JAN E HO ELKER , M . A .MBTI C ERTIF IED PRAC TITIO N ER

C O MMUN ITY C O LLEGE O F Q ATAR , DO HA, Q ATAR

JHO ELKER@GMAIL . C O M

THE 5 T H S U DAN TES O L IN TERN ATIO N AL C O N FEREN C E

TO WARDS BUILDIN G A C O MMUN ITY O F LEARN ERS

AHFAD U NIVER S ITY FO R W O MEN, O MDUR MAN, S U DAN

FEBRUARY 26 - 28 , 2015 , THU RS DAY, FRIDAY , & S ATU RDAY

Building Communities of Learners through

Personality

What is the MBTI (Myers-Briggs Type Indicator)

Personality Test shows preferences Understand self better Understand others better Understand how to work better together & build a

community of learners and teachers Use difference constructively

Indicates how you behave naturally Not a test of skills Draw on different parts of personality under different

conditions

Most Fortune 100 companies use itMost widely used personality assessment in

worldMore than 2 million people take it each yearTranslated into 2 dozen languagesUsed in 70+ countries

Based on Carl Jung’s theory of personality Swiss psychiatrist Katherine Briggs & Isabel Briggs Myers worked together developing

questions Used psychometrics with help of father

Explains normal differences btw healthy people Differences in behavior result from inborn tendencies to use minds in

different ways As act same way again and again, develop patterns of behavior

8 types or patterns of behavior

Write name with hand most frequently used How does it feel? Use other hand How does it feel?

When minds are active Involved in ½ mental activities Take in info=perceiving Organize the info & make decisions=judging

2 opposite ways receive info Sensing Intuition

2 opposite ways judge Thinking Feeling

Where we focus our attention & get energy

EExtraversion

IIntroversion

Extraversion Direct energy &

attention outward Focus on outer world of

people & activity Are energized by

interacting with others Work out ideas by

talking them through Broad interest in many

things Readily take initiative in

work & relationships

Introversion Direct energy & attention

inward Focus on their inner world of

ideas & experiences Are energized by

opportunity to reflect Work out ideas by thinking

them through, mental “practice”

Focus in depth on few interests

Take initiative --when situation is very important to them

We all do extraverted & introverted thingsBut not with equal comfortMost have preference

Which do you prefer?Draw a horizontal line about 7 cms long & at the beginning of the line, write capital . . .

E or I

The way we take in information & the kind of information we trust

SSensing

NIntuition

SensingFocus on present realities,

verifiable facts & experience

Observe & remember specifics

Are factual, concrete & sequential

Build carefully & thoroughly toward conclusions

Are literal & specificWhat isTrust experience

IntuitionFocus on future

possibilities, the big picture & insights

Remember specifics when they relate to a pattern

Are abstract & imaginativeMove quickly to

conclusions, follow hunchesUse metaphors & analogiesWhat could beTrust insight

We all use Sensing & Intuition when making observations about the world

We do not use them with equal trustHave preference for one or the other

Which do you prefer?Write the 2nd letter after the E or I. Choose . . .

S or N

The way we make decisions

TThinking

FFeeling

ThinkingStep “back” get

objective viewAnalyzeUse cause & effect

reasoningSolve problems with

logicAre “reasonable”Are fair – want everyone

to be treated the same -- treated equally

FeelingStep “in” to identify with

those involvedEmpathizeGuided by values

personal & groupAssess impacts of

decisions on peopleMay appear “tender-

hearted”Are fair – want everyone to

be treated as individualEx: Single Mom & work

schedule

We all use both Thinking & Feeling when making decisions

Do not use them with equal easePreference for one or otherWhich do you prefer?

Write the 3rd letter on the horizontal line . . .

T or F

Our attitude toward the external world & how we orient ourselves to it

JJudging

PPerceiving

Judging Want external world to be

organized & orderly Look at world & see

decisions that need to be made

Systematic Make short- and long-term

plans & follow them Resist reopening decisions Try to avoid last-minute

stresses Ex: If you could have that

decision to me before the deadline, that would be great!

Perceiving Seek to experience world,

not organize it Look at world & see

options that need to be explored

Adaptable & curious Adjust flexibly to new info

& changes Resist cutting off options,

making decisions too soon Feel energized by last-

minute pressures

We all use Judging & Perceiving as part of our lifestyle

Usually not use with equal comfortPreference for one or otherWhich do you prefer?

Write the 4th & final letter on horizontal line . . .

J or P

Teachers Proud of craft Want positively influence people enter their classroom

– students Prepare Ss enter society & make contribution to best

of abilitiesA right way to teach?

