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https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner, 2011). Factors that foster attention, positive behavior, and academic and social success include establishing positive relationships with students, adopting classroom management techniques, and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student with ADHD (Piffner, 2011).

Additionally, the use of tablets and computers may engage students more fully in learning activities. Priming Procedure: Prime the student before an assignment or lesson by reviewing a list of student-identified privileges or reinforcements that can be earned following a specified work period. Proximity Control: Teacher proximity is highly effective for helping students with ADHD maintain attention. For example, the teacher may move closer to the student when giving directions and monitoring seatwork. Timers: Set a timer to indicate how much time remains in the lesson or work period. The timer should be clearly visible so students can check the remaining time and monitor their progress. Wristwatch or Smartphone: Teach the student to use a wristwatch or smartphone to manage time when completing assigned work. Many watches and smartphones have built-in timers that can be programmed to beep at set intervals.
Music: Play different levels and tempos of music to help students understand the activity level appropriate for particular lessons. For example, using quiet classical
music for individual learning activities helps block distractions and creates a calm classroom environment (U.S. Department of Education, 2006). Children with ADHD require specific and frequent feedback and/or reinforcement immediately following the demonstration of desired behaviors. When students are learning new behaviors, it is generally important to reinforce close approximations first as a way to shape behavior. Once a behavior is established, the frequency of reinforcement can be gradually decreased. Students with ADHD tend to quickly lose interest with repetition, so a variety of easy-to-implement reinforcers should be considered.
Praise, Praise, Praise: Attentiveness and appropriate classroom behavior are prerequisites for learning; therefore, interventions that promote these behaviors
should be an integral part of the teaching process for all students. When teachers are attentive to positive behavior and specifically praise students for these
behaviors, they can engage students before their attention drifts while highlighting desired behavior (U.S. Department of Education, 2006).

Playlist with added assessments

Playlist with added assessments

Additionally, the use of tablets and computers may engage students more fully in learning activities. Priming Procedure: Prime the student before an assignment or lesson by reviewing a list of student-identified privileges or reinforcements that can be earned following a specified work period. Proximity Control: Teacher proximity is highly effective for helping students with ADHD maintain attention. For example, the teacher may move closer to the student when giving directions and monitoring seatwork. Timers: Set a timer to indicate how much time remains in the lesson or work period. The timer should be clearly visible so students can check the remaining time and monitor their progress. Wristwatch or Smartphone: Teach the student to use a wristwatch or smartphone to manage time when completing assigned work. Many watches and smartphones have built-in timers that can be programmed to beep at set intervals.
Music: Play different levels and tempos of music to help students understand the activity level appropriate for particular lessons. For example, using quiet classical
music for individual learning activities helps block distractions and creates a calm classroom environment (U.S. Department of Education, 2006). Children with ADHD require specific and frequent feedback and/or reinforcement immediately following the demonstration of desired behaviors. When students are learning new behaviors, it is generally important to reinforce close approximations first as a way to shape behavior. Once a behavior is established, the frequency of reinforcement can be gradually decreased. Students with ADHD tend to quickly lose interest with repetition, so a variety of easy-to-implement reinforcers should be considered.
Praise, Praise, Praise: Attentiveness and appropriate classroom behavior are prerequisites for learning; therefore, interventions that promote these behaviors
should be an integral part of the teaching process for all students. When teachers are attentive to positive behavior and specifically praise students for these
behaviors, they can engage students before their attention drifts while highlighting desired behavior (U.S. Department of Education, 2006).

For example, creating a signal and routine for “taking a five minute
break” at a specified classroom location provides an opportunity for the
student to recognize when he is becoming restless or frustrated and prevents
behavior from escalating. This system is most effective if used before the
behavior escalates or intensifies.


Choice as Reward: Choice in and of itself appears to be highly reinforcing.
Provide choices of activities between assignments or embed choices within
assignments (e.g., choice of materials, readings, response modes, peer partners).
Choices also provide students practice in decision making.


Checking With Chimes: In order to teach students to monitor their attention to
task, set reminders at random intervals on an electronic device, such as a
smartphone or kitchen timer. Time intervals should be set based on the student’s
attention span and the pace of the lesson (typically 3 to 5 minutes). When the
tone sounds, the student charts or marks whether she is engaged in learning. A
simple yes or no checklist works well. Students can monitor their own behaviors
by giving themselves points or checkmarks for appropriate behavior. Extra points
may be awarded when student and teacher ratings match. The student could then
chart her score using a computer program, tablet, smartphone, graph paper, or
poster board.

As the name suggests, Object-Oriented Programming or OOPs refers to languages that use objects in programming. Object-oriented programming aims to implement real-world entities like inheritance, hiding, polymorphism, etc in programming. The main aim of OOP is to bind together the data and the functions that operate on them so that no other part of the code can access this data except that function.

OOPs Concepts:

Class
Objects
Data Abstraction
Encapsulation
Inheritance
Polymorphism
Dynamic Binding
Message Passing
1. Class:

A class is a user-defined data type. It consists of data members and member functions, which can be accessed and used by creating an instance of that class. It represents the set of properties or methods that are common to all objects of one type. A class is like a blueprint for an object.

Thread group elements are the beginning points of any test plan. All controllers and samplers must be under a thread group. Other elements, e.g. Listeners, may be placed directly under the test plan, in which case they will apply to all the thread groups. As the name implies, the thread group element controls the number of threads JMeter will use to execute your test. The controls for a thread group allow you to:

Set the number of threads
Set the ramp-up period
Set the number of times to execute the test
Each thread will execute the test plan in its entirety and completely independently of other test threads. Multiple threads are used to simulate concurrent connections to your server application.

The ramp-up period tells JMeter how long to take to "ramp-up" to the full number of threads chosen. If 10 threads are used, and the ramp-up period is 100 seconds, then JMeter will take 100 seconds to get all 10 threads up and running. Each thread will start 10 (100/10) seconds after the previous thread was begun. If there are 30 threads and a ramp-up period of 120 seconds, then each successive thread will be delayed by 4 seconds.

Ramp-up needs to be long enough to avoid too large a work-load at the start of a test, and short enough that the last threads start running before the first ones finish (unless one wants that to happen).

Start with Ramp-up = number of threads and adjust up or down as needed.

By default, the thread group is configured to loop once through its elements.

Thread Group also allows to specify Thread lifetime. Click the checkbox at the bottom of the Thread Group panel to enable/disable extra fields in which you can enter the duration of test and the startup delay You can configure Duration (seconds) and Startup Delay (seconds) to control the duration of each thread group and the after how much seconds it starts. When the test is started, JMeter will wait Startup Delay (seconds) before starting the Threads of the Thread Group and run for the configured Duration (seconds) time.