Dawn Simard Dr. Eugene Sires Elementary School Learning Styles Dawn Simard Dr. Eugene Sires Elementary School

Learning Styles Think about the way you learn. When you hear the word cat, do you SEE the cat in your mind? Do you HEAR the cat meowing? Do you FEEL the cat’s soft fur? Learning is reflected in the way we respond to environmental, social, emotional and physical stimuli, to understand new information.

It’s not uncommon to combine primary and secondary learning styles. Learning is defined as the way information is processed. It focuses on strengths not weaknesses. There is no right or wrong learning style. Most children show a preference for one of the following basic learning styles: Visual Auditory Tactile/kinesthetic It’s not uncommon to combine primary and secondary learning styles.

Learning Styles Parents also show a preference for one of these learning styles. It is not unusual for parents to prefer a different style of learning than their child. In order to work effectively with your child, it is important to understand your own learning style.

Please complete the Learning Styles Inventory

Learning Styles Inventory If you marked more A’s, you are a visual learner. If you marked more B’s, you are an auditory learner. If you marked more C’s, you are a tactile/kinesthetic learner.

Visual Learners Visual learners learn by watching. They call up images from the past when trying to remember. They picture the way things look in their heads.

Visual Learners Visual learners: Take numerous detailed notes Tend to sit in the front Are usually neat and clean Often close their eyes to visualize or remember something Find something to watch if they are bored Like to see what they are learning

Visual Learners Benefit from illustrations and presentations that use color Are attracted to written or spoken language rich in imagery Prefer stimuli to be isolated from auditory and kinesthetic distraction Find passive surroundings ideal Enjoy mazes and jigsaw puzzles Daydream

Auditory Learners Auditory learners tend to spell phonetically. They can sometimes have trouble reading because they don’t visualize well. These students learn by listening and remember facts when they are presented in the form of a poem, song or melody.

Auditory Learners Auditory learners: Sit where they can hear but needn’t pay attention to what is happening in front May not coordinate colors or clothes, but can explain why they are wearing what they are wearing

Auditory Learners Hum or talk to themselves or others when bored Acquire knowledge by reading aloud Remember by verbalizing lessons to themselves (if they don’t have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

Tactile/Kinesthetic Learners Tactile/kinesthetic learners learn best through movement and manipulation. They like to find out how things work. They are good with objects and activities involving their body, hands, and fingers.

Tactile/Kinesthetic Tactile/kinesthetic Learners: Need to be active and take frequent breaks Speak with their hands and with gestures Remember what was done, but have difficulty recalling what was said or seen Find reasons to tinker or move when bored

Tactile/Kinesthetic Learners Rely on what they can directly experience or perform Activities such as cooking, construction, engineering and art help them perceive and learn Enjoy field trips and tasks that involve manipulating materials

Tactile/Kinesthetic Learners Sit near the door or someplace else where they can easily get up and move around Are uncomfortable in classrooms where they lack opportunities for hands-on experiences Communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

You may have found that you use different learning styles in different situations. Your child does the same.

Trying different methods of learning may prevent children from feeling frustrated and inadequate when they are not able to work up to their potential. Experimenting with different learning styles and environments may improve your child’s accomplishments and feelings of achievement.

Homework Tips for Each Learning Style Visual learners benefit from seeing the information on the board or in an illustration and may grow impatient listening for long periods of time. Strategies for visual learners include: Using flash cards Studying charts, tables, and maps Drawing illustrations Writing things down and reviewing notes Highlighting and underlining Color-coding information

Homework Tips for Each Learning Style Auditory learners are typically good at absorbing information from spoken words. Strategies that work well for auditory learners include: Talking to themselves or with others about what they’re learning Reciting important information aloud, perhaps recording it and playing it back Reading a book and listening to the audio book at the same time Using word associations Setting information to a tune and singing it to help remember it Limiting distracting noises

Homework Tips for Each Learning Style Tactile/kinesthetic learners prefer to be active while studying and may not be able to focus while sitting still. Strategies for kinesthetic learners include: Reading aloud and tracking words on a page with a finger Writing things down multiple times to commit them to memory Highlighting and underlining Playing with a stress ball or toy while studying Moving around or taking frequent breaks Doing hands-on activities, such as building models or playing games

Learning Styles Resources Every Child Can Succeed—Making the Most of Your Child’s Learning Style. Cynthia Tobias The Way to Learn—How to Discover and Teach to Your Child’s Strengths. Cynthia Tobias Your Learning Styles and Finding Your Best Learning Styles and Study. The Peoples Publishing Group

Learning Styles Resources Your Learning Styles and Time Management. The Peoples Publishing Group Your Learning Styles and Listening Strategies. The Peoples Publishing Group

Dr. Eugene Sires Elementary Perfectionism Elisabeth Peters Dr. Eugene Sires Elementary *Information adapted from Will Moody, Richland School District 2

Symptoms of Perfectionism What to Look For Unmet goals seem HUGE while those already met seem small. Magnified responses to anything negative and to personal imperfections. Running a mental video of the mistakes made that day. Unwillingness to accept “inferior” work of others or to share responsibility. Feeling superior, but lonely. Feeling inferior – unable to achieve perfection. Drive for perfect product blinds person from knowing when to quit.

People think less of me when I make mistakes.

Failing at something important means I am less of a person.

An average performance is the same as failure.

Mistakes are cause for concern and worry.

Every situation is “all or nothing,” “black or white.”

There is little value in doing things we cannot do well.

Strategies to Handle Perfectionism

Help students set realistic and reachable goals Help students set realistic and reachable goals. Connect to past accomplishments. Set goals in an orderly manner, one goal at a time. Focus on HOW you will do something (process) rather than the final product. Talk about mistakes. Identify what you learned from your mistakes and what you might do differently the next time.

Talk about what it means to do something perfectly versus doing something well (excellence). Experiment with performance goals that are acceptable (i.e. 90% correct, 80% correct). Identify appropriate expectations and how to accomplish them. Identify when precision is important. Learn a process for prioritizing.

Talk with your students about mistakes YOU have made and how some of those mistakes led to positive outcomes.

Stress Management

Teach your students how to make lists Teach your students how to make lists. Show them how to cross items off the list as they complete tasks. AGENDA Help them organize Backpacks Create a “study plan” Quiet place to study. Homework routine

Teach students to use a strategy called “chunking.” “Chunking” means doing a little bit of homework or studying, then taking a break. After the break, students will complete another “chunk” of work.

Teach students use positive self-talk. Use guided imagery to help your students relax. Provide a journal so your students can write about their thoughts and feelings. Talk about it!