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Faculty learning and behavioral styles


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Faculty learning and behavioral styles

  1. 1. CGCC Second-Year Student ResultsMarjorie ReillySenior PracticumSUNY DelhiNURS 403, 11070Cheryle Levitt
  2. 2. 3 Learning-Style Inventory Visual 47% Auditory 8% Kinesthetic 45%Faculty and Marjorie are 100% Visual while Robbin is Tactile/Kinesthetic
  3. 3. Second- 3 Learning-Style Inventory Visual 43% Auditory 10% Kinesthetic/Tactile 47%
  4. 4. Predominant Learning StyleDistributions Upon Review of Inventories: Fairly even Distribution of Visual and Tactile/ Kinesthetic Approximately 8% Auditory
  5. 5. Visual Not Distractible Finds verbal instruction difficult Good handwriting Remembers Faces Uses Advanced Planning Doodles Quiet Scrupulous in appearance Detail Oriented
  6. 6. Auditory Talks to self aloud Enjoys talking Distractible Has difficulty with written directions Likes to be read to  Memorizes sequentially
  7. 7. Kinesthetic Likes physical rewards In motion most of the timeLikes to touch people when talkingTaps pencil or foot when studying  Enjoys doing activities Reading not a priority
  8. 8. Behavioral Styles
  10. 10. BasicStyleElements:
  11. 11. Our StudentsThe Following Graph represents the distribution of our students behavioral types
  12. 12. Faculty and StaffThe following slide includes the results from the faculty and staff inventories
  13. 13. The Four Styles: Doves: Relationship-Oriented Eagles: Results-Oriented Owls: Detail-Oriented Peacocks: Socially-Oriented
  14. 14. Basic Elements of Behavior Dove: Supporting and Indirect Eagle: Controlling and Direct Owl: Controlling and Indirect Peacock: Supporting and Direct
  15. 15. Do Unto Others…How to Treat Each Type of Individual Doves: Friendly, Easygoing, Supportive Eagles: Communicate Rapidly, be Precise, Well- Organized, Results-Oriented Owls: Accuracy, Precision, Logical Peacocks: Flare and Excitement, be entertaining and Supportive
  16. 16. Owls In Stressful Situations Resist change, slow to act, withdrawn, resentful, miss deadlines, unimaginative, relies too heavily on dataOwls Need:• Slower pace for processing and accuracy• Understanding of principles and details-This helps them know they are right “I can’t help you any further. Do what you want.”
  17. 17. Peacocks in Stressful Situations Manipulative, Overeager, Impulsiv e, Inconsistent, Time- Wasting, Unrealistic, Superficial Peacocks Need: • Credit for their actions • Action and interaction • Quick pace for stimulation and excitement • Prestige! “Hey, let’s go onto something more positive.”
  18. 18. DOVES in Stressful SituationsHesitant, Submissive, Passive , Indecisive, Defensive, Depend ent Doves Need: • To know they are liked • A slower pace • Comfortable relationship “Okay, if that’s the way you must have it, we’ll try it.”
  19. 19. Eagles In Stressful Situations Restless, critical, blunt, intrusive, pushy, aggressive, irritable, uncooperativeEagles Need: To feel in control Tangible evidence of progress toward goals A fast pace with accomplishments “If you can’t stand the heat, get out of the kitchen.”
  20. 20. Critical Skills: Identify Own and Other’s styles Listening Adjusting Style Improving Communication
  21. 21. Our Students…
  22. 22. Also Our Students…
  23. 23. ReferencesAlessandra, T. (n.d). Relationship strategies. Retrieved from http://www.trainingsolutions. com/pdf/relationshiplg.pdfBehavioral-Style Evaluation. (n.d.). Retrieved from EDCI%20636/behavior.pdfDille, B. (2007). Learning style Inventory. Retrieved from dept/govt/dille/brian/courses/1100Orientation/LearningStyle Inventory_survey.pdfGill, N. (2013). Four Humors. Retrieved from hippocrates/a/hippocraticmeds.htmLeonard, E. (2011). College success simplified. Upper Saddle River, NJ: Pearson.Morris, D. (2012). Mastering our relationships: Self-assessment of communication style. Retrieved from davidjcmorris-masterclass-communicationselfassessment.pdf