PERSONAL STYLE BLUE GREEN GOLD ORANGE
Core need seIf-actualization competency social belonging fteedom
Overall mood enthusiasm cool, calm, coJlected
concerned excitable
Trust imagination logic, consistency authority chance
Pride themselves for
empathy competence dependability impact
In management Ib.e catalyst 1bevisionary 1be traditionalist Ib.e trouble-shooter
Perception signjficance categorical discrepancy harmonics
Supports, rosten growth invention institutions recreaDon
Virtue loyalty strength,
detenninad.on generosity courage
Stressed by feeling ll1i6cial inadequate rejection resIrictions, rigidity
Strives for, seeks love insight jurisdiction fteedom
At work a catalyst,
bannoniziDg pragmatic procedural varied
Esteemed by belping people finding insights being ofservice being resourceful
Wants to be appredated for
unique contributions
ideas accuracy,
1borougbness c1evemess
Intrinsic: intelligence
withpeop1e with strategy with material with SCl1SCS
When disturbed becomes hysterical becomes compuJsive
becomes cornpJaining
becomes punitive
Searching for roles problems security S1hnuJa1ion
Dislikes hypocrisy iqjustice disobedience 1neptness, clumsiness
Thinks dogmatically agnosticaDy pessimis1icaIIy opportuDisticaD
Fantasizes being a messiah a wizard genius an aristocrat aWtuoso
Loves integrity, honesty justice obedience grace. elegance
Causes guilt IetIing someone
down lacking will power greed cowardice
Irritated by being 1I:eated impersonally
iJlogica1 thinking violaDng ndes and
regulations being told how to
do1binss
Moodln relationships
meaningful aloof: objective serious, n:sponsibIe sensuous, excibn,g
Rewarded by acceptance ofwho
they are affirming their
wisdom appreciating their
BCJvice beinggivcn
fteedom
Nurtures "WIioll ofa beUer
world technological
insights beIpfuJness competDiveness
." ",: ..l .....
TRUE COLORS CHARACTERISTIC:S , . "r ," .~
Four colo~ represent the four personality types and serve as a tool for di~cussing~and understanding True Colors. Orange represents "active," Gold "structured," Green "independent,""and Blue "interactive." Colors have always been suCcessfully used in the learning process. and in our pilot tests, both students and teachers immediately became comfortable and knowledgeable using col()rs. The following chart shows the basic characteristics of the four different styles: '
True Color Codes vs Student Characteristics CHARAC· TERISTleS
ORANGE· Active
GOLD· Structured
BLUE· Interactive
GREEN· Independent
L••rnlng Style The active hands-on The &lrUCtUI'ed leamer The interactive learner The independenllearner leamer. Ukes a ~ who does best in an who does best when in who prefers learning more
~ ipating learning activity. orderly cIa&sroom en- communicative, inter- abstract principles. Sometimes considered a vironment Expects to active groups. Very Likes research and hyperactive student with have clear instructions responsive 10 people independent study. excessive enelDY. and will follow Nies related learning activi
easily. lies.
S.If·Ea'eem This active student derives self-esteem !rom being skillful and by par1icipating in a variety0' activities. UsuaUy most esteemed by being able 10 act on the moment and by being enter~ng.
This student dtM'ives self-esteem by being responsible. Takes pride in being punctual,loyal and helpful. Ukes to be rewarded for being organized. neat, and tidy.
This student feels best when being authenlic. Values sincerity. sensitivity to people's I..Hngs. and nurturing other's potential. Unity and harmony are keys 10 this person's self-esteem.
This student derives self-esteem by being ingenious and by expressing ideas. inventions, and designs. Prizes inl8lHgence and knowledge.
Reading This student likes 10 fead This student likes stories This student likes ro- This student likes reading MoUvalor. adventure slOries with
characters who are spantaneous risk takeIs. Ukes lots of action and functional, concrete words.
with tharac:ters who are dedicated and loyal and who behave appropriately. Ukes stories about 'amily aalety and security. Ukes functional words that are oriented around concrete things.
mance and fantasy stories where dlaracters have strong romantic images. Likes stories of love everlasting. values, and happy endings. Likes imagination and 1magery.
about exploration of universal principles. Wants 10 know the whys0' the world and reads of strong, independent dlaracters who are great thinkers. Ukes explorers and the study 01 societies and science.
