Two Students

An Extroverted Thinker – Boy

Boy is usually an unwelcomed name on a class list. He requires a lot of energy to manage, and it takes skill and patience to positively engage him in classroom activities. Many students are fond of him, but his noisy methods of interacting can be a bit distracting to others. However, he is intelligent and can bring excitement and enthusiasm to a class when he is on task. I estimate that his personality type is ESTJ.

  • Extravert – Boy makes his presence known by the sheer volume of his voice. He is certainly one of the louder students in the classroom. Activity is preferred over sitting still. During a discussion he may pace back and forth while thinking about the topic. He will raise his hand when he needs to speak but not for long. The response comes blurting out. When he does reframe from blurting, he hops up and down until called upon. Hand movement is always involved when expressing his ideas. During quiet class sessions, he often needs to add a bit of background noise into the mix.
  • Sensing – Boy is happiest when he is hands-on an assignment. This helps fulfill his need to move and think at the same time. Before he begins a task he needs to brainstorm orally about his ideas for the assignment. He frequently crumples his paper or needs a new poster board because he was not happy with his product. If he cannot improve upon it, he will not continue. It is always helpful to have some samples of other successful products. He doesn’t copy them, but it helps him generate the idea he needs.
  • Thinking – If you want someone in charge of an activity, Boy is your “guy”. On game days you can count on him rallying the other students and convincing them to play his way. However, if he can’t successfully manage the other students he will march away and sit out, although not quietly. When confronted he can be argumentative, getting the last word in. When he sees signs of possibility, he will rejoin the winning team. When commenting on his work, he prefers factual comments instead of affectionate ones.
  • Judging – Once Boy has decided on a particular topic or product, he is all in. There is very little you can do to get him to restart, edit, or consider other ideas. He will finish quickly. You’d better be ready for a follow-up activity because he will still require interaction. Don’t surprise him with an add-on. He will expect the schedule to be what it is planned to be. He is not happy to switch up an expected activity, unless, of course, it means more activity time.


An Introverted Feeler – Girl

Girl is a quiet reserved student who hardly takes up space in your classroom. She’s thoughtful and often seeks the teacher out at the end of class to share her ideas. She easily gets along well with all the peers in the class, although she is not directly sought after unless her specific friends are in the same class. With these friends she can be a little goofy and silly, but not disruptive. About certain topics or values she has definite ideas. She has been known to strongly stick up for these ideas. Her personality type is estimated to be INFP.

  • Introversion – You can see Girl thinking. Her eyes move around, she tilts her head, and she provides mouth expressions that let you know how the thinking is going. She does not readily volunteer her ideas but will share when called upon. Her preference seems to be individual or very small group work. Books and journals accompany her to class indicating her fondness for reading and writing. Although she gets along well with others, you can read annoyance in her expression at repeated interruptions.
  • Intuition – When starting a project, she goes big. The ideas are good but sometimes too big to handle. She may get stuck needing to be taken back to the beginning to revisit all the directions. She may overlook some of them in her excitement to get started.
  • Feeling – Girls appears to have a lot of empathy. She tends to care about the characters in books and magazine articles. She likes to feel safe. She carries a bag filled with essentials in case of a medical emergency. The bag never leaves her body while at school. When working on a project, she often quietly asks for affirmation of her progress. When she gets it she will turn with a little smile on her face and continue working.
  • Perceiving – Without a steady check-in to affirm her progress on a project, she may not make progress at all. She will have spent time thinking or doodling trying to get to that first step. Girl usually takes all the allotted time to complete her projects. During the process, she is not upset by any schedule changes. She may shrug her shoulders and just comply. However, unlike a perceiving person, she does not procrastinate on getting her supplies or materials needed. She likes to see them all planted in front of her. It appears to give her energy for her ideas.







One response to “Two Students

  1. Bronda, I love your descriptions. You are able to recognize many characteristics of each dichotomy! Impressive for a teacher who barely has enough time to learn everyone’s names! Can you see the possibilities in helping these kids when they are stuck? I noticed several clues in your descriptions! We can talk about these in class — I’m looking forward to it.

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