Educators spend time and money purchasing, studying, and applying new methods of teaching for the purpose of educating the whole child while assuring that learning is fun, imaginative, experiential, and positive. However, care must be given to “how” we present these new methods. While a teacher may carry out curriculum plans to perfection, the “whole” child is not being reached if the teacher isn’t consciously placing herself in the child’s shoes, seeing the lessons from the children’s perspective, and continually making changes to communicate and relate more effectively.
This is understandably difficult to think about since patience is necessary to determine what works and what doesn’t. The following information will be helpful in determining how to relate to the children in your classroom. Children can be divided into four categories of temperaments: 1) choleric – often angered by the teacher’s instruction to do something, cannot help hitting and pushing each other, usually aggressive in nature, 2) melancholic – can refer to a child who is thoughtful or reflective in nature, or who has a ‘gloomy’ disposition, 3) sanguine – cheerful, confident, optimistic, and 4) phlegmatic – calm, sluggish, unemotional and often moody.
Choleric temperaments are highly excitable. This child will be naturally sensitive to loud voices and quick movements. When communicating with the choleric child, look directly in his eyes. Speak softly but firmly. Use friendly, gentle physical touch (hold a hand). Raise your eyebrows often as you explain clearly why you want him to do as you are instructing. (“If you carry your chair to the bead table and put it down without looking behind you, you might hit someone with the chair leg. Please scoot it in front of you so no one will be hurt.”)
The melancholic child is often difficult to excite, and will shy away from loud aggressive activity. He must be given something stimulating enough to spur him to participation. When communicating with the melancholic child, pull back somewhat from the manner described above for the choleric child. Do not close in to the face. Speak softly without firmness, but rather, raise your voice slightly at the end of your sentences. Offer a hand, holding only if the child responds. (“Scoot your chair to the bead table and watch out for people around you. That’s much better.”)
The sanguine child is the easiest to teach. He is easy-going, open to new experiences, and responsive to any communication given in a caring way. Earning his trust isn’t difficult. He enjoys trying new things and has a good imagination.
The phlegmatic child is a challenge because he’s difficult to excite. He’s so laid back that he may be completely unresponsive, no matter what you do to try to interest him. Be extremely patient with this one. You may have to walk with him and demonstrate how to scoot the chair to the bead table. Talk directly to him often. Touch his arms and hands often with friendly, caring touch. He should regularly be gently stimulated so that he comes out of his strong inner world at least sometimes.
It’s important to remember that how we personally relate to children determines how they will react to our method or style of teaching as we apply the previous information. They will understand our affection for them. Whatever method we decide to use will be successful when the motive is love.
Sources for this article are The Child’s Changing Consciousness as the Basis of Pedagogical Practice and Discussions With Teachers by Rudolph Steiner, and The Training of the Human Plant by Luther Burbank.
