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Major Article 04
How the Myers Briggs Temperament Indicator (MBTI) Can Be Used in Teaching
Mike Shreeve
Mike Shreeve is a freelance trainer who has used the MBTI since 1994 in a variety of
applications in teaching and coaching. He has taught NLP in Pilgrims summer school
since 1993 and is currently interested in making MBTI and other resources more
available to teachers. E-Mail: mike@mshreeve.f9.co.uk
Menu
A personal journey
The bigger picture-use of psychological approaches to enhance learning
How the MBTI can be used by teachers
The facts and the concepts-what is the MBTI?
Some more facts
The four dominant motivations
An example
The Extravert Introvert Dimension
The Judging Perceiving Dimension
A brief summary of each type
The operating instructions of MBTI
The benefits of MBTI
Case Studies
Further Reading
A personal journey
Ken is the son of a friend of mine. I have known him since childhood. Once, bright
bubbly, full of energy, he is now in his twenties, his shoulders are slumped and his
eyes have lost their sparkle. His voice tone is flat, somewhat hesitant, and no longer
resonates with joy. A natural with people but he is studying to be an accountant. He
refuses to give up. Yet you can see the impact of his decision. I, too, had issues
deciding the career direction I wanted to take.
By chance, I took a test to learn more about myself. Although I liked people I needed
time on my own to unwind. My interest was towards the connections of ideas and
understanding patterns. If I spent time too much time with people my senses
overwhelmed. Work had to be meaningful and innovative. This explained both my
love of teaching and the frustration of being in a school that did not take risks or
espouse a humanist approach. On moving career to accountancy there was the pain
of detailed working and the joy of the variety and contact with all sorts of people. In
banking the complexity and the relationship building and the high trust environment
(our word is our bond) was the buzz but not the impersonal rules of a large
organisation. It was only after the Myers Briggs test that I fully understood where I
could be most happy. I have since learnt the wider value of the tool as a teaching
aide.
.
The bigger picture- the use of psychological approaches to enhance learning

In order to enhance the potential for learning of their students, teachers can benefit
from using practical, psychological approaches to extend their teaching impact.
Psychological approaches can assist the teacher to engage students in their
preferred way, to use their natural motivation to learn with their maximum energy. The
teacher can use these approaches to understand, analyse and coach students who
have difficulty learning a subject or part of a subject. Without it, the teacher is left with
the task only. The nearest analogy I can think of is that paying attention to the task,
rather than how we approach the task, is like trying to cut grass with scissors ignoring
the existence of a lawnmower.
Any psychological approach should be able to befriend the unconscious mind which
is a vast ocean of potential that we use to learn our first language and then
sometimes never again in the school system. Psychology can assist with different
strokes for different folks recognising each individuals perception of an event is
never the same and it helps teachers improve results by understanding the individual
personality.
For many teachers in the humanistic tradition, the goal of teaching is more that the
development of certain skills; it is the development and maturation of the student. In
order to achieve this goal, students need to develop self awareness of who they are
and who they can be. As Howard Gardener says I want my children to understand
the world, but not just because the world is fascinating and the human mind is
curious. I want them to understand it so that they will be positioned to make it a better
place. Knowledge is not the same as morality, but we need to understand if we are to
avoid past mistakes and move in productive directions. An important part of that
understanding is knowing who we are and what we can do... Ultimately, we must
synthesize our understandings for ourselves.
There are many psychological approaches that inform teaching including Gardner
himself; Feuerstein and his Instrumental Enrichment; Transactional Analysis; NeuroLingustic programming and many others in the past such as Piaget. These
approaches add colour and extend the possibilities that a teacher has to improve the
learning environment.
One such psychological approach is based on the work of Carl Jung who noticed that
people had different preferences for the way they used their mind. The work of Jung
was published in his theory of Psychological Type Kathryn and Isobel Myers Briggs
adapted the theory and designed a self report questionnaire to make Jungs Theory
of practical use.
The facts and the concepts-What is the MBTI?
Following more than 50 years of research and development the MBTI questionnaire
is now the most widely used personality questionnaire in the world, with more than
3.5 million questionnaires completed worldwide each year. It is available in 19
languages.
According to Jung differences in individuals are due to deep seated choices in the
way we prefer to use our minds. When you are active you are involved in one or two
mental activities:

Jung noticed that people directed their energy and were energised externally
Extraversion (E) and observed that these people tended to talk out their
ideas whilst Introverts (I) tended to think it through.

