EXPLNG LNG & TCHG
EXPLNG LNG & TCHG EPSY 2130
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This 22 page Class Notes was uploaded by Clotilde Hodkiewicz on Saturday September 12, 2015. The Class Notes belongs to EPSY 2130 at University of Georgia taught by Carter in Fall. Since its upload, it has received 28 views. For similar materials see /class/202094/epsy-2130-university-of-georgia in Educational Psychology at University of Georgia.
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Date Created: 09/12/15
s xww wmu Exit 2 H 1 4 7a w 52 gififif39f39rf rf In 394quot In quotan rr quotan quotm quotan quot 1quot In quotw quotan 39 1r Temperament juiz Q What is temperament Teaching learning Implications ICA 6 25 W 25 T 22 m T 22 we Irma Tw zz T wax am x x x tome w mx m w JON w x Jew w w me x J6 Temperament Quiz A look at your own temperament Circle the responses that most adequately describe you What is Temperament Inborn traits that determine a child s behavior 39style emotional expression 9 preferred Style of responding first and most natural Way of reacting Genetically based 9 Moderately Stable predictable over time YouTube Infant Temperament 9 Help children reccgr ze maxin ze strengths 9 Guidance assistance in appropriate expressien Relatianship to39 classroom enviromnent activities Social skills peer relationships e3 Persanal sanity pmfessional behaviar 9 Temperament Characteristics based on Stella Chess 8 Alexander Thomas summarized by Kurcinka Intensity Persistence Sensitivity Perceptiveness Adaptability Regularity Energy First Reaction Mood OP JNP P E eWNT Continuum from mild to strong IntroversionExtraversion 9 Does not equal social skills o How the child receives energy from their environment happiest most content I ntroverts energy from being alone select few 39 Recharge by solitude 39 Need time to regroup EXtroverts energy from being around other people 39 Recharge by engaging in activities 9 Consider individual differences in planning activities group vs individual work Im am 641 39 wslgigjjcj ii 653 13m 8 if W ram 4 119 o Easy 40 of children Regularity in bodily functions positive mood high adaptability to change positive approach to new people places and things mild intensity o Difficult10 of children Low regularity withdrawal slow adaptability high intensity and negative mood 9 Slow to Warm Up 15 of children Low intensity low activity level slow adapting withdrawal in new situations 0 GOODNESS OF FIT J 7 Xxx Definition Compatibility If I quot between the child s 7quot temperament characteristics and quot 4 and the demand expectations f of the environment Each child has a different temperament so they will all function differently Within the same environment 1 Poor t stress problem behavior How do we help improve fit I Adjust demands and environment I Allow movement daily schedule exibility in teaching I Adjust personal reactions Teach skills and coping strategies Consider Andym Andy is 6 years old and in the first grade He has a very high activity level and is always on the go Mr Michael s class Mr Ethan s Class Mr Ethan mixes seat work and active work throughout the day When Andy appears restless Mr Ethan has Andy get up and run an errand for him or stand 3 and work beside his Mr Michael has a very structured class and quot71 requires his students to sit quietly at their desks for the majority of the day When Andy gets out of his desk Mr it Michael makes him stay inside during recess 391 and do worksheets desk Mr Ethan never takes away recess as a punishment for Temperament and Academic Achievement Temperament Social Competency m 1 391 a l Xquot 39 H w quot 9 va 39 I f a I m JAIL quotL A mdm a Be aware 9f child s temperament and respe t his at her individual diff erennes Be aware if our awn temperament and adjust your natural responses when they with the child student s resmnsex Gammanicate Explain decisians and matives Listah m the ahild39s paints 0f and enwurage teamwmk In generating salutinns 31 Set limits to help 3mm hild sttident develmp aelf mntml Respect apini ans but remain rm an impartant limitg 9 93911 role model beaa ussa children learn in tati n if its mt there slan t force it Lag respect students39 temperament and prame optima forassigtnmems Scenario 1 You are an elementary school teacher Two boys in your class are driving you crazy They are not bad kids but they almost never sit normally in their chairs instead they tip them tilt them perch on the edges or sit on the backs They are constantly getting up to sharpen their pencils or whatever during seatwork assignments When they are sitting their legs jiggle feet dance and pencils tap When you have all the kids sitting on oor to hear a story or have a discussion their bodies squirm and tip and their legs or arms shoot out and bump someone inevitably resulting in an uproar They have a lot of trouble sitting still and listening to directions before zooming off to start work without knowing what they are supposed to be doing Both of them are behind in reading partly you suspect because they don39t sit still long enough to read much Scenario 2 You are the parent of three children Two have t in pretty well to the rules an routines of the household but your middle child an 11yearold is the family member who doesn t quot t inquot She frequently sits down to a meal complaining she isn39t hungry picks at her food and then an hour later wants you to x her a snack She often has trouble falling asleep at bedtime complaining she39s quotnot tiredquot and reappearing in the late evening long after the others are fast asleep but she has trouble waking up for school many days barely dragging herself out of bed She also rebels at the household rule that homework must be done before dinner saying she sometimes quotcant concentratequot on it then and would rather do it later in the night Scenario 3 You are a high school Social Studies teacher This year you have a handful of sophomores who just don39t seem to be able to settle down and focus They talk and pass notes during your lectures call out instead of taking turns during class discussions end up chatting instead of working on their individual projects during library research daysthey even have trouble working silently and independently on tests They never seem to think before they act and even the smallest disturbances in the classroom draw their attention and get them going Scenario 4 You are a kindergarten teacher One of your students Tim is very emotionally intense He cries easily gets frustrated easily when he can39t do things laughs long and loudly gets angry and yells when something doesn t go his way and expresses strong feelings about what and who he likes and dislikes He has trouble controlling his reactions to everyday events and often makes a scene in your classroom and disturbs some of the quieter shyer children Also some of the other children are starting to tease and pick on him because they can be sure of such a spectacular response Scenario 5 You are a freshman homeroom teacher One of your students Sarah just transferred to your school last month She is very quiet and seems to have no friends in the class She usually reads a book throughout homeroom and when someone does ask her a question she mumbles quotI don39t knowquot and retreats back to her book From what you can tell she is a very kind and bright student but she has made few efforts at initiating any friendships Furthermore she has not attempted to get involved with any after school activities and seems increasingly miserable The one time you tried to talk with her about it she just smiled at you and said quotIt39s OK I am happy with they way things are but didn39t seem to want to talk any more Temperament TakeHome Messages Match is important temperament and environment 6 Easier to adjust environment than to change temperament Dif cu1t child coworker student Its not you They can t help it but they can maximize success V Development L Life Experience Infamy gammaed Temperament and Personality 9 Tem erament as developmental pre ecessor to adult personahty 9 Adult Personality 3 The Biq Five OCEAN 1nteect Openness to Expe ence 2 Conscientiousness 3 Extraversion 4Agreeabeness 5 Neuroticism
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