DISC for Teaching and Coaching
Whether you’re teaching children or adults in a classroom, coaching players on a sports team, or providing feedback to people at work, DISC can be a powerful addition to the educator’s toolbox.
Most of us enjoyed a teacher or two who had a lasting and positive effect on our lives. They seemed to intuitively get what we were about, and as a result, brought out our best. Other teachers seemed to be exasperated at our very presence and quite possibly left us feeling inadequate.
If you ask 100 teachers if they adapt their teaching style to suit the student, you’ll most likely receive 100 “Yes!” responses. In fact, most teachers are taught to consider the learning styles of their students. However, educators typically define learning styles as auditory (learning by listening), visual (learning by seeing), or kinesthetic (learning by doing). Teachers generally aren’t taught to consider the DISC styles of their students.
Example: Ms. Brown is a dedicated and diligent teacher with strong communication skills. She uses a wide array of tools, including well-organized handouts, tried-and-true lesson plans, innovative Internet-based videos, and interactive exercises. Sounds great, doesn’t it? Really, who wouldn’t want Ms. Brown at the head of their third-grader’s class? Well, Austin’s parents, that’s who.
One day, Ms. Brown asked her students to draw a figure inside a square. As a spirited, creative I style, Austin’s idea was too large to fit in the square, so he continued to draw on the back of the paper, nearly filling it up. Austin was proud of his work. Ms. Brown considered Austin’s picture to be original, but not what the instructions had specified. Austin received a low grade. When he asked Ms. Brown why, her response was curt: “You didn’t follow the instructions, Austin.”
This pattern played out time and again throughout the school year. As a result, Austin became increasingly disheartened. In fact, he became quite confused when he remembered Ms. Rodriguez, his second-grade teacher, who was a big fan of his creativity and unconventional approaches.
Ms. Brown failed to appreciate Austin’s style and missed a golden opportunity to celebrate and encourage Austin’s creativity while simultaneously conveying the importance of following directions. Austin now understands the consequences of not following Ms. Brown’s instructions; however, this “learning opportunity” cost him his motivation. This will not make Ms. Brown’s job any easier going forward.
Educating with DISC
Understanding and applying the DISC model could turn these situations around. Teachers and coaches may erroneously assume that “people want to be taught how I want to be taught” (the Golden Rule), but the wiser course of action is to use the Home Rule: Treat others as they need to be treated. Use the following guidelines to increase your effectiveness and make a significant difference in people’s lives.
Understand Your Own Behavioral Style
Knowing your own style is the foundational step for teaching others. It ensures that educators will not impose their own styles on students and team members.
D instructors may cover material too fast and fail to provide information and examples from multiple perspectives. Their bottom-line approach may not provide context for new knowledge, and they may not be sensitive to the emotional needs of the students.
I instructors may create a fun learning environment but not provide enough structure for those students who need it. They may not teach with a step-by-step logical order that both C’s and S’s require.
C instructors may not provide enough flexibility for “free-thinking” students. They may also restrict or marginalize a fun learning environment in which I’s thrive.
S instructors may be too accommodating and not push students beyond self-imposed limitations. The S teacher may not challenge the D’s enough or go fast enough for I’s.
Recognize the Styles of the Students
Simply put, lessons should be taught from the learner’s style-driven needs. Factors to consider include pacing and repetition, opportunities for independent and group work, the quantity of information that is shared, and the type of methods used to convey that information. By considering DISC style, you give all of the students the chance to participate, learn, and succeed.
• When instructing D’s—Explain the reason for the lesson upfront and link it to the world around them or their specific situation. Provide a snapshot of learning points right at the beginning.
• When instructing I’s—Make the learning fun, engaging, and interactive. Use a variety of teaching methods and allow for spontaneity and active engagement.
• When instructing S’s—Relate the topic back to the S’s personal experiences. Make the learning emotionally meaningful to the learner. Be sensitive to the S’s reserved nature and don’t put him or her on the spot.
• When instructing C’s—Provide detail, structure, and logical sequencing to the lesson. Back up assertions with facts and be prepared to answer many questions.
No matter who you’re teaching or where you’re teaching it, DISC can make the difference between being a mediocre teacher and being a transformative figure in a person’s life.