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Of course, the learning styles are expressed in people to a greater or lesser degree.
It is important to figure out what kind of learner you are, as this influences your education. If the lesson (lecture, training) is designed with all four kinds of learners in mind, then everyone will remember and understand the information. If there is only visual aids used when teaching (posters, schematics), with monotone speech and no clear definitions of the structure, then the only ones who will remember the information are those whose visual intake is highly developed.
So, how can you know which kind of learner you are?
Kinesthetic learners typically move about quietly, slowly, unnoticed. For example, if a kinesthetic learner arrives late to the theater or to class, they will either not go into the room at all, missing the first part of the show or the lecture, or will wait until there is a break to go in, all in order to avoid drawing attention to themselves.
They take in everything through their senses and love warm, comfortable clothing. They care little about color combinations or matching clothes – comfort is key.
They prefer shoes without high heels which are comfortable and convenient. Kinesthetic learners do not care about fashion and style. This might mean buttons and zippers and items without accessories. Giving them clothes as a gift is not something easy and is almost impossible to guess. The design is of little interest to them; what they care about is if it is comfortable to wear or not.
They learn through doing. No matter how many times you repeat something to a kinesthetic learner using different kinds of voices (quiet, loud), or all the colorful posters you show them, they will not learn until they take it themselves and do it themselves. You can take their hand and help them, otherwise it will not be understood. They can only learn a series of actions by physically repeating them. In order to remember something they may have to write something down or redraw a map (image).
Auditory learners.Their prosody (form of speech) varies. They speak quietly, loudly, high or low, always using logical stress patterns. They love intonation and pay attention to it in others.
If they pass by and hear interesting, non-monotone speech, they will listen to it and become interested. Auditory learners should be taught using this play with speech. They do not like shouting.
They love to listen to speech similar to theirs. When arriving late somewhere, they will listen by the door and, when they think it is the right moment (change of presenters, pause, applause), they will quietly tiptoe into the room, trying not to draw attention to themselves. They will say hi if necessary but always quietly, in a whisper.
Auditory learners are few. Generally, this is found in combination with another learning style.
Learning styles can change if they are worked on. We can combine two or more kinds of learning styles, being auditory and kinesthetic learners at the same time.
Logical learners. All of us have at least at some point in our lives come in contact with a logical thinker. These meetings usually occur in institutes or universities. Albert Einstein was considered a logical thinker. Their speech is monotone. Lectors of this kind stand behind the podium, not thinking at all about whether someone can hear them. They structure everything. At the beginning of lectures they always first give a detailed plan with many sections and subsections. They love to use multi-leveled classifications: 1.1, 1.1.1., etc. Notes written during their lectures are clear and interesting, however, listening to their lectures is boring and uninteresting. They are excellent scientists and understand science very well. Taking exams with such professors is difficult. Their clothes are functional. One interesting example is the anecdote about Albert Einstein in which he sometimes would leave the house in different shoes (a sneaker on one foot and a boot on the other). When asked about the mismatched shoes he answered, “They are both shoes. The sole is the same height on both of them. On the left foot is the left shoe, on the right foot – the right. Both my feet are comfortable. I don’t see anything wrong here.”
Many logical thinkers also do not concern themselves with the color or matching pairs of socks. There is one version that says that this is the reason behind the student superstition of wearing different socks to an exam (from different pairs, possibly differing in color) for good luck. In other words, students no longer put pennies in their shoes to breeze through an exam but instead use the “Einstein Method” and just wear different socks (if it were shoes I am afraid it would have the opposite effect). Who knows, maybe it will help us all become a little more like Einstein.
If a logical thinker arrives late somewhere, they knock, wait for the right moment, like the auditory learner does, and follow up by giving a necessary explanation for their tardiness. “Hi, I am late because 1,2,3,4… May I come in or should I wait until the end of the lecture?” They can go either way. They give the lector the choice. If they can come in, they go in. If not, no problem, they wait. Unlike logical thinkers, kinesthetic learners do not even think about trying to go in. It is better for them to stay behind the door.
Logical thinkers have a clear algorithm for everything. All of their actions are split into specific steps, for example, even the act of cooking eggs is thought through to choosing the right pan. They have their favored route, usually the shortest, 50—200 steps shorter than the comfortable route. Statistically, they rarely change their habits.
