Classroom Orientations and Learning Style

Chapter 4 “Classroom Orientations and Learning Styles” Reflection

Casey Kiel

Gwinnett County: ESOL Endorsement Program

11 October 2012

Review:

“Since students spend thousands of hours with their teachers over their lifetime, the ways that the teachers view and perceive their students will have an initial impact that will continue for years on those students’ identities” (Noel, p. 125).  In chapter four Noel discusses the importance of the teacher’s view of her students.  She further explains that the teacher’s attitude toward the students con impact his or expectations for themselves and inevitably their self-esteem.  Society can also compound these feelings by making their assumptions and setting expectations based on race or socio-economic status.

Noel sites two orientations a teacher may have: deficiency orientations and difference orientation. A teacher with a deficiency orientation views the student as lacking in some way.  She believes that the mainstream way is the only way of experiencing and sharing knowledge.  Students are expected to adjust to the “norm.”  In a difference orientation the teacher views the student’s characteristics as differences.  She looks for ways to include and build upon these strengths.  

Noel goes on to discuss how we all learn differently.  We each have different learning styles or ways of perceiving and interacting with the learning environment.  Some components of learning styles are physical setting, social setting, learning senses, and cognitive styles.  Noel also shares a wide range of learning style inventories that help teachers better understand their students.  Gardner offered 7 different intelligences.  He found that we have at least some of each but strengths in different ones.  One study found that learning styles encompass 21 different variables.  Consider all the various combinations with 22 students and you’ve got a large spectrum of learning styles.  Noel ends by asking if it is best for the student to learn only via their preferred learning style or if that will dampen the chance of growth in other areas (Noel, 2008).

Reflect:

            After reading this chapter I believe that I have at times taken a deficiency view of some of my students.  Occasionally, after learning more about how things are run at home I have, regrettably, lowered expectations for them.  However, I work hard not to let previous teachers fill my head with their observations before I have the opportunity to work with the child myself.  I believe that each child is entitled to a fresh start. 

            I also learned a little about my own style.  I am a visual learner.  I learn best when I am able to see, write, and sometimes put a picture with what I am learning.  However, I have developed in using my musical experience to learn.  Some things I learn best by putting them to music.

             

Refine:

            What does this all mean for my classroom?  I will spend time observing my students for strengths and learning styles.  Many of the inventories seem like they would be too complicated for my second graders.  However, through getting to know them and closely observing them I hope to better be able to meet their needs. 

            After learning about their abilities and strengths I want to vary the styles of the opportunities they receive to learn and express what they have learned.  This will mean that at times I will have to teach and offer experiences that reach outside my comfort zone, but I will try to view it as an opportunity for me to learn and grow.  I like the question she posed at the end of the chapter, because I do think it is important for students to have experiences with different learning styles.  This gives them some perspective when others struggle, and they may find they have undiscovered strengths or interests. 

           

                

References

Noel, J. (2008). Developing Multicultural Educators (2^nd Edition)