Handling the child

Rules
For good cause in the group it is important to make clear rules with the students. The goal of these rules is to create a class environment in which studying is optimized and where children feel save as an individual in the group.
Everyone is treated the same way, this means also ADHD children. Rules create clarity.
Many rules on paper which are written in the 'forbidden format' (you can not to this, you may not do that) are not working.
Create rules in a posistive direct way. Create them with the children during a lecture. When students are part of the thinking process, they are much more willing to adjust to these rules. Involvement enlarges the responsility awareness.

Examples
Some examples are:

stay on your seat while working, unless you have to grab something which is needed for your work or when you have to go the bathroom
when walking through the classroom, do it quietly without disturbing the others

Visualize what is allowed and when it is allowed. You can place a card on the table of the student on which the rules are written. This card is always in sight and makes the student remember the rules without having to say them over and over again. Just pointing to this card could be enough.

The teacher vs student relationship
Invest in a positive relationship. Students with ADHD could cause some frustration and irritation. Try to prevent to end up in a negative interaction spiral where grumbling, punishing and other problematic behavior can show up.

The teacher can search for contact with these kids during breaks before and after school time to discover other sides of this child and show interest (hobbies, sports, etc.). The student will be pleasantly surprised.

Compliments
Compliments make you grow! Children with ADHD make -unfortunately- many 'mistakes', so they receive almost no compliments. Checking on good behavior (and sometimes this is seldom the case) could give you the opportunity to give them a compliment. This also can be done verbally, e.g. a thumbs up!

Success stories
Success stories can make things more positive. ADHD children are not having much succes stories in their (school) life. Lack of concentration and impulsiveness are ending up in weak performances. Also socially they are weak.

Impulsive behavior ruin the game or the lecture. In this case the teacher must make possibilities or situations in which they can 'create a succes story'. This also means a teacher must adjust the expectancy to the child. Chances are big that students with ADHD are 'overcharged'. ADHD children often respond like another child which is 70% of his/her age (12yr old vs 9 yr old, 20yr old vs 14 yr old).

Mobile activitities
When a ADHD student has to possibility to exercise (mobility) this will have a positive effect on the behavior. After an excercise the concentration level is higher. Watering the plants or bringing some documents to another classroom could be a great exercise. Asking for help is difficult for an ADHD child: "Waiting for the teacher to come is such a fuss.". Their impulsiveness will make them try for themselves and therefor creating errors.

Feedback
When a ADHD child does not receive feedback on his behavior fast enough, he/she will not make the relationship between his behavior and the consequences. Therefor it is very important to disciplin the kid when his behaviour is not correct inmediatly. Also reward the child when his/her behavior is correct.

Rewarding and punishment
Make use of operational techniques to show requested behavior more often. Reinforcing wished behavior, ignoring undisirable behavior (if possible), give mild punsihement like time-outs and fines. Fines could be something like handing in rewards. This is also good possible with exchanching systems.