I have established a simple routine composed of a greeting, bell work, instruction,

revision, stations, and exit slip (the quote, song or the news of the day).

When reflecting on my strengths with regard to the interactions that occur in my classroom,

my strengths include: creating an environment of respect and rapport among the students and,

establishing a culture for learning, managing classroom procedures, managing student behavior,

and organizing the physical space. I find my greatest strength is that I continuously ask for

guidance and help from my colleagues; I do my own research to gather new information, and learn

tricks and new hacks that might help my students and all my students.

Most definitely my biggest challenge is organizing the physical space in a way that offers

my students more space and ability to move around easier. However due to the physical space

available some of my ideas cant be implemented. I believe we as teachers always encounter

different struggles and challenges, and we always strive to be efficient and fun and warm and

simply perfect. Sometimes the only way to get through the day is just to do it and when we know

better, do our job better.

I strive to create a learning environment that meets their needs, especially since some of

my students have exceptional learning conditions such as Attention Deficit Hyperactivity Disorder

(ADHD), which currently, according to Centers for Disease Control and Prevention (CDC) affects

11 percent of American children, ages 4 to 17, with a male preponderance of 6:1. I continue to

learn more about this disorder that I discovered since moving to the United States. I have not met

any child in Europe diagnosed with ADHD. I would like to explore its contributing factors such

as genetics, prenatal toxic exposure, single-parent upbringing, a chaotic home environment and

insufficient social support. I am undertaking the task to continuously adapt my classrooms

environment to all students and all student needs.

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Essential Question to Guide Learning Process and Growth

The self-reflection above shows my outlook on various aspects of my classroom

environment; however, my objective is to focus particularly on managing student behavior by

providing clear standards of conduct for all my students to support positive conduct during class

by employing both antecedent-based and consequence strategies that will benefit all my students,

especially my students with ADHD.

My learning goal, stated as an essential question to guide research, draws its wording

from both WTS 3 and WTS 5: What approaches to learning strategies manage behavior to

create a learning environment that encourages active engagement with my middle school

students with diverse needs (), including those with disabilities and exceptionalities,

specifically attention deficit hyperactivity disorder (ADHD)?

Synthesis of Research

I chose to research as an Exceptional Condition a disorder that demonstrates cognitive and

behavioral impairing symptoms of inattention and inappropriate levels of activity in students. This

childhood psychiatric disorder is called attention deficit hyperactivity disorder (ADHD) or

hyperkinetic disorder (HD), as defined by the World Health Organization (WHO). My decision to

research ADHD was made mainly because I was intrigued to learn more about a disorder that I

was introduced to in my first-year teaching in the United States, as I had students enrolled in my

classes with ADHD.

Besides being a compelling condition to learn about, attention-

deficit/ hyperactivity disorder (ADHD) represents a current issue in education today. The National

Institute of Mental Health states that, Attention Deficit Hyperactivity Disorder (ADHD) is a

commonly diagnosed childhood behavioral disorder affecting millions of children in the U.S.
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every year (National Institute of Mental Health [NIMH], 2012), with prevalence rates between 5%

and 11% of the population. (American Psychiatric Association [APA], 2013; CDC, 2014).

For most children with this specific neuropsychiatric disorder, ADHD symptoms persist

from childhood throughout adulthood. The implications of this disorder have a broad range of

negative outcomes not only for the ones affected directly by this disorder, but for their families,

school mates, teachers and other caregivers involved in their lives. For instance, in the research

completed by Hoza, Pelham, Sams, & Carlson published in April 1992, it is clearly stated that

ADHD is one of the most commonly diagnosed childhood behavior disorders. They noted

ADHD is a disorder characterized by pervasive and developmentally inappropriate difficulties

with attention, impulsivity, and hyperactivity, and which most often enable those affected by this

disorder to exhibit a variety of problems within the school setting. Each year I have noticed an

increase in the numbers of students with ADHD in my classroom and they come with a

corresponding number of different strategies needing to be implemented for the educational

management of my students with this condition.

