GAMESMANSHIP AND THE PROCESS COMMUNICATION MODEL(PCM)®

A Presentation for the Michigan Community College Student Services Association’s FALL 2010 Conference Session - “Exploring how we can better understand our students”

Dr. Ryan A. DonlanEmerald Aisle Communications, LLC

THE JOURNEY TO PETOSKEY IS WHERE I BEGAN MY GAMESMANSHIP

For me … “Ground Zero” for my building both Power-of-Mind and Turn-of-Mind.

GAMESMANSHIP IS BOTH POWER-OF-MIND AND TURN-OF-MIND … “BOTH/AND”

More a “Science” Intellectual Prowess Professional Experience Problem-Solving Ability Formal Education The “What” of Communication

(Content)

More an “Art” Organizational Acuity Thinking Multi-Dimensionally Many Ways of Knowing The “How” of Communication (Process)

GAMESMANSHIP AS TURN-OF-MIND

Organizational Acuity Multidimensional Thinking Many Ways of Knowing The “How” of Communication – The

Process Communication Model (PCM)

“PERMISSIONS” FOR US ALL

Sharing what we believe is right, as opposed to sharing what we believe are the right things to share;

Laughing at ourselves, our leaders, our colleagues, and our students, as well as laughing with them;

Realizing that in spite of the aforementioned, “We’re all OK, and so are our students and institutions.”

HELLO, I’M DR. RYAN DONLAN

20 Years in Education 15+ Years College Teaching Experience Charter School & Traditional School Leader Educational Trainer & Consultant Educational Program Reviewer & Institutional

Researcher Author PCM Presenter – Locally, Statewide, Nationally,

and Internationally People’s Pundit & Six-Pack Philosopher Neighbor, Friend, Husband, and Father

OUR TIME TOGETHER TODAY

WHY DID WE ALL GO INTO OUR PROFESSIONS?

Could it be that we’re hardwired to help other people?

WE EDUCATE MICHIGAN’S NEW GENERATION OF ADULT LEARNERS WHO IN MANY CASES, ARE IN DISTRESS

Those who feel like they are the only tree in a kennel …

Those who have hit rock bottom and started to dig [or at least report that they have] …

Those who may have made some very bad decisions …

Those who disappoint us from time, yet help to hone and refine our senses of humor …

Those who are very, VERY academically resistant and have the skills of elementary students…

WHAT DO OUR COLLEGE STUDENTS NEED TODAY IN ORDER TO SUCCEED?

In considering our Gamesmanship …

“Whether you think you can, or you think you can’t, you’re right”

– Henry Ford

“

Self-Efficacy

Turn of Mind “Output”

“People who regard themselves as highly efficacious act, think, and feel differently from those who perceive themselves as inefficacious. They produce their own future, rather than simply foretell it.”

-Albert Bandura

SELF-EFFICACY INVOLVES PERCEPTIONS OF COMPETENCY

THOSE WITH HIGH SELF-EFFICACY, A FORM OF EMOTIONAL INTELLIGENCE …

Set higher goal challenges and are more firmly committed to them

Expect favorable outcomes

Focus on opportunity Believe obstacles

can be overcome through self-development and perseverance

Regulate emotion Healthy attributions

for success and failure

SELF-EFFICACY IN ACADEMICS

Self-efficacy beliefs influence choice of majors and career decisions of college students

Regardless of ability level, students with high self-efficacy Completed more math problems correctly and re-worked

more of the ones they missed Used more effective strategies Stayed calm

Self-efficacy accounts for about 14% of variance in academic performance (Multon et al, 1991 – meta analysis of 36 studies)

Hard Drive

Using a Computer Metaphor

Who am I?

How am I doing with who I am?

What must I do?

Viruses and hackers

Studies in Emotional Intelligence

Berkley PhD (80) 1950’s Sommerville (450)

Stanford

STUDENTS …

From my travels – They’re like a box of chocolates, you never know what you’re going to get.

