temperament and teaching how we decide, how we live, how we structure our lives, and where we get...
TRANSCRIPT
TEMPERAMENT AND TEACHING
How we decide, how we live, how we structure our lives, and where we
get our energy
Temperament:
Is one way to answer the question: why am I this way?
Gives us a clue as to how we work together. Gives us clues regarding how we teach. Gives us clues regarding how our students
learn, and interact with us.
Where did it come from?
Methods used to answer why:– Ancients: humors
• Phlegmatic, sanguine, choleric, melancholy
– Freud: sex– Jung: secondary needs– Ericson: self-
actualization– Myers & Briggs: four
domains
Isabel Briggs Myers & Catherine Briggs
Studied psychology Noted differences in individuals Originated four domains of difference:
– Energizing– Approaching the world– Making decisions– Organizing life
The Domains:
Energizing: Extravert or Introvert Approaching (interpreting) the
world:Sensor or iNtuitor Making decisions: Thinker or Feeler Organizing one’s life: Judger or Perceiver
Some Caveats
Discovering our temperament is not to have discovered the totality of ourselves.[e.g.MI, heredity, nurture, experiences, etc.]
Just because we are one type or another does not mean that we don’t possess our opposite.
If we know our “home base”, we can mentally prepare ourselves for various situations.
Sensor or INtuitor?
Sensors:– What is actual, real
– Attention to detail
– Good witnesses
– Great at giving directions
– Bothered by the speculative
– Like to be thought of as practical
Intuitors:– What can be
– The bigger picture
– Lousy witness
– Don’t know where they are
– Love the speculative
– Like to be thought of as visionary
Thinker or Feeler?
Thinkers:– Use logic
– Follow the rules
– Like to argue through sequential steps
– Have a sense of “what’s right”
– Want justice
Feelers:– Decide with their heart
– “Rules are made to be broken”
– Argue with feeling
– Have a sense of “what’s right”
– Want compassion
Judger or Perceiver?
Judger:– Wants closure
– Makes hasty decisions
– Abides by decisions
– Likes planning
– Follows through
Perceiver:– Wants to keep matters
open
– Takes time to make decisions
– Likes planning, but won’t follow through
– Vitiates decisions, looks for something better
Extravert or Introvert?
Extravert:– Needs to “float” ideas
for clarity
– Talks to think
– Self-revelatory
– Derives energy from people
– Comfortable among strangers
– Likes risks
Introvert:– Needs to consult
him/herself
– Thinks to talk
– Shares opinions.
– Derives energy from within
– Uncomfortable among strangers
– Dislikes risks
Now, what??
You have decided, based on the descriptions, what your four domains are.
Now, we will do the questionnaire and you will have 70 chances to determine your temperament.
Now, what is your temperament?
If you are S:Go to your P or J
If you are N:
Go to your T or F
Since the S and the N are the “engine” that drivesthe rest, they go to different places, and determinethe “core” of your temperament.
What about the rest?
The E or I designate how the “engine” operates
and gets its energy, whether from without or
from within.
The SJ Teacher (56%)
Likes order and routine Believes in creating productive students Runs a well-ordered classroom Loves to teach rules, drills Is loyal, steady, dependable
The NF Teacher (36%)
Loves harmony Is uncomfortable with discord,
disagreement Uses group work Curves test results Bends rules Wants to create students who get along
The NT Teacher (6%)
Assumes students want to learn Prefers intelligent students Wants to create scholars Often misses the affective part Favors a few students; ignores others Creates challenges for students
The SP teacher (2%!)
Doesn’t stick around Hates routine, schedule, rules Is extremely creative Wants to produce students who are creative Lessons serendipitous Ignores deadlines, record keeping Uses alternative assessment
Mutuality of Types
S needs N:– To bring up
possibilities
– To supply ingenuity
– To “read signs of the times”
– To have enthusiasm
– To be alert to new essentials
N needs S:– To bring up facts
– To apply experience to problems
– To notice what needs attention
– To face reality
– To read the “fine print”
Mutuality of Types
F needs T:– To analyze
– To organize
– To find flaws
– To hold consistency in policy or rules
– To stand firm against opposition
T needs F:– To persuade
– To conciliate
– To forecast how others will feel
– To arouse enthusiasm
– To appreciate the thinker
In a Nutshell….
ISTJ“doing whatshould be done”
ISFJ“ a high sense ofduty”
INFJ“an inspiration toothers”
INTJ“everything can beimproved”
ISTP“ready to try any-thing once”
ISFP“see much, hearlittle”
INFP“perform nobleservice”
INTP“ a love of problemsolving”
ESTP“ultimate realist”
ESFP“you only go roundonce in life”
ENFP“give life an extrasqueeze”
ENTP“one exciting thingafter another”
ESTJ“life’sadministrators”
ESFJ“Pearl Mestas ofthe world”
INFJ“smooth talkingpersuaders”
ENTJ“life’s naturalleaders”
IE
As Leaders:
NT’s:visionaries
NF’s:catalysts
SP’s:Trouble-shooters
SJ’s:Stabilizers
Some Examples:
NT’s:Walt DisneyAyn RandMme. Curie
NF’s:GhandiPope John XXIIIJoan of Arc
SP’s:Amelia EarhartGen. PattonAlexander theGreat
SJ’s:Mother TeresaNorman RockwellCalvin Coolidge
Ideacharisma
Peoplecharisma
Crisischarisma
Relieffromcharisma!
The SJ Student (38%)
Loves routine lessons Rises to “drill and kill” Dislikes any disruption in schedule, routine Likes to memorize Needs to know what lessons are leading to Needs feedback Serious, orderly
The NF student (12%)
Likes to be liked Likes to work in cooperative groups Brings solutions to disagreements Wants to please Likes stories Wants recognition for him/herself as an
individual Hates sarcasm, cynicism
The NT student (12%)
Wants to know why Examines rules; will follow those that make
sense May be overachievers Need to know how well they are doing Often lack empathic skills
The SP student (38%)
Is very active, likes to move around a lot Likes active involvement Dislikes routine, schedules, planning, long-
range tasks Likes the unexpected, good in a crisis Tends to take an unusual approach
When we know ourselves….
...We can know our students
And when we know our students….
…we can work smarter, not harder.
How can I use this knowledge?
Investigate the temperament of students; Learn more about the temperament of
colleagues; Prepare myself for situations that run
counter to my temperament; Understand my teaching style; Understand my dispositions.