Wood Jeanne on mon 25 sep 00
Hi,
I would like to have some suggestions from people who
have taught pottery to kids with severe, diagnosed,
ADHD.
I was teaching a young man to do a pinch pot today but
it was quite a frustration for him because his hands
moved so fast and so randomly. I tried counting and
had him pinch when I counted, but he pinched twice or
more for every count. I tried to encourage slower
breathing but that didn't work either.
I also assured him whatever he did was fine, this was
just "practice".
I can't put my hands over his because of "boundaries"
issues.
He has done a few other clay projects, not
surprisingly he finishes them all in 5 minutes or less
and his projects look it, but he has enjoyed them.
Pinch pots, which take a little more control have made
him feel badly.
We are going to serve tea in the pinch pots once they
are fired and I want him to be able to participate
with the rest of the class.
Any ideas? Joyce? :-)
Thanks,
Jeanne W.
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Earl Brunner on tue 26 sep 00
Well the national response would be ritalin.....
Had a kindergartner that was so severe that even when I
taped a cover over every key on the keyboard except the
abc's he still couldn't focus back and forth between the
screen and the keyboard. The one to one correspondence just
was not there.
His project will probably have to be a "quick one". Have
him slap a small slab over a rock or other shape. Try having
him do the the job in small stages with distinct
disengagement between each part of the process.
Slap the slab around the rock
smooth the edges
stamp a pattern or design
small coil for foot
Might work
The difficulty is what to do with him the rest of the time.
Wood Jeanne wrote:
>
> Hi,
> I would like to have some suggestions from people who
> have taught pottery to kids with severe, diagnosed,
> ADHD.
> I was teaching a young man to do a pinch pot today but
> it was quite a frustration for him because his hands
> moved so fast and so randomly. I tried counting and
> had him pinch when I counted, but he pinched twice or
> more for every count. I tried to encourage slower
> breathing but that didn't work either.
> I also assured him whatever he did was fine, this was
> just "practice".
> I can't put my hands over his because of "boundaries"
> issues.
> He has done a few other clay projects, not
> surprisingly he finishes them all in 5 minutes or less
> and his projects look it, but he has enjoyed them.
> Pinch pots, which take a little more control have made
> him feel badly.
> We are going to serve tea in the pinch pots once they
> are fired and I want him to be able to participate
> with the rest of the class.
> Any ideas? Joyce? :-)
> Thanks,
> Jeanne W.
>
> __________________________________________________
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> Send instant messages & get email alerts with Yahoo! Messenger.
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>
> ______________________________________________________________________________
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>
> You may look at the archives for the list or change your subscription
> settings from http://www.ceramics.org/clayart/
>
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--
Earl Brunner
http://coyote.accessnv.com/bruec
mailto:bruec@anv.net
Karin Abromaitis on tue 26 sep 00
Can he or is he making the pinch pots while standing up or moving around the
room? If he's not, that might help. By allowing the big muscles to move to
satisfy the restlessness, perhaps it will free up the smaller muscles to
relax and focus. Keeping ADD kids moving and shaping/containing the
quality/type of movement seemed to work for me. (That also meant I had to
walk or jog with them while engaged in discussions!) I only had the
occasional mainstreamed kid-I have no special training.
Karin
-----Original Message-----
From: Ceramic Arts Discussion List [mailto:CLAYART@LSV.CERAMICS.ORG]On
Behalf Of Wood Jeanne
Sent: Monday, September 25, 2000 10:08 PM
To: CLAYART@LSV.CERAMICS.ORG
Subject: Teaching kids with ADHD
Hi,
I would like to have some suggestions from people who
have taught pottery to kids with severe, diagnosed,
ADHD.
I was teaching a young man to do a pinch pot today but
it was quite a frustration for him because his hands
moved so fast and so randomly. I tried counting and
had him pinch when I counted, but he pinched twice or
more for every count. I tried to encourage slower
breathing but that didn't work either.
I also assured him whatever he did was fine, this was
just "practice".
I can't put my hands over his because of "boundaries"
issues.
He has done a few other clay projects, not
surprisingly he finishes them all in 5 minutes or less
and his projects look it, but he has enjoyed them.
Pinch pots, which take a little more control have made
him feel badly.
We are going to serve tea in the pinch pots once they
are fired and I want him to be able to participate
with the rest of the class.
Any ideas? Joyce? :-)
Thanks,
Jeanne W.
__________________________________________________
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Send instant messages & get email alerts with Yahoo! Messenger.
