Why People with ADHD Make Good Teachers
I am a teacher.
I have ADHD.
My ADHD story is a pretty common one. Like many women, I was not diagnosed until I was an adult.
ADHD can look different in girls and boys. This probably has more to do with societal expectations of gender more than anything else. Girls seem to be expected to be well-behaved and quiet, boys seem have a bit more leeway when it comes to rambunctious behavior.
So sometimes ADHD in girls and even boys can manifest as anxiety and overthinking. It does not always look like hyperactivity and an inability to focus.
My personal ADHD symptoms are the following:
Anxiety:
My anxiety pops up at unexpected times and is often about things that don't make sense.
When I am in full ADHD mode my thoughts are jumbled up in the front of my head like a huge pile of dirty laundry.
Whatever is on top is what I fixate on. Today could be that one stray pink sock, tomorrow could be underwear or a sweater with a hole in it.
In real life this could mean sleepless nights over something mundane, like worrying about getting a flat tire. It could be worrying about something that hasn't happened yet, like a partner or friend getting sick. It also can look like overthinking and being stuck in a worry trap over something I can't control.
Why this makes me a good teacher: I assume my students have anxiety all the time, since that is the standard for me. I realize that not all stress and anxiety is negative. Sometimes as teachers, we need to tap into a student's anxiety about a project or upcoming event. I try to help students work with and navigate through anxiety, rather than tell them not to be anxious or that they are being overly emotional or silly about something. This can create a deep connection between teacher and student.
Imposter Syndrome:
Imposter Syndrome is a feeling or belief that you have fooled others into thinking you are better than you really are. An example of this could be an artist who gets uncomfortable when complimented about her art, because she feels like she is not good enough or that the admirer must be mistaken! Or an actress who thinks she won the Oscar because she got lucky, not because she is talented.
In my brain, I know that I am a good teacher.
However, even writing that sentence makes me feel highly uncomfortable. In fact, you know that weird heaving feeling that happens in the pit of your stomach when you lie--that small sick, creeping feeling--I feel that right now as I write I am a good teacher.
Maybe I'm not good. There are certainly moments where I am not! There are myriads of other teachers who are better! The positive side of this feeling is that I am always trying to improve. I am certainly not the best teacher in the world, but I honestly don't think I would want to be! I mean, there is more to life than our jobs!
Why this makes me a good teacher (insert sinking feeling here): Our students feel this too. It is so important that we focus on the journey of learning more than the outcome of a particular project. I also tap into this feeling and remember to always give students positive reinforcement, even when giving constructive criticism.
Boredom:
This may sound strange, but boredom is physically uncomfortable for me. When I'm bored, my whole body prickles with this weird vibrational energy. The hairs on the back of my neck sort of stand up, my throat feels dry, and I kind of feel like screaming. That's the only way I can describe this feeling. When I feel this way, I have to tune out completely just to feel comfortable again. I assumed everyone felt this way when bored until I was diagnosed with ADHD as an adult.
I don't do well with slow talkers, meetings that could have been emails, or listening to the repetitiveness of the news or sportscasters on TV.
How this helps me be a good teacher: I am hyperaware of "tune out" energy. I can feel it in my students. This really helps me with reading the class. Are students paying attention? Who is and who isn't? Am I...gasp!...being boring? Are they learning? What works? What sparks interest? All these thoughts go through my mind while I teach.
I am not a fan of the Sage on the Stage style of teaching, mostly because I personally have trouble paying attention in those scenarios. Long boring lectures are hard to pay attention to.
I am a fan of the Guide on the Side teaching, student led teaching, students moving around the class, games, discussions, and anything that gives students choices about their assignments.
Good teachers read their audiences.
ADHD teachers will do ANYTHING not to be boring.
Restlessness:
My ADHD makes me feel restless. It can manifest as feeling fidgety or having to move around, but more often it is an uncomfortable feeling of having too many things to do. It can also be a feeling that I am not accomplishing enough, or life is wasting away. I may feel lazy, but then feel incredibly guilty for being lazy.
How this helps me be a good teacher: I understand that some students simply cannot sit still for hours on end. Just getting up to move to another part of the room for a breakout group or having students get up to write on the board or move tables is great for getting rid of restlessness in students.
Mood Swings:
All of my close friends and relatives have experienced my mood swings. To all of you, I apologize! ADHD can make me feel extremely impatient at times. Over the years, with lots of yoga and life experience, I feel I have a better handle on my emotions.
As a teacher, these mood swings actually help me to establish boundaries. I have no problem telling students or colleagues exactly what I expect from them. I know I cannot bottle things up...well, unless I want an explosion.
My crazy emotions can also help me read students and can help with conflict resolution because I understand where students are coming from. I also have to come up with my own strategies to keep emotions in check. I can share these strategies with students. Students need to know that it is ok for them to feel things such as anger, fear, and resentment. We don't have to be happy all the time. Instead of repressing an emotion, feel it, observe it, learn from it, and let it pass.
Continually Starting New Projects:
My ADHD brain is filled with interesting ideas! I love starting new projects, like this blog! Sometimes it is difficult for me to finish projects before starting a new one. This can lead to overwhelm. But honestly, there is no better feeling in the world than starting a new exciting project!
This helps me with teaching because I LOVE lesson planning. Seriously, coming up with new ways to teach a concept is my jam. I could do it all day. It is my favorite part of the teaching profession.
Hyperfocus:
Oh, glorious hyperfocus! When I'm really into something, I'm REALLY into it. In fact, if something interests me, I may not want or be able to focus on anything else.
Hyperfocus is also known as the flow state. I have felt it while writing, painting, lesson planning, and working out. Hyperfocus can be beautiful, but it can be negative too. It's not good to be obsessive about things.
When I'm in the flow state, time doesn't exist. I can work on something for hours in total bliss. Conversely, I need to be careful not to fixate on something for hours.
Hyperfocus helps me as a teacher, because I when I am really into a lesson my excitement radiates to the students. I wish this was an all the time thing, but it's not. However, when a lesson is really good, it's really good! I also understand that the more control and choice students have over their own learning, the more they will be interested and learn. In order for our students to flow, we need to be flexible and go with the flow!
Creativity:
My ADHD brain helps me be creative. I often think differently about problems. There is a great satisfaction for me when I come up with a creative solution to a problem. And as teachers, we face problems every day!
