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Introverted, Perceptive Students And How To Teach 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. 

Introverted 
Sensing 
Feeling 
Perceiving 

ISFP students are reserved and dedicated students. Their introverted personalities have a hard time working with others in big groups or spending too much time being social with friends. Their time alone is precious, but also never wasted. When given the opportunity of alone time, they are working on creating and building. 

These students are feelers, making them very sensitive to everyone’s emotions. They want everything to always be harmonious and struggle in classrooms full of contention or hard feelings towards each other. Their learning can be incredibly hindered by the emotional state of the room. 

Learning in a linear, organized way is not necessarily important to them. ISFPs can take in information sporadically and piece together what they are given, as long as it is given at a moderate pace. They also need space to be creative and use hands-on material. This is how they work best, by holding and utilizing the material presented. Math manipulatives are a powerful resource for ISFP students. 

When an ISFP student struggles with the information given to them, perhaps one of the most effective resources for them is alone time. This gives them the needed alone time to work through the material at their pace and how they process it best. 

ISFP students will end up in careers that are creative and don’t place them in a box. Experimenting is their passion, so scientific jobs are where they tend to lead, however, long-term goals may be hard for them. Making it through multiple degrees in college or certifications can be hard because they want to feel in the moment and go with what their gut is telling them right then. Freelance work is excellent for this personality type because of this. 

What are some ways you help your ISFP students in your classroom? How do ISFP students enrich your classroom environment? 

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My #OneWord2019 Almost Broke Me. Carefully Choosing My #OneWord2020

Hi, all! Mary Wade here again for a couple of posts as I wrap up my winter break. It has been a much-needed time, filled with family snuggles, house projects, and even potty training. I am feeling ready to jump back into the kindergarten fray on Monday. But first, I’d like to start with my one word goal for 2020.

I have loved my one word goal journey.

2017’s year of synthesis brought clarity and connection.

2018’s year of power brought hope and resolve.

And 2019’s year of flexibility has brought, well…more than I bargained for.

Choosing flexibility has yielded tremendous growth and opportunities. But the truth is, that discomfort nearly brought this planning-centric TeacherMom to a breaking point. Accepting a last-minute kindergarten teaching position, trying daycare for the first time, stepping into the spotlight on an sharp local political issue–none of these are arenas I would have imagined for myself. And all had me exclaiming out loud a few times, “I take it all back on growth mindset being a good thing!!“

Of course, this is exactly why flexibility was exactly what I needed. Both figuratively and literally, by the way–I’m pleased to share that I can now touch my toes after a year of trying to stretch as often as possible!

But as I ponder the intensity of this last year’s one word goal, and the seriousness of all my one word goals thus far, I think the time has come for a year of…joy. Not that these previous years have not brought joy, and not that I want to retreat from the stretching and growing that has been so valuable for me.

One of my favorite photos I took last year.

It’s that I recognize that for me, the exercise of identifying joy–especially amid difficulty–will yield at least as much growth as might the weightier-sounding endeavors like “discipline” or “grit.” My strength in planning can quickly become my weakness as I’m prone to excessive regimentation and delayed gratification, pushing aside frivolity if I feel like it will stand in the way of productivity.

This year, I will choose to embrace messy interruptions and the bouts of silliness that come with raising and teaching children. I will choose to deliberately linger on moments of wonder and delight, seeking out new ways to document, savor, and share. I will also choose to notice when pressure to perform threatens to swallow the joy from my days.

I look forward to this year of joy and the new and different ways I hope to grow!

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Read Aloud Books In A First Grade Classroom

First grade holds a special place in my heart. During my college years, I always said I would never teach as young as first grade, I wanted a job in fourth or fifth grade. However, a long-term substitute teaching job for first-grade students fell into my lap after graduation and I absolutely felt like I had to accept. It was nerve-racking and pushed me to my limits some days, but overall I grew from the experience and loved every minute I had working with those kids. 

While I believe that every age of the student should have the opportunity to learn through read-aloud, I especially loved reading them to my first graders, because the majority of the time it was their first experience hearing these books. Also, whether it was their first time or the 100th time hearing the text and seeing the illustrations, they still were full of excitement to sit down and read every day. 