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____________________________________________________________________________
__
Send postings to clayart@lsv.ceramics.org
You may look at the archives for the list or change your subscription
settings from http://www.ceramics.org/clayart/
Moderator of the list is Mel Jacobson who may be reached at
melpots@pclink.com.
K&D Wilson on tue 26 sep 00
As an ADD adult with an ADHD child, I would suggest not using the wheel. Your
student probably has enough challenges and setbacks in his world - he doesn't need
to feel he is "failing" at yet another .
I would suggest concentrating on his handbuilding - perhaps a few illustrated books
showing projects as they are built would help him to focus on the task at hand.
Also, he might benefit from music - if not in the studio, then perhaps a walkman?
I know these ideas have worked for us.
Good luck
Katherine
Wood Jeanne wrote:
> Hi,
> I would like to have some suggestions from people who
> have taught pottery to kids with severe, diagnosed,
> ADHD.
> I was teaching a young man to do a pinch pot today but
> it was quite a frustration for him because his hands
> moved so fast and so randomly. I tried counting and
> had him pinch when I counted, but he pinched twice or
> more for every count. I tried to encourage slower
> breathing but that didn't work either.
> I also assured him whatever he did was fine, this was
> just "practice".
> I can't put my hands over his because of "boundaries"
> issues.
> He has done a few other clay projects, not
> surprisingly he finishes them all in 5 minutes or less
> and his projects look it, but he has enjoyed them.
> Pinch pots, which take a little more control have made
> him feel badly.
> We are going to serve tea in the pinch pots once they
> are fired and I want him to be able to participate
> with the rest of the class.
> Any ideas? Joyce? :-)
> Thanks,
> Jeanne W.
>
> __________________________________________________
> Do You Yahoo!?
> Send instant messages & get email alerts with Yahoo! Messenger.
> http://im.yahoo.com/
>
> ______________________________________________________________________________
> Send postings to clayart@lsv.ceramics.org
>
> You may look at the archives for the list or change your subscription
> settings from http://www.ceramics.org/clayart/
>
> Moderator of the list is Mel Jacobson who may be reached at melpots@pclink.com.
--
Katherine & Donald Wilson
Nanaimo, BC Canada
I just love deadlines - especially the swooshing sound they make as they rush by!
Alisa and Claus Clausen on tue 26 sep 00
Dear Jean,
I do not have experience teaching persons with ADHA.
But I was thinking it may be something for your student to try this.
A small bowl lined with a thin cloth. Roll out a thick slab and lie
it in the bowl. Let him press the slab into the contour of the bowl.
The bowl would hold the contour of the shape for him and he could
work or overwork the clay with less chance of going through the wall
or distorted the bowl too much to use.
When it dries you can of course take it out and removed the cloth.
He would have a teabowl for the occassion.
Over the summer when I have kids from the town to workshops, I use this
for some of the children who do not concentrate much on shaping. Once =
the
form is made, they build up the lip with small figures, etc.
Best regards,
Alisa
BobWicks@AOL.COM on tue 26 sep 00
In a message dated 9/26/00 9:17:41 AM Eastern Daylight Time,
clayjinn@YAHOO.COM writes:
<< i,
I would like to have some suggestions from people who
have taught pottery to kids with severe, diagnosed,
ADHD.
I was teaching a young man to do a pinch pot today but
it was quite a frustration for him because his hands
moved so fast and so randomly. I tried counting and
had him pinch when I counted, but he pinched twice or
more for every count. I tried to encourage slower
breathing but that didn't work either.
I also assured him whatever he did was fine, this was
just "practice".
I can't put my hands over his because of "boundaries"
issues.
He has done a few other clay projects, not
surprisingly he finishes them all in 5 minutes or less
and his projects look it, but he has enjoyed them.
Pinch pots, which take a little more control have made
him feel badly.
We are going to serve tea in the pinch pots once they
are fired and I want him to be able to participate
with the rest of the class.
Any ideas? Joyce? :-)
Thanks,
Jeanne W.
>>
Hi Jeanne:
I have taught art with ADHD children for most of my 45 year career. My most
successful time was when I had groups of not more than 8 students. This cut
down on the distraction factor. Next, remember that many of these children
are very bright, so we need to let them make mistakes. I find that structure
is very important to them. Teach them in short direct steps and you will be
well ahead of the game. Design your lessons with speci.fic outcomes that are
achievable. These children do their best when taught on a one on one basis.
Never forget that your lessons must be SIMPLE WITH SPECIFIC OUTCOMES. After
that be sure to give them positive input. Successful teaching of the ADHD
always dwells on the positive and never on the negative. These children are
usually inundated with negative comments and that does nothing to develop
solid self esteem.
