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Characteristics of intelligent behavior

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LeAnn Skeen

The document discusses five characteristics of intelligent behavior that teachers should model, teach, and observe developing in students: 1) Drawing on knowledge and applying it to new situations, such as relating past experiences to a new skill being learned. 2) Finding humor, which develops high-level thinking skills like anticipation and visual imagery. 3) Creating, imagining, and innovating, encouraging students to believe they can accomplish anything. 4) Listening with understanding and empathy, such as using fiction and poetry to develop empathy. 5) Thinking and communicating with clarity and precision in both writing and speaking, such as rewriting ambiguous sentences clearly.

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Characteristics of Intelligent Behavior Myrna Skeen Professor Torres Secondary Teaching Methods 13 March 2017
12 qualities of genius curiosity playfulness imagination creativity wonderment wisdom inventiveness vitality sensitivity flexibility humor joy According to Thomas Armstrong 1998, author Of Awakening Genius in the Classroom, there are 12 qualities of genius.
Now we shall look at five characteristics of intelligent behavior that you, as a teacher, should model, teach for, and observe as they develop in your students.
Drawing on Knowledge and Applying it to New Situations Help your students learn to draw from real life past experiences and apply them to a skill they are now are learning. For example: To help your students understand the character, Rebecca, In Arthur Miller 1953, The Crucible, ask them to think about a time when they were unkind to a person because they felt like the person was so kind and good, that it made them feel terrible for something bad that them had done.
Finding Humor Humor sets creativity free and develops high-level thinking skills, such as anticipation, finding novel relationships, and visual imagery. For Example: Your students will love William Shakespeare ca. 1593, A Midsummer Night’s Dream, if you help them to see the humor in the characters. This is a good play to teach your students how funny and enjoyable William Shakespeare really is.
Creating, Imagining, and Innovating Encourage all of your students to say, “I Can,” And discourage them from saying,” I Can’t.” Just a Few Examples: Tie into their emotions by engaging them in a project to help the homeless, or through reaching out to a student who’s very sick. Have them to keep a daily journal, and encourage their creativity in using it. Make sure they know They can be free to express themselves in their classroom.
Listening with Understanding and Empathy Being able to listen to others, and understand their perspective, is one of the highest forms of intelligent behavior. For Example: Use literary fiction and poetry to help your students learn to listen to others with empathy and understanding.
Thinking and Communicating with Clarity and Precision Make sure your students understand the importance of clarity and accuracy In both written and spoken communication. For Example: As a fun exercise, have your students read ambiguous, humorous, sentences, and rewrite them for clarity and accuracy. Then have them share their rewrites with the class.
References Armstrong, T. (1998). Awakening genius in the classroom United States: Association for Supervision and Curriculum Development. Kindle Ed. Miller, A. (1953). The crucible. New York: A. Meyerson. Shakespeare, W. (Writer). ( Ca.1593). A Midsummer Night's Dream.

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Characteristics of intelligent behavior

  • 1. Characteristics of Intelligent Behavior Myrna Skeen Professor Torres Secondary Teaching Methods 13 March 2017
  • 2. 12 qualities of genius curiosity playfulness imagination creativity wonderment wisdom inventiveness vitality sensitivity flexibility humor joy According to Thomas Armstrong 1998, author Of Awakening Genius in the Classroom, there are 12 qualities of genius.
  • 3. Now we shall look at five characteristics of intelligent behavior that you, as a teacher, should model, teach for, and observe as they develop in your students.
  • 4. Drawing on Knowledge and Applying it to New Situations Help your students learn to draw from real life past experiences and apply them to a skill they are now are learning. For example: To help your students understand the character, Rebecca, In Arthur Miller 1953, The Crucible, ask them to think about a time when they were unkind to a person because they felt like the person was so kind and good, that it made them feel terrible for something bad that them had done.
  • 5. Finding Humor Humor sets creativity free and develops high-level thinking skills, such as anticipation, finding novel relationships, and visual imagery. For Example: Your students will love William Shakespeare ca. 1593, A Midsummer Night’s Dream, if you help them to see the humor in the characters. This is a good play to teach your students how funny and enjoyable William Shakespeare really is.
  • 6. Creating, Imagining, and Innovating Encourage all of your students to say, “I Can,” And discourage them from saying,” I Can’t.” Just a Few Examples: Tie into their emotions by engaging them in a project to help the homeless, or through reaching out to a student who’s very sick. Have them to keep a daily journal, and encourage their creativity in using it. Make sure they know They can be free to express themselves in their classroom.
  • 7. Listening with Understanding and Empathy Being able to listen to others, and understand their perspective, is one of the highest forms of intelligent behavior. For Example: Use literary fiction and poetry to help your students learn to listen to others with empathy and understanding.
  • 8. Thinking and Communicating with Clarity and Precision Make sure your students understand the importance of clarity and accuracy In both written and spoken communication. For Example: As a fun exercise, have your students read ambiguous, humorous, sentences, and rewrite them for clarity and accuracy. Then have them share their rewrites with the class.
  • 9. References Armstrong, T. (1998). Awakening genius in the classroom United States: Association for Supervision and Curriculum Development. Kindle Ed. Miller, A. (1953). The crucible. New York: A. Meyerson. Shakespeare, W. (Writer). ( Ca.1593). A Midsummer Night's Dream.