3. Drawing on Knowledge and Applying it
• Students should be drawing on knowledge and
then applying it to new situations
• Teachers aim to prepare students for the real
world in their classroom
• Students should apply school-learned knowledge
to real-life situations
• Students should develop skills on how to use past
knowledge and apply that knowledge to new
situations
• Students must practice problem recognition,
problem solving, and project-based learning
4. Example and Support
• Example of characteristic:
– problem recognition, problem solving, and project-
based learning
• How to support this characteristic in your
classroom:
– Using problem recognition in Language Arts if the
character in counters a problem in the story (have
students identify the problem)
– Problem solving in Math
– Project-based learning in areas of Language Arts,
History, Science, or Math (all subjects can be used for
project-based learning)
5. Finding Humor
• Humor releases creativity and provides high-level
thinking skills
• Anticipation and visual imagery are formed
• Having a sense of humor follows a
developmental sequence similar to what Piaget
and Kohlberg used
• Initially, young children and immature
adolescents find humor in wrong things such as
racial humor or profane riddles
• Creative young people succeed on finding humor
when problem solving.
6. Example and Support
• Example of characteristic:
– Using jokes or riddles in Language Arts
– Reading comical stories
– Making up your own word problems in Math
• How to support this characteristic in your classroom:
– Pick out books for students to read that you know are
entertaining
– Use volunteered students names in Math word problems
– Use jokes for editing punctuation (after you incorporate
errors into it)
7. Creating, Imagining, and
Innovating
• All students must be encouraged to learn
• Students should be discouraged from saying “I can’t”
• Students must be encouraged to not rely on outside
sources
• Teachers must offer constructive criticism in a way
that the student understands the criticism (and doesn’t
take the criticism as how they view themselves)
• Students must learn to value feedback
• Students must learn to value their intuition and realize
they are capable of learning anything
8. Example and Support
• Example of characteristic:
– Incorporate assignments that value self expression
– Use open ended questions where all answers are valued
– Use encouraging remarks
• How to support this characteristic in your classroom:
– Give writing assignments that let the student express their
personality and values
– Use open ended questions where there is no wrong
answer
– When a student is wrong, instead of saying “no” point out
something they said right or thank them for trying
9. Listening with Understanding and
Empathy
• Psychologists believe that listening to others,
empathizing others, and understanding points of view
is one of the highest forms of intelligent behavior
• Empathic behavior is nearly the exact opposite of
egoism (this is an important skill for conflict resolution)
• Listening and understanding thinking is used in class
meetings, brainstorming sessions, think tanks, town
meetings, advisory councils, board meetings, and
legislative bodies
• Sharing thinking, exploring ideas, and broadening
perspectives is done by listening to ideas and reactions
of others
10. Example and Support
• Example of characteristic:
– Using think tanks
– Incorporating class meetings into the classroom
– Brainstorming sessions
• How to support this characteristic in your classroom:
– Using think tanks for Math for students to refer back to
throughout lesson
– Performing class meetings for students to share their
opinions and ideas
– Reminding students of how this will be valued in the
future for board meetings, town meetings, etc.
11. Managing Impulsivity
• Students start out in school without impulsive control
• Impulsive control is to develop an act of thinking before
doing
• Impulsive behavior can make conflict worse
• It can affect problem solving
• Students can be taught to think before shouting out an
answer, wait their turn, raise their hands to be called on
before answering, and think before beginning a project or
task and before coming to a conclusion without the right
evidence
• Research clearly indicates that the quality of one’s
emotional intelligence is a significant prediction of success
in the workplace
12. Example and Support
• Example of characteristic:
– Waiting a turn in line
– Raising hands
– Taking time to think before answering
– Not acting out when a student accuses another student of something
• How to support this characteristic in your classroom:
– Routinely expect a show of student hands before acknowledging a
response to the question
– Do not encourage shouting out (ignore that student)
– Encouraging positive reactions (for example, if a student accuses
another student of something and the student doesn’t act out,
compliment that student for thinking before acting)
– Show disapproval if a student continues to act out and not use their
thinking skills before acting
13. Remaining Open to Continuous Learning
• Intelligent people are always learning
• Always take in new information
• Do not be firm in sticking to what you know and
follow
• Take in new ideas from everyone if it is offered
• Be eager to learn and find new ways.
14. Example and Support
• Example of characteristic:
– Taking in others ideas
– Finding new ideas on your own
– Not being afraid to try something that your not used
to (take responsible risks)
• How to support this characteristic in your
classroom:
– Try out other peoples ideas
– Attend workshops and use what you have learned in
your classroom
– Trying out other teachers techniques
15. Remember…
As a teacher, you want to strive for accuracy and
take responsible risks
Be a good model for your students!
