Hui Song

Track Hours 9-16

Source F 2h
Bailey, K. M. (1996). Voices from the language classroom: Qualitative research in second
language education. Cambridge University Press.
Validation: This book contains a chapter based around the effects of teaching styles of
different types of teachers.
Origin of Source: I found this source on Google Scholar.
Intended Audience: Members of the psychological community or psychology enthusiasts.
Arguments: The author conducts her experiment by getting four teachers who each have their
own style of teaching English. The styles the teachers had were as follows: one who entertains
their class, one who acts as a professor usually would, one who emphasizes communication,
and one who directs and arranges their class. The author found that what made each class
different for each teacher, ultimately was the teaching style even though each teacher had the
same goal.
Source G .5hr
Dahl, Melissa. "How Schools Are Failing Their Quietest Students." Science of Us. NYmag, 18
Mar. 2016. Web. 03 Oct. 2016.
Validation: This article references previous articles Ive read while adding their own input
about the matter.
Origin of Source: I found this source while browsing for articles about how Introversion
affects students performance.
Intended Audience: Anyone who expresses concern over how schools are run.
Arguments: The author asserts that introverted students are physiologically different from
extroverted ones. She references Susan Cain in saying that introverts need to prep their
responses before answering, but are frustrated because they are expected to answer
throughout the lesson. She further argues for better spaces during breaks and recess that
arent so bright and noisy as they currently are. The author also promotes new, better ways
of getting introverted students to speak up without trying to preserve their possible
shyness.
Source H 2hr
Furnham, A., & Bradley, A. (1997). Music while you work: The differential distraction of
background music on the cognitive test performance of introverts and extraverts. Applied
cognitive psychology, 11(5), 445-455.
Validation: This source discusses how music affects introverts and extroverts differently when
trying to do a cognitive task.
Origin of Source: I found this source on Google Scholar.
Intended Audience: Members of the psychological research community.
Arguments: This study set out to compare how well introverts could concentrate on tasks
compared to extraverts while listening to music. The study found that introverts usually
were worse at focusing as cognitive tasks while listening to pop music than were

extroverts. In reading comprehension, delayed memorization, and instant memorization,

introverted students consistently did worse than their extroverted counterparts. Overall,
the study concluded that introverts need a quiet, calm environment to truly retain and
process cognitive information.
Source I 2hr
Garner-ONeale, Leah D. "An Investigation of the Learning Styles and Study Habits of
Chemistry Undergraduates in Barbados and Their Effect as Predictors of Academic
Achievement in Chemical Group Theory." Journal of Educational and Social Research 3
(2013): 107-122. Mediterranean Center of Social and Educational Research. May 2013.
Web. 2 Oct. 2016.
Validation: This study gave good information on how personality affects performance of
students.
Origin of Source: I found this source on Google Scholar.
Intended Audience: Educated individuals who want to know how certain factors translate into
study habits.
Arguments: This source took into account learning style and study habits in determining what
best helps a student academically. For learning style inventories, they incorporated the
MBTI, the KLSI, PLSI, Grasha-Reichmann Learning Style, and the Paragon Learning
Style. To measure study habits, the researchers adapted a version from the Study Habits
Inventory from C. Gilbert Wrenn. The study found that students with learning style
preferences that were introverted, sensate, thinking and judging and that they had good
study habits, were the most successful in school.
Source J 45min
Jackson, Carol D., and R. Jon Leffingwell. "The Role of Instructors in Creating Math Anxiety
in Students from Kindergarten through College." The Mathematics Teacher 92.7 (1999):
583-86. Web.
Validation: This article provides possible solutions for teachers to consider.
Origin of Source: I found this source on Google Scholar.
Intended Audience: Teachers and people who want to change the school system.
Arguments: The study found that only 7% of students had solely positive experiences in math
during their schooling. Usually by 4th grade is when students begin to have their first
math anxieties. Most of the time, issues arose because the teachers teaching methods
simply werent well received by the student, or the teacher had some sort of bias or
attitude problem towards his/her students. The author asserts that teachers need to be more
aware of what they say and do to their students as they tend to internalize how their
teachers act and behave which can cause negative traumas about math.
Source K 45min
Schmeck, Ronald R., and Dan Lockhart. "Introverts and Extraverts Require Different Learning
Environments." (n.d.): n. pag. ASCD. Feb. 1983. Web. 2 Oct. 2016.
Validation: This source provides good insight on how introverts and extraverts differ in their
styles of learning.

Origin of Source: I found this source on Google Scholar.

Intended Audience: The more highly educated public interested in personality.
Arguments: The author asserts that extraverted children need to experience large amounts of
stimulation in the classroom to truly receive the most benefit when attending school.
Introverts on the other hand, should be taught in structured, quiet, and expository styles.
Furthermore, teachers should set aside their own temperament bias when teaching and
step a bit out of their comfort zone to reach their students better. Finally, it is important
that teachers realize that no one is 100% an introvert and extrovert, so they mustn't split
their students as such.

Reflection
Source F was a study spanning 28.5 pages to observe the differences in how teachers
taught. It wasnt really attempting to solve a problem, rather, the study was more of an
observation of different teaching methods, and how students responded to them. This could be
useful in determining what types of teaching are compatible with different temperaments. Given
how long this study was, and the complexity of the writing, it took me about two hours to read
and understand.
Source G was mostly about the authors views about Susan Cains views on how to
change education to better fit different temperaments. The views brought up in the article

definitely sparks interest on how to accommodate for introversion and extroversion without one
being favored over the other. This article was of medium length in comparison to most articles
online, so it took me about half an hour to read completely.
Source H discusses an issue that I had always considered, but up until now, wasnt
completely sure about. While some students claimed to work better while listening to music, I
had never felt that it was entirely helpful, and now I can confirm why in this study. Of course
previous research has told me that overstimulation is a problem for introverts, but now know
exactly how little stimulation it takes to distract from introverts trying do their work. This study
was a moderately long paper, but was dense with text as well, thus it took me about 2 hours to
read completely.
Source I was a vital in my opinion, as it provided valuable insight to what the most
academically perfect may look like. Its also interesting to note that poor study habits didnt
really have much of an effect on test grades. However, I need to better understand all the
different tests used to determine all the learning styles, as they can be quite confusing. This paper
was one of the most difficult to read and interpret out all the sources because of all the
complicated terminology involved. In addition, its also one of the longest, thus the paper took
me also took about two hours and 15 minutes to read.
Source J was a relatively short, but very worthwhile read. I agree with the fact that many
times, a students dislike for a class can be caused by a teachers attitude. Its a factor that many
students are afraid to express or identify, and many teachers dont realize theyre doing. Its an
unfortunate circumstance, and is frankly difficult to solve. I will discuss with mentors about
possible solutions. The article was relatively short, but was rather dense in content, so it took me
about 45 minutes to read.
Source K provides good background info on how an introvert and an extroverts differs in
a classroom setting. In addition, it provides good advice on how to mitigate the problem as well
as possible ways for teachers to apply those principles. This article was the shortest and easiest to
digest, thus only taking about 30 minutes to read.