Oftentimes I found myself reaching for picture books for these students, almost as if I was underestimating their ability to take in a more complex text while being read to because of their current reading level. There were a handful of students reading easy chapter books in my classroom, therefore anything longer than 20 pages seemed outlandish. It’s also a time commitment to read any book that takes longer than a day to your students. I was very wrong, and I am thankful for the day I came to this realization because after finishing the first chapter book I read out loud for them, and watching their excitement come to life for this book with their want of more information once it was over made me realize I should have been reading them chapter books from the start. Here are a few chapter books we especially enjoyed in that first-grade classroom, both whole class, and small groups. 

Charlotte’s Web by E.B. White 

Wayside Stories From Wayside School by Louis Sachar 

Amelia Bedilia by Peggy Parish 

The Boxcar Children by Gertrude Chandler Warner

The Magic Treehouse Series by Mary Pope Osborne 

Sarah, Plain and Tall by Patricia MacLachlan

The day we finished Charlotte’s Web in our classroom, I had a handful of students crying silent tears for Charlotte the spider. Almost every student drew pictures of the animals and we hung them up throughout the classroom to remember this book that we shared together. We even had a movie day to watch the book come to life! Having a great read aloud in the classroom can be so rewarding and empowering to your students. 

What ways have read aloud books benefitted your classroom? What are some of your favorite read aloud books for younger grades?  

Photos by goodreads.com

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Tips For Graduating College Students

College graduation has recently come for many students and is still in anticipation of other seniors with graduation in the spring. This time of life can come with a mixture of emotions- excitement that college lectures are a thing of the past, worries for future plans, or fear of the unknown. I have asked trusted friends, family, and colleagues their best advice for graduating college students and have come up with this collective list of important things to remember during this big change in your life. 

  1. Stop stressing about a job. The most typical response by far was to stop stressing about jobs and career paths after graduation. There are a vast amount of options each major in school can lead you. Jobs will open up and work out, while others that seem perfect may slip through your fingertips. Important things to remember while job searching after graduation:
  2. The perfect job rarely exists. Which is okay because it leads to my next point.
  3. You most likely will not be in this job for a lifetime. Gone are the days where you choose a career path and stick with the same occupation until retirement. Typically, people spend 3-5 years in the same job before getting promoted or finding a new job. If you don’t find the perfect job, it’s okay because it will likely change. 
  4. Finding an entry-level job right after graduation doesn’t always happen, and that’s okay. Keep searching and putting in the effort, don’t let the pressure of a graduation date stress you out about a job. You’re young, take time to explore, travel, or even find experience in your field to land a great job later in life. 
  5. You can choose to be passionate about whatever job you end up in. Take it from my husband, who grew up on a farm surrounded by cows, horses, and corn. He graduated with a degree in Business Administration and landed his first job managing a warehouse in a rental company for wedding supplies. If a farm boy from Utah can have a full conversation about chivari chairs and 90” round ivory tablecloths one day and then be sad the next day when he says goodbye to the company while he changes his career back to his roots in an agriculture-based company, anyone can be passionate about anything. 
  6. The years went faster than you thought they would. College graduation is already here? How did four (or three, or five) years go by so fast? They really do happen in a blink of an eye. 

Studying a subject that brings excitement into your life at a university can be so rewarding. You’ve spent hours and days in classrooms, taking notes, studying flashcards, cramming for tests, and collaborating with peers. Finally, it’s your day to shine and be recognized by many for the accomplishment you’ve made. If I were to leave one last tip, it would be this: walk at your graduation ceremony. Take the day to wear the cap and gown, show off your school’s tassel, and pose for every picture your family and friends want to take. You just dedicated four years of your life to studying and passing classes, you deserve this day. Congratulations, graduate! 

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Fun Ways To Read Wordless Books

Wordless picture books are some of our favorites around here. Taking a little extra time on each page to study the beautiful illustrations and let your imagination run is a great way to switch up reading for teachers and students. 

Two of my favorite wordless picture books are Wolf In The Snow by Matthew Cordell. A book about a young child and wolf pup that both become lost in a winter storm, but eventually are led home with the help of each other and their families. Also, A Ball For Daisy by Chris Raschka which is a fun, light-hearted book about a dog named Daisy and her adventures of finding the perfect ball. 

What are some ways to read these books? 

A simple silent reading. Sit back, flip pages, and let the students figure out the storyline by looking at the pictures. Turn it into a writing activity by having them write out the story afterward. 

