New class starting!

I’m always excited when a new class of educators signs up for this course. I pour over my notes so I will remember everything I need to cover, and I also spend way too much time looking for new information. Today, a great article showed up in my news feed, and I want to share it.

How Do Teachers Feel about Their Quiet Students?

This is a perfect opener for a new class, since talking about Introversion and Extraversion is always the first dichotomy of Type that we examine.

Behavior Management Strategies

During study I have a student who is always sneaking on her laptop to look up cartoon characters on Google. After meeting with her case manager a plan was put in place for the student to earn time to go on Google so she has a choice to decide whether she will get time or not. Work a half hour and then gain 10 minutes of laptop time to spend time looking up cartoon characters. This strategy has worked well in that there is not the constant ¨Please do your work and shut down the laptop¨ every five minutes to now productive time during the times needed. This has made our student teacher relationship better. Another student that is working on E2020 has difficulty completing work at a steady pace. Once he gets started he does well. He and I have talked about what would help him stay on task better. He shared he needed a few minutes after class started to gather himself. Which now he has as long as it is not disturbing other students.  A goal was set that after each quiz completed he would gain another few minutes to relax his brain before continuing. We have done this and the success rate is up by half. This is still a work in progress as we are also exploring when he is having a bad day and how this effects his work. We have talked about how to keep productive when emotions are high. This is something that will take time. I also have reached out to his guidance counselor to help us have a better plan on emotional days in Academic Support.

Revising lessons to Include all type groups

While I was working through this assignment, I made a lot of connections with what the reading was saying. I seemed to cringe at the idea of some activities, simply because it doesn’t line up nicely with the flow of my classroom. The activities always came from the opposite type group. I see the value in them for students though, so I know that I need to add more of these style activities into my plans. I think that putting my students faces to the personality types listed in the book really helps me to see how each activity would benefit specific students. Having a name and a face seemed to help me get over the fact that it may not go with the typical flow of my classroom, and helps motivate me to make it all work together.

Behavior strategies

As a para I often am conflicted as to what my role in behavior management is. I try not to undermine the teacher and disturb the flow of the lesson. However, I also have low tolerance for disruptive behaviors in the classroom. I like the quote on page 87 that “Type doesn’t explain everything”. My basic rule is check and what else is going on-lack of sleep, parents splitting up or lack of breakfast can contribute to the defiant behavior. Once I get a handle then I can redirect to get the work done. I have used the suggestions of asking a question instead of saying sit down and that seems to work. The student became more engaged and started to participate in a more positive way. It turned a potentially nasty interchange into a positive one.I work with students on a more one to one ratio and that gives me a chance to adjust the assignment in a study hall- work for 1/2 hour, five minute walk- or adjust the number of problems to do; odds or evens works well too. Making a list of expectations also works- limits the frustration of getting it completed. Alot of what I do during the course of a day is putting out fires!

Two Student Type Hypothesis

I have always enjoyed the process of observing students to see if anything can be done or altered to help them succeed in their learning environment. I’m including my Type-Hypothesis in case anyone wants to take a peek.

Two Types

Student Profiles

When thinking about the students that I work with, one immediately came to mind as we share some of the same personality type. She is as introverted as I am which also be a bit of a conflict as well. If I had to give her a personality type I would say she is an ISTP. The student profile of Jared on page 35 is almost a perfect description of J. She does not like group work and prefers to work alone. She likes her computer and her headphones. When assigned to a group, J will physically remove herself from the group. But, if an idea that the others are talking about is similar to hers she will cautiously join in. She usually appears to be the disengaged introverted thinker but she really is paying attention. I think that because we are very similar in type we do work well together.

My next student has had many challenges in her life. She has some physical limitations but manages school successfully. S can be very introverted in a classroom setting but works well in a group. She is very organized and completes her assignments in a timely manner. S is an ISTJ as she likes clear directions but she especially likes feedback about her work. S is very sensitive about the world around her and how people view her. Group work gives her an outlet to share ideas but also allows her some peer interaction in a safe setting.

I think my introverted personality allows me to work best with students like these as I don’t have to be in front of a class!! Works for me!

Reading Reflection and Hypothesis of Student Types

When I started reading in Kise, my first reaction was how great it was that author suggested that instead of reading the book cover to cover reading it in the order that will most benefit your needs. Then I remembered the “J” in me would prevent me from skipping around anyways! One of my personal goals as we go through this course will be to revisit chapters past as necessary to make improvements in my lesson plans.

As I was reading about ability and flow, I immediately thought about my reading intervention. I  am always looking for new ways to keep them interested in what they are doing, while still working on skills that they need to be practicing. With middle school students, it can be hard to get their interest back in an intervention setting if they are used to skill drills that they have come to dislike so much. I think that looking at the students through their personality types will give me new ideas to help them succeed, instead of just focusing on which intervention program I think matches their skill level needs.

Throughout the reading, I was still trying to decide if I am more extravert or introvert. Looking through chapter 2 I found that some of the “Common traps for introverted teachers” sound like things that I know I am always working on. For example, I have two Extraverted students that always need to say what is on their mind the minute they think of it. Often I have thought of it as rude blurting out, but given how relevant it often is to the conversation, it makes more sense looking at it through their personality type.

Looking through the rest of chapter 2, I felt that the S, T, and J were much more descriptive of who I am as a person and a teacher. I really enjoyed reading about the traps that we might fall into and thinking of my own students to see if I react the same way in those situations. I know I am often very critical of what I do as a teacher, because there is still so much to learn.

I felt that reading through chapter 3 made it even easier to see if I was an introvert or an extrovert. While I do tend to be more of an extrovert at work, as a student and at home I am an introvert. Two of the behavior clues that stuck out to me were on page 25: annoyed by interruptions, and enjoying reading and writing more than discussions. I also looked on page 31, where ISTJ seemed to describe me much better than the ESTJ found on page 34.

As I was reading through the descriptions in chapter 3, I felt like I could put student names almost instantly to the description of each type that was provided. I also thought it was interesting to read the opposite profile of my own- as Kise suggested. I found that this profile closely matches a student of mine that I have really struggled to understand.

When deciding which two students I would look at closely, one jumped out at me right away. “Josh” has been one of my most challenging students to work with this year. He was the first name I learned and seems to be a challenge in every classroom he enters. When you spend time with him one-on-one, it is easy to see what a great kid he is. The classroom setting seems to bring out a different side of him.

My hypothesis for Josh’s type would be ENTJ. I first went through each type individually, and then compared it to the overall view on page 34. I found many things that match Josh’s personality on this page, confirming my thoughts. Josh can be very argumentative, and often shows abrasiveness towards not just teachers, but his peers as well. If Josh doesn’t think he is going to do well at something, he may shut down before even giving the assignment a chance. However, if Josh is challenged within his abilities, he can produce fantastic work. Josh does well when he can be in charge of something. I have found recently that Josh is doing better with a new plan that was put in place where he can clearly see what is expected of him, and there is a consistent reward or consequence for following those expectations.

As I was choosing my second student, I worked to pick someone very different than Josh. I started by thinking of my students who are introverts. The student I settled on actually turned out to be completely opposite of Josh even though I wasn’t planning it that way. My hypothesis for “Tim’s” type would be ISFP.  Tim is very quiet, and takes time to think through everything before saying it out loud. He does well when given positive feedback and I take time to notice the little details that he adds. Tim is quick to pick things up if he can see how they relate to his life or things that he is interested in, and has a hard time if he doesn’t find these connections. It is easy to think that Tim might be daydreaming or disconnected, but if you get him talking about something he cares about- like snowmobiling- you can learn so much more about him.