Featured reflection
Celebrate the small wins
An invitation to pause and notice one small win before moving to the next thing.
Something to think about: What went a little better today?
Watch on YouTube · 0:53Free. No email required.
Free Resources for Teachers
Teaching asks a lot of you. Here are practical classroom ideas, printable coloring pages, and a little encouragement for the person teaching. Take what helps. Leave the rest.
A quick reflection from Ben
Short reminders for a busy day
A few reflections from Ben’s own experience with ADHD. Take what helps and leave the rest.
From the video library
Restart after a break
It may help to decide the first small step you’ll return to before taking a break.
Something to think about: What will you come back to first?
Watch on YouTube · 0:58The ADHD Toolkit
Seven ideas to keep handy
You know your classroom best. These ideas come from what helped me as a student, my time working with young people as a student pastor, and what teachers have shared with me over more than 30 years of working with educators. Some may simply be reminders of tools you already use. Think of this as a few ideas to keep handy on a busy day. Take what’s useful and adapt it to your classroom.
01 / Classroom
Helping the instruction land
A missed direction doesn’t always mean a student isn’t listening. An agreed cue, one short instruction, or a written reminder may help. A quick “What’s your first step?” can show whether the direction landed.
02 / Assignments
A manageable first step
When getting started is the sticking point, a sentence starter or one example together can give a student somewhere to begin. You might point to the next manageable step, then give them time to try it.
03 / Grading
Feedback for the idea, too
When the task is about ideas, it can help to respond to the thinking and the spelling separately: name the strong idea, then identify a spelling skill to practice. The learning goal and the student’s support plan can guide that balance.
04 / Movement
Movement that fits your room
A brief stretch, a classroom job, or a quiet fidget may be worth trying with clear expectations. You and the student can notice whether it supports participation or adds distraction, then adjust together. The same tool won’t suit every student.
05 / Language
Starting with a strength
A genuine strength can be a useful starting point for a parent conversation, followed by what you’ve noticed and a question. For example: “They had a thoughtful question today. Getting started on the written work was harder. What has helped at home?”
06 / For you
The value of a small moment
A clear next step, a quiet check-in, or another chance to begin can matter even when you don’t see a breakthrough that day. You’re one person in a student’s wider circle of support. You don’t have to carry every challenge alone.
07 / Transitions
A little warning before a change
A brief heads-up before switching activities may give a student time to shift gears. For example: “Two more minutes, then we’ll put these away and begin reading.”
These are educational ideas to try and adapt, not diagnosis or treatment advice. Follow your school’s policies and each student’s existing support plan. Read more: ADHD in the Classroom, CDC.
Take a little encouragement with you
Seven classroom reminders, three of Ben’s original coloring pages, and a short reflection for the end of the day. Print the pages you want or save the pack for later.
5 pages · Free · No email required
A moment for you
A small win and a next step
If it’s useful, take two minutes at the end of the day to remember an ordinary moment that went well, or a little better than before. Maybe a student began a conversation. Or a colleague helped you work through a problem. Choose one moment that stands out. A few words are enough.
Keep this reflection for yourself and leave out student names or identifying details.
Some days, the win is asking someone to help you work out what comes next.
- One small win I noticed today:
- Something that helped that moment happen:
- One manageable thing I want to try tomorrow:
- One person I can ask for support:
A question, without a sales pitch
Ask Ben
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Have a general question about supporting students or seeing the classroom from the student’s side of the desk? Email Ben. Keep it anonymous: no student names, school names, records, photos, diagnoses, or details that could identify a child.
Email BenBen shares personal experience and practical perspective. For individual educational or medical guidance, work with your school’s support team and qualified professionals.