Think of …Most Vindictive

Most MemorableMost Left-of-Center

Most Layered

“Listening to different stories and connecting with different worlds right in my office” – MCCSSA Participant

AND … THEY’RE DIFFERENT TODAY THAN THEY WERE YEARS AGO.

“Students today feel more entitled.”

“There are more distractions with technology … Facebook or texting during class.”

“Don’t seem to be able to do things for themselves.”

“They are more aware that they will not get a good job without a college degree”

“They seem younger, or am I just getting older?!?!?”

“They are coming for the money as opposed to learning.”

“More interested in job-ready programs, short term training. Desire more relevant education.”

“They are more often than not in crisis”

THINGS ARE GETTING IN THE WAY OF OUR WORKING WITH STUDENTS

“Education” is not the profession I entered into in 1990

Many of you concurred with my thoughts on the surveys you completed

This conference: Overcoming Hurdles …

Can you guess what is the most prevalent hurdle to your doing your job?

Let’s “guess” via Turn-of-Mind

An ant on the tableclothRan into a dormant mothOf many times his size.He showed not the least surprise.His business wasn't with such.He gave it scarcely a touch,And was off on his duty run.Yet if he encountered oneOf the hive's enquiry squadWhose work is to find out GodAnd the nature of time and space,He would put him onto the case.Ants are a curious race;One crossing with hurried treadThe body of one of their deadIsn't given a moment's arrest-Seems not even impressed.But he no doubt reports to anyWith whom he crosses antennae,And they no doubt reportTo the higher-up at court.

Then word goes forth in Formic:"Death's come to Jerry McCormic,Our selfless forager Jerry.Will the special JanizaryWhose office it is to buryThe dead of the commissaryGo bring him home to his people.Lay him in state on a sepal.Wrap him for shroud in a petal.Embalm him with ichor of nettle.This is the word of your Queen."And presently on the sceneAppears a solemn mortician;And taking formal position,With feelers calmly atwiddle,Seizes the dead by the middle,And heaving him high in air,Carries him out of there.No one stands round to stare.It is nobody else's affair It couldn't be called ungentleBut how thoroughly departmental

Departmental, by Robert Frost

PERFECT STORM AFFECTING EDUCATION

LACK OF TIME

MICHIGAN, IN PARTICULAR …

Between 30% and 70% of Michigan

High School Graduates were Unprepared for

College English, Math, and Science

ACT

Nearly 50% of College Freshmen, on average,

had to Take ONE or MORE Remedial

Courses

Daggett

MICHIGAN VS. OTHER STATES

HOW WERE WE RANKING?

Michigan’s Economy was in the Tank!!!

Jobs were leaving Michigan

at WARP speed!

High percentages of students were NOT completing college degrees.

Geography was no guarantee of job security!

GOVERNOR’S RESPONSE: THE CHERRY COMMISSION ON EDUCATIONAL REFORM

The Lieutenant Governor’s Commission on Higher Education and Economic Growth

MICHIGAN WAGES, FROM 1969 TO 2001, LOST 11.78% AGAINST THE NATIONAL AVERAGE – AND AS A COMPARISON, MASSACHUSETTS GAINED 18.06% IN THE SAME TIME PERIOD

CHERRY COMMISSION

MICHIGAN RANKED DEAD LAST AMONG THE 50 STATES IN “ECONOMIC MOMENTUM,” AS MEASURED BY PERSONAL INCOME, EMPLOYMENT GROWTH, AND POPULATION GROWTH.

