Self-Portrait™

Power Traits Assessment

Preschool - 2nd Grade

eBook

A 5x5 Student-Centered Learning Model

- 20 eflective ducational erspectives, ictoria
indle odson, ariaemma elullo- illis, entura,
alifornia - - www powertraitsforlife com

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 Self-Portrait ™

Power Traits Assessment

Parent / Teacher Observation Form for Preschool - 2nd Grade

This Observation Form is designed for an adult to fill out
based on observations and knowledge of a child.

It’s quick and easy to complete and score and gives information about:

• Disposition • Talents
• Modality • Interests
• Environment • Inner Clock

Purpose Lay the Foundation Now!

This Observation Assessment can be used by To heighten awareness of:
parents, teachers, and child care providers to help • differences in all of us
them plan appropriate activities, schedules, and • the effects our differences have on
teaching methods that make use of their chil- motivation, learning, communication
dren’s strengths and meet their learning needs. • focusing on strengths

Inner Clocks Are Unique To foster acceptance and appreciation for

Each individual develops according to his / her individual differences and talents, and
own inner clock. encourage cooperation and sharing

Babies begin to talk and walk at different ages; To encourage instructors to include teaching
some grow up to be tall, others short; some are methods for different learning needs
blonds, some brunettes; some need quiet time
alone and others want company. To involve people in their own learning process-
Similarly, not all students will be ready to read, es through self-assessment and goal setting
write in cursive, or memorize math facts at the
same age. Some people will need quiet to study, To increase self-confidence and self-esteem and
others will need music; some will be good on the help us develop to our fullest potentials
telephone or in the front office, others will need
to be in the back room with no disturbance; some To appreciate students’ interests and talents and
want to get to work right away and finish early, guide them toward rewarding career / vocational
others need to ponder or doodle or take frequent choices, by helping them to discover and act on
breaks. what they really “love” to do.

APPLICATION
SELF PORTRAIT™ Assessments help us to better understand:
• the student in the classroom — how each learns best, why certain behaviors are displayed, etc.
• our relationships at home
• our behaviors / attitudes on the job

There will be some overlap across categories, and changes in preferences sometimes occur as a person de-
velops. Results are not meant to be used as excuses for behaviors, to limit a person’s vocational choices, or
to put a ceiling on potential.

It is not the intent of these assessments to rigidly categorize people.

Please use these ideas as guidelines—take what is useful for you and use your own judgment!

SELF-PORTRAIT™ Observation Assessment Introduction © 1989-2020 by M.P. Willis and V. K. Hodson • Ventura, CA • powertraitsforlife.com • 805-648-1739

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 Section A: Disposition
Read through each column and check the items that best describe the child most of the time. Count the total number of checks in each column and record totals.
Circle the 2 highest scores and record their Disposition names in the Summary Section.

Spontaneous Organized Curious Supportive Imaginative

Active Organized Focused Sensitive to others’ feel- ensive e ective

ings

Moves from thing Plays quietly for a Engages in Thrives on group Watches others play /
to thing long time “experiments” interaction work

Likes to be the center Likes to be a helper, Likes to be with others Likes to be friends Likes to be quiet and
of attention wants to get things done who like to “invent” / alone
“explore”

Likes to be “fun” Likes to do things Likes to ask questions Likes to talk and be Likes to daydrem / create
“right” social

3
“Charges” into a group Observes a group to be Shies away from groups Looks for “warm” Warms slowly to a group
able to fit in friendships or stays on the edge

“Entertainer” “Rule Keeper” “Little Scientist” “Diplomat” / “Mediator” “Creator” / “Dreamer”

Likes games / Likes to color and Likes to collect / tinker Likes cooperative proj- Likes to observe,
competition look at books ects imagine, wonder

Takes things apart Puts things away, Takes things apart to Shares activities and Gets involved in arts,
for fun is neat and orderly discover belongings crafts, music, or dancing

Likes to laugh and joke Likes schedules and Gets lost in projects Likes to be read to / Notices beauty in nature
routines cuddle

Takes risks / puts on Careful, purposeful, as difficulty relating Expresses feelings and is Often seen as withdrawn
a show sometimes bossy to other children hurt easily or shy

