Search Results for: blog thinking students and the classroom

Time Engineers: Math and Science CD-ROM for Middle and High School Students

At a Glance: Product: Time Engineers Cost: $19.95 Individual, $49.95 School District/University Use: Homeschool, Classroom, Home Grades: Middle School-High School (5th-9th) Lessons Taught: Math, Science, History, Physics Skills: Problem Solving, Reasoning, Critical Thinking Rating: 5 out of 5 Gold Stars Today I am sharing with you one of my new favorite tools to teach math concepts to middle and high school age students. For many homeschoolers these years are difficult in terms of teaching math. I agree. It is for this reason I want to present you with a tool that you and your students will enjoy. What is Time … Continue reading →

Genealogy and the Classroom – Beyond the Family Tree

I remember my very first exercise in genealogy. I forget what grade I was in, but I remember that the assignment was to make a family tree. My mother helped me draw a pedigree chart on a boring piece of white paper. I am not sure where we got all of the information about my ancestors from, but we were able to fill out the chart and I handed it in. Even though I remember doing the assignment, it was not really a very memorable experience for me. In fact, it left me with the impression that genealogy is somewhat … Continue reading →

Discipline in the Homeschool Classroom

I was recently discussing the following issue with some fellow homeschoolers: what do you do when your child doesn’t want to do the work? Andrea just wrote about this very topic last month and offered some great practical suggestions for how to deal with a child who is unmotivated to work at home. If you have not read her blog yet on the topic, I highly recommend it. I am always amazed at the number of parents who use classroom discipline techniques (or even innovative at home discipline techniques) to get their children to do school work. Suffice it to … Continue reading →

Should Toys be in Kindergarten Classrooms?

As many of you know, I have taught kindergarten for the past three years. During the past three years, I have learned that kindergarten is in a world of its own. Many in-services and workshops are not practical for kindergarten students. Many rules and procedures hold exceptions for kindergarten students. Classroom supply needs are also different. I recently received my state and federal funding for supplies. The bulk of kindergarten needs consists of construction paper, markers, crayons, and scissors. However, I found myself venturing down the toy aisle at Wal-Mart searching for dolls and cars. In my room I have … Continue reading →

My Personality and the Classroom

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In pervious article’s comments, I received a question wondering if I planned on sharing my personality type. The answer is yes! As I have been studying, reading, and writing about the various personalities and learning types I have been examining myself. I have also been analyzing my learning and teaching style. First, I am an extrovert. I enjoy talking and discussing with others. I find it difficult to learn information from reading a book or being told “how to”. I had much rather jump in and try something by getting hands-on experience. Next I would consider myself to be intuitive. … Continue reading →

Perceiving Students and the Classroom

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This will end the descriptions of learning and personality types in the classroom. As you well know, all people are defined by four personality characteristics. The last personality type described by Myers and Briggs is perceiving. The perceiving personality is opposite to judging. This personality also describes a way of life style and work. A perceiving (p) person is unconcerned with deadlines and time frames. He prefers spur of the moment tasks. Perceiving persons often put off their work until they can investigate it more. Finalizing a project or making a final decision often makes them feel confined to one … Continue reading →

Judging Students and the Classroom

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So far I have discussed six personality types placed into three categories. Today will begin the last of the classroom learning style list. The final two personalities, judging and perceiving, describe a person’s life style and work preferences. A judging person prefers to live in a very organized world. He or she needs control of his or her life. This group likes structure, organization, and order. They make decisions and then move on to other issues. Judging persons enjoy completing tasks and getting the job done. They are quick to jump in and begin work on a project. In the … Continue reading →

Feeling Students and the Classroom

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I am thoroughly enjoying discussing the various learning personalities in the classroom. I am also enjoying hearing your comments to the different learning styles. I recently discussed the characteristics of thinking students and their behaviors in the classroom. Those who do not fit into the thinking category most likely belong in the category with feeling students. Feeling people often think about decisions based on how others may be affected. They do not examine facts such as thinking people. They are more likely to act based on instincts and feelings rather than logic. This group often finds it hard to say … Continue reading →

Thinking Students and the Classroom

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Recently, I have been discussing how a child’s personality can affect his or her learning in the classroom. An instrument designed by Meyer and Briggs identifies the different personalities of people. The instrument labels an individual by using four characteristics. The first two characteristics label a person as either being an introvert or an extrovert. The second two labels put people into the categories of being a sensing person or an intuitive person. The third set of personality types are thinking or feeling. In this article, I will describe the actions and thoughts of a thinking person. I will also … Continue reading →

Intuitive Students and the Classroom

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Opposite to the personality of sensing people are intuitive people. While sensing students enjoy learning facts, intuitive students enjoy taking facts and manipulating them to see how they relate with one another. Intuitive students had rather think about things than do them. They want to understand how things work and find the theories behind ideas. Their focus lies mainly in the future. In a sense, intuitive students will work backwards. They solve the problem then go back to decide which facts are significant and which are not. They want to quickly get to the solving part without investigating all of … Continue reading →