TCM Table of Contents – Classroom
Management Resources – School
Climate – John Shindler
– TCM Workshops
Appendix B: Cognitive Style and Classroom Management
Research into Cognitive
Preference (also called Personality Type, Learning Style, or Temperament Type)
demonstrates that teachers’ values are strongly predicted by their type on
various cognitive dimensions. In a very real way “we teach our cognitive type.”
Myers, McCaulley, Quenk,
and Hammer (1998) found that if teachers did nothing to alter their teaching --
that is, when they resorted to their “default” tendencies, the students who
were less like them in cognitive preference were less successful, enjoyed the
class less and actually received lower grades, while the students who were more
like them felt more successful and received better grades. Conversely, if the
teacher was aware of their own cognitive style default tendencies and actively
worked to be more responsive to the diversity of students’ needs, the students
who differed from them in cognitive type approached the level of success and
enjoyment of the students who were like them. Simply put, this is another
dimension of teaching in which unconsciousness leads to the penalization of
students. Just as we penalize those students who are culturally different from
us when we are not aware of our biases, we penalize those students who are
cognitively different from us when our lack of awareness leads to defaulting to
our hardwired tendencies.
|
EXTROVERT (≈60%
of population) learns best from doing more at ease and confident socially likes to know how others are doing it gets energized from socializing readily volunteers and offers opinions ideas start from the outside in |
INTROVERT (≈40%
of population) likes to watch before doing prefers working alone or with one other sets own standards when possible likes quiet space to work seems "deep" and hard to understand ideas start from inside out |
|
SENSATE (≈65%
of population) more realistic and practical more patient and steady uses his/her experience and common sense likes routines and order looks more for what is actual and sensible lives in the here and now |
INTUITIVE
(≈35%
of population) more imaginative and abstract likes new challenges, works in spurts trusts what makes sense to her/him dislikes routine and detail work looks more for what is possible lives toward her/his vision of the
future |
|
FEELER (≈65% of females:
45% of males) more interested in people than ideas focuses more on personal relationships likes harmony, dislikes conflict tuned in to others' feelings warm and arouses enthusiasm makes decisions based on his/her
heart |
THINKER (≈55% of males:
35% of females) more interested in fascinating ideas wants things to be fair and reasonable stands up for what he/she thinks tuned in to logical consistency cool-headed and impartial in conflict makes decisions based on rational thought |
|
JUDGER (≈45%
of population) more decisive than curious likes planned and scheduled activities has very set opinions feels good when things are completed likes order and organization may make decisions too quickly |
PERCEIVER (≈55%
of population) more curious than decisive likes the spontaneous and unplanned flexible, adaptable, and tolerant like to keep options open seeks more to understand than manage things may have trouble making up her/his
mind |
Introvert vs. Extrovert
Some of us are by nature more introverted and
some more extroverted. As with any dimension of cognitive tendency, there is no
such thing as a better or more effective type. It is important for us to understand
our own tendencies and natural preferences since there is a danger that we may
assume that we choose our preferences. Research shows that we normally default to
the values that are shared other introvert or extrovert, without being aware of
them.
In my classes, I show a list of values on the
first day that were expressed by different type combinations from different
research studies done over years. When I ask students whether they agree with
the values expressed by the others of their type (i.e., the predicted set of
values), 95% do agree. In other words, they agree that they are predictable. What
are the challenges to this? One is that we may teach only from a set of values
that attach to your personality that you acquired organically, possibly from
birth on. Another is that we tend to unconsciously “penalize” students who are unlike
us in type by assuming they are not good students rather than students who
receive and process information differently from us. Last, we are missing an
opportunity to grow into a more effective teacher.
Introverted teachers default to values such
as: quiet is good; on-task independent working students resembles classroom
success; be reflective before you speak or act. Extroverted teachers default to
values such as: activity is good; students working together
is success; and high energy in the classroom is positive. Which set of
values is better? We can combine them to a degree, but taken to the extreme
they present vastly different kinds of classrooms. Moreover, as discussed in
Chapter 11, the make up of our students will be something around half as introverts
and half as extroverts, all with different needs. What to do? Begin by
recognizing that your personal values are informed by your default tendencies.
Second, open up to practices that you choose based on what you find to be
effective in helping your students (all types) to succeed.
Intuitive (Abstract) vs. Sensate (Practical)
Abstract minded Intuitives
commonly value such things as creativity, concept development, and theoretical
knowledge. More practical minded Sensates commonly
show a value for such things as the accuracy of work, common sense, and the
quality of the form the work takes.