Cooperatlonl Teachers should &0 Teachers should ac- Teachers should Teachers should ac-Discipline knowledge his or her
need for spontaneity and skillfulness. Allow some fun and stimulating activities.
knowledge his or her need for structure. Find an opportunity for his or her service and for following Nles in the classroom. Praise appropriate, responsible behavior.
acknowledge his or her desire 10 belong and be a contribution 10 a harmonious classroom. Allow some opportunity to pursue interactive experiences.
knowledge his or her ideas and need for ind~ pendence. Take time to help him or her develop skills in organizing work.
Attltude.IV.lu•• This student tends 10 be spontaneous and 10 like variation.
. .
This student is usually loyal and dependable.
, ,
This slUdenl is usually harmonious and sincere.
This student tends to be curious and abstract.
. • ,i.'t
.~ .
STUDENT LEARNING EXPECTATIONS
ORANGE .-IIIIIIIIIIIIf_.,.......................,B L U E
• DIRECT APPLICATION OF KNOWLEDGE
• COMPETITIVE INSTUCTION • OPPORTUNITIES TO DISCOVER
BY DOING • RECOGNITION FOR IMMEDIATE
APPLICATION • PHYSICAL, FUN ACTIVITIES I
SIMULATIONS • VARIETY OF INSTRUCTIONAL
STRATEGIES • CONTENT-APPLIED LEARNING
• STRUCTURE WITH CLEARLY DEFINED GOALS
• TRADITIONAL INSTRUCTION • OPPORTUNITIES TO SHARE
RESPONSIBILITY • RECOGNITION FOR BEING
ON-TASK • FOUNDATION OF SUBJECT
ESTABLISHED FIRST • ROUTINE, RULES, DIRECTED
INSTRUCTION • SPECIFIC CONTENT LEARNING
• OPEN,
•
•
•
INTERACTIVE ATMOSPHERE
GROUP/COOPERATIVE LEARNING ENVIRONMENT
OPPORTUNITIES FOR SELF-ESTEEM/REASSURANCE
• RECOGNITION FOR BEING AN INDIVIDUAL
IMAGINATIVE/CREATIVE "SHARING" ACTIVITIES
• OPEN-COMMUNICATION APPROACH TO INSTRUC1·ION
• CONCEPTUAL & CONTENT LEARNING
• THEORY INVESTIGATION • INDEPENDENT INSTRUCTION • OPPORTUNITIES TO EXPLORE
NEW KNOWLEDGE • RECOGNITION FOR COMPETENCE • IMMEDIATE CHALLENGE • BEYOND TEXT INSTRUCTION • CONCEPTUAL LEARNING
GOLD GREEN
Valuing Different Teaohing Styles Teaoheu Naturally p,."ide:
O'llIg. '.Ielt., • Unstructured Discipline • Spontaneous • Hands-on Immediacy • Strong Use of
InDovative Approacbes • Learning Linked
.. Here and Now t; • Variety of Action
Experiences • Emphasis ~n Relevancy
Or••• T.I.a.., • Discipline expected
due to interest • Sharing of instructor
research • Lecture/d iscussion • Ex p e cts c r it i c a I t bin kin g '. Strong use of
outside materials • Learning linked to
answering questions • Logical but changing
lesson plans • Emphasis on futuristic
applications
Blu. '1Ich,r • Fair/Democratic • Discipline
Nurturing format • Individualization/
cooperative learning • Expects student
. initiated learning • Strong use of
variety of materials • Learning linked to
individual needs • Adjustab'le lesson plans
per studen~ needs • Empbasis on application
o Firm discipline o Organized rou tine o Outlined lectures o Expects student
accountability o Strong use of
text/references o Learning linked to
past traditions o Detailed lesson
plans/syllabi o Emphasis on
traditional content
• Hands-on activities with interaction
• Variety • Flexible time-frame • Relevance to own life • Praise/feedback witb
acknowledgement • Personal interaction • Informal situations • Talk time
In The Learning En"ironmenf
8111e learnert •••
1••4: • Guided Imagery • Group Work, Reports • Group Discussions • Poem s, Essays, Reports· • Written Descriptions • Illustrate, Draw, Paint • Collect Items • Library Reading • Cooperative Learning
Pr,'.r: .• Environment safe,
secure, non-threatening • Warmth, Friendliness • Displays of student work • No study corrals • Small group circles • One-on-One with a
blue teach er • Active participation • Positive reinforcement
In The Learn ing En"ironmenf
Crill llirnerl . • •
II••~: • Guided
imagery/specific focus • Films showing origins • Create new models • Lecture • Library research • Individual study,
research .- Analyze graphs, charts • Develop teaching posters • Deductive reasoning • Debate
P,,'.r: .Quiet and unin terrupted
". Neat and orderly.Mental activitv..