Psychological types – understand core Ss needs & select teaching strategies make Ss most effective learners possible

Many theories throughout historyHippocrates, 450 B.C.: 4 styles human

behavior: Melancholic, Sanguine, Choleric, Phlegmatic

Paracelsus, 16th Century, 4 humors: Gnome/Earth Salamander/Fire Nymph/Water Sylph/Air

Variety of Teaching Styles & All Are GoodSensing-JudgingSensing-PerceivingIntuitive-FeelingIntuitive-Thinking

Sensing-Judging Teachers

Tried & true methodology - Model style on how taught as Ss Techniques explainable step-by-step procedures Well-planned activities proved through experience or endorsed by trusted

authorities Can learn new techniques

but need time to adapt – invested so much of self in developing procedures Need model Step-by-step procedure

See self as practical T Not see self as experimental or inventive

Economic – very conscious of cost Hierarchical authority Great deal of endurance – work til drop Like ceremonies like graduation that celebrate completion Classroom neat, uncluttered, comfortable temperature, Ss have supplies Ss know Ts’ expectations

Sensing-Perceiving Teachers

Need excitement & variety – make learning fun! Master-apprentice style in classroom

T instructs only (a) when mistake is made or (b) new technique is introduced

Classroom pacing varied - sometimes fast, sometimes slow As gain greater mastery over years

Use loose-knit standard found effective Freedom to act on impulse

Move into action - admire courage & risk taking Love of life in the moment defines this style So Ss encouraged to be bold, autonomous, free to experiment, make

mistakes Environment

Classroom bright colors, visuals, Ss mobility & movement encouraged Use story-telling techniques – creates excitement - Ss slang – fraternal

atmosphere Improvisation –Ss learn from SP Ts that crisis not equal paralyzing fear of

failure – bravery

Intuitive-Feeling Teachers

Prize own unique personality Try encourage Ss authentically express self as individuals – inspiring

catalysts Develop highest potential in self & Ss

Teaching methods creative & individualized Use praise – verbal, notes on papers Prefer create own curriculum Group discussion, creative writing, peer tutoring, assignments

encourage divergent thinking or multiple ways to approach subject Most likely of all types to customize instructional techniques Use similes & metaphors to supply Ss’ own personal meaning

Connected idealized world Improvement, cooperation, being best can be Find meaning in making world better place Enthusiastic & excellent communicators

Democratic classroom

Intuitive-Thinking Teachers

Pursue excellence in self & Ss Driven by desire for competence Encourage individualism, autonomy, achievement Expect Ss to want to learn; to be critical, rational, independent thinkers When Ss ask insightful questions, feel real learning taking place

Teaching techniques: independent study Personally not sure of knowledge that is not personally verified Challenge Ss question assumed knowledge Expect Ss to do research Often experts in field

Structure lesson logically Tie each statement made into lesson theme Give Ss puzzles

Dissatisfied if required spend to much time following routines: paperwork, tasks or unproductive mtgs

How to use type with S #1

T told S report to officeS said, “Make me.”

T remembered S was E Extraverts often speak before thinking

T asked, “Is that what you really mean to say?”S said, “No. Okay, I’ll go.”

Opportunity for S to tap into I & reflect

How to use type with S #2

S hands in late assignmentT asks, “Why are you handing this in late?”S says, “I’m a P. What do you expect?”T says, “Next time I’ll be happy to work with you to

develop more realistic, step-by-step plan so meet time deadline. Today you get minus 10 points for being late.”

Opportunity for S to develop J.

Ss Preferences by Style*

Topic SJ SP NF NT

TeachingStyle

Lectures-procedures & past facts; how tos (right way)

Performance-personal manipulation of materials to learn

Lectures-about real people; fantasy; unmet people needs

Lectures-abstract & intellectual; future trends

Learning mode

Workbooks; paper-and-pencil drills

Experimenta-tion w/tools

Creative writing w/people focus

Intensive study of subjs that fascinate

Learns best

T-led Q & A; rote drill, recitation

Demonstration w/action; hands-on work

Sm group disc, projects; self-expression

Debates; self-determined study

Activities Review; repetition

Personal experimenta-tion

Gp disc, projects; opportunities self-expression

Individual projects; research, reports

Guidelines for Unclear Preferences-read later

SJ & SP – choose SP easier for SP to look like SJ than reverse

NF & NT - consider sex NFs usually female maybe person is contrary to norm

E & I – consider culture Ex: Am culture more E, so borderline probably I

S & N – T considers own preference if N teacher, S being observed probably is also, but weaker or N different

ways if S teacher, probably is also, but …

T & F – consider sex T usually males & F usually females if unsure, person contrary to norm