Judger (Sequential) vs. Perceiver (Random)
Some of us have a more
decisive and sequential way of processing information. Using the Jungian
labels, these types are called Judgers. Judgers commonly show a value for such
things as being on time, writing that is to the point, and organization. They
tend to have strong opinions. Some of us have a more random and/or nonlinear
way of processing information. This type is referred to as Perceivers, and they
tend to show a value for such things as being flexible, generating ideas,
thinking outside the box, patient decision making, and being open to divergent
viewpoints.
Within the book you are given opportunities to question and reassess your
default values. It is useful to maintain at least a little attention on what
those “default value” voices are telling you to think. Because we are dealing
with what are truly “hardwired preferences,” this may be the most difficult
area to break current habits of action and thinking.
The Factor
Combinations that
The two factors
that most affect how one acts and learns in school are those of
introversion/extroversion and sensation/intuition. Introverts may be more
reflective while extroverts may be more outgoing. Practical skills may come
more easily to sensates, while intuitives
may be more comfortable with imagination. The key to academic and social
success is to get to know your learning style and your comfort areas and then
use those strengths to work on your less developed areas. The chart below shows
the four possible combinations.
|
|
Extroverts (E) |
Introverts (I) |
|
Sensates
(S) |
ESs Action
oriented realists ( ≈ 36%) This type loves
action and things happening. They like to get practical results from their
work, and like to work in groups. For them too much watching is a waste of time;
they want to do. They like to share what they are doing and thinking. They
get impatient when things are too slow, complicated, or abstract. |
ISs Thoughtful
realists ( ≈ 36%) This type is the
most careful and steady. They don't mind working alone or with one other.
They like practical results and are good with details, and technical things.
They are often the least expressive; they see much but usually share little.
They don't like careless ideas, plans, or too many new things at once. |
|
Intuitives
(N) |
ENs Action
oriented innovators ( ≈ 16%) This type is
really motivated and likes to make things happen. They like to work in groups
on new and interesting things. They like to take their theories and apply
them with others. They share easily, especially what's inside. They don't
like details, routines, or the same old thing for too long. |
INs Thoughtful
innovators ( ≈ 12%) This type is the
best at solving problems. They like to work at their own pace on their own
ideas. They like to make creative and scientific things. They would rather
express themselves through their thoughts, instead of socializing with lots
of others. They don't like doing busy work or things that don't make sense. |
The Combinations
that Most Affect How We See Things
When sensation
is combined with the last (J/P) category, and intuition is combined with the
third (T/F) category, four combinations are created that are often called the
four temperament types. When looking at a problem, each of the four types may
see it and approach solving it very differently. For a team to be most
successful it needs to incorporate the ideas and perspectives of each of these
four learning styles.
|
Sensates |
SPs Sensible,
Adaptable, Active types ( ≈ 30%) When sensate
qualities are combined with perceiver qualities the result is usually a
person very tuned in to the here and now. They like doing and playing today,
and not being too worried about tomorrow. They are the most spontaneous and
easy-going. They like to get involved in new and interesting activities.
School can be boring for the SP if it is means sitting still and doing all
written work, but it can be fun too, because that's often where the action
is. |
SJs Sensible,
Decision-making types ( ≈ 40%) When
sensate qualities are combined with judging qualities the result is usually
someone who is very dependable and responsible. The SJ is very
service-oriented and are good "team players.” They most like situations
that are spelled-out and well organized. SJs like institutions like school,
teams, church and family. They usually don't mind step-by-step work, and they
like and do well in school (partly because most teachers are SJs themselves). |
|
Intuitives |
NFs Enthusiastic,
Insightful types ( ≈ 20%) When intuition is
combined with feeling qualities the result is someone who is very good with
people and language. The NF is usually very enthusiastic and warm. They are
very oriented toward cooperative things and away from competitive things.
They usually have very strong feelings about things and people, they really
like them or really don't. NFs are very personal types, and thrive in
supportive, creative, and harmonious situations. |
NTs Logical,
Ingenious types ( ≈ 10%) When intuition is
combined with a thinking style the result is someone who always needs to know
"why?” NTs are less interested in how things have been done and more
interested in how they can improve and change them. They are very
imaginative, and are very comfortable in the "world of ideas.” They like
to be good at things and like learning. They can appear unemotional and can
be accused of having an "attitude." |
From Paragon Educational Consulting (2008)
The figure below may be helpful in your effort to understand your “type”
preferences and to recognize area for growth in the area of classroom
management.
