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Would longer recess time and more activity help students, boys specifically, be more focused?

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How does diet and physical activity play a part in ADHD diagnosis? 

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How does diet and physical activity play a part in ADHD diagnosis? 

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The thing that interests me most about the book so far is the subject of "drive" in adolescent boys and its contributing factors. If this is in fact a new phenomenon, it  seems that social factors would have a considerable impact on this decline. I consider how the role of the "traditional" male has changed significantly over the past few decades, i.e. stay at home dads; more women entering industries that were once dominated by men.These social changes are great and necessary, and I often wonder if it factors into the perspective of young men as they learn their role in life.

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I am not sure that there is an actual decline in the drive of boys. I have taught many boys over the last 28 years. I was also a student before that. As a student, I remember some boys who were well-behaved and did well in school. (Motivated) Then there were those who were "mischievous" or plain "bad". (ADHD) That has not changed much. None of my peers were on medication to treat their behavior problems. One big difference is the that today we try to figure out why???? I agree with the concept of gender segregation. This would probably work for a large majority of students. I am so sad about all the students who are on medication. I have no suggestion for that problem. I do agree that more "run around time" outside could make an impact on boys. I love the Australia concept about all those teams. How could that work in the United States?

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OTHER THAN WHATS LISTED IN THE BOOK. Do you think there are other factors in the decline of "drive" in our boys?

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I would like to know if the author had any parents try to have their kids be more active. They need to play and move more. When. I taught 3rd I used to put on music and have them dance or jump up and down until they were tired out. They loved it and it helped them to focus.

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"When school let out in June, she stopped giving Timmy the medication... she also noticed something she had never seen before: Timmy had become lazy... everything was boring."

This is just a thought that occurred to me while reading. In college and still today, I have so many friends who take ADD medication as adults. They pretty much need these "academic steroids" to be able to function and be productive in school, work, and life. It becomes addictive.

I wonder if this is true for these young boys too. Once they take the medication for extended periods of time, is it more difficult to have drive and self-motivation when they are no longer taking it??

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I don't believe I saw this chapter address the factor of malnutrition on medication and behavior. Granted, I am wired to look at this area first, but today's children have diets that have more of a profound impact on a child's behavior than the expectation of sitting in a chair. The expectation of a child sitting in school all day is a bit unrealistic, but there are also studies that show a strong correlation between ADHD and the foods that these kids eat as regularly as they do. Medication is typically the answer, unfortunately. Does anyone else agree that these medical diagnoses are more related to what these children are eating than the expectations of a school curriculum? And, what is he deal with wanting kids to throw snowballs?

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"Kindergarden nowadays is mostly about sitting in a chair with paper and pencil and learning to read and write. But what if my son isn't ready to do that, does that mean my son has a problem? Maybe the school has a problem?" In my opinion everyone is born with some sort of problem, it's how the parent deals with their child's problem. Instantly turning to medication is not the answer especially for a five year old. His personality isn't even developed yet. Those types of medications can alter personalities, do you agree? Children need to learn discipline at a young age and if a child does have a learning problem then the parent should be tougher on that child more so than a child that does not have a learning problem.

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Do schools send a subtle message to some children, particularly boys, that being yourself i.e. being a "boy" is not appropriate and will result in consequences, socially or otherwise? Is there a thin line that must be followed that some of these children may not fully understand? Does this cause a withdrawal from activities and lack of motivation? Personally, I find it extremely uncomfortable to give input in our "let's share our feelings" situations that we are often asked to participate in from time to time. Can we just go run outside and throw a football instead?

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Three options ... only three options. How, with as many resources as we have today, are doctor's only giving parents three options. 1. Medicate your child. 2. Work harder than you are already working with your child OR 3. Hold your child back. This situation is all too relevant to my family ... except we have a girl. Why or how can we expect children to sit for long periods of time, when as adults we struggle to do it? Why are parents running to pediatricians for advice on schooling? Why are we looking for a FIX for children?