APRIL 2005 NATIONAL REPORT, AS CITED IN BAY CITY TIMES

MICHIGAN LOST 11,665 (22 – 29 AGED) BACHELOR DEGREED CITIZENS IN THE SAME TIME PERIOD THAT CALIFORNIA GAINED 140,588, WITH A U.S. AVERAGE STATEWIDE GAIN OF 6,929

CHERRY COMMISSION

42 STATES REQUIRE STUDENTS TO TAKE CERTAIN COURSES TO GRADUATE FROM HIGH SCHOOL

WV

MNVT

DENJ

MD

CT

NH

LA

SD

WA

ORID

MT

WY

UTNV

CA

AZ

AK

NMOK

KS KY

TX

AR

ME

NY

OHIN

TN

VA

NC

SC

FL

GAALMS

MO

IL

WI

Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.

NOW K-12 – WHAT’S NEXT?

SHOULD WE IN COMMUNITY COLLEGES TAKE NOTICE?

That which typically hits the educational accountability fan has spattered on the K-12 system and may waft uphill …

“A PHENOMENAL MORAL AND ETHICAL AGENDA HAS BEEN MICROMANAGED TO ABSURDITY.”

Andy Hargreaves

GAMESMANSHIP FOR TEACHERS … THE BOOK.

A Political, Philosophical, Pedagogical, and Pragmatic Perspective on the Contemporary Educational Arena in America Today

GAMESMANSHIP FOR TEACHERS Community college students are simply older

versions of developing adolescents. This book offers philosophy and strategies.

Content herein offers a bold, alternative perspective to the ever-present, “blaming the educator” mantra posed by the clueless in our state and nation.

Community colleges are potentially the next target in our nation’s maniacal race toward the punitive accountability of educators for problems brought to us by families and communities.

Gamesmanship offers “Straight Talk” and “Uncommon Sense,” a reflection of your presenter’s philosophy on Components necessary for success with students.

When you get done reading, you can “re-gift,” thus indirectly sowing the seeds of future CC successes.

A TASTE OF GAMESMANSHIP

Please read along if you like.

IS IT REALLY THAT FRAUGHT WITH CHALLENGE FOR COMMUNITY COLLEGES?

YET GIVEN OUR CURRENT PLAYING FIELD … HOW CAN WE HELP STUDENTS SUCCEED, AND THUS, OUR INSTITUTIONS, AS BRUTE FORCE OF INTELLECT IS NOT ENOUGH?

Our Session:

“Exploring how we can better understand our students”

I asked you,“What are STUDENTS?”

Students Are …

Customers 59%Clients 38%Products 3%

WELL … ???

Excerpt from Roger & Me (Chapter 8, pp. 33-34)

Students are CUSTOMERS, CLIENTS, and PRODUCTS

Gamesmanship and our Playing Field Requires us to WEIGH PRODUCT HEAVIER

And this is not easy for us to do!

NOT TO MENTION …

They’re not done baking yet!! Where’s Orson when you need him? [Responsibility]

Personally (Whether In Class or Out) Criminally (Even with Good Intentions) Leisurely (Can We Say, “Invincible”?) Economically (1) Educationally (That’s Why They Come)

COLLEGE PROFESSION 10 YEAR FROM NOW

Not the One You Signed-Up for … More Centralized Metrics & Outcomes STUDENTS AS PRODUCTS You’ll need Skills to Tell Someone … The Tool of “Process” Today is a Gift …

FROM YOUR HELPFUL PERSPECTIVES

When Parents Enable (pp. 53-54) Education’s Raw Material (pp. 65-66) Your Workload (pp. 79-81) It’s Not About Us (pp. 61-62) Hope (pg. 77) Self-Efficacy (pg. 38) Burnout (pp. 163-168) From the Briar … but the Berry (pp.195-199) And just for fun… “Conferencing”

48ú Copyright Taibi Kahler Associates, Inc. 2001

Definition

One Writer Said

50

PERCEPTIONS INTRODUCTION

WARE Feelings Thoughts

Actions

KAHLER Emotions

(Feelings) Thoughts Opinions Inactions

(Reflections) Reactions

(Likes/Dislikes) Actions

ú Copyright Taibi Kahler Associates, Inc. 2001

51

HAVING FUN WITH PERCEPTIONS

.Process Ear Content Ear

Every time we speak we are speaking from one of the Six Perceptual Frameworks!

