WHAT IS YOUR
COLOR?
True colors is a communication and temperament model
that provides a way for people to understand each other
quickly with ease.
4 main personality types
Blue, Green, Orange and Gold
You have more than one color in you!
Why find out your color?
By finding out your own color as well as others,
you can find different strategies to increased
productivity, communication and self awaremess.
Why use this in the classroom?
By learning your students
colors, you can be more
aware of their in esteem
and out of esteem
behaviors.
You can also design
instruction, have more
meaningful groupings
and products tailored to
their temperament and
personality.
Will it help me with family and
coworkers?
YES! By realizing the colors of the people around us,
we can learn to interact, communicate and be more
accepting with one another.
What is your color? Take the test below!
https://my-personality-test.com/true-colours
WHAT ARE EACH COLOR ABOUT?
Knowing your students colors can help know how they view the
world, their experiences and how they judge/percieve,
feel/think about their learning and education.
Blue
People person, relationship
oriented
Optimistic, empathetic, sensitive
compassionate, cooperative,
needs harmony
Needs praise, fixer, mediator
Flexible, spiritual, romantic,
imaginative
In esteem behaviors- creativity,
friendly, guiding others, happy
supportive
Orange
Accepting and open, adapts well
Action- oriented and involved
Good trouble shooter and negotiator
Likes freedom, adventure, taking
risks, competitive
Likes hands on activities, physical
activity, artistic
Uses humor, wit, inventive, like the
spotlight
In esteem behaviors-bold, cheering,
humor, leading, happy, spontaneous
What does "in esteem"
mean?
Behaviors that you may see when
a person is feel good about
themselves. Their self esteem is
high.
Gold
Structure, organized, responsible
Values, tradition, loyal
Rule follower, respects authority
List maker, practical, punctual
Works best with a plan
Needs approval, dependable
Service oriented, likes leading
people to be their best
In esteem behaviors- confident,
bold, take charge, leading,
standing tall, supportive
Green
Discovery, knowledge, innovation
Data, analysis, research
Intellectual, in dependent, abstract
thinking
Crave information, philosophical
Head rule their heart
Moves on quickly from a project
Questioned authority, impatient
In esteem behaviors-creative,
confident, extremely focused, quiet
Out of
Esteem
When a student displays out of esteem behaviors,
there are strategies we can try to help repair the
esteem.
Ways to
repair
Out of esteem
behaviors
Authoritarian
Anxiety or upset
Rude,sharp comments
Depressed
Phobic responses
Worry
Give alone time
Giving clear directions.
Set up a plan
Opportunity to retreat
to a safe space and
then reenter
Crying
Depression
Emotional- anger, fear
sadness
Quite
Withdrawn
Alone time
Comfort- listen, reassure
Invite or provide
opportunity to re-enter
Show that you care about
them personally- love,
affection, concern
Being critical, overly
hypercritical
Disengaged
Indecision-confused state
Sarcasm, insults, rudeness
Allow time to think
Opportunity to ask
questions
Processing time
Provide the rationale
Acting out
Anger
Aggression
Defiance
Disengage
Quiet
Violence
Activity
Humor
Recognition
Opportunity to lead
Opportunity to affect
change
Should kids know their color??
YES! Use the link below to a kid friendly color test.
Kid Color Quiz
https://microsite-swsprod.s3.amazonaws.com/media/editor/24/TrueColorsPersonali
tyTestfreebie.pdf
When Colors
Fade in Your
Classroom
When students are struggling, there are things we
can do to help get them back on track or prevent
fading within our own classrooms.
To prevent
fading
Make expectations clear
and consistent
Use step by step
instructions
Prepare for changes
Give them responsibilities so
they feel needed
Acknowledge contributions
Use boundaries and
guidelines rather than rules
Provide time to be creative
Let them know you care
about them
Provide time for chatting
Allow for questions and
discussions
Avoid power struggles and the
need to be "right"
Provide challenging tasks
Provide the logic behind your
decisions
Be ready to provide
information and resources
Allow for exploration of topics
Acknowledge and provide
students need for movement,
humor, action and variety
Allow student to work at their
own pace with check points
Student input for rules
Make tasks a challenge or
competition
To get back
on track
Be specific about how the
student missed the mark
Make sure there is structure
Avoid shaming
Involve parents to support
Make sure student knows
that there is no grudge
holding on your part
Keep criticism to a
minimum and privately
Make expectations clear
and verbalize approval
"Why did you do that?"
Make connections
Take it in stride when a
student challenges your
ideas
Provide options that include
independent study
Stay calm and state clearly
why the behavior is
undesirable.
Avoid confrontation in
front of others
Remain calm and do not
feed off the student
Correct behavior without
attacking the student
Set goals with the
student
No matter the color:
Students need a safe and inviting classroom environment.
Remember....
You cannot adjust the wind, but you can adjust your sails.
MULTIPLE INTELLIGENCES
What are they?
Howard Gardner identifies 8
"intelligences." These are
areas that can help teachers
understand how a student
thinks and learns best.
KEY IDEAS
Each student possess all eight
intelligences
Most people can develop each
intellgence to an adequate level of
competency
Intelligences usually work
together in complex ways. No
single intelligences exists by itself.
There are many ways to be
intelligent within each category.
HOW TO START DESCRIBING MORE
DEVELOPED INTELLIGENCES
Palmitate (16 C)
One way to find out their
intelligences is by observing
how they misbehave.
Talk with other teachers,
parents and the student
Collect documents and
review school records
Another way is how do
they spend their free and
play time.
Gardner's Theory
MULTIPLE
INTELLIGENCES
MUSIC SMART
Strong sense of rhythm.
Learning tools: songs, raps,
connect to music, make a cheer,
play background music.
PEOPLE SMART
Ability to work as a team member.
Learning tools: Think-pair-share,
Jigsaw, debates, role play, peer
editing, mentoring
SELF SMART
Deep understanding of yourself.
Learning tools: Self talk, journal
it, rehears it, reflection, centers,
goal setting, choice
NATURE SMART
Sensitive to the natural world.
Learning tools: Hands on exploration,
field trips, data collection, natural
materials, reading outside
Gardner's Theory
MULTIPLE
INTELLIGENCES
PICTURE SMART
Takes a creative approach.
Learning tools: Mind maps, graphic
organizers, drawings, videos,
mapping stories, making visual
analogies and metaphors
WORD SMART
Use language to express yourself.
Learning tools: word games, debates,
lectures, writing, discussions, mnemonics,
reading aloud, choral speaking
NUMBER SMART
Reasoning and logical thinking.
Learning tools: puzzles, logic games,
mysteries, experiments, coding,
classifying, using money and
geometry
BODY SMART
Actively involved using the body.
Learning tools: crafts, drama, acting
out, hands on activities,
demonstrations, allow movement