Many of the pioneering studies for the Myers-Briggs Type Indicator^® (MBTI^®) instrument were done with high school and college students. These original studies plus the ongoing data collected by colleges and universities have resulted in a wealth of information about how personality affects learning and teaching styles. In addition significant information is available about how adults best learn based on personality preferences.

When teachers and students understand the differences in their teaching styles and learning styles, communication, and therefore learning, is enhanced. A student’s interests and ways of learning directly affect how he or she takes in information. This calls on educators to appreciate and encourage different ways of learning and teaching, according to the needs of the students.

Students whose preferences are different from those of a teacher can find it difficult to adjust to the classroom atmosphere and the teaching methods of that teacher. Teachers who vary their teaching styles after learning about personality type often find they can motivate and teach a wider range of students, because they are appealing to all preferences.

When students and teachers disagree, type knowledge can help both to recognize the validity of the other person’s preference, while accepting that the teacher is in charge. Instead of labeling the student as “misbehaving” or the teacher as “unreasonable,” differences are understood and respected.

Parents also have preferences and when these differ from the preferences of the teacher, misunderstanding can ensue. For example, a student’s preference for Extraversion can appear as positive attitude and social adjustment to a parent while appearing as disruptive and unproductive to a teacher with a different preference. A teacher who understands personality type can give feedback to parents in ways that respect the child’s own preferences. Parents who understand type can appreciate that a teacher’s point of view may only reflect his or her own preferences, not a rejection of their child.

Lesson plans can be tailored to meet the needs of all students. Teachers who know type can often approach the same lesson content in multiple ways, to appeal to the preferences of all their students.

Education and learning are often closely linked to writing and creativity. Both these areas are tremendously affected by preferences in personality type, and ample books and articles exist on these subjects.

Resources

The Chemistry of Personality by Elizabeth Murphy (CAPT 2008)

Differentiated Coaching by Jane Kise (Corwin Press 2006)

Differentiation through Personality Type by Jane Kise (Corwin Press 2007)

Discovering Type with Teens by Mollie Allen, Claire Haymen, and Kay Abella (CAPT 2010)

Exploring Personality Type: Creating a Personal Path for Success by Elizabeth Murphy (CAPT 2008)

Exploring Personality Type: Discovering My Best and Your Best by Elizabeth Murphy (CAPT 2008)

Exploring Personality Type: Discovering My Strengths and Stretches by Elizabeth Murphy (CAPT 2008)

Great Minds Don’t Think Alike By Diane Payne and Sondra VanSant (CAPT 2009)

Introduction to Type^® and Learning by Donna Dunning (CPP, Inc. 2008)

Introduction to Type^® in College by John K. DiTiberio and Allen L. Hammer (CPP 1993)

Looking at Type and Learning Styles by Gordon D. Lawrence (CAPT 1997)

MMTIC^® Manual by Elizabeth Murphy and Charles Meisgeier (CAPT 2008)

Most Excellent Differences edited by Thomas C. Thompson(CAPT 1996)

People Types and Tiger Stripes by Gordon Lawrence (CAPT 2009)

Portraits of Self-Esteem by Bonnie J. Golden (CAPT 2001)

Procrastination by Judith A. Provost (CAPT 1998)

Strategies for Success by Judith A. Provost (CAPT 1992)

Type Tales by Diane Farris (CAPT 2000)

Using the MBTI^® Instrument in Colleges and Universities by Judith A. Provost and Scott Anchors (CAPT 2003)

Verifying Type with Students by Elizabeth Murphy (CAPT 2008)

Write from the Start by Ann B. Loomis (CAPT 1999)