The Child Whisperer: Type One

I am excited to dive into The Child Whisperer types and give you tools to utilize them in your classroom. The best part is that this book and personality typing were made for kids. So let’s dive into type one! 

For The Child Whisperer types, it’s important to remember that this is not just personality typing, it’s channeling in on a child’s energy and how they use their energy. Most everyone has all four types in them, but one or two shine through the most in the majority of situations. 

Type one is typically known as “The Fun-Loving Child”. A type one child’s primary connection to the world is to be social and their primary need is to have fun and happy adult interactions. They want to play, move, and go all of the time. 

Words that describe a type one: social, smiley, friendly, flighty, busy, messy, active, outgoing, talkative, mischievous, funny. 

Tips for teaching a type one: 

They love learning through games. 

If you feel disconnected from them, take away the seriousness of school and let them relax and play for a time. 

Ones need time for talking. They are extremely social and can handle school better if they are given the support of meeting their needs as well. 

Type one kids are so fun! They can be exhausting to keep up with at times, but other times, their energy is exactly what you need to get through the day! 

Do you teach a type one child? What other tips would you add to this list for teaching a type one? 

Cover photo from thesmallfryblog.com

An Overview of The Child Whisperer Types and How to Use it in Education

the child whisperer in education

If you’ve read my blog series on teaching with Myers Briggs in the classroom and learning more about Enneagram in Education, then you’ll understand just how excited I was to read the book The Child Whisperer by Carol Tuttle and learn even more about personalities and how to utilize this information in a classroom setting. 

The Child Whisperer book isn’t as much about personality typing as it is about learning the different energies humans have and how we can apply that in a classroom (or parenting) setting. This one is easy because there are only four types to remember- 

Type One

Type Two 

Type Three

Type Four

That’s it! However, each type has a wealth of knowledge behind it. Carol Tuttle talks about how each one of us has all four energy types within us, however, one type shines through the most, another secondary type is also fairly prevalent, and the other two types are more hushed and not an energy type we reference often. And picking out these two primary types in yourself and in your kids can help you understand them on a deeper level, giving you more opportunities to connect and teach. 

Over the next several weeks I will write a post specific to each type and the basic information you can pull from these types to help you teach to your best ability. What type are you most excited to read about?! 

Conclusion: Using MBTI In The Classroom

This post is part of a series of posts on teaching to different personality type indicators as found in the Myers Briggs Type Indicator. To see more, head here.

Over the past several weeks I’ve been writing about using Myers-Briggs in the classroom and how it can be beneficial as a teacher. Last year I wrote about each specific type in the classroom, but more recently I’ve written about the more broad types: Extroverted students, introverted students, intuitive types, sensing types, etc, etc. 

I wrote these posts because while using MBTI in the classroom is useful and helpful, it can be very difficult to type every single one of your students and know how best to help them. So instead, I broke it into bigger categories. I think it can be easier to pick apart introverts versus extroverts, judgers versus perceivers, etc. This can make it more attainable for teachers and aids in the classroom to learn more about each child and help them in the best way they can. 

I truly believe that with a little bit of research and effort to understand Myers-Briggs deeper, it can become an incredibly useful tool for learning more about your students, yourself, and your colleagues. 

You can see all of the posts here.

Have you used the knowledge of MBTI in your teaching and how have you found that it helps you in your teaching? 

Teaching the Judging Type: Using Myers Briggs in the Classroom

This post is part of a series of posts on teaching to different personality type indicators as found in the Myers Briggs Type Indicator. To see more, head here.

In the Myers-Briggs world, Judging vs Perceiving is how we interact with the outside world. Between the two, we will use both of them, but our natural instincts are to move toward one versus the other. This post is focusing on the Judging types in the classroom. 

Traits that can define a Judging type: 

Organized. 

Always planning. 

Neat and tidy. 

Knows what they are doing in the future. 

How to pick out a Judging type in the classroom: These will be your students with the neat and tidy desks. They will be the ones constantly asking what the rest of the day, week, and month hold as far as what they will be doing in school. 

How to support a Judging type in the classroom: Keep things as consistent as possible. Trust that majority of time they are on top of their assignments and can likely handle more, if needed. Giving them an overview of the day’s schedule can be wonderful for them, they want to know what’s next and how these events affect other events. 

How to help a Judging type grow in the classroom: Give them support through activities that are in a go-with-the-flow situation instead of structured and predictable. Pair them with a Perceiving type during a group project to give them the opportunity to see both sides of how a project can be completed. 

Do you have any tried and true tips for teaching students that are the Judging type? 

Teaching Perceivers: Using MBTI In The Classroom

This post is part of a series of posts on teaching to different personality type indicators as found in the Myers Briggs Type Indicator. To see more, head here.

