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.
Do you have a wandering student that struggles with keeping boundaries? They are confident and realistic in their thinking and learning. This personality type could be ISTP. Although, according to statistics, there is a small chance to have a student with this type in your classroom, ISTPs only make up 5% of the population, making it a lesser common personality type.
Being introverted, they keep to themselves. The way they process information is in a personal way, using all of their senses. They need hands-on manipulatives to sit and work with while they quickly take in the information. Often working in groups or even with a partner can feel stifling to them because they don’t want to be limited by other’s thinking. They never want to discuss topics with peers, they want to answer questions as quickly and efficiently as possible.
The sensing side of them thrives on using all of their senses to learn. Worksheets and procedural learning are difficult for them to use to understand concepts. In fact, ISTP students are commonly known for having a difficult time excelling in school and are the least likely to continue education beyond high school.
School systems are built around extroverted, intuitive personality types, which are students who engage with others, work in collaborating groups, and learn in a procedural way instead of learning using hands-on techniques. While learning in a personal setting with hands-on manipulatives is becoming more and more common, it is still not ideal for this personality type to learn in typical schools. A study was conducted asking ISTP types what type of school they preferred. Trade school came in first place with public or private schools receiving very few votes.
So how can we help these students be more successful? First, be aware of their needs. Give them the independent study time they need, as much as you can feasibly do with the collaboration-driven schools that we are in now. Also at the same time, teach them ways to cope with learning in groups and speaking with peers on learning topics. Provide them with learning that uses all of their senses, and find a balance with their resistance to structure and boundaries. And obviously the most important, just know who they are and be in tune with what they need. That’s the best thing you can do for any of your students.
How do you keep respectful boundaries with your students who resist them?