This document discusses how teachers can develop characteristics of intelligent behavior in students. It outlines several key characteristics, including creating/imagining/innovating, persistence, finding humor, clear communication, listening/empathy, impulse control, responsible risk-taking, and metacognition. For each characteristic, it provides examples of how teachers can model the behavior and encourage students to develop it, such as giving constructive feedback, sharing success stories, and teaching planning/reflection skills. The overall goal is for students to gain skills that transfer to their academic and personal lives.

1. DEVELOPING
CHARACTERISTICS OF
INTELLIGENT BEHAVIOR
IN STUDENTS
by Lenessa Jones Boddie

2. TEACHER ROLE IN DEVELOPING
CHARACTERISTICS OF
INTELLIGENT BEHAVIOR
 Role of Teachers –
 Model what is expected of students
 Have faith that all students can display intelligent behavior
 Ask questions that allow students to produce knowledge, rather
than just reproduce it
 Share what human beings do when they behave intelligently
 Share how to transfer intelligent behavior skills into the work
place, home and social environments
 Give overview of pros of developing intelligent behavior

3. CHARACTERISTICS
OF INTELLIGENT BEHAVIOR

4. CREATING, IMAGINING,
AND INNOVATING
 Students - Are encourages to complete tasks at hand and
discouraged from saying “I can’t.” In each class students are
encouraged to say “This is challenging,” instead of I can’t. By
changing the language, students begin searching for a solution
instead of giving up.
 Teachers – Critique in a manner that is uplifting and thought
provoking instead of tearing down the student. For example, ask
students what they think of their work and were all requirements
met. In this manner students will review and discover
imperfections to improve.
Kellough, G., Kellough, N. (2011)

5. PERSISTENCE
 Students - Keep working to complete tasks, even when it seems
difficult. Those with internal drive will stay on task and seek to
achieve the highest marks. Whereas, those without an internal
drive will need encouragement.
 Teachers – To encourage all, give exams of achievement as a
result of persistence. For example, Dr. Benjamin Carson, Chief
Pediatric Surgeon at John Hopkins Hospital started as a struggling
student, not even trying to succeed. However, his mother insisted
on him reading daily, adventuntally he saw how the knowledge
gained in leisure reading books was transformed into achievement
in the classroom. He began knowing answers to questions, that
others didn’t know.
Kellough, G., Kellough, N. (2011)

6. FINDING HUMOR
 Students – growth goes for finding humor in putting each other
down dust to physical traits, academic failures, cultures and more;
to having a whimsical frame of mind during problem solving.
 Teachers – Instructs students that the initial forms of humor are
destructive and harmful, and not permitted in the classroom.
They proceed by introducing a good framework for humor via
having a relaxed & sharing environment when working on
assignments. While working on projects students are light-
hearted.
Kellough, G., Kellough, N. (2011)

7. THINKING AND COMMUNICATING WITH
CLARITY AND PRECISION
 Students – Initially speak using random thoughts and writing in
texting and random language. This brings about confusion when
communicating with class, and others.
 Teachers – To aid in better communication skills for use in the
classroom, socially and on the job by writing sample sentences
and paragraphs. These can be done by having a starter sentence
on the board allowing the class to rewrite via group interaction,
then progress into paragraphs.
Kellough, G., Kellough, N. (2011)

8. LISTENING WITH UNDERSTANDING
AND EMPATHY
 Students – Oftentimes individuals are in a rush to make their point
and as a result they do a poor job of listening or really addressing
the other parties concerns. As a result empathy is not developed
towards the individuals or issue at hand.
 Teachers – Listening with empathy is one of the highest forms of
intelligent behavior. With this skill developed communication is
improved among peers and teachers; yielding stronger teams for
success in problem solving and overcoming conflicts. This can be
developed via debates and class presentations.
Kellough, G., Kellough, N. (2011)

9. MANAGING IMPULSIVITY
 Students – Impulsive behavior can make conflicts worse, result in
low grades, and reduce problem solving . For example, a student
that decides they are going to sit in class, but not take the test
brings about negativity in the class. Other students will be
distracted, their grade in go down, and they are creating a
problem for themselves, by allowing their grade to get in the
range where they can’t play on teams or go on class trips.
 Teachers – When students develop impulse control, they consider
the consequences before acting. To aid students, review the
class rules and consequences of breaking also, and express how
this skill translates into problem solving.
Kellough, G., Kellough, N. (2011)

10. TAKING RESPONSIBLE RISKS
 Students – Growth often times from taking risks/going outside the
box. Individuals should check in with teachers before taking risks
to be sure they are responsible ones. Some choose to go beyond
the boundaries when exploring on the internet and end up
creating problems for themselves.
 Teachers – Model responsible risks guidelines. Students will
know how far outside of the box they can venture. This allows for
students to explore their brainstorming, cooperative learning and
inquiry problem solving skills.
Kellough, G., Kellough, N. (2011)

11. BUILDING METACOGNITION
 Students – Often times assignments are approached by jumping
in and proceeding with first thoughts. This does not give way to
planning, and evaluating the process. As a result many projects
don’t carry out a connective though and receive low scores.
 Teachers – Develop a template of planning, monitoring, accessing
and reflecting on ones thinking to aid students in using intelligent
behaviors. To develop this characteristic students can work in
small groups, share aloud, and fill out self assessments. A tool to
aid in building metacognition is to have students write a reflection
on assignments as to what they learned, and how they would
approach differently in the future.
Kellough, G., Kellough, N. (2011)

12. REFERENCES
 Kellough, G., Kellough, N. (2011). Secondary School Teaching: A
Guide to Methods and Resources, fourth edition. Thinking and
Questioning: Skills for Meaningful Learning.