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The Debaters, The Politicians, The Business Managers- A Guide To Teaching These Students

This is part of a series of using Myers Briggs personality types in the classroom. For more information, click here. For information on how to figure out your student’s MBTI type, click here. 

Extroverted
I(N)tuition 
Thinking
Perceiving 

Do you know those students you look at and think to yourself, “He will make a great debater in high school.” or, “She is going to end up in politics later in life.” There is a chance these students may be an ENTP personality type. 

These students are clever and constantly questioning you, whether it be about the material presented in class or any other subject they can think of, they are always up for a good debate. A great way for them to learn is conceptually, and a logical flow of information is key to them. They are students that will connect their studies with other angles and thoughts, more than what is given to them explicitly. 

Group work with ENTP students may seem ideal with their extroverted personalities, but they work well both in groups, and individually, because they know their capabilities as an individual and group work can hinder this. However, they still need interactions with their peers. 

Mundane work can drive these students up the wall, they are motivated by solving problems and finding solutions. Deadlines can be stressful to them because task work is not how they function, they need time to be creative and come up with plenty of possible solutions to find the best one. Focus is a hard topic for ENTP students because when they become excited about multiple projects it is easy for them to jump from one to the next to accomplish each, but letting each lack by spreading themselves too thin. 

Are you an ENTP? How do you learn best? What other ways can we facilitate meaningful learning for ENTP students? 

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Logical And Creative, Does That Describe Any Of Your Students?

This is part of a series of using Myers Briggs personality types in the classroom. For more information, click here. For information on how to figure out your student’s MBTI type, click here. 

Logical, reserved, creative, and decisive. Do these words together describe one of your students? They may be an INTJ personality type. 

Introverted 
I(N)tuition 
Thinking 
Judgment 

These logical students are forward thinkers that love to know the “why” behind learning. They need their information organized and in a logical format, they have a hard time seeing the big picture when the material is not orderly. 

INTJs have impeccable recall skills. When shown information or a picture, then taken away and asked to remember what they saw, they can often name the majority of the details. This has been thought to be because they do not reflect on what they are seeing, they simply just memorize and make a list. Just because this is a skill of theirs doesn’t mean they learn best through rote memorization. They need the why and the how of procedures and processes to truly understand a subject on a deep level. 

These introverted learners don’t necessarily do great in group work unless they see their definitive role in helping. However, this much interaction with other students can cause stress in learning and they will often need a break. Not only do they not thrive in group work, but they can also have a hard time asking a teacher for help. They would rather do everything they can independently to figure out their problem before going to a teacher for help, which can cause a student-teacher relationship to be almost impossible if the teacher isn’t putting in an effort. It’s important to keep an eye on these students and check in often to see what they need and how they are doing. 

Is your INTJ student struggling to understand long division? Go through the process as a list over and over, see if that might help them. Show him or her how long division can relate to multiplication and why those two functions work together. Give them a real-life example of when they will use long division. 

Maybe they are having a hard time in an English class using the correct verb tense in their writing. Show them a list of the rules for verb tenses and when/why we use the verb tense that we do. Give them the bigger picture of how the verb tense in one sentence relates to the verb tense in a paragraph or story as a whole.

They do not need inquiry-based for subjects they are struggling with, they need logic and rules. 

If you still would like more information about INFJ students, watch this video that explains the personality type in 4 minutes. 


Do you teach an INFJ student? What benefits have you seen from knowing your student’s personality types? 

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Do You Have An ENTJ Student? Here Are A Few Tips

This is part of a series of using Myers Briggs personality types in the classroom. For more information, click here. For information on how to figure out your student’s MBTI type, click here. 

E- extroverted
N- I(n)tuition 
T- Thinking 
J- Judgement

Do you have a student who is driven to lead and succeed? One that may come off as overbearing to peers, or can easily push others too far in projects? This student may be an ENTJ personality type. 

These students are big advocates for well-executed plans and thrive in structure. If you ever notice that they are having a hard time focusing or learning, look around at their environment. Do they need more structure? Do they have a plan? Is future thinking in their minds? 

Group work is where they shine, especially with their extroverted tendencies. However, it is important to note that they will not thrive unless they take the lead. These students do not lead quietly, taking charge and managing people is their strong suit. Knowing this, it’s no surprise that their future careers usually end up in higher management, top executives, and CEOs. 

ENTJ students need a driving force in their learning. They need to know how and why this will benefit their future, and the more it logically makes sense, the more likely they are to dive deep into the subject. When they ask the common question, “When am I ever going to use this in my life?” if you can give them a solid, realistic answer, there is a good chance they will accept it and move forward with more appreciation for the topic. 

