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: 


Looks at the statistics 


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? 

Teaching Sensing Students- 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

Last week I hit on teaching intuitive students based on the Myers Briggs Personality Type Indicator, this week I want to swing to the other end of the spectrum and talk about teaching students that lean more toward learning in a sensory environment instead of with their intuition. 

First, it’s important to note that we all as humans use both types, sensing, and intuition in our everyday lives. However, we naturally will choose one over the other more often, and use the opposing one less often. 

Sensing students are exactly what you would think- students that use their senses to learn. They are in it for the hear and now. They use their touch, taste, smell, sight, and hearing to take in the world around them. 

Traits of sensing students: They look for the bottom line, they don’t try to make connections with other subjects or areas. They need the cold, hard facts written out for them. They need hands-on activities and manipulatives to understand the subject matter to the fullest. Learning through experience means more to them than hearing about it. 

How to support sensing students in the classroom: Find different manipulatives to allow them to hold, mold, and use while they take in the curriculum. Push them a little by challenging them to look beyond the facts and pick out different possibilities of what could be. Give them opportunities to apply what they are learning in their real, everyday lives. Push them by allowing them to engage in stress-free, theoretical conversations with peers. 

Sensing students are important to the classroom! They balance out the dreamer, intuitive types. Having a good mix of both in the classroom can bring out a great combination of facts and dreams. Conversations and manipulatives. 

Have you been able to pick out the sensing students in your classroom? How do you support their learning style, while also helping them grow by using their intuitive side? 

Teaching Intuitive Students

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, looking at personality types they look at the difference between sensing types and intuitive types. (S) sensing types are those that take on the world in a sensory, hands-on way. (N) intuitive types use their intuition to navigate the world and make decisions. Today, we are going to break down intuitive types and how we as teachers can understand them and help them in the classroom. 

Traits of intuitive students: big-picture thinkers, can love symbols or theories that may seem abstract. They often “read between the lines.” Future thinkers or dreamers, sometimes not able to follow through on these plans and dreams because they are such elaborate, radical thoughts. 

If the sensing types are your hands-on learners, the intuitive types do better sitting with information, learning all that they can on the subject, asking a lot of questions, making connections with other facts, and then internalizing the info. 

Just because a student leans towards an intuitive personality type, does not mean they cannot gain positive interactions from a sensory learning experience. They may simply just utilize the materials differently than sensory students. 

For example, if you give your 5th graders tens blocks to touch and move and manipulate as you learn division, your intuitive students may interact with the tens blocks, they may do the exercises to show division, and it may assist in their deeper knowledge of the subject. However, there is also a very good chance that they will be more distant from the materials or use them in a way to show how multiplication associates with division and vice versa. It’s important to remember that just because a student leans to intuitive thinking doesn’t mean they don’t use their sensory skills to learn. 

Intuitive students are dreamers. They can get caught up in thinking about how to improve any given situation, and their thoughts can take them so far as to come up with ideas that are not reasonable to carry out. The reality of putting these ideas into motion is not there for them. 

Intuitive students are great to have in your classroom! Have you been able to pick out the intuitive learners versus the sensory learners in your kids? 

Cover photo from pexels.com

Teaching Introverts

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. 

Today we are talking about teaching introverts! I want to be completely honest with everyone. When I wrote the post on teaching extroverts, it was mainly out of my own experience and not as much research. This post is solely based on research because I have so much extrovert in me that I did not even know where to start on how to teach introverts or what they need. So this post is based on research and conversations I’ve had with fellow introverted friends. 

A few traits of introverted students: 

They need time to sit and think about the material presented, a chance to internalize all of it. 

They cannot thrive without a break from social interactions. 

Calling on them in class or making them present information to large groups can be very stressful for them. 

Watching their participation in class or during a discussion is not a valid way to analyze their knowledge on a given subject. 

Introverted students are the quiet intellectuals. They are the students sitting in the back of the classroom seeming as if they are dozing off not paying attention or like their mind is wandering. Oftentimes when approached with questions on the material in a one-on-one manner, they may surprise you with how much they were paying attention or how knowledgeable they are with it. 