In my more than a quarter of century lived in Europe, I had never meet a child diagnosed

with ADHD, although further inquiries expose that ADHD is a condition presented globally. In

the article The Worldwide Prevalence of ADHD: A Systematic Review and Metaregression

Analysis presented in The American Journal of in June 2007, it contained an extensive meta-

study across North America, South America, Europe, Africa, Asia, Oceania, and the Middle East

aiming to determine the possible causes of the varied worldwide estimates of the disorder and to

compute its worldwide-pooled prevalence. This study estimated that the ADHD/HD worldwide-

pooled prevalence was 5.29%. Furthermore, in an article written in the Journal of Attention

Disorders (2012) containing a prospective, observational, non-randomized study concluded in

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countries of Central and Eastern Europe, the authors states that ADHD is a relatively common

psychiatric condition, estimated to occur in approximately 3%-10% of school-aged children

worldwide, although prevalence rates vary substantially (Faraone, Sergeant, Gillberg, &

Biederman, 2003; Froehlich et al., 2007; Gadow et al., 2000; Polanczyk, de Lima, Horta,

Biederman, & Rohde, 2007).

I have become increasingly inquisitive to find out whether ADHD is an American disorder

born from cultural or social differences, as it seems to be a less known condition worldwide, or

perhaps there is a degree of confusion or misconception in diagnosis that carries across countries.

Simultaneously, my research focused on how this disorder unfolds, on the specific biological and

environmental factors that underlying ADHD symptomatology and on proper methods to employ

to redesign my classroom environment to have a positive impact on my students with ADHD.

I want to minimize certain symptoms exhibited by my students with this disorder, as well

as manage unwanted behaviors. As I acknowledge the magnitude of the influence my classroom

setting can have on the severity of symptoms shown by a student with ADHD, I also recognize an

urgency for employing appropriate behavioral and educational strategies and implementing

accommodations based on a behavioral approach. These strategies should focus mainly on the

management of environmental events that minimize behavior issues of the inattention and

hyperactivity/impulsivity spectrum, such as oppositional behavior, defiance, not following rules,

and/or other social skills deficits.

To define the nomenclature accommodations and modifications, it is important to note

the explanation provided by the Office of Special Education Programs stating that: the terms

accommodations and modifications are terms of art referring to adaptations of the educational
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environment, the presentation of educational material, the method of response, or the educational

content (IDEIA Regulations, 2006).

In the article titled, ADHD in Classroom: Effective Intervention Strategies, DuPaul,

Weyandt, Janusis (2011) addresses a series of behavioral interventions and modifications to the

classroom environment both antecedent and consequence-based strategies that can be employed

with the scope of preventing students to express disruptive behaviors or to regulate student

behavior. The antecedent based strategies are behavioral interventions and modifications to the

classroom environment that addresses precisely ADHD in the student population, and is designed

to prevent disruptive behaviors while the consequence-based strategies refer to altering the

classroom environment after the disruptive behavior had been displayed, to avoid that the specific

behavior would not reoccur.

In agreement with DuPaul, Weyandt and Janusis (2011), in the article Classroom

strategies for managing students with attention-deficit/hyperactivity disorder, Gardill, DuPaul,

and Kyle (1996) discuss behavioral interventions that have been successful in increasing levels

of on-task behavior and improving academic performance of students with ADHD, such as

antecedent manipulations, consequence manipulations, and cognitive-behavioral interventions. As

an example, extracted from the research mentioned above, in relation to antecedent manipulations

to the classroom environment classroom seating arrangements have a significant influence on the

incidence of off-task behavior. Their results indicated that fifth and sixth-grade students were

engaged in significantly more on-task behavior when they were seated in circles as opposed to

rows or clusters (DuPaul, Weyandt, Janusis, 2011).

Furthermore, valuable information regarding behavioral interventions that can be used in

the classroom with students with ADHD can be derived from the research completed by Frazier
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and Merrell (1997). As these scientists suggested in their research, behavioral interventions are

set apart from other techniques in their focus on changing observable and measurable behaviors

through the manipulation of the environment. This means that within a classroom setting, the

classroom teacher can employ approaches and techniques to modify and manage the behavior of

a student with ADHD and develop educational programs addressing intervention strategies that

can help alleviate symptoms through organizational factors, such as handling and carefully

preparing the physical space for the needs of all students.

ADHD research suggests several antecedent-based strategies that can be helpful such as

posting and regularly reviewing classroom rules. Classroom rules, a set of six short rules in a clear

and concise language and designed to be easily read and understood by the students should be

posted in the classroom, preferably near the seating of the students with ADHD. Additionally,

these rules should be contained in the classroom syllabus that all students review and sign at the

beginning of the year, as well as printed on each desk of students with ADHD. Classroom rules

should be reviewed weekly (every Monday).

