Teacher Course
Do the Core Values of your school foster the individuality of students?
Most schools support particular values or behaviors.
Just as Confucius, Buddha, and Lao Tzu interpreted the essence of life in different ways, each providing a unique philosophical attitude – our educational institutions also take different approaches to instructing our youth. These diverse instructional approaches provide students with opportunities to learn and grow.
What are the values, qualities, and characteristics of your school?
- Skillfulness
- Competitive
- Experiential
- Adventuresome
- Idealistic
- Non-competitive
- Humanistic
- Empathetic
- Intellectual
- Self-Directed
- Constructivist
- Innovative
- Authoritative
- Dutiful
- Traditional
- Responsible
Does your school have an approach that favors one particular personality style?
Are students taught to associate success in life with how well they assimilate into the school culture?
How well does your school support the individuality of all students?
The classroom environment is naturally a reflection of the teacher’s personality.
A typical classroom includes students who follow instructions well, those who have trouble sitting still in their chairs, some who seem more interested in social interaction than learning, and others who are good problem solvers.
Learning to behave and perform well in diverse classroom environments is a valuable lesson in adaptation that contributes to a student’s well-being in adulthood.
What are the values, qualities, and characteristics of your classroom?
- Artfulness
- Playfulness
- Freedom
- Variety
- Inspirational
- Compassionate
- Imaginative
- Authenticity
- Investigative
- Logical
- Factual
- Insightful
- Organized
- Rightness
- Honorable
- Serious
After taking this course, you will find yourself curiously observing personality dynamics in the classroom that you may not have noticed before, such as:
Do you find it easier to trust students with your same style?
Are you automatically “on-guard” with students of a different style?
Do you tend to encourage behaviors that are in alignment with your own personal values?
Do students feel safe to express their own individuality?
Although upbringing, nutrition, and other lifestyle situations all have an effect on behavior – a child’s personality style can be key in influencing the way he or she approaches the world, interacts with others, and responds to situations in the classroom
Students have diverse needs, values, and ways of operating. As you well know, students can act out at different times for different reasons. Being able to recognize personality patterns in your students can provide clues when trouble may be heading your way.
Can you identify which personality style would stress for each reason listed below?
1. Lack of structure, disorganization, not starting on time
2. Being left out of activities or feeling abandoned
3. Having to wait, too much routine, no outlet for competitive spirit
4. Lack of privacy or autonomy
If you can’t tell right away, it will be easy by the end of this course.
Stress is often the result of a perceived values violation. When you understand the needs and values of your students you can form more realistic expectations of their behavior and respond in more resourceful ways.
Insights into Extraverted and Introverted student behavior
Extraversion: describes an outward orientation toward people and things
Students who favor extraversion:
- May speak before thoughts are completed
- Develop their thoughts by talking through them
- Talking with others helps them clarify and make decisions
To honor this preference:
- Practice a response that lets them know what you heard them say and provide chances for them to change their tune if needed
Introversion: describes an inward orientation toward ideas and concepts
Students who favor introversion:
- May display a blank stare when forming a response
- Are likely to provide a one word answer if put on the spot
- Need alone time to recharge after group activities
To honor this preference:
- Understand that being asked questions, especially when drained of energy, can feel like an invasion of their mental space
Insights into Planned and Spontaneous student behavior
Planned: a more structured way of operating within the world
Planned students:
- Start projects when they are assigned, like to finish early if possible
- Have a sincere need to see things brought to closure
- Find comfort in everyone doing what they are supposed to do
To honor this preference:
- Understand how much they value clear instructions and having time to prepare
Spontaneous: a more “see what comes” way of operating in the world
Spontaneous students:
- May not show progress on a project until the last minute
- Have a sincere need to keep their options open
- Find that a sense of urgency will stimulate effective thinking
To honor this preference:
- Help them identify a realistic “last possible minute” to start a project
Insights into Hands-On and Theoretical student behavior
Hands-On: a concrete way of gathering information, using sensory input
Hands-On Students:
- Work best at tangible tasks with clear objectives
- Prefer to start with a known example and modify
- Put pieces together one step at a time in linear order
To honor this preference:
- Utilize tangible objects and real-world examples when instructing if possible
Theoretical: an intuitive way of gathering information, using insights
Theoretical Students:
- Work best at abstract tasks with broad objectives
- Prefer to start with a blank slate and imagine possibilities
- Gather information from all directions to form a big picture
To honor this preference:
- Allow them to dream big at first, then help them determine feasibility
Insights into Objective and Subjective student behavior
Objective: decision-making based on logic and impersonal facts
Objective Students:
- Have a sincere need for things to make sense
- Will question authority if things seem illogical
- Measure themselves by their knowledge or skills
To honor this preference:
- Recognize that their questioning is not meant as disrespect
Subjective: decision-making based on values and personal impact
Subjective Students:
- Seek validation of their feelings and values
- Need to know that others care how they feel
- Measure themselves by approval they receive from others
To honor this preference:
- Teach them how to evaluate their own performance
Observing Student Behavior Patterns
Mover
HANDS-ON
SPONTANEOUS
- Likes to compete and have fun
- Asks, “When do we get to start?”
