Types of Students

AYAT FAROUK
 Main focus

 To raise awareness about the individual needs of learners and how

these needs can be accommodated.
 Learning outcomes

 Trainees are aware of the diversity of learner purposes, goals,

expectations, and degree of motivation.
 Trainees can describe different levels of proficiency in general terms.
 Trainees understand the importance of identifying and accommodating
learner differences.

 Key concepts: learning styles, multiple intelligences, learning strategies,

learner training learner autonomy, individualized instruction
Your students are very different, and they work at their own pace. You’re trying to
get insight into each of them, but sometimes you go down in flames. No worries.
Just learn more about each type of student in your class. And check the series of
recommendations to make your classes more effective for all students.
 1. Overactive
 He always has a question to ask and comment to
make. He joined a book, science, math, chess, debate,
or glee club. Overactive personalities can be found just
about everywhere, and they can become irritating
since other students in the class have no chance to
make a name for themselves.
 For an overactive student, it’s good to understand what
really brings them a joy to direct them to focus on a
few things rather than trying to become a master of
none.
 2. Teacher’s Pet
 These students take front seats in the class and laugh loudly
at teachers’ jokes. They haunt teachers in school halls or
torture them after class is over. They bombard educators with
endless questions. The thing is, aside from annoying the
other students, they immensely annoy teachers as well.
 To move forward in a classroom with a teacher’s pet, avoid
overreacting and constantly calling on them. Instead, it could
be worth having a private chat with the student to recognize
their achievements and ask if they need support with
anything. It is essential to know these types of students better
to learn from them. They tend to be ahead in their homework
and are academically industrious.
 3. Hard Worker
 These students are highly motivated. They know
what they want and how to achieve their goal.
Even though they are not always the smartest in
the class, they still try hard and really get what
they want.
 Teachers often have to keep an eye out for hard
workers and acknowledge their hard work to help
keep them engaged. As a fellow student, you must
think of ways to put these go-getters at ease.
 4. Star
 School celebrities can be famous/notorious for
a huge number of reasons: They play sports,
they are A-students, and more.
 They are just fabulous, no matter what they
actually do. They have groups of both fans
and haters, and this kind of student touches
practically everyone’s feelings.
 5. Intellectual Outsider
 This outcast usually takes the back seat. He got
used to the fact everyone in the class ignores
him. He seems to be quite odd and misanthropic.
Nevertheless, when talking to the Intellectual
Outsider, you can be favorably impressed that
this student is very smart!
 Educators could take time to talk to intellectual
outsiders and motivate them to become involved
in group activities with peers who share similar
intellectual interests. This way, these students
can become “insiders” based on a shared
understanding or passion for a topic.
 6. Clown
 Sometimes their jokes are funny. Sometimes they are
not. However, Clowns are doing their best to carry out
their entertaining mission. Everybody must laugh;
classmates, educators, and coaches.
 It’s actually been found that the class clown tends to
be very intellectual and perhaps even the smartest in the
room. When you think about it, this makes sense given
that there’s a link between humor and intelligence.
 When it comes to understanding the class clown, they
could be drawing attention to themself to make light of a
situation (as they face adversity), communicate with
peers, or are natural-born leaders looking to influence
and connect with those around them.
7. Clueless
 7. Clueless
 Clueless students have no idea what they’re doing over
here. Educators also have no idea what clueless students
are doing here. Clueless personalities hardly understand
what’s going on around them and try to make
everything clear. They ask questions. Billions of
questions, many with already-discussed answers.
 Perhaps, this type of student is lost in their own
thoughts or dealing with something outside of the
classroom. Consider taking a moment after class to chat
with this type of student to see if you can be of aid.
 8. Nerd
 Nerds prefer books to social life. Books are clever.
Books don’t bully you. Books don’t ask stupid
questions. What’s more, books fertilize your mind
with superb ideas and make you monstrously
intelligent.
 Nerds gravitate towards knowledge over people.
They find refuge and take pride in learning new
things. Unfortunately, it’s often the case that
nerds will be bullied for this preference. Keep a
lookout for “nerds” and protect them at all costs!
 9. Artist
 Artists tend to exist in a world filled with
creative expression. Whether they express
themselves through words in the form of poetry
or prose, photography, paintings, sculpture,
graphic design, or any other avenue, they will
flourish when given creative tasks to do for
school.
 10. Drama Queen