In the Myers-Briggs world, Judging vs Perceiving is how we interact with the outside world. Between the two, we will use both of them, but our natural instincts are to move toward one versus the other. This post is focusing on the Perceiving types in the classroom. 

Traits that can define a Perceiver: 

Flexible and spontaneous. 

Ready to adapt to whatever the world brings. 

Can seem messy, unorganized, or sporadic. 

They wait until the last minute to do their school work. Nearing deadlines are the best motivation for them! 

Perceiving types do not like to organize the world, they want the world to organize them. They are going to be your students with messy desks, typically turning in their assignments late, and paying little attention to the clock. They like to feel the room, watch their surroundings, and make decisions as they go, instead of lining it all out ahead of time. 

Ways to support a Perceiving type in the classroom- First and foremost, respect them! Perceiving types can get a bad rap because they do not follow social norms. However, this is their preferred way to interact with the world and will thrive if allowed to be themselves. Try to give them gentle reminders about deadlines, important dates, and events, if possible. 

Ways you can help a Perceiving type grow in the classroom- Give them hard, fast deadlines and hold them to it! Line out the daily schedule and be consistent with it so they can stay on track, but be respectful of their need to adapt to changing situations. 

A common misconception is that Perceiving types are not organized or do not have a plan. To Judging types, this seems sensible! However, they do have an organization system and they do have a plan, it only looks different from what you are expecting it to be. 

In my personal opinion, the Judging/Perceiving types are two opposite types that I believe can be the hardest types to understand each other when we are the opposite types. I am very much a Judging type, but I have many close friends and family that are Perceiving types. It’s frustrating for me that they will not create a plan and stick with it in our day to day interactions. While on the other hand, they become frustrated with me because I am constantly pushing them to make a plan, but they function with a go-with-the-flow attitude. 

That’s why I believe understanding these types in the classroom is essential for success! It can be helpful as a teacher to understand the opposite types so that when you inevitably end up with kids in your classroom that do not interact with the world the way you do, you can understand why and appreciate them for what they do. 

Teaching Feelers: Using Myers-Briggs In The Classroom

This post is part of a series of posts on teaching to different personality type indicators as found in the Myers Briggs Type Indicator. To see more, head here

According to Myers Briggs, when you are making decisions, you use two functions. Thinking and Feeling. You’ll use both through the whole decision-making process, but one will primarily take over. This blog post is to solely focus on the Feelers. 

Some traits that can define a Feeler: 

They are always considering the feelings of themselves and others in decision-making. 

They are the first to think of how a problem will affect others before they think about the process of the problem. 

When coming up with solutions to situations, they focus on people-oriented solutions and how we can work together instead of work better

They are your empathetic students. 

Feelers think more with their hearts and less with their heads. 

Ways you can support a Feeler in the classroom: allow them time to create personal connections to peers, teachers, and even the material you are studying. Consider their feelings in your conversations, if they do not feel supported, they can lose a lot of trust in the relationship, which is a vital part of their relationship with school in general. Let them be heard in their problem-solving. It may seem inefficient to use feelings while solving an analytical problem, but this is the way they need to process information. 

Ways you can push a Feeler in the classroom: challenge them to think analytically. Give them supported opportunities to push the feelings and emotions of others aside while they problem-solve. Pair them with a Thinking type so that both can see different ways to go about problem-solving. 

Have you been able to pick out the Feelers in your classroom? What tools do you use to support them? 

Teaching the Thinkers: MBTI In The Classroom

This post is part of a series of posts on teaching to different personality type indicators as found in the Myers Briggs Type Indicator. To see more, head here

According to Myers Briggs, when you are making decisions, you use two functions. Thinking and Feeling. You’ll use both through the whole decision-making process, but one will primarily take over. This blog post is to solely focus on the Thinkers. 

Some traits that can define a Thinker: 

Logical

Looks at the statistics 

Analytical

Truth seekers- even if it’s hurtful

Everything needs to turn out equal

Can put the problem before the person 

How to support a Thinker in the classroom- They need objectives. They need a target goal written somewhere clearly for them to know what the purpose of the work is. They also thrive on conversations with others. Whether this is in a group setting or one-on-one will depend on if they are introverted or extroverted. But they need this conversation because they want to bounce off every possibility and all of the information that they can. 

How to help Thinkers in your classroom grow- challenge them to think about others in their decision-making and how it affects peers. 

Thinkers are a big part of the classroom. You can easily pick them out by holding a class meeting talking about a problem in the classroom that needs a solution. They’ll be the kids talking about how to fix the problem, not who will fix the problem. They’ll bring forward the analytical, sensible ideas that don’t involve the feelings of the whole classroom. 

Have you been able to pick out the Thinkers in your classroom?