Another antecedent-based strategy adopted in the classroom would be the reduction of task

demands accomplished by shortening the length and /or content of assignments to correspond with

the attention span of students with ADHD. A goal for the students would be to prove success with

the task and gain confidence in their progress. The length of the task can, in time, be increased

according to their learning evolution.

Another strategy is to institute a consequence-based program, consisting of a reward

system for positive reinforcement (students will earn Caf tokens/Euros/ French treats). This

program should be used as often as possible and in an individual manner based on the students
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interests or choices. Moreover, rewards would be varied to prevent complacence and administered

as soon as possible to the time the targeted behavior unfolded.

As I compiled information gathered from this valuable groundwork of renowned

researchers to help me design my research action plan that will be composed of several strategies

implemented in my classroom to support my students with ADHD behaviorally and academically,

I have chosen to offer special attention to create a balance between implementing antecedent-based

and consequent-based procedures within my classroom.

Professional Implications of Research

My essential question to lead my research was What approaches to learning strategies

manage behavior to create a learning environment that encourages active engagement with my

middle school students with diverse needs (), including those with disabilities and

exceptionalities, specifically attention deficit hyperactivity disorder (ADHD)?

As a new teacher in the North American school system, I was not entirely familiar with

most up to date strategies and techniques employed in an education classroom regarding managing

behavior of students with ADHD. However due to my research on this topic, I have opted for

making use of a blending classroom management approach encompassing antecedent-based

strategies used collaboratively with consequent-based strategies.

My teaching practice will be slightly modified in terms of providing to all my students,

including my students with ADHD whose academic difficulties, emotional and behavior problems

often interfere with successful inclusion in the general education curriculum. I plan to design a

comprehensive, yet effective antecedent based strategy under the form of a short list of classroom

rules. These rules (rgles de la classe de franais) aim to prevent disruptive behaviors, which could

interrupt the learning of a student with ADHD, as well as the learning of others. I plan for these
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rules to be posted on the desks of the students with ADHD, as well as printed on the classroom

rules bulletin board and in the classroom syllabus.

Simultaneously, my teaching practice will be enriched through the implementation of a

consequent-based strategy composed by a reward system aiming to unfold following a target

behavior. Through this novel euro system, my students will gain access to token (euro)

reinforcement system which are exchanged later in the day or week for access to preferred

activities, when they exhibit specic, positive behaviors.

Research-based Action Plan

Action Plan Summary Outline

1. Revise my current set of classroom rules by selecting only six clear and short rules,

phrased in appositive manner to address the occurrence of a specific behavior.

2. Enclose the classroom rules in the classroom syllabus, post the rules on the classroom

bulletin board as well on all the desks, and review and explain strategically the rules on

a weekly basis.

3. Design a positive, reinforcement reward system based on Euros (tokens) and

implement the system at the beginning of the school year.

Anticipated Implementation

I have high hopes that my students will display more on-task behavior through the

implementation of my revised set of classroom rules and the new reward system. Prior to

the envisioned implementation of my newly designed strategies and behavioral

interventions to be used successfully especially with my students with ADHD, my students

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with ADHD exhibited regularly off task behavior during class. However, these predicted

adjustments to the learning environment prior to the occurrence of problem behavior and

clearly defining appropriate/expected behaviors should decrease the likelihood of problem

student behavior.

Keeping in mind the needs of my ADHD students, my planning and implementation

of appropriate antecedent and consequent modifications followed a specific path. This plan

had as a goal the enrichment of on task behavior employing a clear set of classroom rules

and a tangible reinforcer system.

In agreement with my research into the most efficient strategies for increasing the academic

success of students with ADHD, I redesigned my classroom rules (artifact A-1), reviewed my

classroom syllabus (artifact A-2) and created a class-wide incentive program (Artifact A-3) aimed

to achieve a low level of classroom disruption.

Anticipated Outcomes

My main prognosis for the predicted delivery of the approaches to learning and strategies

to be implemented in my classroom is positive. I predict the over-all class performance for on-task

behavior of all my middle school students, especially my students with diverse needs ()

including those with disabilities and exceptionalities such as attention deficit hyperactivity

disorder (ADHD), will improve.