supercedes en vironment • Brief overview, then
focused learning • Logical presentation .Leave me alone
to think about it .Don't waste time,
"get to it c; Opportunities for in-deptl
independent exploration
In The Learning En"ironmenf
W@@d]g
() Classify i.) Categorize ) Construct models
-solar system, maps o Textbook sources ') Evaluate via quiz o Worksheets o Make graphs, charts \) Organize & plan
experiments, activities
[Pl?~{fCYl?g
o Objective clearly stated '0 Scheduled time·frame o Structured/organized o Discipline-assigned seats o Visual aids o Prefer small groups o Reinforce content o Give individual attention o Specific step-by-step
directions o Want other studen ts and
teacher to be on task o 'N eed time schedu Ie
for deadlines o Desire question/answer
periods and instant ' feedback
o Like reteaching and revie o Environment: quiet,
orderly, uninterrupted o Brief o Learning must have a
•meanIng or purpose o Oppor*,unity to practice o Reco&oition for a job
, well done
In The Learning En"jronmenf
.Orlnge lelrnert . • •
11 ••4: • Field trips • Independent study • Brainstorm • Svnthesize.. • Link abstract and
con::rete science-poetry • Create new systems • Problem solving • Debate • Manipulatives • Contests, competition
Pr,'.r: .Active environment • Teacher is active • Teacher is facilitator • Hands-on • Animated, entertaining • Variety is the spice
of life • No dittos • No busy work • Independent work • Be a part of planning • Don't talk down to us • Negotiated rules
within a framework • Purposeful learnin g
Ideal Value-based Instructional Atmosphere for the ORANGE Student
THE SCHOOL CLIMATE
SELF ESTEEM
(Being Skillful)
1. BEST TEACHER ROLE: Orange· • Action-oriented, spontaneous, diverse and playful
2. BEST CLASSROOM CLIMATE: Exciting, colorfu~ room to move around
3. BEST LEARNING CONTENT: Useful skills, adventurous, heroic acts, and exciting events
4. BEST LEARNING CONTEXT: "Hands-On" activities, competition and games with immediate results
5. BEST STUDENT CAPABILITY: Natural intelligence for promotion, negotiation, immediate action, entertainment
Ideal Value-based Instructional Atmosphere for the GREEN Student
THE SCHOOL CLIMATE
SELF ESTEEM
(Being Ingenious)
1. BEST TEACHER ROLE: GREEN· .. Conceptual, abstract, subject.. oriented
2. BEST CLASSROOM CLIMATE: High tech, scientific, challenging, flexible
3. BEST LEARNING CONTENT: Ideas, concepts, theories, future possibilities, systems design
4. BEST LEARNING CONTEXT: Independent work, problem solving, inteliectuaJ debate, exploration
5. BEST STUDENT CAPABILITY: Natural intelligence for logical inquiry, innovation, futuristic vision
Ideal Value-based Instructional Atmosphere for the BLUE Student
THE SCHOOL CLIMATE
SELF ESTEEM
(Being Authentic)
1. BEST TEACHER ROLE: BLUE· - Personal, nurturing, process-oriented
2. BEST CLASSROOM CLIMATE: Warm, friendly, non-competitive, casual seating arrangement
3. BEST LEARNING CONTENT: Self-awareness, self-improvement, communication, interpersonal skills, personal stories
4. BEST LEARNING CONTEXT: Group work, cooperative learning, discussions, sharing personaf experiences, personal applications, creative expression
5. BEST STUDENT CAPABILITY: Natural intelligence for empathy, nurturing, communication, hannonious, cooperation
· . ..