Totals

F- O T T arent Teacher Observation ssessment - illis and odson e ective ducational erspectives entura, www powertraitsforlife com
Unlawful to duplicate any part of this work without permission.
 Section B: Modality Summary
Total the check marks in each column. Note highest score and record Modality name in Summary Section.
A. Disposition
Name:

Visual Auditory Tactile / Kinesthetic

Likes picture books, puzzles Likes running, climbing, jumping
1.
Likes tapes and music
Is drawn to colors, shapes, patterns Tunes in to sounds and noises Touches everything 2.
Likes to color and draw Likes to be read to Likes to play with sand
Remembers what has been “seen” Remembers what has been “heard” Remembers what has been “done”
B. Modality
“Watches” to learn things “Listens” to learn “Mimics” to learn
Keeps things neat and clean Talks to self when playing Doesn’t mind getting dirty
C. Environment
Prefers table games to outside play Prefers talk to motor activities Prefers outside play to table games

Totals
D. Interests

Section C: Environment Section E: Talents Section F: Inner Clock

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Record items checked in Record items checked in Record times in Summary Section.
Date:

Summary Section. Summary Section.

E. Talents
Time of day when most:
When doing chores or at play Check talent areas:
(s)he likes: active
Language/Verbal
quiet having others around cooperative
Artistic/Visual
noise being alone productive F. Inner Clock
Music
music tired active
Number (“play time”)
Mechanical
Section D: Interests Comments: cooperative
Record in Summary Section. Logic/Reasoning (“teaching /task time”)

Favorite Toys/Activities: Coordination productive

(“teaching /task time”)
Social
Favorite Colors: tired
Humor
(“rest/break time”)
Life skills

A SELF-PORTRAIT™ Parent / Teacher Observation Assessment © 1993 - 2016 M.P. Willis and V.K. Hodson Reflective Educational Perspectives LLC • Ventura, CA 93001 • 805•648•1739 • www.powertraitsforlife.com
Unlawful to duplicate any part of this work without permission.
 Self-Portrait™ Power Traits Assessment: CHART OF DISPOSITIONS

™ ™ ™ ™ ™
SPONTANEOUS ORGANIZED CURIOUS SUPPORTIVE IMAGINATIVE
Topics
fun, make people laugh logical, practical ask uestions, discover sensitive to others’ feelings creative, open
Self-Image
has to be fun/entertaining memorize/good study habits experiment/invent involve people/feel special think quietly by self
earning
things that last short time plan/projects with due date have all the time needed have fair time schedules time for thinking/wondering
Work Style
games with winners/losers workbook drill learning centers, labs, field trips small group projects/plays collages drawings, poetry
nfo rocessing
free to walk around uiet, listen, follow rules do research, talking is waste form friendships observe/think
Use of Space
don t like them, impulsive do things by rules/schedules get lost in projects should be fair to everyone can’t schedule creativity
Schedules
rela , let things happen rule keeper, clear conse uences shouldn’t interfere with projects shouldn’t hurt anyone wonder about meaning
Rules
take things apart/put back reading or writing solving complicated problems talking/discussing thinking about world
Use of Time
think only about now be responsible, plan ahead goal is discovery/invention people are more important wondering is more important
lanning
Objective to have FUN to have ORDER to find SOLUTIONS to have HARMONY to contribute IDEAS

Best no lecture, immediate organi ed lecture presentation, debate, uestion sessions, personali e, small groups, artistic creative assignments,
Learning/ relevance, short, variety, outline, memori e facts, take indep pro ects, no writing, discuss feelings/values/ performing arts, writing, drawing,
Working action, challenge, games, notes, know what s e pected, brainstorm with “sharp” social issues future, time to daydream doodle,
Situations manipulatives, competition, prepare ahead, study spaces, people, field trips, labs cooperative assignments, dialogue, integrate work
audio-visuals, hands-on uiet, routine scientific e ploring harmonious atmosphere with music/drama
5

Needs Acknow- being entertaining, fun, doing good ob, being being clever, smart, noticing others, being being creative, artistic,
ledgment For playful organi ed, neat, productive making discoveries kind, fair, thoughtful dreamer

Will Work For fun, something new approval, goals acquiring intelligence/knowledge chance to talk, harmony time to self, creative pro ect

