There are 3 essential components to be used in the development of
1. Our learning profile identifies our dominant learning modalities. Our strengths and weaknesses and then offers suggestions as to how best manage our engagement in the classroom and learning so as to maximize performance outcomes. The premise is based upon how our brain is wired and reacts to stress. That stress in the classroom inhibits our ability to learn and react. What is presented here is a snapshot on how that works and offers a tool which creates a step in our learning plan.
2. Teaching Style identifies your dominant teaching management style. There are 4 of them and even though we all have a dominant style it gives us the insight that we can choose which one best fits the needs of our individual students.
3. Student Temperament identifies a specific temperament that we may have. There are four of these and it gives us the insight into how we may adapt a teaching/management style that best fits the needs of our individual students.
When combined and used correctly these 3 tools are invaluable as part of the daily lesson planning process.
Using the oft used “chicken or the egg” cliché. What comes first in the act of engagement. Looking at teaching strategies, designing curriculum, analyzing data or really getting a better and more unique understanding of who we are as teachers, learning about how we learn, learning about those obstructions that may be preventing us to reach our students in a more productive capacity.
There are many steps up that staircase.
Before we start walking up that stairway we have to unlock that stairway door.
So we need to search for those keys that will unlock that door. We try and try and have been looking for those answers seemingly for milleniums.
Well they say be careful what you dream for because what are you going to do when it happens upon your doorstep.
I am offering some keys that will not only open those doors but be your escalator, slow but steady rise to the top.
The dynamic technologies found here go one better and are designed to:
1. Systematically give you the educator and parents specific information and insight into how we can better interface with our students;
2. It gives us unique awarenesses on how we learn.
3. What our management styles are?
4. What type of temperament we have and how we can use this information to adapt our management/teaching/parenting style to the specific temperament of our students.
5. It looks at our “Dominance Profile/Learning style. Simply put we all have a footprint, that is our brain is wired in specific ways that determine what is our dominant learning styles and how we react under stress.
This information is critical for us to know so that we can look to adapt our way to better meet the individual needs of our students.
The Four Management/ Teaching Styles
There are held to be four main management styles: indulgent, authoritarian, authoritative
and laissez-faire. Each of these Management styles reflects naturally learned patterns of how we managed ourselves and others.
We’ll briefly examine each style.
1. Indulgent (may also be classified as ‘permissive’ or ‘non-directive’) are
more responsive than they are demanding. They are non-traditional and lenient, do
not require mature behavior, and they allow considerable self-regulation and avoid
confrontation.
2. Authoritarian - are highly demanding and directive, but non-responsive.
They are obedience- and status-oriented and expect their orders to be obeyed without
explanation or questioning. These teachers provide well-ordered and structured
environments with clearly stated rules and limits. Authoritarian teacers can be divided
into two types: non-authoritarian-directive, who are directive, but not intrusive
or autocratic in their use of power; and authoritarian-directive, who are highly
intrusive and controlling with their demands.
3. Authoritative can be both demanding and responsive. They monitor and
impart clear standards for their student’s behavior. They are assertive, but not intrusive
and restrictive. Their disciplinary methods are supportive, rather than punitive. They
want their students to be assertive as well as socially responsible, and self-regulated
as well as cooperative.
4. Laissez-faire are low in both responsiveness and making demands. They
are passive and may have difficulty accepting responsibility for their behavior in the
full managing of their child.
The Management style inventory will tell you what your dominant teaching style is . It will also give you choices of other ways to manage yourself and your student based on their temperament. Remember that your behavior follows your thought. Change your thoughts and you will also change the outcome of a behavior that you are secretly looking for.
Could this be the key to Door # 1
Student/Teacher Temperament
What follows is some excellent information as to the type of temperament that your child may have. It provides descriptions of each, and gives some suggestions as to how to adapt your teaching style and the optimum learning strategies for each temperament in the hope that it will assist you in making educational decisions.
P.S. It wouldn’t hurt to check out your temperament as well..;o))
There are 4 specific temperaments:
1. Playful- Getting Down and Dirty: ( Sensible Playful)
This child is likely to be active. They love to eat and love to get “down and dirty”. Leave them in the sandbox or backyard and they will find the nearest mud puddle to roll around in. Their attitude is "What difference does it make?" They would rather be off doing something that makes sense to them, like having fun. The sensible playful child needs movement and excitement and they thirst for competition.