Introverts may have a hard time with social interaction, but they do well with support and in the right circumstances. Smaller groups, familiar faces, and no-pressure discussions can help them come out of their shell little by little.

The way you go about creating a personal relationship with an introverted student can make or break their time in your classroom. If you approach them whole-class with others listening and observing your interactions, it could drive them away from you, and fast. They are more likely to shut you out and have no trust after that. If you take the time to pull them aside, leave them little notes, or utilize email as communication methods, it can help them feel more comfortable and help them build trust in the relationship and in the classroom. 

From an introverted friend-

“I wish my teachers knew that I have a lot to say. I just need the right platform.”

Jade Gunther

With your introverted students in your classroom, what have you found is the best way to teach them? Leave it in the comments, we would love to hear! 

Enneagram In Education: Conclusion

I recently wrote about each enneagram type in education and how each type learns. You can read more about your own enneagram type and tips for how to learn best. It can also be beneficial to read more about each type and turn that around to use it to your student’s best interest if you know their enneagram types. 

You can read about every enneagram type on this page! 

Learning about all nine enneagram types has opened my eyes to educating nine different personality types. It reminded me that not all kids work and think the same way. Teaching beyond the test is so important to our students, they thrive on personal relationships just like we do, and will retain more information when we are teaching to humans that we’ve built these personal relationships with. 

From the other side, it’s helped me to understand my enneagram type and how I learn. Learning is constant in everyone’s lives and taking these points into consideration has improved my learning and research tenfold! 

Check out this video on students at Baylor University who enjoyed learning about enneagram for their education. 

What enneagram type are you? How has it helped you in your education? 

The Importance Of Disagreeing In Front Of Children

I want to preface this post with the statement that when I planned to write about the subject that has been on my mind a lot recently, I absolutely did not mean for it to be written and published the week of our 2020 presidential election. However, it is incredibly fitting and I am glad it worked out this way. 

Is disagreeing good for kids? Studies show, YES, it is! Teaching kids to disagree, debate, and solve conflicts in a decent manner can be incredibly helpful to them for the rest of their lives. This video shows the idea perfectly. 

“Most great ideas are born out of disagreement.”

“Frame conflict as debate and to voice those disagreements in a thoughtful way.”

We as parents, educators, and influencers of children, in general, have a duty to show our younger generation the graceful art of debating and solution finding in a civilized manner. And right now is the best time to do that.

Featured Image: Pexels.com

Enneagram In Education: Type Nine

This is part of a series using enneagram in education. For more information on why enneagram in education, refer to this post. To read about other enneagram types in education, you can see those here.

Enneagram type 9, the mediator, or the accommodating companion.

A few words to describe this type: 



Laid back.




Let’s pull this into a classroom setting. If you’re an enneagram type nine, you are a big-picture learner. Every little topic you learn about, you like to pull into a bigger setting to see how all of the pieces fit together and relate. You also have a hard time planning and prioritizing school work. Homework, essays, due dates, and more often get pushed to the side and done last minute. Group work is good for type nines, under the condition that everyone works together and harmoniously, contention and confrontation are type nine’s biggest turn aways and stressors. 

How to get the most out of your education as a type nine. 

  • Work on keeping good notes of when assignments are due so that you’re not working at the last minute to get them in. 
  • Give yourself time to study away from friends, peers, and family. Quiet, alone time study will give you the best results. 
  • Immerse yourself in your studies in a hands-on way, even when your professors don’t give you the opportunity to. 
  • Use your deeply connected relationships to help you with your schoolwork, ask for help with studying or on assignments from friends. 
  • Build good, lasting relationships with teachers and professors. 

Mediators believe that to be loved and valued, you must blend in and go with the flow. Consequently, Mediators seek harmony and are inclusive, amiable, easygoing, comfortable and steady; they also can be self-forgetting, conflict-avoidant and stubborn.

Enneagram Worldwide

Type 9’s go to type 3 in growth and type 6 in stress. 

Are you a type 9? What is important for you to have a successful learning environment?