Appropriate free time, choice of activities,
Rewards being allowed to entertain
verbal appreciation of
and encouragement for
Spontaneous Qualities
good ob notes, acknowledge-
ment for neatness/punctuality
verbal appreciation of
and encouragement for
Organized Qualities
acknowledge intelligence,
use their contributions
verbal appreciation of
and encouragement for
Curious Qualities
personal note, pat on back,
lots of personal attention
verbal appreciation of
and encouragement for
Supportive Qualities
acknowledge uniqueness/
creativity, display work
verbal appreciation of
and encouragement for
Imaginative Qualities

Contributions brings fun, laughter, sense
of e citement, adventure,
playfulness, drama, e ibility,
cleverness, wittiness, oking,
willingness to risk, sense of
energy, outspokenness
brings sense of structure, rules,
tradition, custom, continuity,
social responsibility, facts,
routine, order, procedures,
methods, regularity, focus,
thoroughness , diligence
brings interest in sciences,
technical know-how, sense
of discovery, efficiency,
enthusiasm for learning,
independence, problem-solving,
speaking directly to the point
brings ability to create warm
atmosphere, emotional sup-
port, people-centered point
of view, class spirit, harmony,
cooperation, team working, sense
of social mission
brings creativity, sense of
openness and wonderment,
appreciation for dreaming/
designing creating, need for
uiet alone time, importance
of beauty/nature/aesthetics

This chart is meant to be a useful tool to help facilitate learning and communication. It is not the intent of this chart to rigidly categorize people:
1. There will probably be some overlap across categories. 3. The descriptions are not meant to be used as excuses for behaviors or problems.
hanges in preferences may occur as a person develops 4. Vocational choices or individual potential should not be limited.
PLEASE USE THIS CHART AS A GUIDE - TAKE WHAT IS USEFUL AND USE YOUR OWN JUDGMENT!
powertraitsforlife.com • 805-648-1739 - by e ective ducational erspectives,
 Spontaneous Disposition
CHARACTERISTICS

Power Tasks: subjects / activities that are entertaining by nature

have immediate relevance
offer variety and challenge
give opportunity to move, act, O
provide hands-on e perience

material / interaction that is short, to the point allows movement

involves games, manipulatives, audio-visuals

Power Environment: e ible space, chance to move around, field trips

atmosphere that is fun, free, challenging
unscheduled, e ible time

Motivators: free time, choice of activities, being allowed to entertain

acknowledgment for being fun, witty, clever, bringing en oyment to others

Time Concept: different sense of time, lives in present, impulsive

hard time setting appointments, planning ahead
can change plans in an instant if it s his her idea
ready to respond to what comes up at a moment s notice if fits his her desires

Possible Challenges: planning, scheduling, structure, order

problem solving, following through
consider others feelings, plans
uiet thinking time

FAMILY / GROUP INTERACTIONS

Positive Contributions:
fun, laughter, sense of e citement, adventure
playfulness, drama, e ibility, cleverness, wittiness, oking
willingness to risk, sense of energy, outspokenness

o on t
Organized people might see him her as disorgani ed, inefficient, irresponsible
Curious people might see him her as impulsive, intellectually inferior
Supportive people might see him her as inconsiderate, impolite, shallow
Imaginative people might see him her as noisy, rowdy, pushy

e she might see Organized people as too rigid, in e ible, no fun

e she might see Curious people as too serious, stuffy, a brain
e she might see Supportive people as too emotional, softies, touchie feelie
e she might see Imaginative people as too isolated, philosophical, spacy

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 Organized Disposition
CHARACTERISTICS

Power Tasks: subjects / activities that are structured by nature

have se uential, ordered components
offer routine, drill, organi ation
give opportunity to take notes, memori e, outline
provide uiet study or reading time

material / interaction that is logical, se uential uses workbooks

involves planning, scheduling, due dates

Power Environment: uiet spaces, routine, organi ation

atmosphere that is consistent, secure, ordered
scheduled, planned time

Motivators: goals, approval, good ob comments

acknowledgment for being organi ed, neat, productive, punctual

Time Concept: practical sense of time, looks ahead, schedules

loves setting appointments, planning ahead
has trouble changing plans, wants to follow through with order routine
has sense of rules, traditions, customs, social responsibility