- Wiggles in chair
- Doodles while listening
- Finds the fastest way to finish tasks
- Takes the long way to their chair
Connector
THEORETICAL
SUBJECTIVE
- Likes to role-play or make up skits
- Asks for permission to work together
- Likes happy endings
- Considerate of others feelings
- Empathizes with others’ distress
- Connects meaning to actions or events
Thinker
THEORETICAL
OBJECTIVE
- Likes to solve puzzles
- Asks if they "have to" work together
- Points out flaws
- Needs time to think before deciding
- Explores a topic from multiple angles
- Prefers not to talk about private matters
Planner
HANDS-ON
PLANNED
- Likes to follow and enforce rules
- Asks, “When is it due?”
- Resistant to changes
- Naturally follows routines
- Likes to finish tasks before moving on
- Wants to know how things should be done
Student Needs, Motivations, and Stressors
Mover
- Movers need variety, choices, and immediate feedback
- Movers want to be recognized for cleverness and adaptability
- Movers crave opportunities to take risks and make an impact
- Movers are motivated by taking action and seeing tangible results
- Movers stress by having to sit still and/or work quietly from written instructions
Connector
- Connectors need to share and be included
- Connectors want to be recognized and appreciated for being considerate
- Connectors crave opportunities for expression and personal growth
- Connectors are motivated by happiness and harmony
- Connectors stress with not being able to include everyone or if others are stressed
Thinker
- Thinkers need independence and privacy
- Thinkers want to be recognized for keen observations and innovative ideas
- Thinkers crave opportunities to solve mysteries and improve things
- Thinkers are motivated by data collection or intellectual challenge
- Thinkers stress when discouraged from thinking outside-the-box or if their knowledge is challenged
Planner
- Planners need clear roles and expectations
- Planners want to be recognized for achievements and contributions
- Planners crave opportunities to uphold a duty and make an impact
- Planners are motivated by a sense of accomplishment and honor
- Planners stress with things are undecided or roles and expectations are unclear
The Students Are Our Future
While it is important to teach a common set of essential skills that will be helpful in adulthood (courage, caution, time management skills, compassion, etc.), it is equally important to provide opportunities for students to harness the natural abilities that they possess within the boundaries and limitations of the classroom.
Mover
Encourage Movers to stay active. Provide opportunities for them to save the day by tactfully utilizing the resources that are already right here right now. They are a driving force that helps our world turn.
Connector
Encourage Connectors to be receptive, creative, and authentic. Help them find opportunities for personal growth and to empower others. They are the glue that holds our communities together.
Thinker
Encourage Thinkers to inquire further when things don’t make sense. They are motivated by the intellectual challenge in itself and their innovations will help propel mankind into the future.
Planner
Encourage Planners to be proactive, fair, and diligent. Offer opportunities for them to establish and uphold principles. Their organizing powers provide stability to the functioning of modern civilized societies.
Thank you for all you do!
Like ripples in a pond, the impacts you have on the next generation will go on and on.
In the coming weeks, you will find yourself forming more realistic expectations of student behavior and effortlessly taking a nuanced approach with students of different styles. When you honor the individuality of your students, instead of treating them all the same, you connect with them on a deeper level – building strong bonds of empathy and respect.