Chapter 5 QR

The first part of this chapter talks about the “types” of personalities in a classroom, and divides them up into seven different personalities. I can relate to this, not only because when I was a student in high school I remember each type of personality, but just a few weeks in my placement you can pick out these students almost right away. I think these types of personalities don’t hinder the learning environment but only help it because it forces teachers to differentiate their instruction so they can hit all these learner and personality types. The second part of this chapter talked about why some students may or may not participate and why. I think this part was insightful and eye- opening because it gave a lot of reasons and strategies students use to get out of participating. Knowing this, I think it will be easier to get around this type of problem, and start getting everyone involved. The last part of this chapter is about advice when putting students into groups for activities. I think in a younger classroom, it is important to divide up the responsibilities and assign spefic roles among the group so that work is being equally distributed. Working with a few people, it is easy for students to sit back and get away with doing nothing. However, groups are meant to strengthen interpersonal learning experiences and allow for a deeper understanding of the material, so explaining how groups should work and what roles each person will be taking. I think that this strategy is a great way to get the most out of group work. In practicum, we have practiced this for interpersonal group work and it has proven to be a much more valuable practice than just regular grouping.