The document discusses different types of student behaviors and thinking styles in a classroom setting. It provides examples of students who doodle and think creatively about assignments, students who are thorough and take extra time to complete work, and students who follow rules and protocols without issue. It encourages teachers to support these different behaviors, understand how students think when they don't know an answer, and reward unique or innovative thinking rather than focusing only on what students know.

2.  Student thinking is one of the keys to
meaningful learning in a classroom. Critical
thinking involves teaching students how to
think not what to thin. We should be
interested in not only what students know but
also in how students behave when they don’t
know.

3. Example:
Student doodles in class. They have a tendency to think abstractly
about class projects. The develop unique ways to complete
assignments.
Support:
I would encourage this type of creativity. I would also reward the
student for being unique or innovative in the classwork.
Creating, Imagining, and Innovating

4. Example:
Student often takes longer to finish a test, even though
they normally score very high on them. They often stay
after the bell has rung to finish an assignment . They are
very thorough in completing assignments
Support:
I would support this student by always being available for them. I
would reward them for going the extra mile to complete
assignments.
Persisting

5. Example:
Student almost always follows class protocol and is very
respectful. They is very mild mannered and does not have
large mood swings.
Support:
I would support this behavior by praising the students behavior and
rewarding them. This student can be a great example to other
students of classroom expectations.
Managing Impulsivity

6. Example:
Student almost always follows class protocol and is very
respectful. They is very mild mannered and does not
have large mood swings.
Support:
I would support this behavior by praising the students behavior and
rewarding them. This student can be a great example to other
students of classroom expectations.
Managing Impulsivity

7. Example:
Student attempts to include novel or original humor into
their classwork.
Support:
I would naturally support this type of intelligent behavior with my
own humor. I would encourage the student to continue to use their
humor in their assignments.
Finding Humor

8. Example:
Student has questions that are tangent to the subject
matter. Their questions are intuitive and forward thinking.
They want to know why and how to do assignments.
Support:
I would support this by following a line of questioning even when it
takes a class discussion away from the original subject. Don't be
afraid to explore as a class.
Questioning & Posing Problems