• Allow children to choose to work while standing, sitting, or lying on the floor in different positions.
• If children are not able to finish work prior to recess; require them to complete a vigorous movement activity (running a lap, going hand over hand across some bars, climbing up and down the monkey bars 5 times, etc.) and then return to work. This will increase production much more than requiring them to miss recess. Don't you allow yourself a break when your having a hard time concentrating?
• During instruction; use tactile and movement experiences as well as auditory and visual experiences.
• Base requirements for classroom behavior on the following questions: Is it safe? Is it respectful of myself and others? Is it respectful of property? (Neill, 1991).
• Have one or two quiet areas in the classroom (maybe with some pillows, blankets, and/or stuffed toys if appropriate) that children can choose for working or taking a break.
• Include movement in practice activities and in instruction as much as possible.
• Encourage children who have a hard time with writing to practice writing skills on a chalkboard.
• Some children will concentrate better and be less distracted if they can draw, play with small hand toys, or wads of clay during listening activities.
• Ask children to bring a sports bottle with a straw to school. These can then be filled with water and used for sipping throughout the day.
• Have on hand a large stack of books or some other heavy items that will periodically "need" to be moved.
• Allow children an opportunity to move quietly around the classroom when direct instruction is not in progress.
• Some children will benefit from listening to music through headphones while working.
• Have a goodie bowl with gum and/or hard candy for children to chew or suck on as needed.
• Use the natural classroom lighting if possible.

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