The document discusses characteristics of intelligent behavior including creating, imagining and innovating; listening with understanding and empathy; managing impulsivity; persistence; taking responsible risks; thinking and communicating with clarity and precision; and being open to continuous learning. Examples and support are provided for how teachers can foster each characteristic in students through activities, assignments, and encouragement. The document aims to help teachers develop intelligent behaviors in secondary school students.
2. CHARACTERISTICS OF INTELLIGENT BEHAVIOR
• Creating, Imagining & Innovating - Original work
• Listening with Understanding & Empathy – Sensitive to other’s circumstances; compassion
• Impulsivity – Acting without thinking
• Persistence – Never giving up
• Taking Responsible Risks – Risks that do not hurt the student
• Thinking and Communicating with Clarity & Precision – Communication that is clear and
understandable.
• Open to Continuous Learning – Always looking for opportunities to learn new things.
Kellough, R. D., & Kellough, N. G. (2011). Secondary school teaching: A guide to methods and
resources (4th ed.). Upper Saddle River, NJ: Allyn & Bacon.
3. CREATING, IMAGINING & INNOVATING
EXAMPLE
• Students are given creative projects
with minimum directions and
teachers offer constructive criticism
as they work on projects but allow
the students the freedom to what
they wish.
• Students are given open ended
questions where all answers are
important.
SUPPORT
• Teachers encourage students in all of
their endeavors. Teachers encourage
the a positive attitude by teaching
students to say and believe “I can”
and they discourage the ideas of “I
can’t.”
• Open ended questions that have no
wrong answers
4. LISTENING WITH UNDERSTANDING & EMPATHY
EXAMPLE
• Students should participate in
debates in the classroom can offer
students the opportunity to express
understanding and empathy.
• Students should research and write
persuasive essays.
SUPPORT
• Students need to understand the
importance of expressing concern for
others and being sympathetic.
Teachers need to offer opportunities
to students to express empathy and
sympathy.
5. MANAGING IMPULSIVITY
EXAMPLE
• Students should have wait time
before students are allowed to
answer questions.
• Students should raise their hands
before answering questions and wait
for recognition before answering.
SUPPORT
• Impulsivity is acting without thinking.
Students need to learn the importance
of waiting before acting; they must
learn to control their impulses.
Teachers offer students opportunities
which require wait time.
• Ignore students who answer out of turn
or who shout.
6. PERSISTENCE
EXAMPLE
• Students may retake tests they fail.
• Students who need certain college
entrance exam scores retake the tests
as many times as necessary for
admission and/or scholarships.
SUPPORT
• Teachers should encourage students to
never give up.
• Teachers may allow students to retake
tests they fail. They might give an
Incomplete until students do pass tests.
• Teachers continue to tutor students for
college entrance exams.
7. TAKING RESPONSIBLE RISKS
EXAMPLE
• Students should brainstorming Ideas
• Students should answering divergent
questions.
• Students should complete project-
based activities.
SUPPORT
• Teachers should encourage students
to take risks that do not hurt them
physically or psychologically.
• Teachers ask divergent questions and
use project-based learning activities.
8. THINKING AND COMMUNICATING WITH CLARITY &
PRECISION
EXAMPLE
• Students should read and rewrite
humorous sentences that need
clarity.
• Students should look for quotes on
billboard signs that may be
misinterpreted.
SUPPORT
• Teachers should provide sentences
from newspapers, magazines, etc.
that need to be rewritten.
• Teachers might teach a grammar
lesson on dangling modifiers.
9. OPEN TO CONTINUOUS LEARNING
EXAMPLE
• Students should do enrichment
activities.
• Students should find different
methods to solve problems.
• Students work collaboratively.
SUPPORT
• Teachers should encourage students
to go beyond the standards.
• Teachers should model the
importance of continuous learning.
10. REFERENCE
• Kellough, R. D., & Kellough, N. G. (2011). Secondary school teaching: A guide to
methods and resources (4th ed.). Upper Saddle River, NJ: Allyn & Bacon.
