1. Who Do You Want on Your Team? Lesson on Communication Styles in the Classroom Randi Purvis CPSY 646

2. What do you see?

3. Myers-Briggs Type Indicator® ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ

4. Brief Introduction to Type Extraversion (E) Pulled outward by external conditions Energized by others Acts, then (maybe) reflects Introversion (I) Pushed inward by external condition Energized by inner resources Reflects, then (maybe) acts

5. Brief Introduction to Type Extraversion (cont) Often friendly, talkative, easy to know Expresses emotions Needs relationships May seem shallow Introversion (cont) Often reserved, quiet, hard to know Bottles up emotions Needs privacy May seem withdrawn

6. Brief Introduction to Type Sensing (S) Likes definite, measurable things Takes it steps at a time Hands-on with parts to see overall design Intuition (N) Likes being inventive Jumps in anywhere, may skip steps Studies overall design to see how parts fit together

7. Brief Introduction to Type Sensing (cont) Lives in the present Prefers handling practical matters Intuition (cont) Looks at patterns and relationships Lives toward the future anticipating what might be Imagines possibilities

8. Brief Introduction to Type Thinking (T) Sees things as an on-looker Spontaneously finds flaws and criticizes Logical Concerned for justice, truth Feeling (F) Sees things as a participant Spontaneously appreciative Decides with the heart Concerned for relationships, harmony

9. Brief Introduction to Type Judging (J) Decisive Likes clear limits and categories Comfortable with closure Organized lifestyle Handles deadlines, plans in advance Perceiving (P) Curious Likes freedom to explore without limits Comfortable with openness Flexible lifestyle Meets deadlines by last minute rush

10. Who is Your Weakest Link?

11. You kicked them off?!

12. What would be missing without the eliminated person’s perspective? Can you think of a time where a poor decision was made because one of these perspectives was missing? What were some of the issues that came up in your discussion? How did your group come up with the decision? Who did you identify with the most? Did your entire group identify with the same person?

13. Preferences ExtraversionPerception IntroversionJudgment Sensing iNtuition Thinking Feeling Sandy Nicky Terry Francis The Four Preference Model

14. How to Translate to The Classroom Dominant Feeling Types (ESJF, ENJF, ISFP, INFP) Work better under conditions where they feel personally invested Dominant Thinking Types (ESTJ, ENTJ, ISTP, INTP) Not likely influenced by change in the school environment Do well under competitive circumstances

15. How to Translate to The Classroom Dominant Intuitive Types (ENFP, ENTP, INTJ, INFJ) Seem to have the greatest advantage in school Pay attention to details, and tend to look at the bigger picture Should cater lessons to originality Dominant Sensing Types (ESTP, ESFP, ISTJ, ISFJ) Dependent on their energy source (E or I) they will prefer a mixture of lessons and do well with majority of teaching styles.

16. What can you do?

17. Must be aware of how your teaching style affects students in your classroom Cannot teach the same style because inevitably, a population of students will be missed May find lessons to boring, non-relevant, too easy or too hard Must match the learning styles of the students Be willing and capable of adapting new and different teaching methods throughout the year and not using the same static method Incorporate the help of colleagues Keep learning yourself!

18. Resources Barton, V.B. (2009). MBTI® and Birth Order. Powerpoint presentation. Briggs-Myers, I., McCaulley, M.H., Quenk, N.L., & Hammer, A.L. (Eds.) (2003). MBTI® Manual: A guide to the development of the Myers-Briggs Type Indicator®, 3 rd Edition. Mountain View, CA: CCP. Plasker, B. (2005). Who do you want on your team? Gainesville, FL: Center for Psychological Type.