Visual learners. this is the biggest category. They are recognizable by their fast and clear speech. Sometimes, it can be hard to follow their thoughts as they quickly change focus. Their speech is accompanied by many colorful expressions and emotional tone. Often in bright clothing and a hairdo, they enjoy taking care of their outer appearance. If a visual learner arrives late to a lecture they always allow themselves to enter at any moment. Knocking, no knocking, however they see fit. They enter loudly, attracting attention. They will not skip or wait until the end of the lesson due to being late. They might say “I’m sorry. Continue…”, etc. Unlike auditory learners who will wait for the right moment, they do not bother themselves with this. They go in as soon as they arrive. Visual learners look their conversation partner in the eye. They use the expression “look” in their speech. These are people who take everything in through their eyes.
You can figure out what kind of learner your child is by observing them, and then you will understand what you have to work on so that they fully take in the world around. Keep in mind that these four scales, and the perceptions described, can appear to different degrees. However, it is possible, and important, to identify the main learning style.
In our learning we will try to focus mostly on the visual route. However, for complete understanding it is necessary to use absolutely all types of learning styles.
What you can do to help your child learn
– Determine their learning style. When forming your system of education, take into account the main way they take in information.
– Develop the weaker learning styles.
Quick Results
“Staircase” technique. How to set an attainable goal
Now we will move on to discussing quick results and attainable goals.
At this stage it does not matter at all what kind of learner you or your child is. The most important thing is to set attainable goals for your child which they can understand.
Essentially, the learning process in the eyes of a child is like an endless staircase, leading to an unknown place. The result of learning lies in a horizonless future and cannot be seen.
You tell them, “Study hard, sweetie! Then you’ll get into a prestigious university, get a high-paying job, and everything in your life will be just great!”
These words are white noise to a child. They cannot see past one or two steps of the learning staircase, let alone the fifth, sixth, or further steps.
Children like to get fast results. Subconsciously, your child will not take far-off goals seriously. While you are drawing out a happy future for your child, their brain will simply not take it in. These goals will be like white noise for them.
The subconscious of an adult works in a similar way. Do you remember which plans you set for yourself a few years ago? Have you reached them all? Learn a language to a conversational level, exercise regularly, lead a healthy lifestyle, visit all the countries of Europe…
There are goals which are not quickly reached for a number of reasons. Slowly, they begin to turn into dreams, unfulfillable desires, thoughts of which no longer cause you to feel any emotions.
For this very reason, it is very important to set goals for your child which they can achieve in the near future so they will not turn into unfulfillable dreams.
How is this done? We will make a checklist of how attainable the goal is:
The goal should be close and tangible for the child
It is important to mark the achievement of goals in learning, i.e., another step in the staircase of learning (your child finished another year at school, did homework on their own, woke up without an alarm clock, got three A’s in school, etc.)
Encouragement. Reaching the next step of the academic ladder, (and not only) should give your child positive emotions. Imagine monotonously climbing a long staircase, you would very quickly become tired and stop enjoying the process, just like your child. However, if they find a small “prize” at each new step, then climbing becomes that much easier. There should be emotional “goodies”: kindness, extended praise, going somewhere your child has long wanted to go (the movies, water park, circus, children events), etc.
This will be motivation to move forward.
Praise can come in different forms. You could find the negative in everything and say things like, “If you want it, you can do it!” or “Couldn’t you have done that earlier? You must have been too lazy!”
This is similar to if someone said to you after you had climbed up a long staircase, “Why did you sit on the step? Couldn’t you have gone up more?” I assume you would not like it very much. It is hardly going to help you achieve your goal.
It is better to tell your child something like:
“Good job! I am proud of you, you finished your lesson in twenty minutes and freed up your evening!”
“Well done! Come here, I want to give you a hug!”
“Thank you for putting your dirty underwear in the washing machine and for picking them up yourself instead of throwing them about.”
Compliment your child for their accomplishments and for each step towards independence. Otherwise, they might not notice it themselves. It is important that you notice it and encourage your child. That way, next time they will consciously clean up after themselves, do their lesson more quickly, get their backpack ready on their own, and so on.
“I’m proud of you!”, “You did a great job!”, “I’m really happy”, these phrases truly help goals be reached.
Of course, we should remember fast results.
“Learn well and someday you will be successful” is not a good method.
“Learn now and tomorrow you will already be able to use this and see results” works much better.
The next stage is to motivate your child to learn certain subjects.
Nowadays not every class is told when or why certain school subjects might be needed. That is why it is important for you to do so. Have you and your child find the advantages of learning the subjects and what value your child will get when they apply this new knowledge. In this way they will start to understand why they are doing it. This helps reach attainable goals, for example, doing homework on their own.
It is not uncommon for someone to want their son or daughter to reach a specific goal, without realizing that it is in fact their own goal and not their child’s. For example, wanting them to get up easily in the mornings for school.
I will give an example from one of our students, Tatiana. She talks about how it bothered her that her child could not wake up in the mornings on time.