Use your own narration as you flip through the book. Explain what’s happening, point out fun details, and become the storyteller. 

Turn on fun music that goes well with each story. 

Have different students explain what is happening on each new page of the book based on the illustrations. 

Make up a song that goes along with each page for the students to sing while you read. 

It’s fun to watch how the same story can change the storyline just a bit with each new way it is read. Different interpretations and different emotions can come out based on different perspectives. Books with no words can be magic because of this.

How do you use wordless books in your classroom? What are some favorite ways you’ve used them?  

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What If Inquiry-Based Teaching Isn’t Always The Right Answer?

Inquiry-based learning has become more of a common practice throughout schools. It encourages asking questions, thinking deeper, and applying the material to personal lives. Inquiry-based learning is flexible because the student is the leader for where the conversation and learning leads. It can have higher engagement because the student can take the material where they want it to go. 

This type of learning is so beneficial in some studies. However, are there times when inquiry-based isn’t best? What are the parameters for inquiry-based versus direct instruction? 

Teamwork and group projects are where inquiry-based flourishes, students can collaborate, ask questions, and use the skills developed in inquiry learning to look deeper into the subject. 

Science lessons based on experiment and discovering new ideas is also a great platform for inquiry. 

Discussions on subjects are where inquiry-based can blossom. Promoting questions with long or different answers can assist in deeper inquiry, instead of direct, one-word answer questions. 

However, are there times inquiry-based learning isn’t the best way? Where does direct instruction fit into the school day? Here is a great rule of thumb- throw out inquiry-based as soon as you see a student struggling. It’s important to note that struggle is good when using inquiry because it can lead to more learning breakthroughs for the student. The struggle that causes red flags is the kids who are constantly struggling, the kids on a lower reading level than their peers, or the ones who cannot seem to grasp the concept enough to participate in these discussions. This is where direct instruction needs to happen. 

Imagine a struggling child who is constantly poked and prodded with questions about letters and sounds in order for them to inquire more about it, eventually leading to them knowing what the letter names and sounds are. If they are already behind, more inquiring isn’t going to help them. It’s a powerful tool to directly tell them what something is and how it functions over and over until it clicks. Once they can grasp this complex concept, they can continue to move up and work on each concept until eventually, they can participate in inquiry discussions. 

Sometimes, kids don’t need more questions, they just need direct information. 

Don’t get me wrong, I am a huge advocate for inquiry-based learning, and plan to write more on the subject matter. But I am also an advocate for doing what is best for the student. 

What is your rule of thumb for direct versus inquiry learning? 

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How To Teach The Entertainer 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. 

Bubbly, energetic, social, and outgoing. Does this describe you or one of your students? ESFP students tend to have these personality traits. 

Extroverted
Sensing 
Feeling 
Perceiving 

ESFP personality type is nicknamed “The Entertainer.” They are social and thrive in group situations. Sitting in a typical classroom with the desks in a straight line and a teacher lecturing in front of the room is the fastest way for them to lose focus. ESFP students are hands-on learners, needing plenty of manipulations and visuals to fully grasp new concepts. 

These students are affected by their surroundings, they love bright, happy atmospheres and struggle with dark, not aesthetically pleasing rooms. The subjects they are drawn to are drama, dancing, painting, and other artistic studies. 

Improvisation is an important trait these students have. They don’t play by rules, traditions, or schedules, they would rather feel and change based in the moment of what feels right. When they are not understanding new material, they do not revert back to the procedures taught, instead, they look at how the material makes them feel. If it is something that makes them anxious or feels boring, they may leave it behind for lack of interest. However, if the material excites them or has an emotional pull they are more likely to dedicate themselves to studying said material to gain comprehension. 

Having a positive relationship with teachers and peers is important to these extroverted students, they constantly want to feel important to others and be in good standing relationships. Not having this type of relationship with a teacher can make or break success with an ESFP student. They can also feel hurt by criticism, especially at young ages where they cannot see a big picture of how the feedback can potentially benefit them. 

When you’re teaching an ESFP student you are teaching future veterinarians, hosts of any sort, or nurses. They tend to steer towards the careers where they can utilize their people skills while helping in their communities. However, these career paths are typically unknown to them until the time is down to the wire to choose because long term planning can be difficult for them to do. 

What are the tools you have for fostering a successful education in ESFP students?