At first glance, some of my ADHD traits make me very ill-suited to my job as a college lecturer. My slippery focus and shoddy working memory make the piles of admin work painful. Trying to map out a long course makes me want to smash my head into a smartboard.
Few of my colleagues loathe the bits I hate with quite the passion that I do, so I beat myself up for making a meal of the stuff that’s meant to be simple.
But there’s a flip side, too. The more I talk to colleagues about my fresh diagnosis (ADHD, inattentive type), the more I see that others grapple daily with different demons. And some of the things that frighten or frustrate them about teaching come as naturally to me as breathing.
Teaching with ADHD: The Traits That Make Me a Better Educator
1. Improvisation
Like many with ADHD, I work well under pressure. I struggle to focus without it, in fact, so I’ve had a lifetime of practice.
The upshot is that I’m never knocked off balance by last-minute changes or questions I didn’t see coming. I love taking detours in lessons or going deeper to clear up confusion.
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Learning is a two-way conversation for me. Being happy to improvise helps me keep everyone in it.
2. A Sense of Humor
I try to make people laugh all the time. I think I learned young that it won me approval, preempted mockery, and defused the tension I would otherwise sponge up myself.
And my always-on Default Mode Network loves whispering jokes in my ear. I find it hard not to speak them out loud.
As compulsions go, it’s a lucky one. A sense of humor is a powerful tool in the classroom. It’s so much easier to build rapport, nip conflicts in the bud, and make lessons engaging and productive when you can see the funny side and share it. People learn better when they’re feeling good, too.
[Read: The ADHD Traits I Would Never Trade Away]
I’m also a closet show-off, so making an audience laugh (even if it’s captive) lifts my own mood and keeps my stress levels in check.
3. The Ability to Plan Under Pressure
Long-term projects are my nemesis. Chipping away at a faraway goal deprives me of the hit I need right now, this minute.
Weirdly, that’s where teaching works for me. I don’t sit down on a Sunday to plan. (I can’t. I’ve tried. It’s fruitless.) But the very tight deadline of an imminent lesson gives my distractible brain no choice but to snap into action. When it does, it’s with supercharged clarity and speed.
A sea of expectant faces is a sufficiently scary prospect to kickstart my concentration and wrestle floating, fragmented ideas into an anchored, coherent whole. The last half-hour before a lesson starts is when my plan comes together. Even if I’m still on the bus.
Because I work best this way, weekends are mainly my own.
4. Creativity and Competitiveness
‘Teacher talk time’ is part of my job. Some things just need explaining. But I drift off when I’m talked at for too long myself and I don’t want my learners to check out because I’ve bored them.
So I break up exposition with chats, games, and quizzes to give them chance to think and engage.
Competition cranks my focus up, too, so I use it with students as well. They sit up and dig deeper when victory’s at stake. A lively 10-minute grammar-off can save a lesson from sinking.
5. Deep Empathy
As a super-sensitive person with ADHD, I know first-hand how negative emotions can torpedo efforts to learn.
That awareness is useful because lots of my students have big stresses that mess with their concentration. They come from all over the world and have issues ranging from PTSD and homelessness to fears for family in war zones. Things I cannot imagine.
I can never solve their problems. What I can provide, thanks to empathy, is a warm, inclusive environment where people feel safe and valued.
I can also lend my ear after class where that’s what a person wants. Because of the way I’m built, it never feels like a chore.
Teaching with ADHD: Shedding Shame and Cultivating Gratitude
There will probably always be bits of my job I find hard because they’re dull. I’ve felt shame about that at times and suspected I’m lazy or weak. Now that I’m certain I’m neither, I can be more patient with myself and calmer when I’m tackling the tough stuff. And I can see much more clearly the many upsides of ADHD.
Being up front with others and listening to their own unique challenges has opened my eyes to how well my brain serves me at work. It has taught me to put much more store in the strengths I have — creativity, compassion and last-minute focus, for example —that some others don’t, and which are very likely down to the way I’m wired.
Teaching with ADHD: Next Steps
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