Possible Challenges: e ibility, playfulness, free time activities

open-ended uestioning, discovery
time for relating
creativity, wasted time

FAMILY / GROUP INTERACTIONS

Positive Contributions:
sense of structure, rules, tradition, continuity
routine, order, procedures, regularity
focus, thoroughness, diligence, responsibility

o on t
Spontaneous people might see him her as rigid, in e ible, lacking humor
Curious people might see him her as uninteresting, intellectually inferior
Supportive people might see him her as unfeeling, unavailable
Imaginative people might see him her as unobservant, uncreative

e she might see Spontaneous people as too disorgani ed, irresponsible, ighty
e she might see Curious people as too intellectual, stuck up
e she might see Supportive people as too involved, emotional, busybody
e she might see Imaginative people as too unproductive, moody

elf- ortrait ssessment reschool- nd grade e ook copyright - 20 by eflective ducational erspectives, , entura,

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 Curious Disposition
CHARACTERISTICS

Power Tasks: subjects / activities that are e perimental by nature

involve problems that need solving
offer ideas, theories, models, e ploration
give opportunity to uestion design discover
provide inspiration, new solutions

material / interaction that is direct, intellectual allows research

involves debate as well as independent time

Power Environment: labs, e ible space to collect, e periment, set up models, etc
uestioning, e ploring atmosphere
unscheduled, e ible time

Motivators: ac uiring knowledge, use of their contributions inventions technical know-how

acknowledgment for being clever, smart, making discoveries, solving problems

Time Concept: loses sense of time, gets lost in pro ects

forgets appointments, has hard time planning ahead and scheduling
can change other plans instantly if can get more time to work on pro ects
talking and relating are waste of time if don t contribute to pro ects

Possible Challenges: e ibility, playfulness, free time activities

planning, scheduling, structure, order
consider other people s feelings and plans
doodling, creative, wasted time

FAMILY / GROUP INTERACTIONS

Positive Contributions:
interest in sciences, technical know-how, problem-solving skill
sense of discovery, efficiency, enthusiasm for learning
ability to be independent, speak directly to the point

o on t
Spontaneous people might see him her as always serious, a workaholic
Organized people might see him her as absentminded, unstructured
Supportive people might see him her as unfeeling, unavailable
Imaginative people might see him her as rigid, structured, uncreative

e she might see Spontaneous people as too impulsive, intellectually inferior, clown
e she might see Organized people as too rigid, uninteresting, bore
e she might see Supportive people as too personal, overwhelming, bleeding heart
e she might see Imaginative people as too unfocused, unknowledgeable, dreamer

elf- ortrait ssessment reschool- nd grade e ook copyright - 20 by eflective ducational erspectives, , entura,

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 Supportive Disposition
CHARACTERISTICS

Power Tasks: subjects / activities that are social by nature

involve human behavior issues
offer personali ation
give opportunity to discuss social issues
provide people centered point of view

material / interaction that incorporates personal feelings, values

involves small groups, cooperative interaction

Power Environment: small group spaces, room to talk relate

warm, harmonious, cooperative atmosphere, team spirit
unscheduled, e ible time

Motivators: chance to talk, personal note, pat on back, lots of personal attention
acknowledgment for being kind, fair, thoughtful, noticing others

Time Concept: loses track of time if involved in discussion helping someone

keeps appointments but may be late if gets sidetracked helping someone
can change other plans instantly if is needed by someone
talking and relating are best use of time

Possible Challenges: having fun, being less serious involved

planning, scheduling, structure, order
importance of non people-centered topics
creativity, wasted time

FAMILY / GROUP INTERACTIONS

Positive Contributions:
warm atmospheres, emotional support
sense of team working, class spirit
harmony, cooperation, fairness, sensitivity

o on t
Spontaneous people might see him her as always focused on causes, unable to rela
Organized people might see him her as attracting problems, unable to get work done
Curious people might see him her as overly sensitive, unable to function alone
Imaginative people might see him her as very talkative, intruding, unable to be uiet

e she might see Spontaneous people as too shallow, inconsiderate, con

e she might see Organized people as too in e ible, unbending, critic
e she might see Curious people as too intellectual, unemotional, uncaring
e she might see Imaginative people as too isolated, withdrawn, out of touch

elf- ortrait ssessment reschool- nd grade e ook copyright - 20 by eflective ducational erspectives, , entura,

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 Imaginative Disposition
CHARACTERISTICS