Ideal Value-based Instructional Atmosphere for the GOLD Student
THE SCHOOL CLIMATE
SELF ESTEEM
(Being Responsible)
1. BEST TEACHER ROLE: GOLD·· Fair, structured and organized, content-oriented
2. BEST CLASSROOM CLIMATE: Conservative, neat, traditional seating arrangement
3. BEST LEARNING CONTENT: Realistic facts, details, practical subjects
4. BEST LEARNING CONTEXT: Independent work, dear and predictable routine
5. BEST STUDENT CAPABILITY: Natural intelligence for practicality, being of service, organization, details
Meaning Behind "True Colors" Colors
Color has long been utilized as a part of our association and learning process. The physiological impulses generated have a marked influence upon our lives and can unconsciously mold and guide us in varied directions. The use of colors is appropriate to identify specific temperaments when the colors have been chosen for their direct association with psychological and physiological needs.
Green expresses itself as the will in operation, as perseverance and tenacity. Green is predominant in nature; it reflects abundance and creativity. Green is living, growing, developing.. .it is a striving for perfection, a reaching toward the sky, a developing of one's own fullest potential, and a reaching toward knowledge of the truths of creation. Green represents complexity, fullness of life, and harmony with the environment.
Blue represents complete calm. The blue of the sky corresponds to serenity and peace, to tranquility and contentment. The blue of the ocean corresponds to cleansing and completeness. to loyalty and depth of feeling. Blue is balanced, harmonious and tension-free, giving a feeling that is settled and secure. Blue represents completeness, unification and the sense of belonging. Blue suggests esthetic sensitivity, empathy, and meditative awareness.
Orange
Orange is energetic life. Orange represents activity and vitality; it is vibrant, obvious, carefree, and immodest. Orange is action, energy, and danger. Orange represents a yearning for the new, an aggressive lust for action, and a drive for success. Orange commands attention; orange is D.Q.W..
Gold represents the security and value of the precious metal gold, the need for worth and value, the importance of purity. Gold needs to be responsible. to fulfill duties and obligations, to represent organization and structure. Gold reflects practical sensibility and punctuality, and the belief that people should earn their way in life through work and service to others. Gold reflects a need to belong and' an effort to carry their share of the load in aI/ areas of life. Gold is stability, maintained organizations, efficiency. strong concept of home and family. Gold is faithful, loyal, dependable.
BLUE ATTRIBUTES SUMMARY
, Mediators Optimistic Caretakers Passionate
True Romantic Cause Oriented
Need to feel "special" Has a kind word·
Enjoy the symbols of romance Strong sense of spirituality
Sensitive to needs of others Peace, Harmony, Relationship Motivate and encourage others
Cooperative rather than competitive ~ ~
GOLD ATTRIBUTES SUMMARY
r "Be PreparedI" Loves to plan
Detail Oriented Service Oriented
Values family traditions Helpful and trustworthy
Conservative and Stable "Shoulds" and "Should-nots" Strives for sense of security
Punctual, Predictable, Precise Value order and Status Quo
Duty, Loyalty, Responsible, Useful A right way to do everything
Belief in Policies, Procedures, Rules
GREEN' ATTRIBUTES SlLJ.MMARY
