I am so excited to take this course again to solidify this important information. I can read the textbook now and it makes so much more sense. That is a great start!
I love chapter 2 and how it has preferences, ideal classrooms, and common traps for each of the four types (or a likeness to that). When I took the MBTI test to find my type I was split between Extraversion and Introversion. But as I learn more and more about these two preferences I would definitely lean toward Introversion. I liked the way, on page 11, it talked about what it is NOT. Because there are times when I can be social and the life of the party; and times I don’t have a problem speaking out when needed. I need to keep in mind, with myself and students, that this is about how we are energized, though. Give me a quiet room away from people any day!!
When I think about how I gather information to go through my daily life I am definitely a Sensing person. Just give me the facts, ma’am 🙂 I worked with an Intuitive teacher once and had to laugh as I read the top of page 16, “By my last hour class, I finally know how to explain assignments because students have pointed out everything I omitted!” She was like that – students were pointed out her errors throughout the class.
Making decisions is something we do every minute in our lives. I need to understand the “why” when I’m making decisions and sometimes it doesn’t matter who or what it bothers but a decisions needs to be made to be fair to all. I have trouble with this sometimes with students who are Feeling because I hurt their feelings without knowing it.
I’m a planner, therefore, a Judging type. Totally fits for a teacher 🙂 But I see the common traps and wonder if it’s really personality or trying to get done a curriculum being handed down by principal/state/nation: rush toward completion and cutting short exploratory time are some of the common traps.
There is so much information in Chapters 2 and 3. It’s putting it together that is the “studying” part. How to know myself and work with students in the best possible way? Because I’m a Sensing Type I’m already making plans for charts, index cards, lists, etc., which will help me learn this information best. Something that is easy to carry from class to class. I want to get out there and know my students! That’s the first step.
P.S. What’s funny is that as I read through many of these descriptions I often find my mind drifting toward another topic: females vs males. So where does type come into play with the different genders? Hmmmm . . .
Differentiation Through Personality Types 
Lynne, you are very much a thinker, but you do have some feeling qualities. I don’t know if it’s because of this course, making you more aware of yourself, but I have witnessed you thinking more about a situation or even vocalizing that it’s your type causing you to react in a certain way. I also like the quote on the top of page 16 and I can relate. I have been in a class that would meet more than one block and by the time we got to the end of the second block it was clear what the expectations were. I can just imagine how sensing students feel.
I really liked your thought on the female versus male breakdown. That kind of data would open up quite a spirited discussion! Besides the eons-old battle between the sexes, there are many factors that do play into effective and ineffective teaching, leaving personality type completely off the table, ie: space (something that our school(s) are dealing with now that two schools are crammed into a building that was designed for one) and time (we have extended learning blocks that I do not deem particularly effective for the special ed population b/c 25 minutes becomes 20 with transition time, and these students who might benefit from extended classroom activities miss out). I preferred the 50 minute Flex block, where more could be accomplished no matter where you went or what you were doing! Understanding each other’s quirks and getting along can help create a more harmonious work environment, but without space and time to spread out and perform to our personal best, we all suffer. I made a quick sketch of my ideal classroom that accommodates up to 16 students. Wouldn’t that be great if that were in the real world of public education! The ideal setting for differentiated instruction – space, time, and small classes.
I’d love to see your sketch of the ideal classroom!
As you (all) consider the traits of each type, don’t forget that not everyone is going to fall into these traps. There are many in each group who have learned to master the issues, or who are able to overcome the weaknesses.
It’s daunting to think of trying to be all things to all men in the classroom… to constantly be meeting the needs of sixteen different personality types. It’s also frustrating, because every teacher has their own type. Is it fair or reasonable that the expectation is that teachers work in a way that doesn’t suit them just for the benefit of some of their students? At what point should we expect the students to learn to be the ones to adjust to the styles of different teachers?
It would be terribly daunting if that’s what one had to do to differentiate, but have no fear — There is an easier way! Under no circumstances are you expected to differentiate 16 different ways, and yes, sometimes students have to learn to adjust their ways, too! Stay tuned for the next class!