You may be getting the picture that this is a very upbeat child and that they're really cheerful. They can bring fun and laughter into the classroom. They need space in which they can be active, but they also require their own private space in order to complete their work. They do not respond well to our traditional ways of discipline. These are the children that are labeled as combative and defiant. Because they do not conform, these children learn to seek attention in very negative ways. An alternative to this is to recognize them for who they are and what they need in order to be successful. They are quite visual and kinesthetic in their learning styles and their curriculums should reflect and take advantage of these strengths.
2. Steady as she Goes: (Judicious)
This child works best when there are established routines in place and they know what their responsibilities are. Their great source of pleasure is the approval they are given by adults as they go about their activities. As a matter of fact this reinforcement is vital to the development of their healthy self-esteem. They flourish with structure, they thrive on activities such as workbook activities, repetition, reading aloud, spelling, factual aspects of social studies, science and history and any activity that requires drill. They pay attention to details and hold high standards of achievement for themselves and others. Good study habits are important and they learn best when kept on a schedule. They will try in earnest to please their teacher and will respond negatively to criticism. They are auditory and tactile, kinesthetic learners. That is to say, they learn best when they hear the information and write or say the response. They also do best with "hands-on" materials.
3. The Precocious one: (Intuitive Thinkers)
These children are led by their intuition. Likely to ask a lot of “why” questions. "Why do the stars come out at night"? "Why does a bird fly"? "Why can’t I fly like a bird"? "Why do I have to go to school when I can learn at home?” They are usually very independent children and are seen as nonconformists. They are extremely curious and learn best when given the freedom to explore. They will ask themselves, “What would happen if…", and then proceed to attempt to find the answer, sometimes resulting in getting themselves into trouble. The intuitive thinking child needs an abundance of opportunities to experiment, find out and get the answers. Attempting to shut off this experimental and exploration avenue will cause this child to act out, seek attention in negative ways and be disruptive. The intuitive thinking child is devastated by criticism of their skill and ability levels. They can be self-doubting and require vast amounts of positive reinforcement to develop a healthy sense of self. Sometimes, because of their early interest in the sciences, well meaning teachers may expect too much from them, resulting in failure and withdrawal.
4. The Charming and Creative one; ( Intuitive Feelers)
They can be very charming and love to play as they express their creativity through their talking. Because of this heightened degree of sociability they frequently will draw both their peers and adults around them. It is important to note that they are highly imaginative and that it is important for this quality to be reinforced. In addition, it is important to note that the intuitive feeling child may be hypersensitive emotionally to rejection and conflict, so they require reassurance that those around them are feeling good about themselves and in control. Because of their outstanding linguistic abilities the intuitive feeling child will tend to do well academically. They are good readers with good comprehension skills. They are good communicators. They like to work in small groups and are very democratic and introspective by nature. They like to do activities that involve research, history and social studies. They use their perceptive skills to study people’s attitudes and values. They can quickly discern in people what they like and dislike, how they behave, why they behave the way they do. All of this fascinates this child.
They are kinesthetic and visual learners. That is, they learn best when interaction occurs both visually and by touch in their world.
As we see here, there are learning and social/emotional differences with our students and this needs to be noted as we look at our groupings, style of teaching and curriculum choices.
Could this be the key to Door # 2
Learning Profile
Our learning profile identifies our dominant learning modalities. Our strengths and weaknesses and then offers suggestions as to how best manage our engagement in the classroom and learning so as to maximize performance outcomes. The premise is based upon how our brain is wired and reacts to stress. That stress in the classroom inhibits our ability to learn and react. What is presented here is a snapshot on how that works and offers a tool which creates a step in our learning plan.
Could this be the key to Door # 3
The question is, as we unlock these 3 doors, can this open up a new realm for how we see ourselves as teachers, facilitate new teaching practices, provide opportunities for our students to achieve higher levels of learning, more balanced self-esteem and confidence as they move forward?
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