Developing an understanding of the root causes of classroom behavior problems for an individual child facilitates the development of more effective and longer lasting remediation strategies. When appropriate, teaching that child to recognize how compensatory behaviors sometimes mask learning style needs can then increase both his self-awareness and his self-control, further minimizing disruptive behaviors.
A kinesthetic learner best absorbs information by moving and physically experiencing the subjects she is trying to master. Sitting still, while trying to absorb new information, can be frustrating, and this learner will typically introduce some movement into the lesson. Fidgeting, wiggling, kicking, frequent trips to the pencil sharpener (or water fountain or bathroom) are all indications that a child needs more physical activity to effectively process information.
Visual-spatial learners learn holistically. This student often conceptualizes lessons as a whole picture made up of interconnected ideas first and then adds nuances with additional facts and details. This style is contrary to the linear, sequential presentation typical of most lessons. A student with a strong visual-spatial orientation may abandon subjects that he cannot wholly visualize immediately instead of waiting to see how the individual pieces fit together. A visual-spatial learner who gives up easily out of fear of failure and frustration may be labeled as lazy, unmotivated or non-compliant.
Auditory learners access information best by listening and talking. This student may read out loud, hum or sing during quiet study time. She may spend a large amount of time trying to engage peers in discussions instead of working independently, causing her to be identified as disruptive. Additionally, an auditory learner sometimes has difficulty processing visual and auditory information simultaneously, which can cause her to withhold eye contact while listening. Avoiding eye contact in American classrooms is frequently perceived as inattentive and disrespectful when the opposite may actually be true.