Curriculum, learning and teaching
How different learning styles can raise aspirations in the classroom Naomi Riches says there is no ‘one-size-fits-all’ and we should try to identify individual needs Classrooms are diverse places. There are always some students who soak up information and knowledge very quickly and others who struggle to keep up. Some students are chatty and engaged, while others may be engaged but are quieter and more reticent to make themselves the centre of attention. Then of course, there are ‘the naughty ones’. When trying to manage a class of thirty-plus children with thirty different personalities, it is not surprising if teachers sometimes take a one-size-fits-all approach – though, as a result, some students will inevitably be left behind. What if there was an alternative? What if, by better understanding each student’s personality and the root causes of their particular behaviour traits, we could apply a different style of teaching which would increase their engagement, motivation and results? We should think of a class of students like a team – we need people with different characteristics and skills to create the best whole, and collectively achieve the most positive results. It is the job of the coach (or teacher) to pull the team together using a series of tactics and methods which get the most out of each player (or student). In a classroom, the easiest way to achieve an understanding of each student’s strengths and weaknesses
is by carrying out psychometric assessments. A relatively simple assessment can provide real insights into learning styles and motivators and will both give the student a greater sense of self awareness and personal understanding, and help the teacher identify the most appropriate method of learning for that student. This was the case at a secondary school in the UK that used psychometric assessments to improve the performance and behaviour of underachieving and disruptive students. Six staff members across a range of functions were trained to administer, interpret and provide feedback on the behavioural assessments. 63 students were identified as potential participants for the study and were put into two groups to assist with feedback: those exhibiting challenging behaviours, and underachievers who were disengaged. Following completion of the assessments, significant behavioural changes were noted. For example, a student who was disruptive during maths and science classes was identified as having difficulties processing numerical concepts quickly. As a result, the teacher was able to give him more time to assimilate information and his behaviour and grades improved. Another student who was aggressive
What if, by better understanding each student’s personality and the root causes of their particular behaviour traits, we could apply a different style of teaching which would increase their engagement, motivation and results?
Autumn |
Spring
34
| 2018
