Six Characteristics ofIntelligent Behavior Promotion in the Classroom
Intelligent BehaviorThe capacity to acquire and apply knowledge,especially toward a purposeful goal.
Creating, Imagining, and InnovatingAll students must be encouraged to learnStudent’s should be discouraged from saying “I can’t”Students must be encouraged to not rely completely onoutside sourcesTeachers must offer constructive criticism in a way that thestudent understands the criticism (and does not take thecriticism as how they view themselves)Students need to learn how to value feedbackStudents must learn to value their intuition and realize theyare capable of learning anything they put their mind andheart in.
Examples of supporting this characteristic in your classroomGive writing assignments that let the studentexpress their personality and valuesUse open ended questions where there is noright or wrong answerUse positive reinforcement, for example: when astudent is wrong, instead of saying “no” point outsomething they said right and thank them forgiving it a try
Listening with Understanding and Empathy Psychologists believe that listening to others, empathizing and understanding points of views is one of the highest forms of intelligent behavior. Empathic behavior is the opposite of egoism (which is important for conflict resolution) Listening and understanding thinking is used in class discussions, brainstorming activities, think tanks, community meetings, advisory councils, board meetings and even legislative bodies Sharing thinking, exploring ideas, and broadening perspectives is done by listening to the ideas and reactions of others
Examples supporting this characteristic in your classroomConducting class meetings for students to sharetheir opinions and ideasReminding students of how this will be valued inthe future
Managing ImpulsivityStudents start out in school without impulsive controlImpulsive control is to develop an act of thinkingbefore doingStudents can be taught to think before shouting outan answer, wait their turn, raise their hands to becalled on before answering, and think beforebeginning a project on task and before coming to aconclusion without the correct evidenceResearch show that the quality of one’s emotionalintelligence is a significant prediction of success inthe workplace
Examples of supporting this characteristic in your classroomRoutinely expect a show of students handsbefore acknowledging a response to the question(such as the classic count to five before callingon a student)Do not encourage shouting out (ignore or correctthis student)Encourage positive reactions to students withimpulse controlShow disapproval if a student continues to actout and not use thinking/ impulse skills
Remaining Open to Continuous LearningIntelligent people are always learningIntelligent people will openly take in newinformationThey will not be firm to sticking to only what theyknow and followThey will take new ideas from everyone, whenofferedEager to learn and find new ways
Examples of supporting this characteristic in your classroomTry other peoples ideasAttend workshops, classes and use what youlearned in your classroomListen and apply other teachers techniques
Drawing on Knowledge and Applying it.Students should be drawing on knowledge and thenapplying it to new situation.Teachers aim to prepare students for the “real world”in their classroom.Students should apply school-learned knowledge toreal-life situations.Students should develop skills on how to useknowledge and apply that knowledge to newsituations.Students must practice problem recognition, problemsolving, and project-based learning.
Examples of supporting this characteristic in your classroomProject-based learning in foods/nutrition class,for example; students working on a personaldietary plan and implementing practice in theireveryday lifestyle.
Finding HumorHumor can release creativity and provides high-level thinking skills.Anticipation and visual imagery are formed.Creative young people succeed on finding humorwhen problem solving.
Examples of supporting this characteristic in your classroomRewrite a familiar song to incorporate facts your studentsare learning. (For example, rewrite "Row, Row, Row YourBoat," replacing the simple lyrics with more difficultsynonyms from your students vocabulary list.)Put up a bulletin board and invite students to bring inhumorous portrayals of a subject theyre studying. (Forexample, jokes, cartoons, limericks, and so on.)Create puns and mix metaphors when discussing a subjectof study, and have your students create their own. Thisexercises their creativity as well as checking forcomprehension. In the words of humor educator JoelGoodman, "Humor and creativity are intimately related --there is a connection between HAHA and AHA."
In teaching for thinking, teachers need to be interested inhow students produce knowledge rather than how thestudents merely reproduce it. Intelligent behavior isperformed in response to questions and problems, theanswers to which are NOT immediately known. Teachersmust be interested in focusing on student performanceunder those challenging conditions that demand strategicreasoning, insightfulness, perseverance, creativity, andcraftsmanship to resolve complex problems.
Resources• Chapter 3- Secondary School Teaching• www.ascd.org