From the beginning, she would not look me in the eye and seemed considerably nervous. I had noticed that whenever someone walked past Jones, she always tightened up as though ready to become reactive.
As I gained the child’s trust, I began to approach her with concepts regarding the learning contract, as a mutual agreement that works toward a common goal. Jones indicated enthusiastically that she enjoyed school, letting me understand that we could talk comfortably about the subject in detail. I worked to let Jones understand that she is in charge of her own learning and completing that objective involved good behavior. Her stance became immediately defiant and she resumed her previous gesturing of dissatisfaction. As the child has a tendency to become hyper-stimulated, I quickly shifted the discussion back to a more positive school environment.
In this case, the preferred learning style is that of reflective observation, under Kolb’s theory. This individual is “impartial”, “tentative”, and “reflective” and generally makes very careful observations; an introvert (casa.colorado.edu, n.d.). It is oftentimes easier to see the world through an observational lens without the barriers to self-exploration that might be caused by noise in the communication process inflicted by the social environment.
Having a student like Jones, who clearly maintained a preferred learning style of concrete experience, made the interview a feelings-based discussion. Jones relied heavily on her peer guidance and tended to lean less toward authority in the process. When discussing school, she was enthusiastic, another evidence of peer reliance. When attempting to discuss the learning contract with Jones, she was open and direct with discussion when the emphasis of the discussion involved school activities. Being an observational learner ensures I am lecture-oriented with a somewhat rational approach,