As stated earlier, the purpose of the new adjustments into my classroom management

practice aligns with Danielsons Model Domain 2d, referring to managing student behavior. This

plan aims to provide quality instruction aligned with the district goals and objectives to promote

professional learning. This will allow me to continually grow as an educator and learn new

techniques to improve my instructional practices and methods.

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The artifacts that will support my envisioned implementation of managing student behavior

are created according to the elements of the component 2d of Danielson Model by designing clear

expectations for all my students reflected in classroom rules (les rgles de la classe de franais),

the classroom syllabus, and reinforcement of positive behavior displayed to the reward system

(Euro).

Throughout my envisioned implementation of student behavior management curriculum, I

predict that my students on task behavior will increase considerably. Although my students

population is varied and includes students with ADHD, speakers of other languages, Exceptional

Student Education (ESE), and Emotional Behavioral Difficulties (EBD), I postulate that the new

instructional practices and strategies implemented in my classroom environment will enhance my

students ability to display behavior that is generally appropriate.

Post-assessment: Reflection

Rooted in WTS 3 and WTS 5, my essential question that guided my research was: What

approaches to learning strategies manage behavior to create a learning environment that

encourages active engagement with my middle school students with diverse needs (),

including those with disabilities and exceptionalities, specifically attention deficit hyperactivity

disorder (ADHD)? I analyzed this question from the perspective of all middle school students,

however offering special attention to research that addressed my students with ADHD.

My targeted learning objective was aligned with Danielsons Model Domain 2:

Classroom Environment, Component 2 d Managing Student Behavior:

In order for students to be able to engage deeply with content, the classroom

environment must be orderly; the atmosphere must feel business-like and

productive, without being authoritarian. In a productive classroom, standards

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of conduct are clear to students; they know what they are permitted to do and

what they can expect of their classmates. Even when their behavior is being

corrected, students feel respected; their dignity is not undermined. Skilled

teachers regard positive student behavior not as an end, but as a prerequisite to

high levels of engagement in content.

My personal greatest learning from the entire process was the research component, from

which I extracted valuable information for my current project, as well for my future career as a

teacher.

What Worked or should work

1. It worked to construct my artifacts, following all the helpful research materials,

templates and models available.

2. It served me immensely to have my instructors support along the road of learning this

valuable skill of composing my own research project.

3. It served me well to have built my project around my existing class, having a specific

situation to refer to, analyze and evaluate.

4. It helped having the Facebook virtual class component available for providing and

receiving feedback, sharing resources, information.

What Did Not Work or may not work

1. The results of the envisioned implementation might be too flexible considering it will

be an innovative strategy to use in my classroom. The terms of the envisioned implementation

might fluctuate as I am trying to find the best possible way to introduce in my classroom a new

classroom management strategy.

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2. Due to the uniqueness of the exceptional condition that this implementation is targeted

towards, unpredicted consequences might unfold. My students with ADHD might react

differently that I expect them to react to the new strategies and I must consider that things might

not always run smoothly.

3. The implementation might need to be readjusted according to the response from the

students. I will be extremely open to receiving my students feedback and modify certain pieces

so it fits the needs of my students.

My Next Steps

1. I plan to apply the strategies presented in this research paper with my middle school

students and be receptive to their needs and the feedback they provide me. I envision that my

implementation will be successful.

2. Learn to align Wisconsin Teacher Standards 3 and 5, Danielson Model as well as

Targeted Student Learning Objectives with essential question for all my lessons for French.

This research had been a learning experience for me as I gained a wealth of knowledge in

procedures and expectations in a school setting, I learned throughout this course that the

information I acquire can be applied to other areas as well and are not necessarily adherent only to

one single topic.

References
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DuPaul, G. & White, G. (2006). ADHD: Behavioral, educational, and medication interventions.

Education Digest: Essential Readings Condensed for Quick Review, 71 (7), 57-60.

DuPaul, G. & Weyandt, L. & Janusis, G. (2011). ADHD in the classroom: Effective intervention

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Gardill, C., DuPaul, G., & Kyle, K. (1996). Classroom strategies for managing students with

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 WTS 3&5 page 24 of 31

Examples of Artifacts
 WTS 3&5 page 25 of 31

Artifact A1 is composed of the classroom rules, a set of six short, concise and easy to

understand rules which are presented to my students at the beginning of the school year. This

specific collection of guidelines will be printed and taped on all the desk in the classroom and

will also be enclosed in the syllabus of the course I teach which will be signed by both teachers

and parents.

