Category Archives: Textbook Talk

The article responds to passages or sections of the textbook, and should be an invitation to others to respond in kind.

Getting Acquainted w Personality Types

I am so excited to take this course again to solidify this important information. I can read the textbook now and it makes so much more sense. That is a great start!

I love chapter 2 and how it has preferences, ideal classrooms, and common traps for each of the four  types (or a likeness to that). When I took the MBTI test to find my type I was split between Extraversion and Introversion. But as I learn more and more about these two preferences I would definitely lean toward Introversion. I liked the way, on page 11, it talked about what it is NOT. Because there are times when I can be social and the life of the party; and times I don’t have a problem speaking out when needed. I need to keep in mind, with myself and students, that this is about how we are energized, though. Give me a quiet room away from people any day!!

When I think about how I gather information to go through my daily life I am definitely a Sensing person. Just give me the facts, ma’am 🙂 I worked with an Intuitive teacher once and had to laugh as I read the top of page 16, “By my last hour class, I finally know how to explain assignments because students have pointed out everything I omitted!” She was like that – students were pointed out her errors throughout the class.

Making decisions is something we do every minute in our lives. I need to understand the “why” when I’m making decisions and sometimes it doesn’t matter who or what it bothers but a decisions needs to be made to be fair to all. I have trouble with this sometimes with students who are Feeling because I hurt their feelings without knowing it.

I’m a planner, therefore, a Judging type. Totally fits for a teacher 🙂 But I see the common traps and wonder if it’s really personality or trying to get done a curriculum being handed down by principal/state/nation: rush toward completion and cutting short exploratory time are some of the common traps.

There is so much information in Chapters 2 and 3. It’s putting it together that is the “studying” part. How to know myself and work with students in the best possible way? Because I’m a Sensing Type I’m already making plans for charts, index cards, lists, etc., which will help me learn this information best. Something that is easy to carry from class to class. I want to get out there and know my students! That’s the first step.

P.S. What’s funny is that as I read through many of these descriptions I often find my mind drifting toward another topic: females vs males. So where does type come into play with the different genders? Hmmmm . . .

reflecting….

As I read through chapters 1-3, I was particularly struck by the idea of “Ability +Interest=Flow” and what flow is. As both a teacher and a student, it is something that I seek. The lesson just doesn’t seem to feel right without it. For me, flow happens when I can get up and work with others and when I can apply what I am working with to something tangible, a real life situation. During graduate school, as we explored ourselves as learners, I discovered that I am a very experiential learner. The sensing side of me seems to take over as I learn and I struggle to retain information without immediately putting it to use. I suppose it makes sense, then, that I chose a graduate program whose entire philosophy focuses on Integrated and Project-Based learning! My biggest problem, both as a student and a teacher, is being organized enough to keep tract of everything that I am learning, or following through with every step of these projects!

New Strategies To Try Out In My Classroom

I really like the idea of prior knowledge stations. I find that many students have very little knowledge of a lot of the topics I cover in class before we learn about them and many have little knowledge of tools, finishes, or technical drawing. I expect this and I have in the past asked students as we are doing a lecture or demonstration to offer any information they know what about what we’re covering. However, sometimes I feel like doing this tends to lead my lesson a little off course when kids want to share stores and things like that. Lately I have asked students before we begin a lesson to share their knowledge so I can get a better idea of what they know beforehand. I would like to in the future set up little stations around the classroom for students to do mini activities that focus on all learning types and combine hands-on, reading, writing, collaborating, discussions, movement, and problem solving activities.

I also think that differentiated choices are a good thing for me to work on. I have been slowly adding in more choices for students to choose from in both daily activities and as extensions. I give students many opportunities for choices in my Enrichment classes such as what activities they’d like to do or what order they’d like to do something, and also I give them 2-3 choices for an activity we’ll be doing a particular day or week and as a group they need to decide. In regular Tech Ed class I allow students the choice to work independently or with groups on many things, and they have freedom to make choices in the detailing of their projects.

How would they be useful to a team or PLC:
I think that these strategies I mentioned and all of the strategies discussed in the book are all useful to a team or PLC because every team or PLC will have a dynamic group of people in it and adults like choices just as much as children do. I feel like teachers especially, who have a lot of routine in their professional lives need variety in professional development opportunities and team collaboration to become better at what they do and to learn new things.

Late Post I Know, but Wanted to Share How Chapter 5 Strategies Went

While Reading: I am working on having my students write “good paragraphs”, so I have been using different graphic organizers. I’m really intrigued with the idea of thinking maps (I couldn’t find the website). I use stations a lot, but I love the idea of prior knowledge stations. Great example of setting your class up for success! I know that I fall into the trap of over scaffolding. Chapter 5 is making me think about one of the Danielson Principles; the students need to be doing the work. Some days I’m exhausted as they skip by me out the door.

After Reading: I attempted to use prior knowledge stations as part of a space unit. Different stations addressed different types, but there were some stumbles. I know that I didn’t spend enough time introducing the stations because many students were off task. I think this is a combination of not having clear enough expectations and the fact that most of my students do struggle with working independently. I could clearly see students loose interest when at a station that didn’t match their type (ex. extraverted students reading a passage about the moon, then drawing a picture reflecting on what they read). I want to try this again, but first I need to spend some more time planning. Does it make sense that the younger the students the more difficult working outside of their type may be? Or is it easier because they aren’t set in their ways, for lack better wording?

See you all tonight!