![]() ![]() ![]() If I am a Concrete Sequential parent or teacher, I might have a hard time with children who are dominantly Abstract Random. While it is difficult to completely adapt ourselves to all the learning needs of the children in our care, it is valuable to understand as much as possible the makeup of each type of learner so that we can better understand their behaviors, learning needs, and how to best approach them. It probably goes without saying that very little learning occurred that day.Īs parents and teachers working with all sorts of learners, we naturally teach and guide from within our own dominant learning styles. This experiment was carried out in spite of the fact that most of the kindergarten students were bawling their eyes out, other kids were dumbfounded, many were anxious, and most of the teachers were hopping mad. Kindergarten teacher 1 was to take a fifth-grade class, 5th-grade teacher 1 was to take a 1st-grade class, etc. D stood at the cafeteria microphone and instead of calling teachers up to gather their students, he announced that we were going to have a fruit basket upside-down day. His intention was probably great, but what resulted from his creative activity was chaos. One morning, my principal (random through and through) decided to let the staff experience first-hand what it feels like to be a substitute teacher when lesson plans are not completed and readily available. This not only frustrates my concrete sequential students, but is actually experienced by them as chaos instead of a fun, creative activity.Īt our school, as kids arrived in the morning, they were ushered into the cafeteria to either eat breakfast or wait for their teachers to lead the students to their classrooms. When in full-blown random mode, I throw out the little classroom procedures that we painstakingly established together at the beginning of the school year, and decide that today, for fun, we'll do things a new way. I’ve discovered that the quickest way to frustrate multiple students at one time is to give my abstract random side full rein in the classroom. ![]() If things will change, it is kind to give the child advance warning so they can be prepared. It will also be important not to talk in generalities but to be as literal and specific as possible, especially when you expect something from the child. The very best approach when working with CS children is to strive to be as consistent as possible, to be organized, to stick to routines, or at least allow the children to follow established routines, to display common sense, and to explain expectations and desired outcomes as clearly as possible. They might be viewed negatively at times due to being seen as perfectionists, inflexible, impatient, detail-oriented, and stubborn. She has compiled a chart of information describing the difference between an auditory-sequential learner and a visual-spatial learner.The Concrete Sequential Learning Style The Concrete Sequential Learning StyleĬoncrete Sequential learners have gifts of great organization, attention to detail, a tendency to always complete tasks, high productivity, and reliable dependability. Linda Kreger Silverman, Ph.D., a licensed psychologist who has been studying learning differences for over 40 years, is a noted author, researcher and popular international speaker. daydreaming/not paying attention, disorganized, etc.). Traditional classrooms tend to favor the good listener/sequential (organized) learner, but students who do not fit that learning style tend to miss the learning moments and may exhibit problematic behaviors in the classroom (i.e. Have you ever wondered about the different ways children learn? For instance, some children are good listeners and have good organizational skills while other children have trouble listening and appear disorganized, but they learn best through visualizing the material and have their own way of organizing their world. ![]()
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