Figure
3.3. Classroom Management Tendencies of Each
Cognitive/Teaching Style
|
|
Intuitives (N)/Abstract
|
Sensates
(S)/Practical |
Perceivers (P)/Random
|
NPs (Abstract – Random)
Creative – Spontaneous
The Intuitive (N)/Perceiver (P) combination
tends to be the most creative and free-thinking type. A good term for their
classroom management style mentality is “global.” They tend to incorporate a
broad set of principles and are very comfortable making adjustments on the
fly. Things to learn from the NP: ·
A dynamic approach to teaching ·
How to use data/events to learn to
evolve and change ·
How expectations can be implicit but
well-understood ·
The benefits of reading the students
and the situation and not being a slave to the plan Things the NP might need to work on: ·
Making the structure more explicit
(especially for the SJ students) ·
Keeping in mind that changing plans
can be really uncomfortable if it happens frequently ·
Being sensitive that setting and
keeping to time frames is helpful for many students ·
Being very clear and concrete when
giving directions |
SPs (Practical – Random)-
Realistic and Spontaneous
The sensate (S)/Perceiver (P) combination tends to be the
most tuned-in to the present moment reality. Their classroom management can
be the most subjective, in the sense that they interpret events on a
student-by-student basis. They are the most likely to trust a strategy that
has worked in the past, and they rely less on theory than experience. Things to learn from the SP: ·
How to appreciate the subjective
nature of teaching and students ·
How to adjust to the situation ·
How to project an authentic and
“here and now” affect ·
Practical innovations to the job Things
the SP might need to work on: ·
How to be more consistent and
principle-driven ·
How to be less personal and reactive
with student misbehavior ·
Thinking more in terms of long-term
outcomes as opposed to what seems to work in the short-term ·
Communicating a sense of vision and
purpose to students |
Judgers (J)/Sequential |
NJs (Abstract- Sequential)
Systematic – Rational
The intuitive (N)/Judger (J) combination
tends to be the most principle-driven of all the types. Their classroom
management style mentality begins with a set of theoretical assumptions as
the primary reality, which is then applied to practical situations as needed.
They tend to have very strong ideas about what they want and desire all the
aspects of their class to fit into an integrated whole. Things to learn from the NJ: ·
How to think more systemically ·
How to attend to patterns below the
surface rather than just what is apparent ·
Innovative ideas they develop Things the NJ might need to work on: ·
Changing strategies when something
is not working ·
Allowing more flexibility in the day
for some students ·
Being tolerant of the diverse needs
and approaches of students ·
Being concrete when giving
directions ·
Not assuming that a good theoretical
explanation will translate into “what to do” for most students. |
SJs (Concrete – Sequential)
Realistic and Organized
The sensate (S)/Judger (J) combination is the most common
among teachers possibly for their natural affinity for order and structure,
and their comfort with institutional settings. Practical system-thinking
comes easily to them, so their classrooms usually reflect a high degree of
efficiency. They typically find a set of effective routines and procedures
and refine them over time. Things to learn from the SJ: ·
How to create efficient procedures ·
Practical ideas that save time and
energy ·
Ways to visually display and manage
ideas and materials to good advantage ·
Consistency and Fairness Things
the SJ might need to work on: ·
Changing patterns when there is
evidence that a need is present ·
Mistakenly interpreting an efficient
practice as one that is inherently effective/healthy for students ·
Putting more emphasis of promoting
intrinsic types of motivation rather than relying on too many extrinsic forms ·
Being more flexible and spontaneous
when it would benefit the situation |
From Paragon Educational Consulting (2008)
Five elements seem to be critical to create a
win-win approach to successfully teaching students who are inevitably different
from us in their learning style. First, the teacher must have an awareness of
who they themselves are, what they value and their natural “default
preferences.” Second, the approach must provide the teacher a systematic means
to understanding the learning needs and cognitive style preferences of each of
the students in the class, as well as helping the students function
collectively and appreciate one another’s gifts. Third, the teacher must have
well-established pedagogical tools that are effective across learning styles.
Fourth, the approach must provide the teacher an understanding of both sides of
each learning dimension and offer strategies to meet the needs of students who
work out of opposing preferences. Finally, the system should illuminate the
conditions in which different types of students work best so that the teacher
can create opportunities for each student to work to his/her particular
strength. These ingredients could be considered to be hierarchical in nature,
each element building upon the last, as depicted in the figure below.
