Learning Styles-Carl Jung/Myers-Briggs Theory Pt. 2

Trust in the Lord with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will make your paths straight.  Proverbs 3:5-6

Continuing from the last post on Carl Jung’s Theory of Learning Styles; let’s continue with the Judgment Functions. The two judgment functions are thinking and feeling and they help one put to use the perception functions, sensing and intuition.

Thinkers are objective, use logic and reason to analyze decision making. They are rational and use order and organization in situations when making a decision. They are uncomfortable in emotional situations. Everything can be treated rationally and they don’t need the approval from others when making decisions.

As suspected; feelers are subjective, allowing personal perspectives to develop. Decisions are based on values and personal beliefs, likes, and dislikes. They look for human connections that make life rich and meaningful. They make decisions with their hearts, they like to bounce ideas off of others and give purpose to decision making. Everything is personal and they look for approval from their peers.

This post was a bit shorter, but check out the site below for thinking and feeling to see where you fall in the spectrum.

Self-assessment (judgment)

What is your preference when it comes to thinking and feeling? When you make a decision, do you rely more on logic and objectivity (thinking) or do you go on how the situation feels to you (feeling)? Are you somewhere in-between or do you fall closer to one side than the other? Thinking_________________Feeling

If you need more questions to help you figure out where you are in the judgment preferences try this site

In the next few posts I will put them together to explain the four learning styles and how to put them to use in the classroom.

As a side note, I have come to discover over my first year of blogging, as much as I enjoy the research and sharing, I am not going to put pressure on myself to stay on a schedule just to get a post out. I want the post to have meaning and purpose; being well thought-out and written, would we expect any less from our students?

Blessings to you,

Tammy

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Learning Styles-Carl Jung/Myers-Briggs Theory Pt. 1

Proverbs 1:8-9 ESV

Hear, my son, your father’s instruction, and forsake not your mother’s teaching, for they are a graceful garland for your head and pendants for your neck.

So back again with teaching and learning, styles and strategies; this section will focus on the theory based on Carl Jung’s model. This model is a teaching/learning style. It is important to know a student’s style of learning so you can help guide them in the direction of reaching the objective goals. Meyers-Brigg developed the application of Jung’s model. It uses our personalities to help find our learning styles. It works in a way that shows our preferences and repeated behaviors; it’s who we are as much as how we learn. Harvey Silver and Richard Strong along with other highly respected researchers work to successfully apply it to education. They focused on the process of learning; with the focus on the “how” rather than the “what” of learning styles.

As a side note: There is no right or wrong strategy; it is a matter of matching the correct one with the learner to create a climate most conducive to learning the objectives. To clarify a bit more, a strategy is a tool used to learn/teach an objective; where a style is the manner or behavior in which the objective is learned/taught. I can teach many strategies on how to solve a math problem, but my style will remain relatively the same, when speaking of the Jung theory. However, the strategies I offer accommodate the styles that my students may possess, different from my own, which allow me to facilitate my students in reaching the objective goals.

The four functions provide a framework for analyzing and categorizing teaching and learning behaviors. This categorization places a learner’s dominant behaviors in one or four distinct groupings. The groups include sensing, feeling, thinking, and intuition. Sensing and intuition are two ways of perceiving the world through the senses or intuition and thinking and feeling are ways of judging one’s perceptions.

“The sensing orientation (function) focuses on things as they appear. Sensors assume that what their senses tell them is what exists.”1It operates in the present and deals with shapes, color, texture and the arrangement of objects. Sensors use the five senses to gather information. They have a realistic outlook on life and work toward definite goals. When things are unclear or details are complicated they become frustrated.

“The intuitive orientation (function) focuses on the inner meaning and relationships of what is occurring.”1 It operates in the near and distant future and deals in seeing possibilities and interpreting what might be. Intuitors use inspiration and insight to find meaning behind facts and details. They like flexibility and freedom to explore possibilities and ideas. The trust their insights and are inspired by new opportunities.