Taking in information which Jung called perceiving. Jung observed that there
are two opposite ways to perceive which he called Sensing(S) and Intuition
(N). Sensors tend to pay attention to specifics whilst those with an Intuitive
preference find they look for and need the big picture.
Organising that information and coming to conclusions Jung called judging.
According to Jung there are two ways to make decisions and come to
conclusions. The first preference is to attend to logical implications Thinking
(T) the second way is to attend to the impact on people through personal
values Feeling (F).
Finally Myers and Briggs added the fourth scale of how people orientate to
the external world whether they prefer a Judging (J) process or a Perceiving
(P) process relating to the outer world. The judging preference favours an
organised, planned learning environment whilst the perceiving preference is
to a more spontaneous free flowing, playful, environment.

These preferences can be clear, moderate or slight depending on each individuals

profile. The combination of preferences leads to 16 possible types as in the diagram
below. The Myers Briggs preference is indicated by the four capital letters (e.g.INTJ)
the table below has been colour coded according to the dominance motivation. The
dominant letter is shown by capitals.
ISTJ
ISFJ
ESTP
ESFP

11.5
13.7
4.3
8.5

ISFP
INFP
ENFJ
ESFJ

8.8 INFJ
4.4 ENFP
2.5 ENTP
12.3 INTJ

1.5
8.1
3.2
2.1

INTP
ISTP
ENTJ
ESTJ

3.3
5.4
1.8
8.6

Taking the MBTI questionnaire is usually an individuals first step in discovering their
Type, and is not designed to be a stand alone process. It should always be
accompanied by a feedback session, allowing whoever is taking it to discuss the
results, and to select the Type that they feel provides the best fit with their
personality. This thereby builds a foundation for further personal awareness and
development.
Some more facts
The types are not evenly distributed. The table above gives the percentage in the US
population. There are nine times as many isFjs as iNfjs.
There are significant differences across countries. Just in the European countries
(apart from Denmark) the sensor pattern is favoured more than in the UK. The
European population is more extravert than the UK with exceptions in Italy which
tends to more introvert facets than the UK.
Sensors comprise the largest group in the population with 38% then those of a
Feeling type 28% Thinking 19% and Intuitive 15%.
64% of university professors prefer Intuition to Sensing. This is twice as much as the
students at this level. There is a gradual shift from junior school to university from
sensing to intuition style of teaching.
The most attractive occupation for an ENFP is counselling or psychologist and
teacher of arts, health and special education; then research. There are statistics for
each type as to their career choices.

How the MBTI can be used by teachers

The MBTI has been used widely for personal development and self awareness in a
number of contexts. As well as career planning, coaching, management development
and personal development the MBTI has some very specific uses for teachers.
The teacher can use the students natural motivation by planning lessons that appeal
to their dominant motivation. This makes studying more easy and enjoyable and
release more energy to the learning of a subject. The impact of motivation on
learning success has been frequently researched and most studies would suggest to
25% of learning effectiveness. There are four basic ways to motivate a student and
these are outlined below.
A second way the MBTI can help the teacher is by raising self awareness and the
self confidence of the student. The basic message of the MBTI is that it is OK to be
different and we do not have to pretend to be other than we are. This teaches the
student how to learn autonomously and how to communicate with others.
The MBTI can assist the teacher select effective groups and teams. A study in the
USA used MBTI to select a compatible roommate at university and found requests for
room changes down by 60% and damage to rooms by 36%. The teacher can use this
knowledge to select project groups, work in pairs. Group dynamics and interaction
can be enhanced.
Effective coaching and feedback can be delivered one to one through zigzag
analysis. This process uses strength to overcome a weakness. For example an
ENFPs interest in people can be used to improve his or her attention to detail, for
example, paying attention to individual biographical or physical details.
The MBTI can give the teacher direction as to the learning preferences of their
students and their own strengths. Alicia and Lisa Fairhurst highlight the advantages
of the MBTI in this respect. Many teachers are familiar with other learning theories
(such as Howard Gardner seven intelligences) these theories are valuable in helping
teachers recognise and respond to difference in learning styles. However, like most
available theories, these theories focus primarily on the students learning process
without taking into account the needs and skills of the teacher. Temperament and
personality type theories allow teachers to evaluate themselves as well as their
students in ways that lead to effective learning experiences that can help meet
everyones needs. People learn to teach differently because they are different. By
learning the necessary techniques teachers will be able to recognise the strengths
that their style brings to the teaching process and how to communicate with people
who have other styles.
Finally the MBTI can help in academic, course and career planning. It can help both
parents and children understand the areas of work and life they are likely to make
their best contribution.
The four dominant motivations
Jung saw the dominant process as the lens through which life is experienced. It is
through this lens we access our true energy. It is estimated that 50% of our interests
and energy are allocated to this dominant function and 33% to our second function
(called the auxiliary) the auxiliary is the second letter of our middle Myers Briggs
type. Thus the ISFP has sensing as their auxiliary. This student would have only 17%
of its energy for a teacher who taught in an intuitive thinking style. It is essential that