J & P – consider culture most schools encourage J, so might be P trying to be J

Students & Learning Style

Different Ss need different things T’s style appeals naturally to some more than others Not have to learn 15 new types Have something in common with all types

ESFJ: one polarity in common with every Ss – but INTPs (only have one opposite on chart)

Have strategies work w/Extraverts, Sensors, Feelers & Judgers Successful T uses “Art of Teaching” & meets needs of Ss intuitively Opportunity to become more mindful of what are doing already in

classroom So now can consciously add to repertoire activities appeal to INTPs

Ss still experimenting with type & life Ss still unclear about preferences MMTIC (Murphy & Meisgeier, 1987) for children, can mark “U” for

unclear

Sensing-Judging Students – read later

S-J Ss thrive in school – routine, customs & procedures hold meaning for them In fact, cannot function w/o routine!

Rarely discipline problems - Stable, orderly social group - 38 % general population

Skilled at developing organizational systems to track homework & tests Teacher – gives clear, precise & concrete directions – highly regarded by S-J

Ss Every detail is important! - Most elementary Ts

techniques successful: organized schedule, workbooks, lectures (facts from past & present) Clearly outlined material, broken down into concrete steps True/false tests, multiple-choice tests Trouble with timed tests – need completely understand questions before

answering So hard to skip difficult questions to go ahead & do ones understand So test-taking technique – read question once & answer it

Like very specific praise for something beyond call of duty – compare to previous achievements or the norm - Gold stars, smiley faces, etc.

Sensing-Perceiving Students – read later

Carpe diem – enjoy having freedom act on impulse - energizes them T learns how to capitalize on this energy = favorite teacher - Dead Poets’

Society In present - don’t dwell past – don’t worry future High level physical energy – Like assignments – require physical activity Personal performance & highlight flair

Debate, oral presentations, hands-on manipulation of things, experimentation with tools, reading material w/action theme, writing with practical purpose, enjoy games for competition & sheer fun

More efficient work many tasks at once, enjoy variety, feel bound by routine

Can get overloaded & not finish projects Give self & others dares, even court danger

Resilient, bounce back quickly, convinced win succeed this time Need immediate benefit – hard motivate by distant goals

Recognize & seize opportunity & excellent handling emergencies Teachers have to listen to their stories - dramatic, describing the fun of an

event

Intuitive-Feeling Students – read later

Idealist – authentic –who truly are - 12% population Similes & metaphors – globalistic terms – bit imprecise – very effective

communicators Prefer small group discussions, one-on-one interactions (personalize

learning), lectures re: real people solved own problems & their beliefs/actions, learn about ideas/values, fiction & fantasy focused on people, poetry, mysteries, romances, make-believe, science fiction, biographies

Active imagination – ghost & horror stories too scarey! write essays - can add personal spin

Life as Egyptian child – Cleopatra (imagine different time & events) Hard answer true/false & multiple choice very difficult as see so many sides to

question Want include everyone – unity of human experience – love foreign cultures

Games too competitive – difficult; prefer compete against self Want please parents & teachers very much – take on accent & behaviors of

others Praise motivates; like written personalized comments w/word “you”

Difficult to see untrustworthiness in others – when older very adept at identifying lies

Friendships particularly important to NFs

Intuitive-Thinking Students – read later

World of ideas – constantly seeking knowledge Want to understand why world works way it does so can change it & control

it Ts need to understand Ss seek overview – then can tap into visionary abilities

Capable of ingenious solutions 12% of population – might be misunderstood in classroom - as highly

intelligent or lacking in basic capabilities 50% National Merit Scholars - often excel in science & math Enjoy unraveling complex systems – others have trouble following

In school, independent study, complex projects, Socratic questioning, creative problem-solving, puzzles, brain teasers, strategy board games, very witty Logically presented lectures – abstract, intellectual subjects –vocabulary

precise Debate about future trends exhilarates them Especially dislike busy work Work very hard for teacher perceive as competent – like being with adults

Ss excalate standards until can no longer perform – depressed Ts help prioritize tasks w/realistic expectations – cannot be intellectural

Superperson

Applying MBTI to Classroom #1

Carla likes to assign independent projects MBTI – INTP

Interesting that independent work favored by NTs like herself

Observes classroom Quiet Ss happy, industrious, independent Some difficulty – try draw her into conversation Are they Es, extraverts?