Next blog post will cover the judgment of perceptions, thinking and feeling. Until then, try this self-assessment for perception on the spectrum on sensing/intuition from So Each May Learn Integrating Learning Styles and Multiple Intelligences by Harvey Silver, Richard Strong, and Matthew Perini. so each may learn

Take a moment to reflect on your own perception preferences. Are you more focused on the facts and details of sensing or the big picture and patterns of intuition? Are you somewhere in-between or do you fall closer to one side than the other? Sensing_________________Intuition

If you need more questions to help you figure out where you are in the perception preferences try this site

This is a great site to check out for charts between sensors and intuitors.

Sensing Intuition

 

1(Teaching Styles and Strategies by Silver, Hanson, Strong, Schwartz 1996).

Easy Organization for Crayons and Other Supplies

“Whatever you do, do your work heartily, as for the Lord rather than for men” (Colossians 3:23)

I was noticing all of the sites out there about organizing; it seems as though it is the thing to do these days. I am one of those people who are naturally organized. It is a gift and a curse! However, with spring around the corner, why not share an easy organizer for crayons, markers, glue sticks, and the like.IMG_0010

I decided to make an organizer for all of the crayons we have collected.

This concept can be used with just about anything.

In my classroom I collect all the pencils, paper, and glue sticks from my students at the beginning of the year so there is less clutter in their desks. We have a community area where students can go and get what they need when they need it.

IMG_0008

I cut toilet paper tubes in half. If you were to use this for markers or colored pencils leave them whole and maybe use a deeper container.

IMG_0009I did a trial run on how it would fit in the drawer. (the drawer came from a broken cabinet and the crayons were just a messy pile in the drawer. Use what you have; a shoebox, basket, or bin will work just as well.

IMG_0012

Glue the tubes together so they don’t flop all over the container. I held mine together with some rubber bands around 4 at a time as I glued.

IMG_0013

Now sort and add the crayons, or whatever you are organizing. You can even use the rainbow colors to order them if you choose…remember ROY G BIV?

I chose my own color combo according to the space and amount of tubes I had in the box.
Done!

IMG_0014Allow the kids to get five crayons at a time, this way they will easily go back to the right spot before they choose to take their next five.

Use your kids to help in the process and they will take ownership of the organized space!

This can also be a great lesson in sorting.

Trying it this time of year will give you a good test of where you want community space in the classroom and how to best use it. This may not work in every classroom, but it is worth a trial period. You may also want to try this if you have tables instead of desks in your classroom; this way there is a table community of supplies instead of the whole classroom.

Let me know what you organized and how this method works for you!
Blessing to you,
Tammy

More Ideas to Create a Classroom Atmosphere for Learning Styles Pt.3

Get all the advice and instruction you can, so you will be wise the rest of your life.  ~ Proverbs 19:20, NLT

Here are some final thoughts about the classroom atmosphere for learning styles.

I mentioned the hard spaces in the classroom and have a couple more to address, but I will also include the soft spaces and other things around the classroom to consider.

Though many classrooms have carpet, it isn’t soft and comfy, it’s practical. Soft items generally need to be brought in.

·         A small couch if you have room and it is approved; an English teacher in one of the middle schools where I taught was able to do this and use it fairly among her students. She simply created a rotating schedule and allowed it to be used during work or reading time.

·         Floor pillows can be used in the same way. You may want to store them in a plastic garbage bag to help keep them dry and bug free. Use you room-mom by asking her to pick them up at the end of the week or every other week for a washing.

·         See if your Special Ed teacher or OT has a wiggle cushion or two that you can borrow. Many times they are used for kids with ADD or autism to help the “wiggles” when they are sitting in a chair. I had a student that fractured her tailbone and this was something that relieved the discomfort when she sat; she also used my high counter when she needed to stand for a while.

Did you ever consider your desk as a place you share with students? For me, that was a space for my stuff; the rest of the room contained all the items students would need for the day. I know possessive sounding, but I am a very organized person and I keep things that were off-limits to my students. Maybe some of you can relate. It was an approachable space for student, but they couldn’t help themselves to items in and around my desk.  

·         We all allow students to approach our desks when they have a question or need to check their work with us when we aren’t circulating the room. Kids need to know we are approachable while at our desks even if there are items or parts of our desks which are off-limits.