the teacher needs to plan their lessons to appeal to all motivations. Below are brief
characteristics of each motivation.
Sensing
Intuition
Wants something practical and relevant toMust find inspiration or else they switch off
now to learn. They distrust theory andor find their interest outside the classroom.
learning linguistically. They like to learn They are particularly drawn to theory,
through their senses and like instructionpatterns and the connection of ideas. It
where they can hear and touch what theycan be the etymology and linguistics that
are learning. They appreciate examplesattract an intuitive person learning
and
demonstrations
with
detailedlanguage.
instructions of what is new. They like a
system of instruction with monitoring and Intuitive learners need to see the big
feedback built in. They may enjoypicture and can become impatient with
audiovisual and laboratory work but directdetails if they appear like lists of
experience is best. Sensors enjoyunconnected facts.
mastering a skill through continued
repetition and practice rather than jumpingThe teacher should focus on creativity and
from one skill to another. Unless they seethe big picture
the immediate relevance of a skill they will
lose energy and be turned off. The teacher
should focus on relevance
Thinking
Feeling
Students
want
logically
organisedStudents who have a feeling approach
experiences. They want teachers and thevalue the warmth and encouragement of a
learning experience to make sense; tosympathetic teacher. They want a learning
learn the cause and effect of things andexperience they can put their heart into. To
what makes things tick. If they dont have a fully engage them they need to learn about
fair and structured teacher their mainthe people involved in an experience. A
motivation may drain away. They prefertext that paints a picture of life in a
objective, direct, non-personal feedbackparticular country is going to be more
that helps them improve.
interesting than isolated sentences. They
dislike abrasiveness and will emotionally or
The teacher should focus on beingphysically withdraw from conflict. They like
organised, structured and competent andpositive feedback that encourages them as
to connect parts of learning by stimulating people. The teacher should focus on
thinking.
building rapport

An Example
Below is an example of the different activities using the four dominant motivators;
Learning objective: To build and develop vocabulary (for younger learners)
Sensing: The words to be used in the exercise are shown in visual form. They are
copied and broken into syllables with their dictionary definitions. One sentence is
written with each word. A word puzzle and a song are composed using all the words.
(The last two exercises appeal to those sensors who are also perceivers and like a
fun element) the first three to sensors judgers who like a familiar activities they know
how to do.
Intuitive: Write a story using all the words. Investigate the meaning of the word and
find similar words. Place all the words on one paper and explore what the words
have in common and what is different.

