These are four basic ways that teachers can help in the classroom:
Four basic steps to help students overall; first, is to be sure ten the student understand what they are doing (Alloway 5). “Try being extremely brief when giving directions, allowing the child to do one step and then come back and find out what they should do next” (“ADD / ADHD and School” Nov. 2012. 2). An example would be if a teacher asked a student to turn to page 347 in your science book and answer question one through six, then read pages 20-27 in your English book, students may get a mix up of information and forget altogether (“Attention Deficit/ Hyperactivity Disorder (ADHD)” 4). Next is applying activities that the student can involve processing and storing information in the working memory. This will help to ensure less task failures and processing demands will decrease. Note that if a student constantly fails it may be that they are not storing information needed for complex skills, such as subjects like mathematics and literature will be difficult and slower to process. Third is the problem of a student getting lost in what they’re doing. This can be addressed by the reduction of tasks and breaking it down into separate steps, and by providing some support. “Strategies that reduce the amount of processing can help students use their working memory effectively. This includes giving them one ask at a time and providing concrete activities with a clear structure for them to follow” (Alloway, Tracy. Improving Working Memory. 2011. 96). The final step is to help the student with an effective strategy that will allow them to cope with their failure; one can’t always be successful (Alloway 4-5).