Last spring, my husband and and I sat in a conference with my son's teacher. As she shared her observations and reflections on his learning journey, one phrase immediately jumped out at me. "His little motor is always going." Boy, don't I know it! Both of my kiddos have intense needs to burn energy, also known as Psychomotor Overexcitability (OE).
To say both of my kids are talkers, is a huge understatement. Try to keep up with their conversations, I dare you! With practice, their talking can become soothing white noise to your daydream, a skill my husband is still attempting to master. By bedtime, we are spent! These kids are constantly doing something, running around, Nerf gun wars, making up convoluted games, Lego building, and making in our Makerspace all before dinner. If only we could harness their energy, Duke Energy would be paying us!
Children with Psychomotor OEs have an intense need to move. Their teachers describe them as: *Being in constant motion, remember that motor always going? The most common reason my kids get in trouble is for their inability to sit still and wait their turn to talk during their morning circle.
*Speaking rapidly, these kiddos may also get into some trouble for calling out at inappropriate times.
*Learning with their hands and feet, they often prefer to move or use manipulatives to learn and demonstrate understanding.
*Misbehaving, I'm pretty sure my number is on the principal's speed dial. I get several calls a month because one of my children were "being silly" in school and struggled to control themselves and/or settle down.
*Displaying a strong need to organize their space and play. During a recent picnic I had with my daughter, our "meal" was interrupted when she needed to clean dishes we finished using and putting away the food we "ate".
*Being highly competitive. My son is so competitive it makes him anxious and he avoids any game he might not win. (He also has a touch of perfectionism.)
*Anxious.
*Speaking rapidly, these kiddos may also get into some trouble for calling out at inappropriate times.
*Learning with their hands and feet, they often prefer to move or use manipulatives to learn and demonstrate understanding.
*Misbehaving, I'm pretty sure my number is on the principal's speed dial. I get several calls a month because one of my children were "being silly" in school and struggled to control themselves and/or settle down.
*Displaying a strong need to organize their space and play. During a recent picnic I had with my daughter, our "meal" was interrupted when she needed to clean dishes we finished using and putting away the food we "ate".
*Being highly competitive. My son is so competitive it makes him anxious and he avoids any game he might not win. (He also has a touch of perfectionism.)
*Anxious.
*Difficulty sleeping or no needing as much sleep as other children their age. Establish a bedtime routine. Warm baths and on some nights melatonin can be used. **It's best to discuss the use of melatonin with your pediatrician first.**
Did the list above sound familiar? Perhaps you have students in your class that have the same characteristics, but they have not been identified as gifted. Kid with Psychomotor OEs are often referred for testing and are misdiagnosed with ADHD. However, the major difference between their OE and ADHD, is the motivation behind the action. Children with Psychomotor OEs always have a purpose for their actions while a child with ADHD will honestly tell the teacher they couldn't control themselves or don't know why they did what they did. However, both can not always control the action.
So, what can you do to help a child with Psychomotor OE thrive?
*Provide opportunities for movement. At my children's school, they have proceedures in place to allow the students to leave the room and participate in their choice of several movement activities. It allows them to burn off some energy and return to class prepared to work. I spent a morning with my son at school and was amazed with his ability to recognize that the task he was working on was too stationary, took a movement break, and returned to the task in a better State of calm.
*Allow children to change location in room. Do you have centers? Is there a space to work on specific tasks? Are there opportunities built into your instruction that allows for movement around the room? Even a simple task to deliver an item to another room in the building could help these children get their movement fix. In my class, students move their name magnets to a different space in the room to get them up and moving periodically. Keep in mind the age and expected length of sustained mental focus that is appropriate for your students, and get them moving or at the very least, talking.
*Provide choice seating/standing options especially during independent or small group time.
*Allowing students to verbally show what they know. My son's teacher recognized that he couldn't always focus long enough to provide the correct answers on paper. When he turns in his work or is struggling to complete the work, she pulls him aside and asks him to answer again verbally. The teacher has noted that he does much better when responding orally. Note, he has the physical ability to produce work on paper, but lacks the ability to calm and focus on stationary work.
*Provide hands on opportunities to learn and demonstrate mastery. Individual oral exams are not always possible in a class of 20+ students. My son's class is set up with manipulative everywhere! It's amazing. He has the opportunity to use them as needed to demonstrate mastery.
*Support and foster creativity. Let them explore their creative side! They will be more motivated to stay on task.
*Get out of the classroom. During a math lesson this fally son had the opportunity to take his learning outside and complete a math lesson on angles worksheet free and demonstrated mastery.
*Incorporate passions when possible in order to to sustain focus. A whole class math lesson involving a pumpkin was extended for my son, although the lesson had ended and the rest of the students had lost interest, because she had found something he cared about. We have also been battling the "why do I need to know this math" comments with my son, and his teacher has incorporated more high interest problem solving into his daily math lessons. His classroom is equipped with tons of books to interest all learner's and a piano for the students who would like to try their hand at tickling the ivories.
*Encourage exploration of creative ideas. Do whatever it takes to keep them interested and excited to learn.
*Provide opportunities for movement. At my children's school, they have proceedures in place to allow the students to leave the room and participate in their choice of several movement activities. It allows them to burn off some energy and return to class prepared to work. I spent a morning with my son at school and was amazed with his ability to recognize that the task he was working on was too stationary, took a movement break, and returned to the task in a better State of calm.
*Allow children to change location in room. Do you have centers? Is there a space to work on specific tasks? Are there opportunities built into your instruction that allows for movement around the room? Even a simple task to deliver an item to another room in the building could help these children get their movement fix. In my class, students move their name magnets to a different space in the room to get them up and moving periodically. Keep in mind the age and expected length of sustained mental focus that is appropriate for your students, and get them moving or at the very least, talking.
*Provide choice seating/standing options especially during independent or small group time.
*Allowing students to verbally show what they know. My son's teacher recognized that he couldn't always focus long enough to provide the correct answers on paper. When he turns in his work or is struggling to complete the work, she pulls him aside and asks him to answer again verbally. The teacher has noted that he does much better when responding orally. Note, he has the physical ability to produce work on paper, but lacks the ability to calm and focus on stationary work.
*Provide hands on opportunities to learn and demonstrate mastery. Individual oral exams are not always possible in a class of 20+ students. My son's class is set up with manipulative everywhere! It's amazing. He has the opportunity to use them as needed to demonstrate mastery.
*Support and foster creativity. Let them explore their creative side! They will be more motivated to stay on task.
*Get out of the classroom. During a math lesson this fally son had the opportunity to take his learning outside and complete a math lesson on angles worksheet free and demonstrated mastery.
*Incorporate passions when possible in order to to sustain focus. A whole class math lesson involving a pumpkin was extended for my son, although the lesson had ended and the rest of the students had lost interest, because she had found something he cared about. We have also been battling the "why do I need to know this math" comments with my son, and his teacher has incorporated more high interest problem solving into his daily math lessons. His classroom is equipped with tons of books to interest all learner's and a piano for the students who would like to try their hand at tickling the ivories.
*Encourage exploration of creative ideas. Do whatever it takes to keep them interested and excited to learn.
Please, recognize that this is who the child is, and while it can be frustrating to teachers be spirited children, they bring great energy and enthusiasm to the learning environment. Support these kiddos and help them understand who they are and find joy in the challenge they bring. Both of you will be better off in the end.
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