Classroom Management Resource Page   –   Shindler   –   School Climate   –   PLSI   –    Teaching   -    Workshops by JVS

 

Appendix E: Cognitive Style

 

Cognitive Style: Examining Our Default Preferences

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 by cognitive preference were less successful, enjoyed the class less and actually received lower grades, while the student who were [more] like them felt more successful and received better grades. Conversely, if the teacher was aware of their cognitive style default tendencies and actively worked to be more responsive to the diversity of their students’ needs the students who differed from them in cognitive type approached the 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. And 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 our defaulting to our hardwired tendencies.

 

Introvert vs. Extrovert

Some of us are by nature, more introverted and some of us are more extroverted. As with any dimension of cognitive tendency, there is no better or more effective type. Yet, if I do not make any effort to understand my tendencies and natural preferences, I will assume that my values have been chosen, whereas, in reality, I am simply defaulting to the values that I share with every other unaware introvert or extrovert. On the first day of class, I show a list of values that were expressed by different type combinations over the years in research studies. When I ask if they agree with the values expressed by the others of their type (i.e., the predicted set of values), 95% agree. In other words, they admit that they are predictable. So, what is the problem? First, do you want to teach [only] from a set of values that you were given at birth? Second, as we discussed students unlike us are penalized. Third, we are missing an opportunity to grow into a more effective teacher.

 

Introverted teachers will default to the values such as, quiet is good, on-task independent working students is success, be reflective before you speak or act. Extroverted teachers will 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 promote vastly different kinds of classrooms. Moreover, as we will discuss in Chapter 13, our students will be about half introverts and half extroverts, with different needs. So what do we do? Begin by recognizing that much of what you value is simply your default tendencies talking. Second, open up to practices that you choose based on what you find to be effective in helping your students (or all types) to succeed.

 

Intuitive (Abstract) vs. Sensate (Practical)

Abstract minded Intuitives commonly show a value for 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.

 

 

Chapter Reflection 3-i: Recall a teacher in whose class you thrived. If you were to identify his/her cognitive style, would you say that you were similar? Do you think that had anything to do with the affinity and comfort you felt?

 

 

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, organization, and 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.

 

 

Chapter Reflection 3-j: Recall a student that you have (or have had) a difficult time understanding and working with. Now recall a student that you have an easy time working with. As you reflect on why you experience the 2 students so differently, ask yourself, do differences in cognitive style have something to do with it?

 

 

As you read further in the book, you will be given opportunities to question and reassess your default values. But 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. Figure 3.3 (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

 

 

Chapter Reflection 3-k: As you examine Table 3.3, which area for growth do you see as your highest priority?