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.
In the last few months, I have analyzed all 16 Meyers Briggs personality types. Last week I wrote my 16th post in the series, the final personality type explained. Seeing my research come to an end was sad for me because I’ve dedicated so much time and interest in the subject. A few takeaways I ended with were this:
Figuring out student’s personality types can be hard and time-consuming, but also incredibly awarding if you’re willing to put in the work.
You don’t necessarily need to know their MBTI personality type to know them better. Start with identifying introverts and extroverts and using that information to guide your teaching. Move on to identifying sensing versus intuitive students and then use that as well.
Students can be aware of MBTI types as well to help them interact with other teachers and peers.
When comparing personality types, they can be very similar and vastly different at the same time.
There are not necessarily pros and cons to a personality type, just differences in how we think and who we are.
Jane Kise has done extensive research on MBTI in the classroom. If I cannot convince you how beneficial is it, maybe she can with her TedTalk. Notice that she doesn’t find conclusive evidence by the majority of students acting and reacting in certain ways, but because every single student of the same personality type has the same actions.
In the future, look for a post with links to each of the personality types to learn more about how to use your knowledge of MBTI in the classroom. Until then, share with me! How has your knowledge of MBTI helped you in your classroom?
featured image: thedailybeast.com