19 easy-to-try ways to turn on students

Kids seem unresponsive? Activities going nowhere? It may be time to try some of these learning styles ideas

In general, when trying the approaches listed on these pages, note which children achieve best with which resources and under which conditions. If feasible, share that information with the class so that all can become aware of their strengths and the specific resources each should use.

One day when you're feeling adventurous and are willing to see whether these suggestions are as good as I say, try one or more of the following. You're in for a pleasant surprise - and some new insights into teaching!

Teach the entire class the same subject for 30 minutes on each of three days in one week. Do this for three weeks. During those three periods, keep the classroom well lit the first week, only moderately lit the second week and in natural daylight (no fluorescents) the third week. Compare each student's test scores for each of those three weeks. Those who perform best during the moderate- or no-fluorescent-light teaching and testing, need low light to concentrate.

Teach reading first thing in the morning for one entire week. During the next week, teach it at 11:00 a.m.; during the third week, teach it right after lunch; and during the fourth week, teach it at 2 p.m. Note which students perform well and pay attention only at certain times. Compare the fourweeks' reading grades for the afternoon learners when they're taught in the early morning and when they're taught in the afternoon. [I bet that the majority of your poor achievers are either late morning or afternoon learners!]

Have students create posters describing acceptable behavior in the classroom. Rules may include anything you wish. For example: "If how you learn interferes with how anyone else learns, you lose the privilege of having your learning style accommodated" ... "every assignment must be completed" ... "your test grades must be better than ever before, or this experiment is not working and there is no point in continuing."

After rules for snacking have been established and the printed and illustrated posters displayed, allow students to bring fruit or vegetables to eat while they are learning. Compare the number of their completed assignments and behavior problems before and after snacks are permitted.

Whenever you give an assignment, say, "You may do this alone, in a pair, or in a small group of three." Providing structured choices enables students to consider in which social pattern each works best.

After itemizing what students need to learn in each lesson, relate the content to the children's lives, experiences, interests, fears or aspirations. Begin the lesson with a short story or anecdote that shows how knowing this information will be useful.

Permit students who need extensive mobility to work comfortably and periodically change location as long as they (a) complete assignments and (b) do not distract anyone else. Note the improved behavior.

Make parents aware of your findings so that they can encourage their children to study at their best time of day - and see how many more children actually do homework!

Schedule students for standardized achievement tests in either the morning or afternoon based on their energy highs. You'll get better scores than previously!

Begin every lesson with clearly stated objectives displayed on the chalkboard or a poster. Analytics want to know what they must learn before they begin; globals prefer pictures, drawings and symbols.

Ask the children how they would teach a lesson to help everyone learn. Incorporate some of their suggestions as you teach and give individuals credit for the ideas you use.

If you possibly can, use humor related to the content when teaching. For example, in a farm unit for young children, ask: "Do you know what happened when two ducks who weren't looking ran into each other? (pause) They quacked up!"

Many students need variety, so vary the methods you use. For example, on successive days: lecture; teach through cooperative learning or small-group technique; use a crossword puzzle on the topic for review; and, have the children create an original resource for teaching information to others.

Mount a wall chart listing everyone's preferences for lighting, seating, resources and learning alone or with peers. One day, ask students to work with someone with the same preferences and to be aware of what happens and the progress made. Another day, have students do the same thing with a classmate who has different preferences.

Students should know the advantages and disadvantages of studying with classmates with similar and different styles.

Form teams of three or four peer-oriented students. Depending on the age of the students, describe two or more reading skills they need to develop. For example, explain how to (a) summarize information, (b) determine the main idea, (c) identify important information or the personal characteristics of lead characters, (d) sequence events, (e) predict what will happen, (f) assess clues, (g) write a new ending, or (h) compare characters with either real people or those read about in previous readings. Show the class how to recognize one or more of these skills. Then ask the teams to read quietly or to their own members to decide when they recognize the discussed features in the readings. Gradually, each team will analyze the text and its meaning.

Vary the pace and mood of each lesson. Use props, media, interviews and trips. Show the students you value them and are trying to help them achieve in their style.

Encourage students to videotape, photograph, tape record, make a film, and develop software to show content mastery. Ask to keep the best materials to review for interested students in this class and to introduce the information to future classes.

Emphasize the need human beings have for mutual safety, cooperation, interaction, respect and shared expertise. Teach children to respect all people, tolerate those with different ideas and find those within each group whose personalities and behaviors they admire.

Use culturally relevant reading materials that include ethnic characters, deal with universal issues, and include settings and experiences with which students can identify In addition, expose children to the culture in which they currently live in order to expand their horizons.

Rita Dunn is Director of the Center for the Study of Learning Styles at St. John's University, Jamaica, NY.

Copyright Early Years, Inc. Nov/Dec 1996
Provided by ProQuest Information and Learning Company. All rights Reserved