“My daughter doesn’t want to get out of bed at all! I have to go to her half an hour early, nag her for five minutes to get up, to get dressed. This happens no matter when she goes to bed. We argue every time. I get worried and tell her that she’ll sleep through her entire life and all the important events!” says Tatiana.
In other words, she set goals for her daughter which were very far from her.
After discussing the main principles of goal setting, Tatiana changed her tactic. She broke up her goal (of her child waking up to the alarm clock and getting ready for school on her own) into shorter, easily attainable steps for her and her daughter.
The first step was to get up in the morning from the very beginning. Look at how the goal transformed from “always and immediately” to “one time tomorrow”.
Tatiana then did the following: she bought a lot of small trinkets and sweets ahead of time. When she went to wake up her daughter the next morning she told her, “If you get out of bed right now, you will find a surprise which I’ve prepared for you! I won’t tell you what it is, you should find it yourself.”
Her daughter understood that if she got up right away, made the next step, then she would get a surprise. Her daughter liked it, “Mom, will you wake me up the same way tomorrow?”
They played this game together for a while.
The next goal Tatiana set for herself was for her daughter to get up in the mornings on her own, without having to go to her and wake her up. They agreed that a surprise would be waiting if she woke up to her alarm clock on her own. After two weeks, her daughter learned to do this.
Next, the mother changed her system of encouragement. For the prize, she offed walks together or an event her daughter wanted to attend. They made their way like this to their bigger goal, with small steps which were tangible for her child.
Any goal should be gone after in a similar fashion. Break it down into steps and take your time making them, getting satisfaction from each step. After all, an endless tiring journey with an unknown end is unlikely to lead anywhere.
What you can do to help your child learn
– Set attainable goals which are tangible for your child.
– Break goals down into steps in order to accomplish them. Visualize a “staircase”.
– Use constructive praise and track progress.
Confidence
“Garland” technique. Five ways to boost your child’s self-esteem
Children often loose confidence in themselves when they start school and in the learning process. Parents then face the problem of how to raise their child’s self-esteem.
Children find themselves in an environment of complete evaluation and, consequently, are subjected to being compared not only to themselves but with ideals, standards, and other children.
If something does not work out with a child then he may start to put in half the effort, call themselves names, or avoid any difficulties, become overanxious or unnecessarily emotional, and even cry from not being able to accomplish something.
It can be quite difficult sometimes to help a child gain confidence. However, there is an easy 5-step system which can improve your chid’s self-esteem.
First, though, let’s consider why children get low self-esteem.
Before the frontal lobes and awareness turn on (13—14 years old), children see themselves as individuals through a prism of their surroundings.
If a child is told “you are dense, you are hopeless, you are irresponsible, you are stupid, you are sloppy, you are lazy,” etc., they will start to believe it and become it.
Adults always have an impact on children. If a teacher at school or parents express such judgments towards a child, then it will affect the child’s life and the life of the family as a whole.
There are four ways of raising a child: “you are bad, the world is bad”, “you are bad, the world is good”, “you are good, the world is bad”, “you are good, the world is good”.
Raising a Child with Mindful Communication
Raising a child with the first, second, and third mindset lowers their self-esteem and kills their strive at its root.
Typical phrases of the “you are bad, the world is bad” model are:
– “If you don’t study, no one will hire you.”
– “If you can’t read, you will just become a janitor.”
– “If you don’t write, you won’t even be able to get a passport – they simply won’t give it to you.”
– “If you can’t count, all the stores will rip you off.”
– “If you are illiterate, what will become of you? Life will be very difficult for you.”
– “How long do you have to sit and do those lessons, are you stupid or something?”
– “You read so slow! At this rate, you’ll hardly move on to the next grade.”
Typical phrases of the “you’re good, the world is bad” model are:
– “You confused the syllables? No wonder, look at how it’s written, even adults would struggle with it.”
– “You read unclearly? Well, whoever needs to understand will understand.”
– “Maybe you do it slowly, but at least you do it on your own. Don’t worry, you can listen to stories, how fast you read doesn’t matter.”
– “I’d like to see the authors of the textbooks.”
– “I don’t agree with their methods at all.” (Said in front of the child)
– “Don’t listen to anyone, I know you read better than the rest.”
– “Don’t take it to heart, you’re smart and they are ignorant.”
Typical phrases of the “you’re bad, the world is good” model are:
– “What, you mixed up the syllables again? Dasha read it without any mistakes!”
– “At your age, I could read fast and got all A’s.”
– “Look at you, reading syllable by syllable. Meanwhile, all your classmates are already reading fluently.”
