This document discusses learning styles and how to motivate children. It describes the three main learning styles: visual, auditory, and kinesthetic. For each style, it provides examples of characteristics and behaviors. The document also discusses ways to motivate children, such as setting measurable goals, maintaining communication, and creating a supportive environment. It distinguishes between praise and encouragement, noting that encouragement recognizes effort regardless of performance. The conclusion recommends expanding a child's worldview, getting them to read, and cultivating their self-esteem and problem-solving skills.
9. I am aware of what I am feeling.
• Recognize negative emotions as indicators of situation in need of
attention.
• Analyze emotional states that contribute to or distract their ability to
solve problem.
• Explain the possible outcomes associated with different forms of
communicating emotions.
I am aware of my traits, know what I do well, and
know what areas I can work on.
• Analyze how personal qualities and temperaments influence choices
and success.
• Apply self-reflection techniques to recognize their strengths,
weaknesses and potentials.
• Implement a plan to build on strengths, meet a need, or address a
challenge.
10. I am aware of the supports I have around me.
• Have awareness of where to go for support when in need.
• Evaluate the benefits of participating in extra curricular activities.
• Recognize outside influences on the development of personal
characteristics and discern whether those influences are supportive
or non-supportive.
I am aware of and accept my responsibilities.
• Identify the areas of school and life that are within their control.
• Analyze the short and long term outcomes of safe, risky and
harmful behaviors.
• Define their responsibility for the outcomes involved in safe, risky
and harmful behaviors.
12. I can manage my emotions in a way that is
constructive and appropriate.
• Apply strategies (self-talk) to regulate emotions.
• Reflect on possible consequences, both positive and
negative, before expressing an emotion.
• Generate ways to develop positive attitudes.
I can act in an honest manner.
• Activate personal integrity as a tool to resists negative
peer pressure.
• Evaluate how honesty contributes to lifelong success
and building relationship.
13. I can make good decisions.
• Identify and apply the steps of systematic
decision-making.
• Evaluate strategies for avoiding risky behavior.
I can set and achieve goals that will help
me to be successful.
• Apply goal-setting skills to promote academic
success.
• Set a positive social interaction goal.
• Demonstrate goal-setting skills relating to
potential career paths.
15. I care about the feelings and viewpoints of
others.
• Analyze ways their behavior may affect the feelings of
others and adjust accordingly.
• Provide support and encouragement to others in need.
• Show respect for other people’s perspective.
I care about others and do my part to make my
community better.
• Explain how their decisions and behaviors affect the well
being of their school and community.
16. I care about and respect the individual differences
of others.
• Analyze how people of different groups can help one another
and enjoy each other’s company.
• Explain how individual, social, and cultural differences may
increase vulnerability to stereotyping and identify ways to
address this.
I care about how I perceive others and how they
perceive me.
• Analyze social situations and appropriate responses to those
situations.
• Recognize the personal boundaries of themselves and others.
18. I will interact well with others.
• Demonstrate an ability to both assume leadership and be a
team player in achieving group goals.
• Differentiate between passive, assertive and aggressive
responses.
• Practice reflective listening.
I will work on having constructive relationships.
• Distinguish between positive and negative peer pressure and
demonstrate strategies of resisting negative peer pressure.
• Involve themselves in positive activities with their peer group.
• Demonstrate ability to be true to personal values when
choosing friendships.
19. I will deal with interpersonal conflicts
constructively.
• Identify the roles of individuals in conflict and
understand their responsibility in reaching
resolution.
• Apply conflict skills to de-escalate, defuse and
resolve differences.
• Identify how all parties in conflict might get their
needs met (win-win)
• Identify positive supports to go to in a conflict
situation/crisis.
23. “It’s not that I’m so smart. It’s just
that I stay with problems longer.”
-Albert Einstein-
24. The desire to do things..
a driving force
behind one’s
growth & success.
25. •
•
•
•
•
•
handle any task, no matter how difficult
begin tasks without having to be prodded
show serious effort & concentration
have a positive attitude toward learning & school work
use coping strategies to get through rough times
stick with tasks until completion
26. •
•
•
•
choose work that is easy
need lots of prodding to get started
put in minimal effort
show negative or apathetic attitude about learning &
school work
• give up quickly when the going gets rough
• leave many tasks unfinished
27. What Dampens
Motivation?
Fear of failure
Lack of understanding the school work
Frustration with inconsistent performance
Emotional problems
Desire for attention– even negative
attention
29. What Fires
Motivation?
Kids will be self-motivated to learn when
they
feel loved and respected
feel competent about something
have some choice and control over
learning
32. Communicate with your child
Talk kindly and honestly
to your child about her
interest and abilities.
Share your OPINION
based on your
OBSERVATION
Have
an agreement
35. Maintaining a
relationship with your
child’s teacher
Supporting the
programs at
your child’s
school.
Keeping up with
your child’s
assignments
Creating a suitable
environment
Staying positive about school and
schoolwork.
36.
37. LEARNING STYLE
is a distinct way of how a
person acquires and
remembers information
39. BASIC LEARNING •
CHARACTERISTICS•
OF VISUAL
LEARNERS
is good in spelling
can easily
remember faces
and names in
print
• creates mental
photos/good at
imagining things
40. • Reads rapidly
• Learns to spell words in
configurations rather than
phonetically
• Is sensitive to colors/pictures
• Learns well upon
demonstrations
• Likes to take notes and to make
lists to be read later
42. BASIC LEARNING
CHARACTERISTICS OF AN
AUDITORY LEARNERS
• have a good understanding
of meaning and order of
words
• good at verbalizing concepts
• good at telling stories
43. • has good memory for names but
tends to forget faces
• tends to spell phonetically
• notices easily sounds in his/her
environment
• probably has ten excuses for
everything
• subvocalizes internally or externally
for comprehension when reading
45. BASIC LEARNING
CHARACTERISTICS OF A
KINESTHETIC LEARNERS
• Is a mover
• often writes everything –
over and over
• Is better at recalling what is
done than what is heard or
seen
46. • Is good at sports or other
physical exercises
• likes to make something out
of paper
• reads action-oriented books
47. Praise:
• Discusses results. “Great work
on the science quiz! You got an
A!”
• Uses opinion words such as
“good,” “great,” “terrific,” and
“wonderful.”
• Is typically given when the child
has performed as
48. Encouragement:
• Notices effort and progress.
• Uses descriptive words.
• Can be given regardless of the
child’s performance.
49. • Expand your child’s point of view
• Get your child into the habit of reading.
50.
51. • Strong belief that an adult will always be there
with love and support
• Ability to solve their own problems
• Ability to focus on their own strengths
• Regard mistakes as something that happens to
everyone & something to learn from
52. • Empathize with your child
• Provide your child with reasonable
choices
• Change your approach when it clearly
doesn’t work
• Support your child’s interests & talents
Notas do Editor
By now, it’s no longer to enough for your children just to complete a task; how good a job they’ve done is also important. Teachers want to see a work that’s neatly written, math that’s been checked for errors, and well – organized and well-presented reports.Planning ahead – you need to recognize how much they need our help in developing thinking – ahead strategies.
Mathematical and logical reasoning, comm.skills (use of words) spatial rel and memory
