Encourage participation and leadership.
High dominance students tend to be confident and assertive, so provide opportunities for them to take a leadership role in class discussions and group activities.
Use positive reinforcement.
High dominance students often respond well to positive reinforcement, such as praise or rewards for good behavior.
Provide opportunities for competition.
High dominance students may enjoy a competitive environment, so incorporate opportunities for competition into class activities and assignments.
Be firm and consistent with consequences.
High dominance students may test boundaries, so be sure to be firm and consistent with consequences for misbehavior.
Avoid confrontations and show respect.
High dominance students may be more likely to react strongly to criticism or challenges to their authority, so avoid confrontations and show respect for their opinions and ideas.
Allow them to express their ideas, opinions and suggestions.
High dominance students may be opinionated, and they may want to express their ideas and suggestions. Encourage them to do so, but establish clear boundaries on appropriate ways to express themselves.
Give them a challenge that requires them to use their leadership skills in a positive way.
High dominance students may enjoy challenges that allow them to take a leadership role and use their assertiveness in a positive way.
These strategies aim to provide an engaging and open learning environment that takes into account the individual needs of high dominance students and encourages them to take responsibility for their learning and behavior. It also provides opportunities for positive reinforcement and recognition and in time, know how to better advocate for themselves.
Note: It’s important to note that the DISC assessment is just one tool used to understand and describe behavior, and it should not be used to label or judge individuals. Each person is unique and may exhibit a combination of different behavioral traits. Additionally, behavior can change depending on the situation and context. Therefore, it is essential to use the information from the DISC assessment as a starting point for understanding and communication, not as a means of making judgments or assumptions about a person’s character or abilities.