Acknowledging Behavioral Diversity In Classrooms1


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By Miranda Kufs

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Acknowledging Behavioral Diversity In Classrooms1

  1. 1. Information summarized and presented by Miranda Kufs CESA Presents – February 3 rd , 2010
  2. 2. <ul><li>Information in this presentation was originally presented during the 2009 Hawaii Early Childhood Conference by Dr. Charles H. Meisgeier </li></ul><ul><ul><li>Professor Emeritus </li></ul></ul><ul><ul><li>Educational Psychology at University of Houston </li></ul></ul>Inspiring Those That Inspire Children 2009 Leadership Symposium & Hawaii Early Childhood Conference
  3. 3. <ul><li>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) </li></ul><ul><li>A classroom is a much happier place when both student and teacher understand and honor the differences that are present between them. </li></ul>
  4. 4. <ul><li>Teachers with a different personality type than a student may find it difficult to understand why the student is not responding to their instruction. </li></ul><ul><ul><li>Example: Introverted teachers may resist or dampen the extraverted students’ energetic drive to create learning experiences. </li></ul></ul><ul><ul><li>Example: Extraverted teachers may tend to generate high-intensity learning events that are uncomfortable for introverted students. </li></ul></ul>
  5. 6. <ul><li>Where the energy flows: </li></ul><ul><ul><li>Extraversion </li></ul></ul><ul><ul><ul><li>Outgoing, interactive, talkative </li></ul></ul></ul><ul><ul><ul><li>Respond well to peer and cross-age interaction and cooperative learning </li></ul></ul></ul><ul><ul><li>Introversion </li></ul></ul><ul><ul><ul><li>Calm, reflective, private </li></ul></ul></ul><ul><ul><ul><li>Need time to think things over and observe before engaging, prefer independent study projects </li></ul></ul></ul>
  6. 7. <ul><li>How people perceive: </li></ul><ul><ul><li>Sensing </li></ul></ul><ul><ul><ul><li>Realistic, practical, factual </li></ul></ul></ul><ul><ul><ul><li>Rely on facts and like data and tasks to be sequential </li></ul></ul></ul><ul><ul><ul><li>Learn through repetition and practical examples </li></ul></ul></ul><ul><ul><li>Intuition </li></ul></ul><ul><ul><ul><li>Synthesize, create, possibilities </li></ul></ul></ul><ul><ul><ul><li>Seek a broad understanding of relationships and systems while synthesizing old and new concepts </li></ul></ul></ul><ul><ul><ul><li>Like to do things their own way </li></ul></ul></ul>
  7. 8. <ul><li>How people make decisions: </li></ul><ul><ul><li>Thinking </li></ul></ul><ul><ul><ul><li>Logical, rational, objective </li></ul></ul></ul><ul><ul><ul><li>View life and learning objectively </li></ul></ul></ul><ul><ul><ul><li>Task oriented and demanding of self and others </li></ul></ul></ul><ul><ul><ul><li>Can be argumentative, they value justice </li></ul></ul></ul><ul><ul><li>Feeling </li></ul></ul><ul><ul><ul><li>Harmony, values, people </li></ul></ul></ul><ul><ul><ul><li>View life and learning subjectively </li></ul></ul></ul><ul><ul><ul><li>Are empathetic, affirming, and strive to create a warm and accepting environment </li></ul></ul></ul>
  8. 9. <ul><li>The lifestyle people prefer: </li></ul><ul><ul><li>Judging </li></ul></ul><ul><ul><ul><li>Planned, decisive, orderly </li></ul></ul></ul><ul><ul><ul><li>Tasks are structured, alternatives minimized, they dislike surprises and resist change of routine </li></ul></ul></ul><ul><ul><li>Perceiving </li></ul></ul><ul><ul><ul><li>Flexible, adaptable, curious </li></ul></ul></ul><ul><ul><ul><li>Free spirits, they hate routine, and like surprises, tend to complete projects at last minute, is creative </li></ul></ul></ul>
  9. 10. <ul><li>Myers-Briggs Type Indicator – for adults </li></ul><ul><li>Murphy Meisgeier Type </li></ul><ul><ul><li>I am an ENTJ (Extroversion, Intuition, Thinking, Judging)… </li></ul></ul><ul><li>Indicator for Children “MMTIC” </li></ul>
  10. 11. <ul><li>Most schools structured for the success of the ESTJ (extroversion, sensing, thinking, judging) students, how can we restructure to help the others succeed? </li></ul><ul><li>Teachers teach to their personality type </li></ul><ul><ul><li>Causes bias of instruction in the classroom </li></ul></ul><ul><li>Awareness of your students’ differences </li></ul><ul><ul><li>How can I best teach to their different strengths? </li></ul></ul>
  11. 12. <ul><li>Go through the provided list of questions </li></ul><ul><li>For the questions you have answered ‘yes’, pat yourself on the back </li></ul><ul><li>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 </li></ul><ul><li>Use these questions as a guide in future lesson planning endeavors </li></ul>