Each of us has ALL Six Perceptual Frameworks

ú Copyright Taibi Kahler Associates, Inc. 2001

52

53

WINNIE THE POOH

TiggrPoohKangaRooCRPigletEeyoreOwlRabbitGopher

ReactionsEmotionsEmotions

EmotionsEmotionsInactionsOpinionsThoughtsActions

ú Copyright Taibi Kahler Associates, Inc. 2001Other Hollywood Examples?

54

HERE’S A RUNDOWN OF WHAT “PROCESS” IS ALL ABOUT (PCM).

Six Personality Parts

Reactor

RebelWorkaholic

Persist

er

Dream

er

Promoter

Perceptual Frame of ReferenceEmoti

ons Reactions

Thoughts

Opinio

ns

Reflec

tio

nsA

ctions

CONDOMINIUM

6 PERSONALITY TYPES

Developed Early in Life Each is NO BETTER or NO WORSE, NO

MORE OK or LESS OK than the others Every person has a combo of ALL SIX Each Type has: MOTIVATORS, NEEDS,

CHARACTER STRENGTHS, and FAVORED COMMUNICATION CHANNELS

6 PERSONALITY TYPES

Recognizing these differences is crucial …

CONNECTING MOTIVATING CONVINCING RESOLVING CONFLICT The more you know … the more

positive your interactions

Rebel

ú Copyright Taibi Kahler Associates, Inc. 2001

Persister

ú Copyright Taibi Kahler Associates, Inc. 2001

Reactorú Copyright Taibi Kahler Associates, Inc. 2001

Promoter

ú Copyright Taibi Kahler Associates, Inc. 2001

Dreamer

ú Copyright Taibi Kahler Associates, Inc. 2001

Workaholic

I Process the world through …

Fun Examples

From Michael Gilbert’s Research

EDUCATOR DISTRIBUTION OF BASE PERSONALITY TYPES

Educators as a Whole

Reactor 49% Workaholic 14% Persister 25% Dreamer 2% Rebel 8% Promoter 3%

MCCSSA Conference Reactors 58% Workaholic 26% Persister 14% Dreamer <1% Rebel 0% Promoter <1%