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On page 112 the author talks about how the 1st grade curriculum of 30 years ago has become the kindergarten curriculum of today.  Since becoming a teacher, I've heard lots of discussion about how curriculum keeps being pushed down to lower grades.  If there is so much research that says children aren't mentally ready for some of the material they are being introduced to, why does curriculum keep moving down?  Are we expecting too much out of children at such an early age?  Are we setting them up to fail?

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On page 119 it talks about the millions of dollars spend every year promoting drugs like Adderall and Vyvanse, but nobody is buying ads to warn parents and doctors of possible risks. I'm just wondering why these medications are still being prescribed if there are alternatives as he mentioned he prefers to prescribe that don't pose a risk of damaging the nucleus accumbens?

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Do you think that it is the American school system that needs to be adjusted or the students medicated? Or is the issue/problem deeply rooted in the American system/home? -Jolie Williamson 

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Do you think that it is the American school system that needs to be adjusted or the students medicated? Or is the issue/problem deeply rooted in the American system/home? -Jolie Williamson 

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Dr. Feldman gives Timmy's mom 3 options: 1.)Work harder with Timmy to try to get him to behave the way teachers want him to behave.  2.)Pull Timmy out of kindergarten and try again next year. 3.)Medication.  

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Dr. Feldman gives Timmy's mom 3 options: 1.)Work harder with Timmy to try to get him to behave the way teachers want him to behave.  2.)Pull Timmy out of kindergarten and try again next year. 3.)Medication.  

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Why are doctors making it so easy on the parents? Why would the doctor leave it up to the mom when there are 2 other options that do not involve medication? On pg. 113 doctors admit that they do not have enough training, experience, or enough time in their schedules to perform a sophisticated assessment to determine whether the child really has ADHD. How neglectful and scary is this?

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I have on occasion told parents their child wasn't paying attention, was antsy, out of his/her seat, etc., but I have never told a parent their child had ADD. How about you?

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I feel like doctors just keep making up nice acronyms for crazy behavior. I think we have focused so much on academics and sitting still (less recess and movement) . The section on video games plays into this in my brain I guess because it's sedentary. When I was little, my mom kicked me out of the house and said,"Go play." We built forts and raced and had dog shows and were so tired at the end of the day. What do y'all think?

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On page 111, the author writes, "30 years ago if a boy swore at his parent and spit at his teacher the neighbors would say he was rude and needed a spanking. Today, the same behavior would likely be diagnosed as Oppositional-Difiant Disorder."
If you child is rude you might actually have to parent and discipline the child. If your child is ODD, you can ask the doctor if there is any medication that can help and ask the teacher for accommodations. Which seems easier?

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As educators, we have to deal with so much now with children with medications and other things than ever before. Medicating a child is a personal decision that a parent should make. Parents are no longer parenting. It seems to be left up to the teachers and society.
What do you think?

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What has happened in our society that we are so quick to administer a drug to children with behavior issues, especially when our brains do not completely develop until our 20's?

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Our whole lives we are expected to act a certain way. I know growing up I heard, on multiple occasions, about how "In the real world" we would be expected to act "right"- job interviews, meetings, etc... I even had classes at UL dedicated to this idea of acting "right" in these situations. If the book is dedicated to the fact that boys are being forced into this idea of how a student should behave, and how they aren't thriving under these ideals, then how, when, and where does that "real world" expectation come into play? How are they to be expected to learn, if they aren't taught these boundaries? Is the school system to blame, or is the family/parent mindset drastically different than it use to be?

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The Kindergarden curriculum  being changed to what is taught in first grade really struck me.

I taught pre-k for 7 years and I only saw only one child that I thought needed medication...he would kick teachers and escape the classroom. We chased him down the road one day.

I was being pressured to put pencils into the 4 year olds hands, but since I was the ranking teacher I refused.

I think it is a great idea to wait till boys are 6-7 to start school...let them play as long as they need and I believe there wouldn't be as much medicating...

What do you think?

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Wouldn't it had been easier for Jared's parents to have a "sit-down" conversation with their son to see what was really bothering him, instead of dragging him to a doctor to get medicine?  Where's the communication between parents and their kids?