RGLES DE LA CLASSE (class room rules)

Rgle n1 : You enter a DEVICE FREE ZONE! Please TURN OFF your device and STORE IT out
of sight. !
Rgle n2 : Make sure you have your materials with you BEFORE you enter the classroom (ton
cahier, stylo, gomme).
Rgle n3 : Be respectful with your peers, teacher and towards the learning environment.
Rgle n4 : Raise your hand BEFORE you speak.
Rgle n5 : Do not interrupt your teacher or peers.
Rgle n6: Be kind, understanding, responsible and make sure you follow the safety rules always!

Artifact A2 consist of the French I syllabus at Marshall Middle School and contains

information about the course, outlines the goals of this course, the expectation and behavior and
 WTS 3&5 page 26 of 31

academic requirements, includes the grading polity and mentions the list of supplies needed for

the course.

Building: Marshall Middle School, 25 S Pontiac Drive, Janesville, WI

53545 Room:2409
Bienvenue! Welcome to the beginning of your French studies. Flicitations! I am glad you are here!
DESCRIPTION
French I Middle School is an introduction to French language and culture. The fundamentals of French
pronunciation, grammar, and culture are presented through a balanced development of all four skills: listening,
speaking, reading, and writing. The importance of communication and cultural awareness is stressed through a
wide variety of activities (group/pair work, video, audio recordings, computer assignments, songs, hands-on
projects etc.). This course is designed for students with little or no knowledge of French language or culture. This
course expects students to meet the Wisconsin Standards of Learning for French level I by developing the four basic
language competencies (reading, writing, speaking, and listening).

OBJECTIFS
At the completion of this course, students are expected to be able to:
Communicate in French orally and in writing about everyday situations
Comprehend both written and spoken language about everyday
Demonstrate a basic understanding of French spelling, pronunciation, and basic French grammar
Show some knowledge of the francophone world and of French geography, history, and daily life;
Connect French studies with other subjects studied at Henrico High School and found in the world
around you
Illustrate similarities and differences between the French and American cultures.
LES NCESSITS POUR CE COURS (materials needed for this class)
Notebook or ring binder -daily
Pencil and Pen daily
Eraser - daily
Highlighters (two different colors) - daily
One pack 3x5 cards (to be replaced as needed)
One zipping pencil bag for your binder (to store flash cards)
Several manila or colored file folders (with NO pockets)

NOTES (grading)
The grading scale for this class is category based:
Homework & Written work - 20%
Oral participation & Listening - 20%
Quizzes 20%
Tests & Projects 40%
 WTS 3&5 page 27 of 31

DEVOIRS (homework)
Homework and other assignments - electronic or paper - prepared outside of class are due at the
beginning of the class period.
Points will be deducted for late work full credit will be awarded if complete. Homework
assignments will be posted in Infinite Campus.
Homework will be collected periodically to be checked and graded for accuracy. Dont be caught
without your homework!

INTERROS et CONTRLES (quizzes and tests)

Quizzes will be given weekly or biweekly.
Tests will be given at the middle of the quarter and at the end of the quarter.
PROJETS (projects)
At least one major project each marking period which will be counted as a test grade. Each project will
include at a minimum the use of written and/or spoken French.
PARTICIPATION ORALE (oral participation)
Students will be orally quizzed from the vocabulary and grammar previously learned.
Students will also be quizzed on the I can bubble sheet.
Students will be assessed as well with their oral and writing participation at the beginning of class
when on demarre / bell work it is solved.

LE COMPORTEMENT (behavior)
1. Students will receive one warning for any disruption of class, not following classroom or rules.
2. A second infraction will result in after school detention. Detentions will be served after school on
an assigned date, on a length of time that varies depending on the offense. Parents are responsible
for after detention transportation. In addition, the parent may be called by teacher during class
time to speak with the student.
3. After a detention has been assigned, further infractions beyond one warning will result in
immediate referrals to the appropriate administrator. Should misbehaviors continue after this,
parents will be further involved with the appropriate administrator.