 This person wants to get some

attention at any cost and really loves
dramas. You don’t have to join a
drama club to be a Drama Queen.
 For this, you just need to be the center
of attention when it comes to
classmates and educators alike.
 11. Bully
 Bullies keep in awe Nerds, Intellectual Outsiders, and
other much weaker species. Even several years after, when
school or university is in the past, bullies’ victims recollect
studying time with hatred. However, other students are of no
interest in the roughs, since they can stand up for themselves.
 Bullies find joy in putting victims down. However, it’s
misallocated energy because oftentimes, bullies themselves have
a history or past of being bullied or made to feel inferior. As
such, they use bullying as a coping mechanism.
 Rather than solely punishing bullies, efforts must be made to
understand and correct the root of their anger. A school
counselor can often be of great help to get them to change their
ways.
 12. The Late Comers

 You’ll find the straggler coming late to class

consistently. The latecomer may be any other
type of student, too. But, they aren’t great with
time management. Help latecomer peers to
better manage their time with these time
management skills.
 13. Our Leaders

 It’s easy to spot a leader in any classroom

because they aren’t afraid to roll up their
sleeves and overcome challenges. They
often rally people together and are great
examples for the rest of the class.
 In group project settings, leaders will
usually delegate the tasks and project
manage the rest of the group.
 Tips for dealing with different kinds of
students
 Define your studying goals, set objectives, and let students know your expectations.
 Plan a rhythm for your class, divide your class into sections, and allow time for
questions.
 Try to talk rather than lecture, speak naturally using a conversational style instead of a
formal one.
 Keep eye contact with your students.
 Build interaction: Encourage students to take part in discussions, and organize
brainstorming and group work.
 Try to make your questions as clear as possible, and make sure everyone hears what
you’re saying.
 Use the board, handouts, or other means to visualize your words.
 Task 1
 Describe two very different learners. Compare
their:
❑ • personality
❑ • previous educational background
❑ • motivation Learning style
 Learning style

 There are a variety of ways of describing learning style. One is to imagine two
intersecting axes or clines: a studial-experiential axis, and a passive-active axis,
as in the following diagram:
 A studial learner is one who prefers more formal study (such as in
classrooms) over learning by experience (such as through chatting with
native speakers). But, at the same time, a studial learner may be either
active or passive in the way they study. An active studial learner (Type B),
for example, would be self-directed, actively working out rules from
examples, and capable of working alone. A passive studial learner (Type
A), on the other hand, relies more on the teacher, likes to be told the
rules, and is less confident about taking initiative.
 1 Describe the characteristics of type C and D
learners. What kind of activities might they enjoy?

 Characteristics of a passive-experiential learning style (type C) might be: they

enjoy the social aspects of learning and like to learn from experience, but more as
observers than active participators.
 type D learners, on the other hand, are willing to take risks, are not afraid of
making mistakes, and prefer direct communication rather than analysis and study
of rules.
 2 Write eight questions to use as a diagnostic test of learning style.
Follow the example below.
1 Do you like learning and memorizing rules from grammar books?
(Yes = Type B learner).

1. How do you feel when your teacher corrects you?

2. Do you like games and group work in class?
3. Do you try to speak English outside the classroom?
4. How often do you read in English?
5. How often do you watch English movies?
6. Do you note down new words when you read them?
7. Do you review your English lessons?
8. Do you always do your homework?
 Multiple intelligences

 Another way of viewing learning style is in terms of different

kinds of intelligence.
 Some intelligences that have been proposed are:
1. verbal: the ability to use language in creative ways
2. logical/mathematical: the ability for rational analytic
thinking
3. visual: the ability to form mental models and use mental
imagery
4. kinesthetic: the ability to express oneself through body
movement
5. musical: musical and rhythmic ability
6. interpersonal: the ability to understand other people's
feelings and wishes
7. intrapersonal: the ability to' understand oneself
 Multiple intelligences

 As well as the intelligences listed, other intelligences, such as emotional

intelligence, natural intelligence, and spiritual intelligence have been proposed.
You could also point out that classroom activities involving movement and
physical contact may not go down well in certain contexts.
 According to this view, the best learning opportunities are those that match the
learner's most developed intelligence. Thus, learners with a strong
logical/mathematical intelligence would benefit from problem-solving activities
such as ones involving sorting sentences into different categories and then
working out rules.
 Task 3

Read this activity and decide which intelligence it favors.

