Pigs are misunderstood animals. Many think of them as portly and stupid, but pigs are naturally lean (unless overfed by humans) and are smarter than any other domestic animal. They are considered by animal experts to be more trainable than dogs or cats.

In many cultures, children who are traditionally given piggy banks are encouraged to save with minimal supervision from their parents. Similarly, children who work on projects that appeal to them will need little adult guidance. Just as there are children who need to be given directions or instructions to follow in performing a task, so, too, are there children who do not.

Some children feel satisfied and secure when they follow recommended instructions. Because of the success they experienced when doing tasks in conformity to given rules and guidelines, they feel safe and confident working with familiar patterns and routines.

Other children are non-conformists, preferring to do things their way. This nonconformity is usually marked by dissimilarity, innovation, divergent thinking or creativity. Non-conformists need choices and varied activities rather than patterns or routines.

DOES YOUR CHILD NEED STRUCTURE OR DIRECTIONS WHEN LEARNING?

Some children work only when given specific directions, while others can work without them.

Some need to know which comes first – the chicken or the egg. Others don’t care much about the sequence of events.

Children who rely on structure and directions prior to starting any task need to know what is expected, and to seek clarification if they are unsure about a task.

On the other hand, children who do tasks without need for instructions experience a sense of accomplishment and affirmation over the successful completion of their tasks following the structure they themselves set.

Either way, what is more important is that productivity and the children’s innate abilities are explored and maximized.

WHAT ARE YOUR CHILD’S SOCIOLOGICAL PREFERENCES?

Observe how your child behaves in different learning situations:

• Does he prefer to work alone?
• Does he get excited when asked to work in groups?
• Does he seek another person to discuss things with?
• Does he prefer to have an authority present when performing challenging tasks?

At some stage, your children may prefer to do things alone, while at another point, he may prefer to do things with another person, with his peers, or with a group. As such, sociological preferences evolve in time, just as a prawn must shed its shell regularly in order to grow or as an oyster may open up to produce a pearl.

Some children like to work independently after instructions are given, while others prefer to have parents guide them throughout the entire process. Some children work fairly well with their parents while others regard parents as unwelcome or disruptive authority figures. None of these preferences is better or worse than another. It’s simply part of being an individual.

DOES YOUR CHILD PREFER TO LEARN ALONE OR WITH A GROUP?

Some children feel distracted when working with others. They feel that this inhibits their sense of focus and their thinking processes. These are children who want to work independently or alone.

Other children, when working with a best friend or bosom buddy, are more efficient and productive.

Still, some children find it more enjoyable and fulfilling to work with more of their peers, particularly those with whom they share common interests, aspirations, likes and dislikes, talents and abilities.

Lastly, there are children who prefer to work with a team or as a group and find fulfillment in doing so. Their productivity and performance are boosted by the contributions they make to the team’s success in a project or lesson.

DOES YOUR CHILD PREFER TO LEARN WITH OR WITHOUT AN AUTHORITY FIGURE PRESENT?

Mother knows best.

From the time your child was born, he looked up to you as parent for knowledge and enlightenment.

A child will normally respond well to an authority figure who is knowledgeable, and who provides specific guidelines and a list of expectations. Children tend to follow what their parents say, and crave parental approval to assure them that what they are doing is right.

As they grow older, however, they tend to question authority and resist coercion. They will more often than not do things by themselves without interference. This behavior is less a matter of defiance and more a matter of self-assertion.

At a certain stage, your child willl prefer it when you ask rather than tell him what you think he is supposed to do.

(The author: Henry S. Tenedero is the president of the Center for Learning and Teaching Styles, an affiliate of the International Learning Styles Network, based at St. John’s University in New York. He is a graduate of the AIM Masters in Development management and of the Harvard Graduate School for Professional Educators. He is the author of the following books: Cooking Up A Creative Genius; The HI CLASS Teacher, Breakthrough Ideas in Education; and Using Passion and Laughter in Your Presentations. He can be reached at htenedero@yahoo.com)