From Taibi’s Research

78

Project Manager

0 20 40 60 80 100

Workaholic

Persister

Reactor

Promoter

Rebel

Dreamer

Per

sona

lity

type

Energy

ú Copyright Taibi Kahler Associates, Inc. 2001

79

Typical Fortune 500 CEO

0 10 20 30 40 50 60 70 80 90 100

Persister

Workaholic

Promoter

Reactor

Rebel

Dreamer

Per

sona

lity

Type

Amount of Energy

ú Copyright Taibi Kahler Associates, Inc. 2001

80

Entrepreneur

0 20 40 60 80 100

Promoter

Persister

Workaholic

Rebel

Reactor

Dreamer

Pe

rso

na

lity

Typ

e

Energy

ú Copyright Taibi Kahler Associates, Inc. 2001

81

ú Copyright Taibi Kahler Associates, Inc. 2001

Typical Elementary Teacher

0 10 20 30 40 50 60 70 80 90 100

Reactor

Workaholic

Persister

Dreamer

Promoter

Rebel

Per

sona

lity

Type

Amount of Energy Available

82

ú Copyright Taibi Kahler Associates, Inc. 2001

Dropout Rebel

0 10 20 30 40 50 60 70 80 90 100

Rebel

Promoter

Reactor

Dreamer

Persister

Workaholic

Per

sona

lity

Type

Amount of Energy Available

83ú Copyright Taibi Kahler Associates, Inc. 2001

Persister Project Manager

0 10 20 30 40 50 60 70 80 90 100

Persister

Workaholic

Reactor

Dreamer

Promoter

Rebel

Pers

on

ality

Typ

e

Amount of Energy

,

Rebel Team Member

0 10 20 30 40 50 60 70 80 90 100

Rebel

Promoter

Reactor

Dreamer

Persister

Workaholic

Pers

on

ality

Typ

e

Amount of Energy Available

ú Copyright Taibi Kahler Associates, Inc. 2001

Typical Secondary Teacher

0 10 20 30 40 50 60 70 80 90 100

Persister

Workaholic

Reactor

Dreamer

Promoter

Rebel

Pers

on

ality

Typ

e

Amount of Energy

,

Dropout Rebel

0 10 20 30 40 50 60 70 80 90 100

Rebel

Promoter

Reactor

Dreamer

Persister

Workaholic

Pers

on

ality

Typ

e

Amount of Energy Available

ENVIRONMENTAL PREFERENCES

ENVIRONMENTAL PREFERENCES

Environmental preference refers to the general tendencies and abilities to be alone, with one other person, on the fringe of a group, or actively involved in a group.

Technically speaking, these four environmental preferences are categorized: (1) alone, (2) one-to-one, (3) group-to-group, and (4) group.

ú Copyright Taibi Kahler Associates, Inc. 2001

Psychological Needs

When our needs are met we can:Ensure Effective Communication

Avoid MisunderstandingsCircumvent Conflicts

Promote Positive Relationships

PERSONALITY & PSYCHOLOGICAL PHASE NEEDS

Workaholic

Persister

Reactor

Dreamer

Rebel

Promoter

Recognition of work, time structure

Recognition of work, conviction

Recognition of person, sensory

Solitude, direction

Playful contact

Incidence

ú Copyright Taibi Kahler Associates, Inc. 2001

PSYCHOLOGICAL NEEDS – WHEN NOT MET POSITIVELY, MET NEGATIVELY

Recognition of Person Sensory Recognition for Work Time Structure Conviction Solitude Contact Incidence

Rejection of Own Person

Environmental Neglect

Time Bombing Work Explosion Over Work Hyper-Convictional Withdraw & Build

Walls Negative Invitations Too Much Risk

AND IF OUR NEEDS DON’T GET MET?!?!

Most Frustrating – “One or two co-workers who block, bully, grandstand, guard their turf …”

Most Frustrating – “When students are upset and rude to employees”

Most Frustrating – “Working with colleagues or staff who are passive/aggressive and non-team players”

Most Frustrating – “Student conduct issues”

DISTRESS – THE 3 DEGREES OF MISCOMMUNICATION

They are sequential in the descent. The further down one goes, the

more likely it is that other people are going to respond to their masks with a mask of their own.

The further down one goes, the less likely it is that they are capable of thinking clearly … communication is clouded.

WHAT’S BELOW OUR CONDOMINIUMS?

It’s time to talk a bit about STRESS in our lives, and whether it is POSITIVE OR NEGATIVE. Is it EUSTRESS or DISTRESS? (Hans Sayle) Eustress keeps us in our Condos; distress sends us to the doorway of the basement.

Dr. Steve Karpman Drama Triangle1st degree - parent 2nd degree - attacker

Rescuer Persecutor

Persister, Promoter Persister, Rebel, Workaholic, Promoter

Victim

1st degree child

Reactor, Rebel, Workaholic, Dreamer

2nd degree – drooper

Reactor, Dreamer

Three Degrees of Miscommunication

1st degree (doorway)

2nd degree (basement)

DESPAIRER

BLAMER

ATTACKER

DROOPER

PARENT DRIVER

CHILD DRIVER

3rd degree (cellar)

If either person has on a mask, miscommunication is occurring

ú Copyright Taibi Kahler Associates, Inc. 2001

Experiences:

I’m OK– You’re not OK by either behaving like a negative critical parent or a vengeful child.

I’m not OK – You’re OK by behaving like a victim.

