Navigating the Classroom with ADHD: My Frustration with Traditional Teaching Methods

Navigating the Classroom with ADHD: My Frustration with Traditional Teaching Methods

As a student at ENSET Mohammedia, my journey through higher education has been marked by both triumphs and frustrations. While I've always been passionate about my field of study, I've had to grapple with the challenges posed by my ADHD (Attention Deficit Hyperactivity Disorder) in a classroom environment that often feels unforgiving and inflexible.

Let me be clear: I don't lack interest or enthusiasm for my courses. In fact, I'm genuinely eager to learn and excel. However, the traditional teaching methods employed by many of my professors have left me feeling frustrated and misunderstood.

The Expectation of Unwavering Focus

In many of my classes, professors have strict expectations when it comes to classroom behavior. They expect us to put away our laptops, refrain from talking to our peers, and focus solely on their lectures. Any deviation from this norm is met with disapproval and, at times, even personal offense.

What they don't know is that my ADHD makes it extremely difficult for me to maintain an unwavering focus on a single task. While these professors view my use of a laptop or my side conversations as disruptions or signs of disinterest, they couldn't be further from the truth.

Multitasking as a Coping Mechanism

In classes where professors allow a more flexible approach to learning, I thrive. I place my laptop next to me, engage in side tasks, and occasionally exchange thoughts with my classmates. Paradoxically, it's in these environments that I perform at my best. I actively listen to the lecture, conduct on-the-spot research, discuss concepts with peers, and even share a laugh or two. When the semester ends, I consistently achieve outstanding results in these modules.

The Consequences of a Rigid Approach

On the flip side, when faced with professors who insist on extreme focus, I struggle. I find myself growing increasingly bored, and my retention of the material is abysmal. To make matters worse, there are times when I skip attending such classes altogether because the rigid environment becomes overwhelming. Despite my best efforts to comply with their expectations, the results are often mediocre.

A Plea for Understanding

What I wish my professors understood is that ADHD is not a choice, nor is it indicative of a lack of interest or respect for their expertise. It's a neurobiological condition that affects how I process information and engage with the world. I'm not alone in facing these challenges, as many students with ADHD share similar experiences.

Instead of imposing a one-size-fits-all approach to teaching, I implore educators to consider the diverse needs of their students. A more inclusive approach that accommodates different learning styles, such as mine, can lead to better outcomes for everyone involved.

In conclusion, my frustration with ADHD and my professors stems from a genuine desire to excel in my studies. I hope that by sharing my experiences, I can raise awareness about the challenges faced by students with ADHD and encourage a more compassionate and inclusive approach to education.