What can she do to improve learning environment for Es? Schedules time for Ss discuss project Positive result - less complaining

Applying MBTI to Classroom #2

Ibrahim new job – Ss not tracked, multi-level class Disruptive – particularly one S, Ahmed Ahmed, bright, class clown, avoids doing work

Ibrahim - MBTI – ISTJ Ahmed – ESTP or ESFP Ibrahim expands teaching techniques Researches game, Bluff Ahmed likes to win, likes competition, starts to behave in

class Ibrahim tells Ahmed about another fun game

Needs Ahmed’s help Ahmed gets attention

so helps Ibrahim control class in other areas, also

Remember . . .

Wonderful teachers & wonderful students – all types Classroom is great place to experience Power & potential of

personality connection Teachers – unique opportunity

Make personality connection & Achieve truly effective teaching & learning!

Type Contributions to Team Work in the Workplace

ISTJ: Acting responsibly & practically to resolve conflict ISFJ: Creating a helpful, harmonious environment INFJ: Developing insights in pursuit of harmony INTJ: Mapping the way to a brighter future

ISTP: Acting on an expedient and objective analysis ISFP: Nurturing present realities and inner values INFP: Balancing inner values & outer harmony INTP: Developing underlying principles to find clarity

ESTP: Adapting the environment to make things happen ESFP: Actively seeking freedom to express their values ENFP: Enthusiastically promoting harmony—best move team forward ENTP: Creatively challenging the status quo

ESTJ: Acting with thoroughness & conviction ESFJ: Pursuing harmony & building consensus ENFJ: Seeing the positives, building consensus ENTJ: Imagining the way forward

Tips on Working with Other Types on the Team

Preference for extroversion & others have preference for introversion, you may want to . . . Ask introverts what they are thinking & count to 10 while

you wait for them to respond. Give others time to think about your ideas & then ask for

their feedback.Preference for introversion & others have

preference for extroversion, you may want to . . . Speak up at mtgs, offer your ideas & input on ideas of

others, even if you are still thinking them through. Plan breaks throughout the day away from others to

collect your thoughts.

Tips on Working with Other Types on the Team

Preference for Sensing & Others have Preference for Intuition, you may want to . . . Go beyond specifics – try to find meanings & themes. Prepare yourself for “roundabout” discussions – look

for patterns & see the link btw one idea & another.Preference for Intuition & Others have

Preference for Sensing, you might want to . . . Read the fine print & get your facts straight. Provide specific examples for points you consider

vital.

Tips on Working with Other Types on the Team

Preference for Thinking & Others have Preference for Feeling, you might want to . . . Soften the critical comments – find the positive, too. Remind yourself that considering the impact on people in

decision is logical, even if people themselves are not logical.

Preference for Feeling & Others have Preference for Thinking, you might want to . . . Use brief, concise language to express what you want. Practice laying out an argument logically by making “if-

then” statements or by considering causes & effects.

Tips on Working with Other Types on the Team

Preference for Judging, & Others have Preference for Perceiving, you might want to . . . Add personal milestones & final deadline to your part of

project, while allowing others to stay flexible & incorporate new data.

Be clear about your needs if you are requesting that others honor one of your deadlines.

Preference for Perceiving, & Others have Preference for Judging, you might want to . . . Recognize that deadlines set by others may not be

negotiable. Use past decision you believe flawed due to rushing to show

others the advantages of slowing down to gather more information.

Conclusion

Realize that . . .. . . incorporating your less preferred styles

often provides you with . . . Valuable perspectives & Enhanced productivity!

Enjoy the differences!

Bibliography: Myers-Briggs Type Indicator in the School and in the Workplace

Allen, M., Hayman, C. & Abella, K. (2009). Discovering type with teens. (Gainesville, Florida: Center for Applications of Psychological Type).Fairhurst, A. M. & Fairhurst, L. L. (1995). Effective teaching, effective learning:

Making the personality connection in your classroom. (Boston, Massachusettes: Davies-Black).Hirsh, S. K. & Kise, J. A. G. (2000). Introduction to type and coaching. Mountain View, CA: CPP, Inc.Killen, D. & Murphy, D. (2003). Introduction to type and conflict. Mountain View,

CA: CPP, Inc.Lawrence, C. D. (1989). People types and tiger stripes: A practical guide to learning styles. (Gainesville, Florida: Center for Applications of Psychological Type).Payne, D. & VanSant, S. (2009). Great minds don’t think alike! (Gainesville, Florida: Center for Applications of Psychological Type).

The Bluff Game