2nd degree (basement)

BLAMER

ATTACKER

DROOPER

ú Copyright Taibi Kahler Associates, Inc. 2001

Experiences:

I’m OK– You’re not OK by either behaving like a negative critical parent or a vengeful child.

I’m not OK – You’re OK by behaving like a victim.

Warning Signals

DROOPER MASK

ATTACKER MASK

BLAMER MASK

CHILD DRIVER

DROOPER

Again … Based onPsychological Needs -

“Met” or “Unmet”

HOW DOES DISTRESS MANIFEST ITSELF IN THE COLLEGE CLASSROOM?1st Degree – Manifests from Improper Communication Channels … 2nd Degree – Manifests from Psychological Needs Not Being Met as They Should.

SPEAKING DIFFERENT LANGUAGES RESULTS IN CREATING UNMET NEEDS AND THUS, A VERY PAINFUL EXPERIENCE OF DISTRESS FOR ALL.

AN EXAMPLE

WHAT IS OUR MAIN “TAKE-AWAY” FROM AN HIGHER EDUCATIONAL STUDENT SERVICES STANDPOINT?

FOR STUDENTS TO SUCCEED …

We must develop GAMESMANSHIP and a Landscape Awareness; Wherein we learn the PROCESS of Communication; So that we can COMMUNICATE with students with their Base

Personalities; While MOTIVATING them in their PHASE PERSONALITIES by

meeting their PSYCHOLOGICAL NEEDS; Which allows students to the ENERGY to RIDE THEIR

ELEVATORS; To their WORKAHOLIC FLOORS, where ACADEMICS can be

addressed optionally; Which builds SELF-EFFICACY; and beyond that, RESILIENCY and

SKILL DEVELOPMENT; Ensuring a QUALITY PRODUCT, justifying Client Services and

Customer Satisfaction; [Helping them deal with their academic issues]

Resulting an enhanced quality of life, a more robust economy, and stakeholder satisfaction with COMMUNITY COLLEGE STUDENT SERVICES. [Helping them with occupational planning and future success]

THIS IS NOT A CELEBRATION OF “WORKAHOLIC” BY ANY MEANS

All Personalities are Equally “OK” All Personalities have “Non-OK”

Attributes (Donlan’s Research) Bandwidth is Neither Good Nor Bad Model is Prescriptive, Not Judgmental Model is Not a Growth Model (unless it

needs to be for an individual)

PHASE

Embedded in Your Report

Who here has PHASED?

TIES TO DEVELOPMENTAL STAGES

Workaholic/Loss Persister/Fear Rebel/Resp-Self Love Promoter/Bonding Reactor/Anger Dreamer/Autonomy

24-26 Late Todd. Solution 18-24 Early Todd. Trust 36-48 Early Pre. Indepen. 9-18 Late Inf. Connection 48-60 Late Pre. Relations 0-9 Early Inf. Dependence

INFORMATION ON PHASING

What does it explain? What is a Phase Change? How does this affect motivation, needs,

and communication? What percentage does this affect? What is it a result of and why? How long does a Phase Change last? What occurs during the Phase Change?

Staying Energized

WHAT DO YOU DO?

“Long walks followed by glasses of wine.” “Listen to calming and relaxing music … focus on non-

work related activities.” “Laugh – I like to spend time with my friends and family.” “I am working on my Master’s Degree.” “Yoga, music, art, release exercise, write.” “Scrapbook.” “What spare time? There is no spare time.” “I coach soccer, spend time with the family and run.” “Walk, read, be with nature.” QUESTION – Doesn’t anybody DRINK any more?!?!?

Taibi’s Action Plans

Because you NEED THEM … and because you need to ride your elevators. Check out bandwidth,

everyone.