THE MARSHALL MIDDLE SCHOOLS CODE OF CONDUCT WILL BE HONORED AT ALL TIMES
TUTORING: Thursdays after-school or by appointment. Please, dont let yourself get lost! Should you
wish to contact me with concerns or questions, I can be reached at Marshall Middle School during the
11.45 A.M.-3.45 P.M. at phone number: 608- 743-6155 or via e-mail address:
rarndt@janesville.k12.wi.us
I will make every effort to reply to e-mail within 8 business hours.
RGLES DE LA CLASSE (class room rules)
Rgle n1 : You enter a DEVICE FREE ZONE! Please TURN OFF your device and STORE IT out
of sight. !
Rgle n2 : Make sure you have your materials with you BEFORE you enter the classroom (ton
cahier, stylo, gomme).
 WTS 3&5 page 28 of 31

Rgle n3 : Be respectful with your peers, teacher and towards the learning environment.
Rgle n4 : Raise your hand BEFORE you speak.
Rgle n5 : Do not interrupt your teacher or peers.
Rgle n6: Be kind, understanding, responsible and make sure you follow the safety rules always!

I have read and understand all the information on these pages.

I agree to abide by guidelines in this document and to keep the syllabus in the front of my French I
binder.
Nom dtudiante [student name]
__________________________________ __ Autographe de llve (student signature ) & Date
Nom de(s) parent(s) [parent name]
____________________________________Autographe du parent ( parent/guardian signature ) & Date

Artifact 3 integrates a consequent-based strategy composed by a reward system (Les

Euros) aiming to unfold following a target behavior for all my students, especially my students

with ADHD. Through this novel euro system, my students will gain access to token (euro)

reinforcement system which are exchanged later in the day or week for access to preferred

activities, when they exhibit specic, positive behaviors.

Participation: Les Euros

To better assess and encourage participation, I will be rolling out the Euro system.

Comment marche-t-it? How does it work?

 WTS 3&5 page 29 of 31

Any time you engage in your French learning, you will have a chance to earn
Euros. I will log points daily in Class Dojo (you will get a code to keep track of
your points). You will be expected to earn at least 50 points per week (based on a
5-day week). Any points earned beyond the weekly standard will be awarded
Euros. Euros can be used to buy things from class, such as homework passes,
extra credit, and other miscellaneous treats.

Comment gagne-t-on les points ? How do I earn points?

Points (& Euros) can be earned in a variety of ways. Below are some standard
ways to increase your participation:

1. Dbuts are automatic participation point earners. These earn 5 points

each, so you get half your weekly points just by being on time, following
classroom rules and being on task.
2. Willingly volunteering in class for activities, demonstrations, homework
revision, when I ask for volunteers, etc.
3. Answering when you are randomly selected or purposely selected. This
means you need to be prepared at all times. I try to limit calling out
people who do not volunteer, but you need your weekly points, so I may
call on someone who is running short.
4. Come up to me in the hallway and try to speak to me in French beyond
Bonjour (you have a mini conversation of sorts) outside of class.
5. Find a way to bring more French culture into the classroom. If you go
this route, you will need to make arrangements before class to ensure
there is ample time to present.

Ideas are:

a) Bring music for us to listen to that are in French.

b) Bring in a newspaper article or magazine article about a French-speaking
country and write a summary about it in a paragraph of 5-7 sentences
minimum in your own words. Be prepared to share it with the class
too. (The article may be in English)
 WTS 3&5 page 30 of 31

c) Bring in an item from a French-speaking country (postcards, books,

currency, etc.) and share it with the class. (For example, a friend of yours
went to Paris and sent a postcard, and you bring it in to show the class.)
d) Find something at home that has French on it and bring it in and present it
to the class.
e) Attend a cultural event that is French-speaking or French related, and write
a small report about it of 5-7 sentences (may be in English) and explain
what it was and what it was like, etc.

This list is subject to modification as this is the first time I am trying it and there
may be kinks that need to be ironed out. Regardless, it is always in your best
interest to PARTICIPATE!

Euro price list:

Extra hall pass: 10
Homework free pass: 10
5 points extra credit on a test or quiz: 20
Fun French pencils: 5
Snack box: 5-10
Class movie day: 100
Class feast day : 100
WTS 3&5 page 31 of 31