Category Archives: Theory

The article is mainly about the theory and application of MBTI — how it works, what it means, what it looks like.

Students and their type . . . I think

As usual, I’m at a loss for which students to use: not him because his disability will probably “get in the way”, not her because I don’t see her enough in classes, not him because I have yet to see him exhibit any behaviors, not her because I just can’t get a handle on her . . . and so it goes. I stuggled with this over a year ago, also. It makes me question my power of observation. Or shall I say lack of observation!

On the bus ride home today from Concord High I thought about MV (as I will call her). She is a teacher’s worst nightmare; she is almost my total opposite; she is the bane of my existance in the kitchen: the ESTP! 1. You know when she has entered the room 2. She doesn’t think the rules apply to her 3. Draws attention to herself 4. Can be a leader 5. Ready, Fire, Aim 6. No concern for people around her 7. Lives in the moment 8. Talks loudly 9. Can continue to work with multiple things going on around her 10. Finds the flaws in others 12. Has to have the last word, especially with authority 13. Doesn’t want limits or rules on her school work 14. Does what she wants to do, when she wants to do it, how she wants to do it, etc! The only thing I’ve seen her do “positively”, in my eyes, is take charge of the diningroom during a function and be great at it. She treated everyone with respect and caring and even teaching the 1st year students how to manage a diningroom situation. AND she is great with the special education student I work with in the kitchen. Again, treating him with respect and guiding him gently and positively when cooking or baking. But I keep reminding myself that we all need each other for balance 🙂

The other student I choose I will call Bee: ISFJ. I know for sure she’s Sensing because I did the “write about a snowman” activity and she talked about its carrot nose, indent for a mouth, and coal for eyes – detailed description. She is Introverted because she is very hesitant to get up in front of the class, can be reserved around peers she does not know, and when needing to work with a group, she prefers one partner over multiple peers to get the project done. Bee prefers Feeling. She definitely thinks of her friends first when making decisions. She is a great listener and her friends know that. I peg Bee as Judging. She makes plans, lists, likes structure to get things done, and organization in her school work. When I look on Page 31 in the text and see how school looks when it isn’t working for ISFJs it is right on for Bee: I see the helplessness when she’s uncertain in her school work. I can see her lack of confidence with abstract assignments.

This is still a hard “assignment” for me to do. But I feel better about my observations this year.

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.

Personality Types and Multiple Intelligences

For years I have been convinced that there is a correlation between the two concepts of personality type and multiple intelligences. They blend together so beautifully, and there are clear connections in some aspects. I began looking for research a number of years ago, and learned that a brain researcher at UCLA, Dario Nardi, Ph.D., had presented a paper on that topic at a conference, but I was unable to access that work. I kept at it, though, and this morning, through a video (posted on a LinkedIn discussion group) called, “THIS EXPLAINS IT! There’s no arguing with physical proof of your personality.” In the video, Dr. Nardi looks at the actual brain function of two volunteers and was able to see personality differences in the mapping. It was fascinating.

But seeing Nardi’s name reminded me of the quest to find out about the correlations I’ve been seeking, and I clicked on the link to his web page, which in turn had a link to his books. Voila! There is was: Multiple Intelligences and Personality Type: Tools and Strategies for Developing Human Potential. I ordered a copy as quickly as I could, and now I just have to wait for it to arrive. The timing should allow the current class at SAUniversity24 to at least learn about the main ideas — I can’t wait for that conversation!

New addition to “Helpful Links”

In the menu bar at the top of the blog page there is a link to “Helpful Links” — maybe you’ve noticed it, or . . . maybe you haven’t. This morning I am adding a new link to that page: Type For Life. It’s a blog that’s sponsored by CAPT, the Center for Applications for Psychological Type, the organization that manages all the forms and training, keeps track of amazing amounts of research, and sells excellent books and other materials to people like me.

Their blog can be pretty interesting, and I thought some of you might like to read this one: Good Learning Environments. It is aimed at type practitioners such as myself who train adults, but there are some good things to remember for classroom teachers working with children, too. It’s a short article and can even be skimmed for its main points. Enjoy.

