ISTJ students are often described as logical, practical, and structured. Do you have one of these students in your classroom? Possibly one that thrives on consistency and struggles when rules and procedures are not followed.
These introverted students are capable of working in smaller groups, but large groups can stress them out, especially when making comments or asking questions. It’s rare to find these students speaking up or asking things in classroom discussions. In an interview I conducted with ISTJ personality types, one student expressed how she wished there could be an anonymous way to ask the teacher something without speaking up in a group to avoid shame and embarrassment. Another shared, “I’m learning even if I’m not raising my hand and sharing my answers out loud.”
They are sensing students, meaning conceptual learning can be difficult for them. They need their senses engaged to understand concepts. They do not want lists of procedures to accomplish long division, sensing types need number cubes and drawn out examples to understand what exactly division is, then they can understand everything fully.
Interest in a topic is vital for these students and if they love what they are learning they will put in their full effort. ISTJs often do well in a university school setting because the topics and classes are chosen based on what they want, giving them a deeper interest in their studies, pushing them to work harder and do better.
Clear objectives and expectations are big for this personality type. If you ever feel like you’re writing your objectives on the board just because you were told to by an administrator or learning coach, know that your effort is not wasted with an ISTJ student in your classroom. They often need to look at what is expected and strive to follow this, because their core values are to reach expectations, and it hurts them when they don’t or can’t accomplish this.
Do you have any ISTJ students in your classroom? What ways do you use their interests to drive their learning?