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Resist change, slow to act, withdrawn, resentful, miss deadlines, unimaginative, relies too heavily on data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