Acknowledging Behavioral Diversity In Classrooms1
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Acknowledging Behavioral Diversity In Classrooms1



By Miranda Kufs

By Miranda Kufs



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Acknowledging Behavioral Diversity In Classrooms1 Acknowledging Behavioral Diversity In Classrooms1 Presentation Transcript

  • Information summarized and presented by Miranda Kufs CESA Presents – February 3 rd , 2010
    • Information in this presentation was originally presented during the 2009 Hawaii Early Childhood Conference by Dr. Charles H. Meisgeier
      • Professor Emeritus
      • Educational Psychology at University of Houston
    Inspiring Those That Inspire Children 2009 Leadership Symposium & Hawaii Early Childhood Conference
    • A term used to describe normal differences in the ways children behave as a result of their personality, psychological type, or temperament differences. (Meisgeier, 1996)
    • A classroom is a much happier place when both student and teacher understand and honor the differences that are present between them.
    • Teachers with a different personality type than a student may find it difficult to understand why the student is not responding to their instruction.
      • Example: Introverted teachers may resist or dampen the extraverted students’ energetic drive to create learning experiences.
      • Example: Extraverted teachers may tend to generate high-intensity learning events that are uncomfortable for introverted students.
    • Where the energy flows:
      • Extraversion
        • Outgoing, interactive, talkative
        • Respond well to peer and cross-age interaction and cooperative learning
      • Introversion
        • Calm, reflective, private
        • Need time to think things over and observe before engaging, prefer independent study projects
    • How people perceive:
      • Sensing
        • Realistic, practical, factual
        • Rely on facts and like data and tasks to be sequential
        • Learn through repetition and practical examples
      • Intuition
        • Synthesize, create, possibilities
        • Seek a broad understanding of relationships and systems while synthesizing old and new concepts
        • Like to do things their own way
    • How people make decisions:
      • Thinking
        • Logical, rational, objective
        • View life and learning objectively
        • Task oriented and demanding of self and others
        • Can be argumentative, they value justice
      • Feeling
        • Harmony, values, people
        • View life and learning subjectively
        • Are empathetic, affirming, and strive to create a warm and accepting environment
    • The lifestyle people prefer:
      • Judging
        • Planned, decisive, orderly
        • Tasks are structured, alternatives minimized, they dislike surprises and resist change of routine
      • Perceiving
        • Flexible, adaptable, curious
        • Free spirits, they hate routine, and like surprises, tend to complete projects at last minute, is creative
    • Myers-Briggs Type Indicator – for adults
    • Murphy Meisgeier Type
      • I am an ENTJ (Extroversion, Intuition, Thinking, Judging)…
    • Indicator for Children “MMTIC”
    • Most schools structured for the success of the ESTJ (extroversion, sensing, thinking, judging) students, how can we restructure to help the others succeed?
    • Teachers teach to their personality type
      • Causes bias of instruction in the classroom
    • Awareness of your students’ differences
      • How can I best teach to their different strengths?
    • Go through the provided list of questions
    • For the questions you have answered ‘yes’, pat yourself on the back
    • For the questions you have answered ‘no’ to, brainstorm in what way you could modify your lesson in order to better serve this Psychological Type
    • Use these questions as a guide in future lesson planning endeavors