ORANGE ATTRIBUTES SUMMARY
r Playfu:1 and Spontaneous
Energetic and Competitive Charming and a Risk Taker
"Just Do Itl" Test Limits
Quick Witted and Impulsive Master Negotiator
Creative and Inventive "Let's make a deall"
A Natural Entertainer High need for mobility
Natural Non-Conformist Stimulates the Economy
Appreciates Immediate feedback
I I Creating, Stress for Blues
• Brolcen promises
• Too much negatlue criticism
• People talkl.-.g behind their backs
• Not discussing what Is occumng
• Completing papenuorlc as a priority
• Clock-watching
• Conflict
• Insincerity
• Lying
• Rejection
• Lack of social contacts
• Placing "the system" as a priority before people
• Being constantly compared to others and not eualuated as an Indluldual
• Tao much confannlty u,lthout outlets for indluldual eMpress Ion
8-19
• I ncomplete tasks
• Ambiguous tasks
• Ambiguous answers
• Disorganization
• Too many things going on at the same time
• People who do not follow through
• Too many questions directed at them
• Irresponslbility of others
• Waste
• Non-conformity
• Changing details
• A haphazard attitude
• Lack of structure
• Lack of direction
8-211
ICreating ,Stress for Greens I • Not being in charge
• Lack of independence
• Elaborate use of adjectlues
• Incompetence
• Emotional displays
• Lack of options
• Inability to use or to display knowledge
• Small-talk
• Routine
• Social functions
• Subjectlue judgments
• Lack of recognition of high ability
8-21
• Too much responsibility
• Redundance
• Deadlines
• Rules and regulations
• Being stuck at a desk
• Non-negotiable and Imposed structure
• Requirements to read manuals and follow "how to" directions
• Too much attention to product and not enough to perfonnance/results
• Criticism
• Rbstract concepts
• Lack of fun at work or In school
8-22
OTHER COLORS MAY SEE BLUE AS:
• OVEREMOTIONAL
• "BLEEDING HEART"
* MUSHY
*OTHER-WORLDLV, NOT OF THIS WORLD
• FLAKY, UNREALISTIC
* HOPELESSLY NAIVE
• TOO TENDER HEARTED
* EASILY DUPED
* A PUSHOVER, WEAK
* TOO "TOUCHY-FEELY"
* JUST PATHETIC
HOWEVER, YOU MAY CHOOSE TO SEE
BLUE ANOTHER WAY:
• WARM
* CARING, COMPASSIONATE
* ROMANTIC
* SPIRITUAL
* CREAnvE
* IDEALISTIC
* PEOPLE-PERSON, SEE POSSIBILITIES FOR PEOPLE
* WILLING TO WORK nRELESSLY FOR CAUSE
* UNSELFISH
* COMFORTABLElEXPRESS WITH TOUCH
* EMPATHEnC
8-23
OTHER COLORS MAY SEE GREEN AS:
* "THEY THINK THEY ARE SUPERIOR BEINGS." (INTELLECTUAL SNOB)'
* ARROGANT
* HEARTLESS
* DON'T CARE ABOUT PEOPL
• RUTHLESS
* UNREALISTIC
• ECCENTRIC, WEIRD, POOR DRESSER
• EMOTIONALLY CONTROLLED, REPRESSED
HOWEVER, YOU MAY CHOOSE TO SEE
GREEN AS:
• ACTUALLY, I DO HAVE A SUPERIOR INTELLECT (I AVOID THE THINGS I DON'T EXCEL AT.)
* RIGHT A REMARKABLE PERCENT OF THE TIME
• TOUGH-MINDED
* EFFICIENT
* POWERFUL
* CREATIVE, VISIONARY
* ORIGINAL, UNIQUE
* EMINENTLY REASONABLE
8-24
OTHER COLORS MAY SEE GOLD AS:
'If RIGID
'If CONTROLLING
* DULL, BORING
'If STUBBORN, PIGHEADED
'If OPINIONATED
'If SYSTEM-BOUND
'If UNIMAGINATIVE, NOT VERY CREATWE
HOWEVER, YOU MAY CHOOSE TO SEE
GOLD AS:
'If STABLE
* PROVIDING SECURITY
* DEPENDABLE
* FIRM
* ALWAYS HAVE A VIEW ON AN ISSUE
* EFFICIENT
* REALISTIC
6-25
OTHER COLORS MAY SEE ORANGE AS:
* IRRESPONSIBLE
* FLAKY
* WISHY-WASHY
* NOT SERIOUS ABOUT SERIOUS MATTERS
* SPEND TOO MUCH TIME AT THINGS THEY'RE PROFICIENT ATIENJOY
* NOT SEEM INTERESTED IN IDEAS
* UNIMAGINATIVE, DULL
* DISOBEYING RULES
* SLIPPERY, NOT TO BE TRUSTED
* A TURNOFF TO PAST· ORIENTED BLUES AND FUTURE-ORIENTED GREENS.