I personally interviewed a few ENFJ students to ask how best they learn and what they wish their teachers knew. A common answer among all of them was that any information given too fast or brushed over cannot and will not be learned. They need time to process information and many different ways to take it in, such as hearing it, reading it, then writing it.  

If you know of an ENTJ student who is struggling with understanding a concept on a deeper level, a great solution for them could be to make a focus group to discuss it further amongst peers. This can give them multiple perspectives to ponder and bring their comprehension to a greater level. 

Do you teach an ENTJ student? What personality traits do you see in them? How does knowing their personality type help you in your teaching? 

Featured Photo: https://www.mbtionline.com/

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Is Your Student The Advocate Type? Here Are Tips On Teaching Them

This is part of a series of using Myers Briggs personality types in the classroom. For more information, click here. For information on how to figure out your student’s MBTI type, click here. 

A student walks through the halls at school, smiling and waving quietly to each of their friends. Deep down, she looks at all of them in the eye and wonders to herself how she can help them more, how she can change their lives for the better. In her speaking, it’s all personal, sensitive words, because logic and reason are far from her mind. When others do not recognize the difference she has made in others’ lives, in the school, or in her community, it deeply hurts to not have those congratulations.  

Do any of these describe a student of yours? There is a possibility he or she may be an INFJ personality type. 

Introverted
I(N)tuition 
Feeling 
Judging 

With a friendly personality and ability to work so well with others, these students can often be mistaken for extroverts. However, at the end of the day, they need time to themselves to recharge and be alone. Once you have identified these students in your classroom, it’s crucial to look out for this. They can easily feel overwhelmed by spending too much time working with groups or also feel stressed by projects that aren’t accomplishing their goals. 

INFJs strive to make a difference, especially in individuals. When this is not a possibility, whether that be from lack of time, indecisiveness in others, or a disrupted routine, it can be very hard for them. They are the students who love to be peer helpers and watch their friends understand and better themselves in their work. 

These students also are not the type to understand something after hearing it only once. If they are having a hard time remembering facts about the Revolutionary War, they most likely need to hear it again. And again. And again. Repetition is a powerful tool for these students, especially when presented in different ways each time. 

INFJs have a hard time learning when they cannot see the importance of learning and how it connects to bettering one another. This is why INFJs often find careers in teaching, nursing, psychology, and counseling. They are often the students asking, “When will I need this later in life?” and are dissatisfied unless your answer unless it includes ways they can utilize the material to accomplish helping others. 

INFJ students work very similarly in school to ENFP students and can relate to them using flashcards for repetition and how material sticks best when they see it as a benefit to others. 

Do you teach any INFJ students? What tips do you have to teach them? Have you found knowing your students MBTI is beneficial to you? 

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How Vulnerability Lead To My Greatest Breakthrough

Graduating with a teaching degree in December can be a tricky thing. For me, I was in an area with too many teachers and not enough classrooms. While it may be an ideal situation for a school district, it was hard on me for finding work, so my solution was to sign up as a substitute teacher. Within the first few weeks, a principal from a nearby school called offering me a job as a long term sub for a first-grade classroom while their teacher was on maternity leave. I was overjoyed! The job wouldn’t start for a few months, but the teacher requested me to come in a few times to get a feel for the classroom and learn their daily schedule. 

I spent the next two months visiting the classroom about once a week, helping here and there, and getting to know the students. Right away, I could tell they all really loved their teacher, and even though they were excited for her to have her baby, they were sad to see her leave. 

I didn’t know it at the time, but immediately, I was intimidated. I felt like these kids already knew I was less of a teacher and that they would resent me for taking her place. Without even realizing, I started promoting myself to them, trying to prove that I would be a sufficient replacement. 

Every time I visited the classroom I promised them new things. “Guys, when I come to teach you we will do fun things!” My list grew and grew with promises. 

You love legos? Great! I’ll bring legos!

We can color ALL OF THE TIME. 

I have some super fun books that I can read to you guys! We can do read alouds all day long! 

Do you play the violin? We should find a day for you to play it for us! 

This was me showing them that I could be a fun teacher too. I was doubting my abilities, so obviously they had to be doubting them as well. 

It didn’t take long for me to realize that this would backfire. In fact, it only took one day. 

I walked in on my first day with the highest hopes and walked out at the end of the day in tears. Four kids had been shuttled to the principal’s office before lunch. During reading time we didn’t even make it through the text because there was too much side talking for anyone to concentrate. And walking through the hallways was a joke. I could not keep enough order to keep them in line, let alone quiet enough to not disrupt other classrooms. In fact, another teacher stepped into the hallway and yelled at the kids as we walked by because they were losing control. I was losing control. I knew I was failing. 

