The Way They Learn by Cynthia Ulrich Tobias, M.Ed.

The following is based on information in The Way They Learn by Cynthia Ulrich Tobias. It is designed to be a guide for parents in describing each individual child's strengths and preferences to a teacher. You have permission to copy and distribute this Profile for personal and small group/classroom use, as long as you do not use or sell the Profile commercially, revise the Profile in any way, or, except as specifically provided above, use the Profile in a manner that is inconsistent with the rights granted the author under 17 U.S.C.§ 106. As you share this information with your child’s teacher, remember, you are sharing what you know about your child and asking the teacher for insights that may aid you in helping your child understand, appreciate and cope with demands in the classroom that may or may not match his or her natural learning style. Whenever possible, fill out the following with your child together.

Child's Name_____________________ Date__________

Seems most alert during which time(s) of day?
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Early morning                                               Late evening

When doing his or her best work, needs or doesn't need some sort of intake (food or drink).
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Need to eat or drink     Distracted by eating or drinking

Seems to be able to concentrate best in bright or dim light?
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Bright light                                                         Dim light

Is almost always most comfortable doing homework in a formal, or informal setting?
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Formal (desk, table)                Informal (floor, bed, sofa)

When trying to remember or review, is successful most often when he or she can:

Repeat the words aloud, drill verbally, or turn the information into a song or rhyme.
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Almost always                                               Almost never

See a picture of what is meant, sketch out an idea, use colorful folders to organize.
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Almost always                                               Almost never

Keep on the move, take frequent breaks, work in spurts of great energy, shifts positions.
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Almost always                                               Almost never

III. How Do You Process and Interact With Information?

When listening to information or directions, usually seems to:

Get the gist of things, understand the main idea.
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Almost always                                               Almost never

Remember specific details, can repeat things word for word.
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Almost always                                               Almost never

When reading, often:

Reads quickly, skipping unfamiliar words; tends to choose fiction or personal interest.
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Almost always                                               Almost never

Reads slowly and deliberately, reads every word, stopping when there is an unfamiliar word; tends to choose subjects that can further knowledge, not much light reading.
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Almost always                                               Almost never

When organizing, usually:

Works with piles instead of files; may spread materials out over several work areas; tends to procrastinate.
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Almost always                                               Almost never

Works best with a structured schedule; needs a clear and efficient work space; needs to break larger projects into manageable parts.
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Almost always                                               Almost never

IV. How Do You Understand and Communicate What You Know?

When learning, is:

More interested in obvious facts than in hidden meanings.
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Almost always                                               Almost never

Often interested in where a person got the facts.
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Almost always                                               Almost never

Most interested in the background of the person giving the facts.
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Almost always                                               Almost never

Mostly just interested in how much of the facts are really necessary.
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Almost always                                               Almost never

On a day-to-day basis, prefers:

Having a parent or teacher provide predictable plans and routines.
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Almost always                                               Almost never

Designing his or her own schedules or routines.
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Almost always                                               Almost never

Knowing what will make everyone else happy.
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Almost always                                               Almost never

Doing whatever the inspiration of the moment dictates.
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Almost always                                               Almost never

When it comes to responding to authority figures, seems to especially need:

Clear and specific rules and expectations.
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Almost always                                               Almost never

Logical reasons for procedures and guidelines.
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Almost always                                               Almost never

Reassurance of personal worth despite making a mistake.
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Almost always                                               Almost never

To feel the mutual respect of the person in authority and input on the issues.
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Almost always                                               Almost never

Summary

Date ________________

Here is what we feel is most important for you as a teacher to know about__________________ (child’s name):

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Talking to the Teacher

1. Treat the teacher as the expert. Assume the best, and approach the teacher in a positive, upbeat way.

2. Let the teacher know what you have read, and ask for his or her opinion. (Perhaps even loan the teacher a copy of The Way They Learn!) Ask the teacher to give you some ideas for further reading.

3. When discussing your child, start many of your questions with the same four words: "What can I do?" For example, "Jane's learning style is very different from your teaching style. I think it's great that she is learning how to deal with lots of different approaches. I'm wondering, though, what could I do to help her understand the way you teach? What could I do at home that might help her succeed better in your classroom?" Let the teacher know you and your child are taking the responsibility for learning and coping with the classroom demands.

4. Recognize that there are very practical limitations on what the teacher can do for your child. Try to make it as easy as possible for the teacher to accommodate your child's learning style while still meeting bottom-line outcomes. For example, if you have discovered that your child needs to follow a certain system for recording and keeping track of homework, you go ahead and make up the necessary assignment sheets so that the teacher would only need to fill in a couple blanks and sign the bottom.

5. Remember, every teacher is a lesson in learning for your child. The more variety he or she experiences in the classroom, the more opportunities your child will have to discover and develop natural style strengths and to use them to cope with uncomfortable style demands. Instead of resenting a different teaching approach, do your best to help your child understand and value a variety of methods. By helping children discover and appreciate their teachers' unique styles, you can be preparing them to face a world of differences with the confidence of knowing they can use their strengths to cope with almost anything!

Excerpted from Every Child Can Succeed: Making the Most of Your Child’s Learning Style

by Cynthia Ulrich Tobias. Published by Focus on the Family, 1996.

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