1. Acknowledge that students with ADD/ADHD do not INTEND to be disruptive or irritating.

2. Find ways to get students back on track when their concentration and attention wavers.

a. Restate the main point; summarize in lecture

b. Redirect the energy to another person, who restates, summarizes, or contributes a comment, example or question.

c. Ask questions in a way that helps students tune in to the purpose of the lecture, without humiliating them.

d. Have students engage in something to break the lecture into parts: discuss with a neighbor the main point, write a note about the main point or a question about the lecture on a card and hand in, answer a given question in triads as students compare notes for details, etc.

3. Incorporate the following in the lesson:

a. Structure

b. Variety

c. Novelty

d. Brevity

e. Simplicity

f. Intersperse and pace activities

g. Allow movement when possible

4. Provide external structure, explicitly state expectations, clarify directions and rules, and prepare students for transitions.

5. Plan short tasks with opportunities for multi-sensory involvement.

6. Encourage metacognitive awareness by building in feedback and self-evaluation. The goal is for the student to monitor his or her own behavior and make appropriate choices.

7. Dr. Roland Rotz of Santa Barbara, CA, advises that teachers recognize the student's need to "fidget to focus". Suggest ways s/he can do this, like tapping pen underneath desk on knee rather than carry out an overtly distracting action.

8. Sandra Rief's Checklist for Teachers is available on the LD Online website. She is the author of one of the best books on ADD/ADHD in my opinion. Click here to read more of her tips for teachers.