somebody diagnosed with ADHD

If your child has been diagnosed with ADHD, regardless of what form of treatment you choose to undergo, one thing you must do is start to educate your school and teachers on how best to work with your child. The most important role you will start to undertake over the next few months and years is to become his advocate to the school system.
 When our son was diagnosed with ADHD, we went through a brief period where we debated whether or not we should tell the school. We had concerns, albeit misplaced, that he would be "classified" by the school. It was our doctor who dispelled those concerns, saying, "he already is classified, now it all depends on whether or not you want him classified as a bad kid, or a kid who needs help."
 Even so, when we communicated with the school administration, it was just a heads up regarding what was taking place and we initially chose to deal with the issues informally. We were very lucky in that the first couple of years that we knew something was amiss, we had very supportive, flexible teachers. Their styles worked very well with my son and they were very open to suggestions and adapting their behavior to make him more successful. Because of this we did not explore or institute formal plans that would help ensure that my son got the assistance that he needed.
 We soon learned that an informal approach, when working well, is all right, but if things aren't going well, without a plan, you have no recourse with the school. For us, that time happened when my son hit fifth grade. Prior to the school year starting he was assigned to a teacher that we were familiar with and had concerns about. We had conferences with the principal and teacher prior to the start of the school. What became very apparent was that the administrator and teacher were woefully uneducated when it came to ADHD and considered it my son's responsibility to remain focused and accountable for his work, something, because of the disorder, he was unable to do without help.
 There began a two and a half month battle to get him the help we asked for, nothing crazy, simply that his assignment planner be reviewed each day and signed by the teacher, a second set of books at home should he forget his (which he did a lot), and visual redirection when he started zoning out. Not only did the teacher not provide this assistance, but she instituted what could be perceived as punishments, e.g. having him sit at a table in the front of the room by himself. Needless to say he did not remain in this teacher's class past October, which was still too long to have a child who needs help flounder.
 What we learned from this experience was invaluable. First, we expected the school administration and teachers to be educated on ADHD, they weren't. We expected them to be equally concerned with our son's success as we were, again they weren't. It wasn't that they wouldn't have been happy to have him succeed but they were misguided that a strict demeanor and a firm hand would make him "snap out of it." We also realized that as the requirements for being more organized were increasing in preparation for middle school it was going to become increasingly more difficult for the ADHD child.
 And most importantly we learned about 504 plans. 504 plans refer to Section 504 of the Rehabilitation Act and the Americans with Disabilities act. This plan specifies the accommodations needed by your child, to be put in place by the school and teacher, and holds the school accountable, legally, to comply with them. In our case, our 504 plan stipulates seating up closer to the teacher, a second set of books at home, additional testing time, if needed, etc.
 504 plans travel with your child to the next school year, and in our case the next school. At a minimum they are an excellent tool to begin discussions with your child's teachers and administrators as to what works well, and not so well for your son or daughter. And at its best, it forms a foundation of a partnership for you and teachers to help bring out the best potential that exists within your child.
 I wish I could tell you that once a 504 plan is in place your worries are over with. But unfortunately, your constant attention and intercession is still needed. You will be the one who will have to ensure that the teachers are complying with the plan, and just as importantly that you are doing your part as well. It is just as important for you to understand and communicate what works for your child as it is for the teachers to enforce it.
 While we have been lucky enough to have met teachers who truly care about each individual child in their classrooms, it has still become painfully clear to us that no one is as concerned about your child's potential and success as you are. And that means, you must educate teachers about your child's symptoms and coping skills, and formally document what you need from them. 

the competition among students

In today world, the competition among students is unstoppable. It is high time there is a revolution in the education systems and international schools is the answer. These days, education is not all about academics; there is something beyond. International schools in India come in different sizes and shapes and hence it is not always easy to take a broad view of what these schools offer. But there are certain things that lie common in any of the international schools irrespective of their geographical location. As you read through you will understand better as to why parents prefer an international school to a private or a public school. Due to a high intake of candidates in a public school, there is no possibility to pay individual attention to a particular student. This, in a long term process, limits the growth of a student and affects him in infinitive ways. Creativity is almost dead since the teachers fail to discover the talent of an individual. In an international school, the best part is that they follow the CLB?rule as it is termed in the US, which means to say, o Child Left Behind? The faculty of an international school is so particular about the life of an individual. They conduct separate discussion sessions and frequent meetings with parents and keep them updated on their children growth. Unlike in any other school, the class size of an international school is comparatively small. This is a great advantage in a lot of ways. Every student will be given individual attention and all his performance will be monitored. The teacher has enough time to train a student in his academic and extra-curricular activities. They will not need to refer a progress card to remember the student advancements whereas in a public school, it takes a quarter year for the teacher to just analyze the growth of an individual. Relating to the above point, since the teacher understands his pupil better, he knows what is good and what is not. Remember, the faculties undergo hardcore training before they are introduced to the class to give their very first lecture. The children are given freedom to explore themselves and discover a whole new world of creativity. The school stands as an encouraging pillar and supports the student in all possible ways. Their works are always noticed and appreciated. This encourages the students and helps them do great things. The well trained faculties guide them in appropriate ways giving individual attention. This, in the end means, they know what they are doing, and they do a better job. Generally, in public schools, the whole motive of teaching would be to finish the syllabus, rather than educating. The average teaching time in a public school is around 25 hours a week; each class varying from 50-60 minutes. This overloads the students and brings in them an attitude where they only study to get a degree. In an international school the teaching time is just 16 hours. In most of the schools, the students are taught only four days a week. They make sure the students don get drained out. This not only will help the student to perform well, but also gives the faculty an adequate time to prepare for every lecture. What exists in people mind is that they think international schools are often too costly. It should be understood that there a reason behind the fee structure. Food is one big factor to be considered. In India, it is a common practice for students to ignore the importance of hygienic living. International schools serve meals of high standards. The time provided for lunch is also higher when compared to public schools. This is one of the most important features of an international school. Students get to learn about different culture, language, religion and race. It helps build a good community and a friendly environment. This also helps an individual to thrive living in any part of the world irrespective of the people there. International schools Bangalore offer K-12 education. It is recorded that this education system shares the majority of the educational market in India. IB international schools Bangalore have also adapted to this system.