I wish you and your students well in your endeavor.
Robert B. Wicks, Professor Emeritus
Harrisburg Area Community College
Wood Jeanne on wed 27 sep 00
Hello Lori,
'Fraid you pushed one of my buttons on this one.
Please keep in mind that an awfully lot of parents do
not have the emotional and financial support of a
working spouse or a legacy to allow them to stay at
home and work one on one with their child. To do so is
a choice not available to many.
Teaching, even their own beloved child, may not be
where their talent lies. And they do indeed have "love
and patience" and great concern for their kid.
Some children's disabilities may be severe enough that
the wheel is a needless frustration even if they have
one person who has the time to talk them through it,
and some of the alternative handbuilt pots mentioned
by people on Clayart are the best starting point.
There are exceptions of course, but most teachers I
know of bust their butts for the kids. They spend
hours they aren't paid for, accept calls at home, buy
supplies out of their own pockets when their budget is
gone, suffer insults from bad P.R., etc. etc. etc.,
and still continually re-evaluate their teaching to
make their students successful.
I am glad you found the answer for your grandson. But
not everyone has that option and it should not be
hinted they are lacking in "time, love, and patience."
Regards,
Jeanne
Who feels a little lacking in patience at the moment,
but not with children.
--- Lori Wilkinson wrote:
> I too would like to voice my opinion as to putting
> an ADHD youngster on the
> wheel. "Do it."
>
> I home schooled our grandson because our public
> school system here lumped
> all middle school kids into one level. If an 8th
> grader read on a 6th grade
> level, he was in with some that were reading on a
> second grade level and
> that was the level he was taught at. When we
> questioned this we were told
> that they couldn't afford the teachers or the books
> to cater to all levels
> in the different subjects. This attitude was common
> in all his classes.
> (No wonder New Mexico public schools are rated
> second from the bottom in
> education on a national scale.)
>
> Needless to say, this was a waste of an extremely
> bright child so we took
> him out of public school and we home schooled him.
> The first year at home
> he was tested by the state and went from the lower
> 27 percentile to the
> upper 87 percentile. After two years of home
> schooling he was ahead of his
> peers academically and had the skills to return to
> public high school.
>
> To make a long story short, not only does he build
> and rebuild, repair
> computers, write programs, learned to play the
> guitar and plays in a local
> band and at church, after two years of home
> schooling, but the first time he
> sat down at the wheel, I talked him through
> successfully centering and
> throwing a pot on the wheel and has been throwing
> ever since. He is a high
> school senior now and only goes to school a half day
> because he is ahead in
> his classes. He also works for the daily newspaper
> in design on computers.
>
> Please do not under estimate our ADHD kids. They
> can succeed in much more
> than we give them credit for and it is fantastic for
> their self image when
> they find their niche. BTW, he accomplished this
> without the use of drugs
> because we insisted on trying it that way. Neither
> Tim or I have teaching
> degrees either, just time, love, and patience.
>
> Lori Wilkinson
>
> Tim & Lori Wilkinson
> DOWN TO EARTH POTTERY
> Roswell, New Mexico
>
> LorWilk@dfn.com
> http://www.geocities.com/SoHo/Gallery/1165/
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Nanci Bishof on wed 27 sep 00
Let him use any method of production for his tea bowl. Set a preproduction
goal of increased craftsmanship evident in his teabowl. If he enjoys making
pottery it may eventually help him to train himself to focus. I try to
remember that there are lots of ways to accomplish the same thing. I have
many ADHD kids in my classes and I teach middle school. ADHD kids can focus.
Just give them a video game and watch what happens.
nanci
Martin Howard on wed 27 sep 00
What is ADHD? I think I know but cannot put words to the initials.
< I can't put my hands over his because of "boundaries"
issues.>
I find that so sad. When teaching children or adults, male or female, I put
my hands in there with them; guide them; let them feel just how the clay
should move with each part of the throwing process.
We are in a different social mode inside the pot from when outside in the
normal world.
Clay breaks down all boundaries.
That is why working with it is so beneficial for everyone.
Martin Howard
Webb's Cottage Pottery
Woolpits Road, Great Saling
BRAINTREE, Essex CM7 5DZ
England
martin@webbscottage.co.uk
Homer Mitchell on wed 27 sep 00
You said he was a young man. You also said you tried to slow down the
method he was trying. This seems to be trying to fit him into the way you do
things. Please understand, this is not a put down of any kind, just an
observation. If you give him the goal of a cup for the tea service and some
suggestions of how he could do this, ie pinch pot slab whatever, then he can
work out how he achieve the goal in HIS way. I don't think it matters what
his projects look like if he is getting something out of doing them. If his
cup is more of a bowl, so what. If he does them fast, that's great! He can
make a few extras in case anybody has a kiln mishap. Perhaps you can find
out what he likes about working with clay and inhance that aspect for him.