Power Tasks: subjects / activities that are creative by nature

have artistic or philosophical aspects
offer beauty and aesthetics
give opportunity to wonder think dream
provide artistic e pression

material / interaction that involves the artistic, creative, dramatic, movement

allows for alone time, interaction with nature arts

Power Environment: escape places, space to design, create, put up art, listen to music
atmosphere that encourages openness, wonderment, dreaming
unscheduled, e ible time

Motivators: alone time, chance to work on creative pro ect, having work displayed
acknowledgment for being creative, artistic, open, observant

Time Concept: loses track of time, gets lost in daydreaming

may forget or ignore appointments if involved in creative pro ect
can change other plans instantly if can get more time to work on pro ects
dreaming and creating are best use of time

Possible Challenges: having fun, being less focused

planning, scheduling, structure, order
e plore importance of scientific topics
consider other people s feelings, plans

FAMILY / GROUP INTERACTIONS

Positive Contributions:
creativity, sense of openness and wonderment
appreciation for dreaming, designing, the arts
importance of beauty, nature, aesthetics

o on t
Spontaneous people might see him her as focused on the philosophical, not down to earth
Organized people might see him her as inefficient, illogical, not responsible
Curious people might see him her as unfocused, unstructured, poor at problem-solving
Supportive people might see him her as distant, unfeeling, unable to relate

e she might see Spontaneous people as too loud, abrasive, inappropriate

e she might see Organized people as too unimaginative, boring, unbending
e she might see Curious people as too rigid, structured, narrow-minded
e she might see Supportive people as too talkative, interfering, meddling

elf- ortrait ssessment reschool- nd grade e ook copyright - 20 by eflective ducational erspectives, , entura,

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Modality Power Traits—your best way to get information

odalit stren t s indicate t e est a or a person to ta e in in or ation

t is use ul to incorporate odalit stren t s as uc as possi le

in t e learnin process
en doin or or c ores
alon it t e ot er our di ensions o student-centered learnin

ten, odalit c oices atc t e isposition or e a ple

pontaneous people are o ten ands-on people, and are li el
to c oose a ands- n pre erence in t e odalit section
r ani ed people o ten learn ell t rou readin and
ritin , so are li el to c oose a Print or ritin odalit

Please eep in ind t at or eac o t e odalities t ere are di erent t pes o activities
or e a ple, Picture could ean pictures, dia ra s, ovies, or atc in an event ta in place,
etc o eti es t e speci cs o t e odalit var it t e situation a student o as a Picture
odalit stren t i t do ell it picture cues or spellin , ile needin to atc ovies
or etter understandin o literature

o e activities involve several odalities at once or e a ple, let s loo at t ree di erent
ove ent activities
ritin involves Print
etc in involves Pictures
ctin so et in out ole od usuall involves er al

t is i portant to identi t e speci c activit or co ination o activities t at or est or eac

individual

2 2020

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 Applications for the
Auditory & Visual Modalities
Listening
Program Emphasis: HEAR
use audio oo s or record t e in or-
ation to e studied, t en pla it ac
set t e in or ation to a ell- no n
elod li e in le, in le Little tar
record teac er lectures and pla t e
ac later
a e up a son or r e, record it
and pla it ac
use a co puter pro ra it audio
as so eone to read to ou en ou
ave trou le it ritten aterial
as so eone to e plain so et in to
ou ver all en ou need elp
Picture
Program Emphasis: SEE
use videos ovies
learn to use picture cues to
e ori e in or ation
a e picture dia ra s and
c arts o t e aterial ein
studied
a e picture ti elines to
stud dates and events
ta e notes in picture or and
doodle en listenin to
lectures
see a pla or ot er live
per or ance related to t e
topic
2 2020
12
Verbal
Program Emphasis: TALK
read aloud instructions or
aterial t at ou are stud in
read alon it audio oo s or
ot er recorded in or ation
use interactive video or co puter
pro ra s
or assi n ents do oral presenta-
tions or record our reports
set t e in or ation to usic and
sin it
discuss t e topic it anot er
person or in a s all roup
a e up a stor a out t e topic
and tell it to so eone
Print
Program Emphasis: READ
a e ord dia ra s or c arts o
t e aterial ein studied
a e ord ti elines to stud dates
and events
i li t i portant aterial as ou read
or ani e ritten notes on
individual cards or easier stud in
use di erent colored pens to elp
or ani e ritten notes
use di erent colored pens to
i li t topics and su topics
use or oo s to practice and
rein orce learned aterial
 Applications for the
Movement Modalities

