Differences In Classroom Temperamental Profiles
This observational report observes and discussed differences in classroom interactions, in regards to the separation and classification of three temperamental profiles described by Thomas and Chess (1986). Observations were based on eleven two-hour visits in a grade 1/2 classroom at a local Waterloo public school. Students were observed in the classroom setting while interacting in various learning and play activities both as individuals or groups. Three children of Nathan, Tyson, and Theresa were recognized as containing the characteristics that corresponded with the three temperament profiles of easy, difficult and slow to warm up. Nathan contained a positive and outgoing persona as he was well by his peers and adapted well to change. In
contrast Tyson was irritated very quickly and this caused disruptiveness in the classroom and sometimes turning into anger and aggression. Theresa was apprehensive, slow to adapt to change, and was inactive in peer interactions. In general the classification of these three temperaments seems beneficial for determining individual differences in classroom interactions. Although it must be noted that not all children fit easily into one of the three categories.
contrast Tyson was irritated very quickly and this caused disruptiveness in the classroom and sometimes turning into anger and aggression. Theresa was apprehensive, slow to adapt to change, and was inactive in peer interactions. In general the classification of these three temperaments seems beneficial for determining individual differences in classroom interactions. Although it must be noted that not all children fit easily into one of the three categories.