If he likes the texture, show him how easily clay can take on other textures
and then have him come up with ways to add even more and different
textures.
I disagree with the person who recommended his NOT being taught the wheel if
you are planning to do this with your class. This man shouldn't be allowed
to feel that he has been given up on before he has a chance to even try. It
will however, represent a greater challenge for you.
I watched with sadness the frustration of my son trying to learn to read.
His vocabulary was above average for his young age. He was put in remedial
reading and was intelligent enough to know that this was working for the
other kids but not for him. I tried helping him, working with him etc.
Nothing was working. Thankfully the remedial reading teacher recognized the
problem. My son is dyslexic. Once the teaching style changed to address
this problem, his reading level improved. I'll never forget how I felt when
he looked at me and said, "Mom, if they'd just put a period at the end of
every word so I'd know where to start." He's now in 8th grade and doing
fairly well. He's a great auditory learner.
So sometimes we have to change our style of teaching to fit the challenges
our students face on a daily basis.
Good luck to you!
Kim Marie
In central NY noticing how the colors are beginning to change.
Wood Jeanne on wed 27 sep 00
Greetings Martin and thanks for your comments,
--- Martin Howard wrote:
> What is ADHD? I think I know but cannot put words to
> the initials.
Attention Deficit Hyperactivity Disorder. A disability
causing very short attention span and hyperactivity.
It actually is a brain disfunction. They are normal
kids other than their attention and activity.
> < I can't put my hands over his because of
> "boundaries"
> issues.>
> I find that so sad. When teaching children or
> adults, male or female, I put
> my hands in there with them; guide them; let them
> feel just how the clay
> should move with each part of the throwing process.
I agree with this, being a "kinesthetic" person myself
(like, I'd guess most clay people are) I like to teach
putting my hands on other people's hands. Sadly
though, at the children's home where I teach art,
quite often the kids have experienced adult touch
which is not loving and in their best interest.
> We are in a different social mode inside the pot
> from when outside in the
> normal world.
> Clay breaks down all boundaries.
> That is why working with it is so beneficial for
> everyone.
I've also noticed of all the art taught, clay is BY
FAR the most loved art medium by all the kids.
Regards,
Jeanne W.
> Martin Howard
> Webb's Cottage Pottery
> Woolpits Road, Great Saling
> BRAINTREE, Essex CM7 5DZ
> England
> martin@webbscottage.co.uk
>
>
______________________________________________________________________________
> Send postings to clayart@lsv.ceramics.org
>
> You may look at the archives for the list or change
> your subscription
> settings from http://www.ceramics.org/clayart/
>
> Moderator of the list is Mel Jacobson who may be
> reached at melpots@pclink.com.
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Lori Wilkinson on wed 27 sep 00
I too would like to voice my opinion as to putting an ADHD youngster on the
wheel. "Do it."
I home schooled our grandson because our public school system here lumped
all middle school kids into one level. If an 8th grader read on a 6th grade
level, he was in with some that were reading on a second grade level and
that was the level he was taught at. When we questioned this we were told
that they couldn't afford the teachers or the books to cater to all levels
in the different subjects. This attitude was common in all his classes.
(No wonder New Mexico public schools are rated second from the bottom in
education on a national scale.)
Needless to say, this was a waste of an extremely bright child so we took
him out of public school and we home schooled him. The first year at home
he was tested by the state and went from the lower 27 percentile to the
upper 87 percentile. After two years of home schooling he was ahead of his
peers academically and had the skills to return to public high school.
To make a long story short, not only does he build and rebuild, repair
computers, write programs, learned to play the guitar and plays in a local
band and at church, after two years of home schooling, but the first time he
sat down at the wheel, I talked him through successfully centering and
throwing a pot on the wheel and has been throwing ever since. He is a high
school senior now and only goes to school a half day because he is ahead in
his classes. He also works for the daily newspaper in design on computers.
Please do not under estimate our ADHD kids. They can succeed in much more
than we give them credit for and it is fantastic for their self image when
they find their niche. BTW, he accomplished this without the use of drugs
because we insisted on trying it that way. Neither Tim or I have teaching
degrees either, just time, love, and patience.
