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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 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
I Am a Good Teacher by Elizabeth Murphy (CAPT 1997)
Introduction to Type® in College by John K. DeTiberio
and Allen L. Hammer (CPP 1993)
Looking at Type and Learning Styles by Gordon D. Lawrence
(CAPT 1997)
Most Excellent Differences edited by Thomas C. Thompson(CAPT
1996)
Portraits of Self-Esteem by Bonnie J. Golden (CAPT 2001)
Procrastination by Judith A. Provost (CAPT 1988)
Strategies for Success by Judith A. Provost (CAPT 1992)
A Teacher’s Guide to Type by Charles Meisgeier, Elizabeth
Murphy, and Constance Meisgeier (CPP 1989)
Type Tales by Diane Farris (CAPT 2000)
Using the MBTI® Instrument in Colleges and Universities
by Judith A. Provost and Scott Anchors (CAPT 2003)
Writing & Personality, by John K. DiTiberio and George
H. Jensen (Davies-Black 1995)
Write from the Start by Ann B. Loomis (CAPT 1999)
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