I had a 25-minute drive home to think about what went wrong and how I needed to fix it. As I pulled into my driveway, it all dawned on me. I never tried to be their teacher, I only tried to be their friend. And even though I truly believe in having a good relationship with your students and teaching to their needs, I also know that my prime role in the classroom is a teacher. 

Continuing on in my reflecting, I also came to realize that I actually didn’t have to prove myself to them. All of these inadequacies I was feeling came only from me, not from them. That night I sat down and made myself a plan for day two. Something needed to change in order for us to make it through the next 9 weeks together. 

Tuesday morning I started off different than their teacher ever had. I stood by the door, which immediately caught them off guard. I instructed each student as they entered to head to the rug for a meeting, to which most students gave me weird looks or protested because it was so out of the norm for them. 

Once we were all seated, I apologized to them for how the day had run previously. I apologized that I didn’t have better control of the class, that we were not able to learn much from the lack of management, and for the disruptions that hindered our day. I felt vulnerable in front of these first-graders apologizing for my mistakes, but it was a great learning moment for all of us. 

After apologizing to them, I laid out my expectations clear and simple for them. Talking while I am talking would not be tolerated. Walking through the hallways would look like quiet, respectful students who walked, not ran. Further expectations followed but ended with a powerful statement that I repeated to them for the remainder of my time there. I told them that they were the BEST class in the whole entire school and that they only sent me to be their teacher because of their exceptional behavior, and that I expected them to uphold this. 

Most of them did not believe me at first, they were known as a hard class throughout the school and they knew that. But I can promise you, I changed their minds by the time I left them. 

By the end of day two, I cannot say that we had a miraculous change. But I can say that there was an improvement. I took on the role of a teacher and it made a big difference. Little by little, we had better and better days. They were quietly walking through the hallways and raising their hands to speak more often. We still had our struggles and I still worked hard to maintain their confidence that they were the best class in the entire school, even when I was doubting it myself. 

I finally realized I had corrected my mistake a few weeks in as I walked my class to the library. They quietly filed in and followed the instructions of the librarian. Our school librarian looked at me in amazement and congratulated me. I asked what for and she said, “I have never seen this class behave so well, you are doing an incredible job with them! You must have been exactly what this class needed.” 

I had a little smile on my face as I walked back to the classroom. Little did she know, our first days together were chaotic and we hadn’t learned a thing, and it wasn’t necessarily the student’s fault, it was mine. 

I learned so many things from my long term sub job. One big takeaway that has helped me in my teaching is that classroom management is key and that relationships with students thrive after expectations are set. I couldn’t connect with them because I couldn’t gain control long enough to know them. 

I ended my 9 weeks of teaching with some of the greatest student relationships I have ever made. I may have taught them phonics and how to add two-digit numbers, but they taught me how to be the best teacher. And the most satisfying moment was when another teacher commented on how my class was one of the best in the whole school. I knew the potential was there all along, we just all needed to believe it a little more. 

What does your classroom management look like? How do you establish it with each new class? 

Cover Photo: deathtothestockphoto.com

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Teaching Students Who Are Naturally Organized, Responsible, and Leaders? You May Be Teaching An ENFJ

This is part of a series of using Myers Briggs personality types in the classroom. For more information, click here. For information on how to figure out your student’s MBTI type, click here. 

Extroverted
I(N)tuition
Feelings
Judgment 

ENFJ. Do you have a task-oriented student, who strives to be a leader, and shows empathy to peers? You may be teaching an ENFJ. Let’s break down each of the categories. 

Extroverted- These students love the interaction with other students. Group work is great for them, but they can also strive in personal work as well. 

Intuition- This means they are very future-thinkers. These students will plan future projects and ask what the next step is. They are also big-picture thinkers, meaning they may have a hard time analyzing small bits of information. 

Feelings- (Omit for students younger than 12) They can be very empathetic towards others because they make decisions mainly based on feelings. This can also cause them to take criticism harshly. 

Judgment-  These students are very organized and need structure. It’s not very common to find an ENFJ student with a messy desk or backpack, because they have a hard time functioning without order. 

So how do you teach these students? First, you need to understand that they need human interaction for energy. Allowing them time to work and talk with other students can do wonders for their attitudes. Too much independent study time can cause stress for them. 

Another thing to remember is that they are very into future thinking and planning. This can lead to daydreaming and idealistic thoughts, that can possibly be discouraging to them when realized that it cannot be carried through. It’s also typical for them to be put into positions where projects can become overwhelming or impossible for them because an ENFJ will go above and beyond what is asked to create something greater. 

