faculty learning and behavioral styles
TRANSCRIPT
Behavioral and Learning Styles
CGCC Second-Year Student Results
Marjorie ReillySenior PracticumSUNY Delhi NURS 403, 11070Cheryle Levitt
3 Learning-Style Inventory
Visual 47%
Auditory 8%
Kinesthetic 45%
Faculty and Marjorie are 100% Visual while Robbin is Tactile/Kinesthetic
Second- 3 Learning-Style Inventory
Visual 43%
Auditory 10%
Kinesthetic/Tactile 47%
Predominant Learning Style Distributions
Upon Review of Inventories: Fairly even Distribution of Visual
and Tactile/ KinestheticApproximately 8%
Auditory
Visual Not Distractible
Finds verbal instruction difficult Good handwriting Remembers Faces
Uses Advanced Planning Doodles Quiet
Scrupulous in appearance Detail Oriented
http://www.youtube.com/watch?v=S-I2EL_K5pM
Auditory
Talks to self aloudEnjoys talkingDistractible
Has difficulty with written directionsLikes to be read to
Memorizes sequentially
Kinesthetic
Likes physical rewardsIn motion most of the time
Likes to touch people when talkingTaps pencil or foot when studying
Enjoys doing activitiesReading not a priority
Behavioral Styles
FEELER/INTUITORTHINKER/SENSOR
Basic Style Elements:
Our Students
The Following Graph represents the distribution of our student's behavioral
types
Faculty and Staff
The following slide includes the results from the faculty and staff inventories
The Four Styles:Doves: Relationship-Oriented
Eagles: Results-Oriented
Owls: Detail-Oriented
Peacocks: Socially-Oriented
Basic Elements of BehaviorDove: Supporting and Indirect
Eagle: Controlling and Direct
Owl: Controlling and Indirect
Peacock: Supporting and Direct
Do Unto Others…How to Treat Each Type of IndividualDoves: Friendly, Easygoing, Supportive
Eagles: Communicate Rapidly, be Precise, Well-Organized, Results-Oriented
Owls: Accuracy, Precision, Logical
Peacocks: Flare and Excitement, be entertaining and Supportive
Owls In Stressful Situations
Resist change, slow to act, withdrawn, resentful, miss deadlines, unimaginative, relies too heavily on data
Owls Need:
• Slower pace for processing and accuracy• Understanding of principles and details-
This helps them know they are right“I can’t help you any further. Do what you want.”
Peacocksin Stressful Situations
Manipulative, Overeager, Impulsive, Inconsistent, Time-Wasting, Unrealistic, Superficial
Peacocks Need:
• Credit for their actions• Action and interaction
• Quick pace for stimulation and excitement• Prestige!“Hey, let’s go onto something more
positive.”
DOVES in Stressful Situations
Hesitant, Submissive, Passive, Indecisive, Defensive, Dependent
Doves Need: • To know they are liked
• A slower pace• Comfortable relationship
“Okay, if that’s the way you must have it, we’ll try it.”
Eagles In Stressful Situations
Restless, critical, blunt, intrusive, pushy, aggressive, irritable, uncooperative
Eagles Need: To feel in controlTangible evidence of progress toward
goalsA fast pace with accomplishments“If you can’t stand the heat, get out of the
kitchen.”
Critical Skills:Identify Own and Other’s stylesListeningAdjusting StyleImproving Communication
Our Students…
Also Our Students…
ReferencesAlessandra, T. (n.d). Relationship strategies. Retrieved from http://www.trainingsolutions. com/pdf/relationshiplg.pdfBehavioral-Style Evaluation. (n.d.). Retrieved from http://coe.winthrop.edu/blackburnb/ EDCI%20636/behavior.pdfDille, B. (2007). Learning style Inventory. Retrieved from http://www.odessa.edu/ dept/govt/dille/brian/courses/1100Orientation/LearningStyle Inventory_survey.pdf Gill, N. (2013). Four Humors. Retrieved from http://ancienthistory.about.com/cs/ hippocrates/a/hippocraticmeds.htm Leonard, E. (2011). College success simplified. Upper Saddle River, NJ: Pearson.Morris, D. (2012). Mastering our relationships: Self-assessment of communication style. Retrieved from http://www.davidjcmorris.com/wp-content/uploads/2012/06/ davidjcmorris-masterclass-communicationselfassessment.pdf