·         Allowing a student to sit near or behind your desk may help them concentrate on their work because they can’t see what is happening around the room .Pulling their desk up to yours won’t help because when you are there, they are paying attention to students coming to you and the work you are doing. Let them sit on the floor comfortably and out of sight from others. This is not a punishment, but a learning environment.

Addressing the window and lighting issues….

·         Everyone knows that good lighting is important. With that said; you my work in an energy star school and energy conservation may request that you turn lights out during the day. I had two set of lights in my room, one bay being brighter than the other. When I had all lights on it was very bright and gave some students headaches. I learned that my bright bay of lights worked for everyone in my room because the dimmer bay wasn’t bright enough and also gave students headaches. So, play with the lighting if you can, but always provide good lighting.

·         Some teachers like to bring in their own lights to bring in the warmer lighting we have in our houses. Whatever works for you and your students creates an atmosphere for good learning.

·         Some schools don’t allow for open windows due to climate controlled buildings. Sorry if this is where you are, fresh air is so nice to have if it is allowed.

·         Even if you can’t open the windows, consider how they work for you and your students. For some it is a distraction that brings on daydreaming (not always a bad thing if it gives your students an occasional brain rest). However, it is best to keep the students which are most distracted away from the windows.

·         Consider students who like space around them as good candidates for the window seats. They feel less “Claustrophobic” and feel they have more breathing space.

One last note:

Have sharp pencils ready every day. Do you have a student or few who are always sharpening their pencils? These kids like to be tidy in their writing and prefer a sharp pencil all the time.

·         If you have a time of day that you allow for pencil sharpening, mine was at the start of the day and after lunch, make certain students sharpen two pencils and then allow others to have a turn. Some students are fine with just two for the day.

·         I also make it one of my classroom jobs. I have one-two students sharpen a bin of pencils during those times so that anyone can grab a sharp pencil throughout the day. PS. I have two sharpeners in my room to speed up the process.

·         I have several hand-held sharpeners near the trash bin for quiet sharpening during the day.

·         You might want to keep an old sharpener designated for colored pencils. Colored pencils will clog-up and can ruin your sharpeners designated for just regular pencils. The handhelds are good for this purpose too.

This ends my posts on classroom environment. If you have others, please add them in the comment section. Thanks!

More Ideas to Create a Classroom Atmosphere for Learning Styles Pt.2

And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise. Deuteronomy 6:6-7
Here are some more ideas to make your classroom more conducive to the learning styles.

The classroom has far more hard spaces than it does soft spaces so let’s take a moment to look at how some hard spaces fit into the day.

 Many newer classrooms have counter space. Some have moveable cabinets and some have stationary ones around the edges of the room. Of course we think to use these with space management in mind, but consider how they can help a student.

Set out the manipulatives for the day so students can see what is available to use. I know many teachers who use centers and if you are one of those teachers the manipulatives are probably out for the day. Upper grades don’t use centers as often so they need to think about aiding the students in this area. If your drawers or bins are clearly marked with the materials they hold then you may not need to use your counter space in this manner.

If you have high counters, you might want to think about allowing students to stand at the counter and work. This is helpful if a student refers to a helping poster in your room for the lesson. It puts them in proximity to the poster and gives them ample space to work. Some of your more fidgety student may just need a change in their routine and standing gets the blood flowing. Remember, movement is good for blood flow to the brain.

Allow students to work on the floor, laid out on their bellies or possibly leaning against one of the counters with a lap pad.

  • I had a counter high cabinet with a long top drawer; the drawer held some of my math manips and was opened after the lesson for use.Two of my boys sat under the drawer but were out-of-the-way of students walking up to grab items from the drawer. I believe this gave them a sense of privacy, the feeling of lowering the ceiling gave them a comfortable space to work. 
  • I had another one of my boys lay on the floor to take his tests. We had a discussion on how to reduce test anxiety and this was his way. He faced away from the class and it made him feel at ease and able to work within his own time frame.
  •  My only suggestions is to not let them work under the desks, it is not a good space, it is too cramped, and does not lend to good lighting.