Connections to Danielson Framework

Microsoft Word - Document1

We have not spent as much time as I had planned in making explicit the connections to the Danielson Framework, so I would like to organize an exercise we can do together in class.

Listed below are all the points in Danielson where I have already labeled a correlation. We’re going to look at each of them separately and I’m expecting you to call out identifiers about how/why each relationship happens. For example, in “1b Knowledge of students,” type enables us to know individual students better and enables us to predict how they will learn. (You may have additional ideas!)

There ARE additional Danielson points that apply to type theory that I had not previously identified, and we should talk about those, too, so take a look at your books and find them!

Here are the domains and elements we’ll start with:

Domain 1 Planning and Preparation: 1b Knowledge of students; 1e Designing coherent instruction; 1f Designing student assessments

Domain 2 The Classroom Environment: 2a Creating an environment of respect and rapport; 2c Managing classroom procedures; 2d Managing student behavior

Domain 3 Instruction: 3a Communicating with students; 3c Engaging students in learning; 3d Using assessment in instruction

Domain 4 Professional Responsibilities: 4a Reflecting on Teaching; 4d Participating in a professional community

I believe that this exercise will give you confidence in the value of using type in your classrooms. There will be people who question  your use of this tool; knowing exactly what you get out of it and knowing exactly why it is powerful and practical will provide you with responses to such doubt, and will help you to stay the course.

Finally getting it…

I have finally figured out how to publish… I hope..lol. I spent an hour yesterday typing a post but was unsuccessful posting it, so here goes, again.

My personality type was getting the better of me. Of course I chose one of the toughest students to try to type. I did not spend enough time with him and felt overwhelmed with the vocabulary. I was over thinking everything. I had bitten off more than I could possibly handle and struggled stubbornly. IAs I was in the shower, I thought about how I would help a student who might be struggling with a new concept. Then it dawned on me that I would break it down into more digestible portions. I now know I need to choose a different student, which I finally did.

I think this student is ESFJ. I believe he is E due to his activity level. He needs to be standing and frequently blurts out before others can have time to think things through. He is a capable learner. During group activities he is usually done with his part before his other group members are so he wanders to other groups, play sword fighting or any other physical movement, disrupting that group. He is constantly being reminded by the teacher to “get back to his group”.

He shows S traits preferring factual accounts. He responds well when directions are concrete. He lives very much in the present.

I believe he is an F as he weighs how people might be ‘against’ him when there is a disagreement. He is quick to become emotional and may even run away from a situation that has become too much for him to handle.

And lastly, I believe he is J because he is goal oriented when the subject matter interests him. He will take over a group, get it organized and plan whatever it takes to complete the assignment.

After I focused on this child for two classes, I could see the difference in my approach. I was more willing to give him credit for knowing the material even when he showed frustration by acting out. I was able to ask him what it was he needed to get the assignment completed and got a very good answer from him rather than focus on the misbehavior and head down a difficult path. All he needed was a different kind of lined paper rather than the grid paper the teacher was providing. He did not like the grid. It bothered him so I gave him some yellow lined paper and turned it sideways. as we were doing long division, to help him line up the columns. He was a dream to work with and even had the patience to wait for me to check his work until I finished helping another student. I thanked him for being patient and he smiled a genuine smile.

I like the good days!

Enlighted Reading on a full stomach

First off I hope I’m doing this BLOG thing correctly.  I don’t see anyone else’s posts except for the beginning of November from Beth and Ellen.  So here we go!  I had so many thoughts going through my head as I read the chapters and lots of notes were flying into my notebook.  I now see some areas I can “change” to meet the needs of my little ones.  I see “mistakes” I may be making that are impacting their learning and my patience.  I realize what worked last year with my groups may not work this year, even though some of my students were with me last year.  My eyes are wide open to adapt and make changes to my daily  schedule, activities and assessments.   Can’t wait to discuss with everyone their thoughts and visions of classroom management and how to reach all our learners through their and our personalities.