The activity is designed to foster interpersonal intelligence. There is also a kinesthetic element,
perhaps, since it involves touch and movement.
 Task 4

 2 Suggest language learning activities that would favor these intelligences:

• visual intelligence
• kinesthetic intelligence
• musical intelligence

 visual intelligence: anything involving images. e.g. visual aids, video. learners
drawing (e.g. a picture that is dictated to them)
 kinesthetic intelligence: activities involving movement, e.g. action games (like
Simon says...), Total Physical Response techniques, drama activities, etc.
 musical intelligence: listening to and singing songs; jazz chants; background
music
Learning Strategies and Learner
Training
 Task 5

 What aspects of language learning (such as grammar, vocabulary,

etc.) does each strategy target?
 The areas of language learning that these strategies focus on are:
 Learner A: pronunciation, particularly intonation; memorizing chunks
of language
 Learner B: Vocabulary
 Learner C: speaking/interacting
 Learner D: reading
 Task 5

 2 What learning principle does each one seem to exemplify?

For example, Learner A: repetition aids memory; production
helps pronunciation.

 The learning principles involved might be:

 A: repetition aids memory, at least in the short term; sub-vocalization helps
pronunciation
 B: forming associations aids memory
 C: interaction is necessary for language learning; collaboration aids learning
 D: using 'top-down' processes such as guessing meaning from context improves
reading fluency
 Task 5
Learner training refers to training learners to make the most of their
individual learning style, and to adopt effective learning strategies.
Learner training ideas are often integrated into course book materials.


 Possible ways of exploiting these
extracts include:
 A: demonstrating the use of word cards in class; asking learners to prepare
their own and to show them to each other; testing each other; including a word-card
writing and testing slot in each lesson, at least initially, until learners are in the habit.

 B: distributing dictionaries and asking learners to work together to

find the meanings and pronunciation of unfamiliar words; asking
them to group words that rhyme, using the dictionary; using dictionaries to choose
between similar words to fit a context, e.g. commuter, computer.

 C: completing a verb chart; dictating verbs that learners then record in their
notebooks, along with their pronunciation; asking learners to 'proof-read' each other's
vocabulary records; reviewing their notes in later lessons and asking them to pronounce
the words to each other.
 Learner autonomy

 Good learners generally take responsibility for their own learning, both inside and outside the
class. That is, they take steps to become autonomous.
 There are different kinds of reference sources that are targeted at learners
 grammar reference books
 dictionaries (print, on-line, CD; monolingual, bilingual, picture, specialized, etc.)
 vocabulary exercise books, the reference sections of their coursebooks
 CD-ROMs and internet grammar sites.
 There are many different ways in which learners might have exposure to English, even in non-
English speaking contexts, e.g. films, TV, songs, books, newspapers and magazines, adverts,
internet (including sound files video, etc.), computer games, tourists, etc. Trainees can use these
lists to help brainstorm ideas in order to make suggestions for each of the questions.
 Learner autonomy

 Advise the following learners on how to continue their language learning outside the
classroom.
 Some Possible Ideas:

 A. Read graded readers; magazines targeted at learners; literature written for English-speaking
children or teenagers; short authentic texts about topics they are familiar with.
 B. Listen to songs where the lyrics are available, watch videos with English subtitles, download short
news reports from the internet, and read their associated news story.
 C. Watch movies with English subtitles, rather than L1 subtitles; record movies and watch short
segments repeatedly, perhaps with a copy of the script. if available; choose movies that are based
on a novel or a play, and read the book in advance, especially if it's available in a simplified form
 D. Probably not; alternatives are learning words that come up in reading texts, or at least learning
from lists of high-frequency words (such as the defining words found at the back of most learners’
dictionaries).
 E. Find grammar sites on the internet, buy a grammar reference book with exercises
REFLECTION
Ayat Farouk