Lori Wilkinson
Tim & Lori Wilkinson
DOWN TO EARTH POTTERY
Roswell, New Mexico
LorWilk@dfn.com
http://www.geocities.com/SoHo/Gallery/1165/
Lori Wilkinson on thu 28 sep 00
Hi Jeanne, You wrote:
>Hello Lori,
>'Fraid you pushed one of my buttons on this one.
>Please keep in mind that an awfully lot of parents do
>not have the emotional and financial support of a
>working spouse or a legacy to allow them to stay at
>home and work one on one with their child. To do so is
>a choice not available to many.
I am sorry you took my post personally, my intent was to share what worked
for us or was a possibility. It was simply information on what can be done
or another option.
>
>Teaching, even their own beloved child, may not be
>where their talent lies. And they do indeed have "love
>and patience" and great concern for their kid.
I did not intend to infer that there was a lack of love when other parents
follow another route, just what worked for us.
>
>Some children's disabilities may be severe enough that
>the wheel is a needless frustration even if they have
>one person who has the time to talk them through it,
>and some of the alternative handbuilt pots mentioned
>by people on Clayart are the best starting point.
That's great and could be very true. I said to try it, and shared my
results with it. Never did I expect him to focus long enough to be able to
do what he did plus his small motor skills at the time were very poor but
when it comes to clay, computers, and music, he has a real gift. I do not
pretend to try and explain it. We realized these gifts by spending a lot of
one on one time with him. I know all parents cannot do this.
>
>There are exceptions of course, but most teachers I
>know of bust their butts for the kids. They spend
>hours they aren't paid for, accept calls at home, buy
>supplies out of their own pockets when their budget is
>gone, suffer insults from bad P.R., etc. etc. etc.,
>and still continually re-evaluate their teaching to
>make their students successful.
You are truly blessed then. In our school system all 6th and 7th grade
special ed kids regardless of their handicap were lumped into one which can
be a disaster for some kids
>
>I am glad you found the answer for your grandson. But
>not everyone has that option and it should not be
>hinted they are lacking in "time, love, and patience."
As I said, I never intended such a suggestion. I am very sorry you took it
that way, and apologize to any one else that did.
After what we went through with the system here, we found out we had another
option on our own and chose those options. Our grandson at the end of 5th
grade was very frustrated, diagnosed as "high-risk" with a severe behavior
problem after our schools worked with him and his ADHD for three years
He asked if he could come to live with us and if we would home school him.
While both my husband and I were and are disabled and on a very limited
income we could not turn our backs on his needs and still sleep at night.
We just couldn't stand the idea of another teenage boy, our flesh and blood
ending up "crying bullets" . We realized we have choices and some are very
uncomfortable and costly.
That was us, who we are and our choice, a choice that worked for us, him and
our family. My intent is simply to share that there is another option. It
is hard to parent and ADHD child, a big sacrifice! I hope and pray that
things go well for you and yours. I certainly had no intentions of implying
that our way was the only way or of putting anyone on a guilt trip. Heaven
knows that that is the last thing parents of ADHD kids need.
Again, I am sorry if our testimony offended anyone. That certainly was not
my intent.
Lori Wilkinson
Gayle Bair on thu 28 sep 00
Lori,
I did not take offence and I think you
deserved to be commended!
What you selflessly did for your grandson
was ensure his future success. I have worked
briefly with ADHD kids and can only imagine the
sacrifices you made.
Gayle Bair
Snip>
>Hello Lori,
>'Fraid you pushed one of my buttons on this one.
>Please keep in mind that an awfully lot of parents do
>not have the emotional and financial support of a
>working spouse or a legacy to allow them to stay at
>home and work one on one with their child. To do so is
>a choice not available to many.
I am sorry you took my post personally, my intent was to share what worked
for us or was a possibility. It was simply information on what can be done
or another option.
Snip>
Lori Wilkinson on fri 29 sep 00
Thank you Gayle and all that responded both on list and off with cyber-hugs.
They are much appreciated.
Lori
>Lori,
>I did not take offence and I think you
>deserved to be commended!
>What you selflessly did for your grandson
>was ensure his future success. I have worked
>briefly with ADHD kids and can only imagine the
>sacrifices you made.
>Gayle Bair
>
>Snip>
>>Hello Lori,
>>'Fraid you pushed one of my buttons on this one.
>>Please keep in mind that an awfully lot of parents do
>>not have the emotional and financial support of a
>>working spouse or a legacy to allow them to stay at
>>home and work one on one with their child. To do so is
>>a choice not available to many.
>
>I am sorry you took my post personally, my intent was to share what worked
>for us or was a possibility. It was simply information on what can be done
>or another option.
>Snip>
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