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On page 106, the author discusses the option of "holding back" Carol's son. I have a friend who chose to do this. At first, I did not understand her decision to do so until I saw the results. Have any of you purposefully "held back" your son(s)? If so, what was your personal experience? 

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On page 106, the author discusses the option of "holding back" Carol's son. I have a friend who chose to do this. At first, I did not understand her decision to do so until I saw the results. Have any of you purposefully "held back" your son(s)? If so, what was your personal experience? 

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I just found out that I am having a BOY! So this topic is interesting to me. I'd like to hear pros and cons from parents who have "held back" a son.

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The book has listed 3 three factors to the lack of motivation.
1.  Changes in education.
2.  Video Games.
3.  Medication.
As a teacher, how much power do we have to make any significant changes, and how do we impliment them?

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After reading page 109 the author states that ADHD has probably always been with us.  "Tom Sawyer fills the criteria in abundance", he states, does that mean that most boys do not fit the traditional idea of accepted classroom behavior?

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After reading page 109 the author states that ADHD has probably always been with us.  "Tom Sawyer fills the criteria in abundance", he states, does that mean that most boys do not fit the traditional idea of accepted classroom behavior?

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On page 125, after retelling the story of Jared and his improved behavior when switching to an all boys school instead of continuing medication, the author states something that made me think, "I've come to believe that we should not medicate boys so they fit the school; we should change the school to fit the boy."

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On page 125, after retelling the story of Jared and his improved behavior when switching to an all boys school instead of continuing medication, the author states something that made me think, "I've come to believe that we should not medicate boys so they fit the school; we should change the school to fit the boy."

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This is the second time that this author implies that co-ed schools might not be the best for developing boys. But, as teachers in the public school system, we know that it's near impossible to advocate for all boy/girl schools this late in the game. So, my question is: What can we do to make the school fit the boy?

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After reading pages 111-112, which focus on "the cultural shift away from individual responsibility and toward third-party explanations," one particular sentence stood out to me, "Many clinicians find it easier to tell parents their child has a brain-based disorder than to suggest parenting changes." 

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After reading pages 111-112, which focus on "the cultural shift away from individual responsibility and toward third-party explanations," one particular sentence stood out to me, "Many clinicians find it easier to tell parents their child has a brain-based disorder than to suggest parenting changes." 

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As a newer teacher, I am curious about the following: Is this something you have experienced in this profession, as far as a significant change in "labeling" students vs. parents first attempting to change their parenting, family/at home dynamics, routine, etc.?

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There are two questions that raced through my mind as I read C4; however, I am following the rules.

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There are two questions that raced through my mind as I read C4; however, I am following the rules.

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One has to do with the "inappropriate acceleration of early elementary curriculum" (112). It is my belief that kindergarten is a time to teach children how to play nice i.e. interact appropriately with others, use scissors, and use their imagination. If our NAEP scores have not changed since the 1970's, why are we encouraging our children to grow up so fast?  Obviously, early acceleration is not having an impact on many of the children.

What are your views on the fact that the kindergarten curriculum of today is actually the first grade curriculum of the past? Should we try to go back or try for happy medium?

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On pg. 106 it states, "'The thrid option is medication.  Adderall, Vyvanse, Metadate, Concerta. I usually start with a low dose of Concerta with those boys.  If that works, great.  If not, we adject the dose.'" 

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On pg. 106 it states, "'The thrid option is medication.  Adderall, Vyvanse, Metadate, Concerta. I usually start with a low dose of Concerta with those boys.  If that works, great.  If not, we adject the dose.'" 

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It continues on page 107, " 'All medications have the potential for harm,' Dr . Feldman said, standing up, suddenly impatient."

What is your view on medicating? Have you witnessed cases where the lack of motivation was connected to the medication?

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On pg. 112 Psychaitrist Jennifer Harris points out, "Many clinicians find it easier to tell parents their child has a brain-disorder than to suggest parenting changes." We have now seen this multiple times in this book about not wanting to step on the toes of parents when many of these issues could be helped if parents would parent. What are your thoughts? When is it ok to point out to parents what needs to happen in order for things to change?