(For kids over 12) being a feeler, ENFJs are incredibly empathetic, which is a great tool in making and keeping great friendships. Being extroverted and a feeler gives them the idea that everyone they come in contact with is a potential friend. However, they can be overly selfless and end up taking on more than they can handle in both their schoolwork and socially. 

You should also be aware that they are often asking “Who will this benefit?” They love to see the why behind their work. Once they have understood the whole concept, studied it, and internalized the information, they find excitement in their new-found knowledge. Sometimes to the point where they strive to assist others in learning it as well.

ENFJs need opportunities to lead, as well as possibilities to assist other peers. They are helpers with common future careers that involve teaching and helping others. Foster this need in them, let them lead and help where you can. Be wary with criticism, they may not take it well because of their emotional thinking since they never want to let anyone down. 

Do you teach any ENFJ students? What other tips do you have for teaching them? 

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Do You Teach Early Childhood Ages? This List Is For You

Around the time my daughter was 18 months old, I had an epiphany moment. I was a full-time stay at home mom. The majority of my focus was on raising and teaching her, so I needed to treat it more like it was at least my part-time job. I spent my day running my own errands, dragging her around with me, and when I needed to accomplish tasks around the house I would try to pawn her off to her room to play with her toys. 

Well, her toys eventually were boring to her and she spent more time clinging to me than ever before. That’s when I realized something needed to change. If my job was to raise and teach her, then that’s where I needed to shift my focus. 

I researched age-appropriate, educational activities for her, built up a good stash of supplies, and got to work. In the year I have been doing these with her, I have also come up with a decent list of tips that I believe can benefit everyone, whether you’re also a stay at home mom like me, a working mom, or a teacher of littles. 

Without further ado, here are the crucial tips I’ve learned. 

1. Everything can and will be cleaned up- Sensory bins are messy. Painting for the first ten times is messy. Even playing with stickers can be messy. This was so hard for me and I would have to just take a deep breath and remind myself that it will be cleaned up, but for now, she’s learning. 

2. Cleaning is fun for toddlers, take advantage of that- My daughter LOVED wiping up the table after a small sensory activity. She’s two years old now and still loves it. I’m taking full advantage of her help for as long as possible. It’s also teaching her some cleaning skills. Double win!  

3. Don’t overfill the sensory bin with too many tools- The first sensory bin I did with my daughter was a giant bust. I filled it full of fun tools she could use to play in the water. Right away she became overwhelmed with the number of things in front of her and refused to play with it. Too many options and information can overwhelm any child, even into kinder and first grade.

4. Just because they weren’t very good at a certain activity or bin the first time, doesn’t mean it’s a bust. They’ll get better and have more fun every time you pull it out.  

5. “Taste Safe” does not mean it’s an afternoon snack. It means you don’t need to try poison control when it’s put in their mouths- Especially small kids are notorious for eating EVERYTHING. So taste safe can be best, sometimes even into Kindergarten, because five-year-olds are just as guilty at placing anything in mouths, noses, and ears! This doesn’t mean they have free reign to eat cornmeal. It just means you don’t need to worry when it’s in their mouth, you just need to respond with, “yuck!” so it doesn’t continue happening.  

6. Don’t underestimate their abilities. 

7. Messes mean their learning. It’s hard, but it’s true.  

8. They don’t have to do an activity exactly how you envisioned for it still to be fun for them.

9. Some activities are a bust, and that’s okay. Try again later. 

11. Tape. Construction paper. Markers. You don’t need a lot of supplies, or even expensive supplies to make it fun and educational. In fact, the activity on repeat in our house is painting with water on construction paper. This takes construction paper, some sort of paintbrush, and a cup to hold water. So. Easy.

12. 1-2 drops of food coloring is all you need. 

13. Water play is the cleanest play. Nervous about sensory bins in your house or classroom because they are notorious for being messy? You’re not alone. If you have access to a non-carpeted area, water sensory bins are great because they can only do the floors a favor when all it needs is a good mopping when it’s over. 

14. They’ll never learn the responsibility of playing in a sensory bin or with messy activities if you never give them the opportunity to. 

15. You don’t have to understand what concepts they are learning, you just have to understand that it’s important that they really play. I used to be nervous about making hands-on activities for my daughter because I wasn’t exactly sure what she was learning or how to explain it to her. The good news is- you don’t need to either. In this photo, my daughter is experimenting with baking soda and vinegar. She doesn’t need to know that what’s happening are the hydrogen ions within the vinegar react with the bicarbonate in the baking soda, causing a reaction, creating new chemicals, which lead to a second reaction. All she needs to know is that when the vinegar hits the baking soda, it makes bubbles. Don’t feel daunted by the minute details. Just let them play.