Writing
Hands-On
Program Emphasis:
Program Emphasis: WRITE
TOUCH / DO
ta e ord notes
touc , asse le, ta e apart rite out in or ation to
construct a odel e studied
uild it loc or Le os a e outlines or in or-
use te tured aterials ation aps o aterial
ein studied

Whole Body
Sketching
Program Emphasis:
DO
Program Emphasis:
DRAW act out, role pla
ove ile stud in or listenin to a
ta e picture notes
recorded in o al , run, u p
dra out in or ation to
dance or e ercise ile stud in or
e studied
listenin to recorded in or ation
doodle en ta in in
ounce a all on individual cards
auditor in or ation
containin in or ation to e studied
a e c arts and rap s
visuali e oursel doin an activit

2 2020

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 Best Work Environment: Tips

t is useful to incorporate preferences for the nvironment - our surroundings -

as often as possible
in the learning process
in on-the- ob activities
along with the other aspects of learning strengths

chool pplication
changes in surroundings are often resisted in the classroom
or even homeschool settings
some classrooms allow choices, including
freedom to walk around
individual cubicles in a uiet corner
headphones for music, etc
home schoolers can be even more e ible, allowing for the
individual and uni ue environmental needs of each student

Other pplications
students and adults can learn to become more aware
of their preferences for their surroundings
environmental preferences can be kept in mind when
ob hunting or setting career goals
families would do well to consider environmental preferences
of individual members

elf- ortrait ssessment reschool- nd grade e ook copyright - 20 by eflective ducational erspectives, , entura,

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 Interests: Tips

This section reveals a person s

interests
goals
favorite pastimes
involvement issues

t is useful to incorporate interests

as often as possible
in the learning process
on the ob

person s interests affect

study methods
sub ects chosen
career goals

eople need to use and develop their natural interests as children

as well as adults There is probably no greater satisfaction as an
adult than to be doing work that you love, yet most people are
in the opposite situation

bout Favorite olor when people are surrounded by their

favorite colors they tend to think more positively and feel more
motivated hildren and adults can learn such techni ues as
using a pen of your favorite color when taking tests
or doing other paperwork
wearing your favorite color to a ob interview or
other important appointment
adding your favorite color to whatever e tent possible
to your room, your office, your home, your desktop, etc
staying away from your least favorite color

elf- ortrait ssessment reschool- nd grade e ook copyright - 20 by eflective ducational erspectives, , entura,

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 Talents: Tips

This section reveals a person s talents

t is useful to incorporate talents

as often as possible
in the learning process
on the ob

person s talents affect

study methods
sub ects chosen
career goals

eople need to use and develop their natural talents as children

as well as adults There is probably no greater satisfaction as
an adult than to be doing work that you love, yet most people
are in the opposite situation

People need to be recognized and acknowledged for their

talents. Encouragement to use talents as the foundation for
all learning and working activities is recommended.

Consider:
• Sometimes talents are minimized because they come
so easily
• Sometimes there is a stronger desire to pursue interests
rather than talents
• Whatever provides motivation — interests or talents —
is the route to follow
• Comments about what a person could be doing if he/she
would only work up to potential are not helpful

elf- ortrait ssessment reschool- nd grade e ook copyright - 20 by eflective ducational erspectives, , entura,

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 RESOURCE RECOMMENDATIONS

For more resources:

1. Discover Your Child’s Learning Style
.

2.

to receive $5.00 off each profile enter this promo code: ASPebook

elf- ortrait ssessment reschool- nd grade e ook copyright - 20 by eflective ducational erspectives, , entura,

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 Pledge for Creating LearningSuccess™

I am someone who C. A. R. E. S.
I Celebrate the child I have!
I Accept my role as my child’s coach!
I Respond to my child rather than react!
I Expand my views of how and where
learning takes place!

I Stop supporting bell-curve definitions

of intelligence!

I stay F. I. T. T. T.
I Focus on solutions!

I Identify my child’s goals!

I Take the pressure off when needed!

I Track successes rather than failures!
I Teach to my child’s strengths!

©1999-202 by VK Hodson & MP Willis • www.learningsuccessinstitute.com

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