Process Training Available through Qualified Consultants in Michigan

BEYOND THE PERSONALITIES OF OURSELVES …

A few fun facets for all of ushere today …

118

119

Interesting Research

121

Preferred Learning Patterns of EuroAmericansValue Individuality• School achievement & success are primary goals• Learning materials help root Euro- identityTime Oriented• Scheduling is important• Being on time is valuedWork and Achievement Oriented• Task-oriented• Have learned to sit still, not fiddle & pay attention• Passively receive information• Prefer theoretical & conceptual learning • Family pressure to achieve in school• School achievement is in line with family goalsCompetitiveness• Competition is encouraged• Winning is valued• Instruction & motivation is aimed at grades & test results• Peer & family pressure to be “the best”• Focus is on personal, individual achievement (Information from: Boykin & Bailey, 2000; McIntye, 1996; Shade, Kelly & Oberg, 2004).

122

Preferred Learning Patterns of African AmericansValue Communalism/Group Orientation• Value social aspects of the classroom • Influenced by need for affiliation over achievement• Learning often conflicts with personal & family loyalty, integrity &

identity• Interdependence & group loyalty valued by family• Peer pressure not to achieve in school• Events & people are more important than time• Peer/social content, humor, fantasy, call & response are best ways to

learn• Need to form positive relationships with the teacherReact With Movement /Verve/Action• Strong appreciation for visual & performing arts• Need for movement (especially boys)• Exhibit high degree of physicality & interaction• Respond via physical movement • Multi-task wellRelevancy• Need to see total context of information• Prefer practice & experimentation• Respond well to creativity(Information from: Boykin, 1994; Boykin & Bailey, 2000; McIntye, 1996; Shade, Kelly & Oberg, 2004).

123

Preferred learning styles of EuroAmericans

Preferred learning styles of Workaholics & Persisters

Value Individuality· Focus/preference for individual

achievement

Time Oriented· Schedule is important· Being on time is valued

Work & Achievement Oriented· Task oriented; work before play· Family/self value school

achievement & recognition for academic accomplishments

Competitiveness· Achievement & success are goals· See school as competitive (want to

be the best)· Value on grades & test scores

· Learning materials help root Euro-identity

Family pressure to achieve· Passively receive information· Learned to sit still, not fiddle

& pay attention· Prefer theoretical &

conceptual learning

· Peer & family pressure to be “the best”

· Winning is valued· Competition is encouraged

· Need respect for individual beliefs/opinions

· Enjoy individual projects

· Enjoy academic challenge & hard work

· Low tolerance for “meaningless” activity

· Like their best work displayed

· Enjoy debate

Submitted to the Journal of the Alliance of Black School Educators, Bradley, D. February 2007

124

Preferred learning styles of African Americans

Preferred learning styles of Rebels & Promoters

Communalism/Group Orientation

· Value and need for classroom socialization

· Need positive relations with teacher

· Affiliations & relationships have priority over school achievement/grades

· Social group has major influence React With Movement· Learn through art, music, drama· Need movement activity

throughout the day· High need for physicality &

socializationNeed Verve/Action/Excitement· Spontaneous· Respond to tangible rewards· Prefer multi-taskingRelevancy· Need big picture; total context· Respond to creative assignments· Need real-life connection; practice

& experimentation

· Peer pressure not to achieve in school

· Events & people more important than time

· Learning can conflict with personal and family loyalty, integrity & identity

· Sensitivity to emotional cues & body language

· Peer/social content, humor, fantasy, call & response are best ways to learn

· Respond via physical

movement

· Important to develop distinct personality

· Respond via emotional vocal exuberance

· Respond to direct statements

· Prefer areas other than their desks

· Prefer hands-on; real-life· Like fun, play & being

center-stage· Need action, excitement,

humor

· Learn through stories, metaphors & analogies

125

Because teaching practices found in the American education system of education are not tapping into the potential of many African American students, nor are they reaching the Rebels and Promoters of all races, cultural and personality differences are often being interpreted as education deficits.

Dr. Dianne Bradley, submitted to Journal of the Alliance of Black School Educators, 10 February 2007

THANK YOU FOR ATTENDING.