2. DRAWING ON KNOWLEDGE AND APPLYING IT
TO NEW SITUATIONS
• EXAMPLE : WHEN STUDENTS TAKE KNOWLEDGE LEARNED AT SCHOOL AND
APPLY IT TO REAL LIFE SITUATIONS. (KELLOUGH, 2011)
• CLASSROOM SUPPORT: GIVE STUDENTS REAL LIFE PROJECTS TO WORK ON. FOR
EXAMPLE, IN ELA, HAVE THEM MAKE TOURIST PAMPHLETS OF THE CIVILIZATIONS
THEY ARE LEARNING ABOUT IN SOCIAL STUDIES. THIS WAY THEY MUST APPLY
THE KNOWLEDGE THEY HAVE LEARNED TO A REAL LIFE SITUATION.
3. FINDING HUMOR
• EXAMPLE: THERE IS HUMOR IN THE THINGS WE READ, THERE IS HUMOR IN
HUMAN INTERACTION, THERE IS HUMOR IN MAKING MISTAKES. ALL OF THESE
THINGS HAPPEN IN OUR CLASSROOMS.
• CLASSROOM SUPPORT: I WILL MODEL HOW TO FIND HUMOR IN THE DAY TO
DAY ACTIVITIES WE FIND OURSELVES IN. I WILL SHOW MY STUDENTS HOW TO BE
SELF DEPRECATING AND HUMBLE IN HUMOR. I WILL MODEL BRINGING HUMOR
IN TO DIFFUSE A TENSE AND STRESSFUL SITUATION. TEACHERS SHOULD BE
EXAMPLES OF FINDING HUMOR IN EVERYDAY LIFE.
4. LISTENING WITH UNDERSTANDING AND
EMPATHY
• EXAMPLE: “…THE ABILITY TO LISTEN TO OTHERS, TO EMPATHIZE WITH AND TO
UNDERSTAND THEIR POINT OF VIEW, IS ONE OF THE HIGHEST FORMS OF
INTELLIGENT BEHAVIOR. EMPATHIC BEHAVIOR, NEARLY THE EXACT OPPOSITE OF
EGOISM, IS AN IMPORTANT SKILL FOR CONFLICT RESOLUTION.” (KELLOUGH, 2011)
• CLASSROOM SUPPORT: I WILL GIVE MY STUDENTS TIME TO WORK IN GROUPS,
BRAINSTORMING SESSIONS, AND IN PAIRS. I WILL ALSO MODEL TO THE CLASS HOW
TO LISTEN WITH EMPATHY AND UNDERSTANDING. I WILL SPEND TIME EXPLAINING
HOW TO LISTEN ACTIVELY AND HOW TO LET OTHERS KNOW THAT YOU VALUE THEM
AND THEIR OPINIONS.
5. MANAGING IMPULSIVITY
• EXAMPLE: THINKING BEFORE ACTING – “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 ARRIVING AT CONCLUSIONS WITH INSUFFICIENT DATA.”
(KELLOUGH, 2011)
• CLASSROOM SUPPORT: I WILL DEVELOP AN ATMOSPHERE OF ORDER AND
STRUCTURE THAT THE STUDENTS WILL UNDERSTAND AND BE REQUIRED TO
ADHERE TO. I WILL SHOW EXAMPLES AND NON-EXAMPLES OF WHY
CONTROLLING OUR IMPULSES IS BENEFICIAL TO EVERYONE IN THE CLASS.
6. RESPONDING WITH WONDERMENT AND AWE
• EXAMPLE: “THROUGH EFFECTIVE TEACHING, STUDENTS CAN RECAPTURE THAT
SENSE OF WONDERMENT AS AN EFFECTIVE TEACHER GUIDES THEM INTO A
SENSE OF ‘I CAN’ AND AN EXPRESSION OF THE FEELING OF ‘I ENJOY.’”
(KELLOUGH, 2011)
• CLASSROOM SUPPORT: I CAN CREATE AN ATMOSPHERE THAT EXUDES A JOY OF
LEARNING. I WILL SEEK TO UNDERSTAND WHAT INSTILLS WONDERMENT IN MY
STUDENTS, AND I WILL CONNECT INSTRUCTION TO SOME OF THOSE THINGS. I
WILL SHOW AWE AND WONDERMENT IN THE WAY THAT I INTERACT WITH THE
MATERIAL AND MY STUDENTS.
7. TAKING RESPONSIBLE RISKS
• EXAMPLE: “INTELLIGENT PEOPLE ARE WILLING TO VENTURE FORTH AND EXPLORE
IDEAS BEYOND THE USUAL ZONE OF COMFORT. SUCH EXPLORATION, OF COURSE,
MUST BE DONE WITH THOUGHTFULNESS; IT MUST NOT BE DONE IN WAYS THAT
COULD PUT THE STUDENT AT RISK PSYCHOLOGICALLY OR PHYSICALLY.”
(KELLOUGH, 2011)
• CLASSROOM SUPPORT: “CLASSROOM TEACHERS SHOULD MODEL THIS BEHAVIOR
AND PROVIDE OPPORTUNITIES FOR STUDENTS TO DEVELOP THIS INTELLIGENT
BEHAVIOR BY USING TECHNIQUES SUCH AS BRAINSTORMING STRATEGIES,
DIVERGENT-THINKING QUESTIONING, COOPERATIVE LEARNING, INQUIRY, AND
PROJECT-BASED LEARNING.” (KELLOUGH, 2011)
8. REFERENCE:
• KELLOUGH, R., & KELLOUGH, N. (2011). SECONDARY SCHOOL TEACHING: A
GUIDE TO METHODS AND RESOURCES . : ALLYN AND BACON.