Be sure to allow students the use of floor space that is designated for group time for individual and small group work too. This is probably common among most of us, we know the kids like the floor space and so we open it up to give space to the kids as they work.

In the next post I will finish up space around the room and add in a few other tips for your room and students.

5 Simple Ideas to Create a Classroom Atmosphere for Learning Styles Pt.1

Deuteronomy 4:9 “Only take care, and keep your soul diligently, lest you forget the things that your eyes have seen, and lest they depart from your heart all the days of your life. Make them known to your children and your children’s children—

Look around your room and begin to notice all of the places and objects that make your room conducive to the learning styles. Do you see them?

  • Perhaps you have a table in the back for small group reading time. This is the perfect spot to send students who need to talk through the process of the lesson.
  • How about headsets? Aural learners sometimes have the need to block out ambient noise; allow them to grab a pair when they feel they need them to concentrate better on their work.
  • Manila folders make great privacy dividers. Some kids need to feel that their space is just that; THEIR SPACE. Others need it to block out distraction of movement in the room. When appropriate allow them that privacy in their work time. You will find this in your solitary learning style kids as well as some visual learners.

Small things can make a big difference.

  • The smell of the room can also create a calming or energizing atmosphere. Adding some plug-in air fresheners can bring in any scent you want to create.
    • Peppermint wakes up the senses and alerts the brain. Have you heard that mints given at test time can keep kids focused and moving forward on test? It’s true. I always have mints on big test days.
    • I also tell the kids to have orange juice and peanut butter toast or an apple for breakfast. Fiber and protein keep the hunger away, a bit of natural sugar gets things revved up in the morning not to mention, it also wakes up the brain and keeps it focused.
    • The smell of orange is another energizing scent.
    • For a calming effect use something with eucalyptus in it.
    • To just freshen up the room, especially in the middle grades, use a scent of clean linen or the outdoors.

As with smells, sound can work the same way.

  • There are many great music CD’s you can use to create the same atmosphere as the scents. The music teacher will have some good suggestion and you may want to start there. Choose music without words to deter distractions and sing-alongs!

I will add more in the next post. Feel free to add some things that you use in your classroom to the comments.

How to Tap Into Learning Styles for Home and Classroom Pt. 4

“The mind of the wise acquires knowledge, and the ear of the wise seeks knowledge.” Proverbs 18:15

Here are some strategies for you to use for the last four Learning Styles. There is some overlap in strategies and you will probably see that your students will fall into more than one style where they overlap.

Verbal learners love to read; in fact you may have trouble tearing them away from a book once they are reading. Because of this love for reading, they immerse themselves in very rich written language and in return they are good writers too. They are good with word play and easily pick up on new vocabulary. They will use this new vocabulary in their writing as they become comfortable with it. They know the meaning of many words and will question what a word means if it is new to them. They are talkers; where Aurals talk to hear themselves as they learn, i.e. read aloud, Verbals talk through steps or procedures. Verbal learners talk with knowledge.They may want to work with a similar partner or group so they can “discuss” the content.

Logical learners are mathematical and see patterns in just about everything. They like order, lists, and use systematic approaches in their learning. They like games that challenge their thinking and are great at building puzzles, Legos, and models. They are curious learners and wonder how something works or is put together. They can easily get caught up in the process and while they may look busy, they aren’t moving toward the goal at hand.

Social learners, you would think are the talkers, however they are very good listeners too. They like to work in groups and when they work on their own, will check in with the teacher to make sure they are on track. They don’t have often come to the teacher with a question about understanding, they just have a need to interact and so they check in without the need. They show empathy, are problem solvers, and like to bounce ideas off of peers. They are team players and enjoy those kinds of sports activities.

Solitary learners are reflective and like to really put some thought into what they are working on. They prefer to work on their own and rely on themselves to get the work done. They don’t always trust that other members in the group will do their part and they tend to do some of the work of others to make sure that everything is complete. They are independent and like to have “think time” before answering a question or starting their work. They want to know how their learning relates to their life and world. They are the ones to ask, “Why do we need to learn this?” They want to know why it matters and this is where learning objectives come in to play.

These are the last four learning styles of the seven in this series. Let me know how these strategies work for you in your classroom.

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