HOWEVER, YOU MAY CHOOSE TO SEE
ORANGE AS:
* FUN-LOVING, ENJOY LIFE
* SPONTANEOUS
* FLEXIBLE
* CAREFREE
* PROFICIENT, CAPABLE
* HANDS-ON PERSON
* PRACTICAL
* PROBLEM-SOLVER, FIND WAY AROUND RULES
* GOOD NEGOTIATOR
* HERE-AND-NOW PERSON, PRESENT TIME FOCUS.
8-26
. ORANGE GOLD BLUE
~haracterlstlcs
Walue
Regard
Dislike
I:xpress
I=oster
Respect
Free Spontaneous
Impetuous
Freedom Action
Performing
opportun,tlcCompetlt on
Options
Rigidness Authority
Rules
Optimism Confidence
Openness
Recreation Enjoyment
Fun
Skill Expression
Influence Security
Status
Responsible ~ndable
:tabUlty
Dedication Service
Order
NonConformity Ambiguity
Waste
Purpose Stability
Concern
Institutions Traditions
Rules
L~altY bligatlon
Authenticity Affection
Love
Compassion Sympathy
Rapport
SIe,nlflcanca aan'nH Ident ty
Insincerity HY8:rISY
eceptlon
Enthusiasm In~lratlon
Ivaclty
Harmony Community
Growth
Nurturing Empathy 8-12
GREEN •
Competence Accuracy
Truth
Intelll,eenceExg anatlons nawers
Efficiency OutcCut
leas
Incompetence Unfairness
Injustice
Coolness Reservation
New Ideas
Inventions Technology
Growth
Knowledge Capability
WHATTOLOOKFORWHENYO~RE OUT OF ESTEEM
There are certain symptoms a person can look for when you are having a bad day. Chances are you are either out (or running out) of esteem. You can learn to recognize these characteristics, which are generally related. to your particular color grouping.
GREEN
Indecisiveness Refusal to comply or cooperate Extreme aloofness and withdrawal Snobbish, put-down remarks, and $Al'Ca5D\
Refusal to communicate;·the sBent treatment Perfectionism due to severe performance anxiety Highly aitical attifJKles toward yourself and others
BLUE AttentiOn-getting behavior Lying to save face Withdrawal Fantasy, day-dreaming, and trancing out Crying and depression Passive resistana: Yelling and screaming
CRANCE Rudeness and defiance Breaking the rules intentionally Running away ~ dropping out Use of stimulants Acting out boisterously Lying and cheating Physical aggressiveness
GOlD Complaining and self-pity Anxiety and worry Depression and fatigue Psychosomatic problems Malidous judgments about yourself or others Herd mentality exhibited in blind following leaders Authoritarianism and phobic reactions
Excerpted from H01I1 To £%'fMSS Your NGtJmU Stills lind TlIlents In A CAreer, co-authored by Carolyn KatU and Don Lowry. C Copyright TRUE COLORSe. 1990
·As a BLUE I usually am:
Qntlmate ::>~nthus'ast'X:Sympathet'0 @hentiC XA,truist'00ompass,onate~
~ical :) 0IqU~Ulfille(i:>CMystlCV
~p,r'tua:00IncerexPeacefU~agina~
As a BLUE I usually do:
0eaCh'ng~redlctlng=:>Qeace-maklng~
~aPhOrlZlng~onclIIatlng ::>CldeaIiZlng=:>
Qevealln0 C Guessing Xlntegratlng~
As a" GOLD I usually am:
CLOya,XStab'e~~spectab'0 (Ser,ou0
Thorough
As a GOLD I usually do:
'As a GREEN I usually am:
Ccal~
As a GREEN I usually do:
Theorizing
~rsha"n0 C Dlfferentlatln0
QOntrolling:::> ~Slgnln~ Qna,yz,n0 C Investigating :::> C Thinking ~eas~~ln~ Using Imagination
As an ORANGE I usually am:
Witty
~harml~ CMObll~ ~rlng~pactf~-F-ra-t-e-rn-v
As an ORANGE I· usually do:
CSeeking the N~
8-11