Feelers: Practice spelling words with a parent; the parent to confirm they did so.
Think of a role play between types of people using all the words.
Thinking: Write each word with one antonym and one synonym; make a crossword
puzzle with clues. Explore the rules that each word is a particular example of
Integration: Draw a picture with all aspects of the words in one story. Write the
relevant words on each part of the story and elaborate on the details.
The Extravert Introvert Dimensions
The Extravert learner likes to talk out his or her thoughts the introvert likes to reflect
and work through their thoughts internally. Group work can tire out introverts and put
them on the spot. They often are better at listening, reading and writing. An important
rule is to let introverts have time to prepare for extravert behaviour. For example the
teacher may say we are going to do some presentations next week rather than
spring a surprise. Introverts need quiet time to recharge and prefer to have one best
friend than be part of a group. They like to keep their thoughts and feelings private
and will resent a teacher that makes public a personal fact. The extravert learner
likes an active noisy environment and learning by draft. They will often verbalise their
first thoughts and then improve these. It is not constructive to be too critical of their
thoughts at this stage. Extraverts generally have lower levels of concentration and
need more activity.
The Judging Perceiving Dimensions
The perception of time and the need for closure are the major distinguishing features
of the judging perceiving dimension. The perceiver likes the information gathering
process and is spontaneous and adaptable as they like to keep things open and
avoid making decisions. Perceiving students will benefit from constructive support to
plan and organise their time. When plans are being made perceiving students benefit
from having some unplanned time. Judging students can handle this knowing it has
been built into the plan.
Judgers like to complete tasks and have a strong drive for closure. They can become
demotivated by indecision or constant change. They benefit from having a clear
schedule and plan. They are motivated by celebrations of completion. Individual
contracts can motivate both judging and perceiving students agreeing the way they
might complete a project. Judging students will benefit from learning not to complete
work unless it meets the required standards.
A brief summary of the characteristics of each type
The notion of best fit is a key concept of MBTI. This means that the student is the
ultimate judge of their Myers Briggs Type. The test is only an indicator. This focus on
choice makes it within the humanistic spectrum of educational tools. Bearing in mind
some of these caveats the following is a brief description of each personality Type.
The short descriptions e.g. inspector/perfectionist apply to the personality as a
teacher and then as a student. The types have been grouped into four distinctions
Guardians; Artisans; Intuitive Feelers and Intuitive Thinkers in accordance with the
temperament types discovered by Kiersey.

Sensing Judging Types: Core needs membership and belonging,

responsibility and duty
STJ-Logistics-monitor
SFJ-Facilitation/provider
ISTJ (Inspector)(Perfectionist)
ISFJ (Protector) (Conservator)
The general personality is someone whoA quiet friendly responsible and dedicated.
is serious quiet organised learner whoThey work devoted to meet obligations
likes to master practical skills
and serve their friends and school.
Linear learner with a strong need forThorough, painstaking and accurate. May
order and structure.
need time to master technical subjects as
Likes direct experience
their interests are not often technical
Likes multi sensory methods andLinear learner with a strong need for order
lectures
and structure
Enjoys working alone
Likes direct experience
Likes clear goals
Enjoys
a
harmonious
cooperative
Prefers practical tests
classroom
They offer a calm, serious preciseLikes multi sensory methods and practical
teaching style.
learning
As teachers may over empathise needAs teachers they are sensitive and good at
for accuracy and detail
breaking complex tasks to small
manageable ones. May be overprotective
and also allow their students to take
advantage.
ESTJ (Administrator)(Stabiliser)
ESFJ (Caretaker) (harmoniser)
Practical, realistic, matter-of-fact, with a Warm
hearted,
talkative,
popular,
natural head for business or mechanics. conscientious, born co-operators, active
Not interested in subjects they see nocommittee members. Need harmony and
use for, but can apply themselves whenmay be good at creating it. Always doing
necessary. Like to organise and runsomething nice for someone. Work best
activities.
May
make
goodwith encouragement and praise. Main
administrators,
especially
if
theyinterest is in things that directly and visibly
remember to consider others feelingsaffect peoples lives. Not interested in
and points of view.
theory. Like group work and well defined
Step by step learning with groups
goals. Strong need for structure and step
As teachers are perceived as well- by step learning.
planned., often running school trips. VeryAs teachers, create a warm, well
structured
routines
with
practicaldisciplined classroom where courtesy is
examples. May seem inflexible
valued. May be seen as having
favourites and can be welded to
established ideas and values.
SP Artisans: Freedom and Action;
Excitation and Variation
STP Operators: very observant and SFP Performers: need to feel a sense of
direct
freedom
ESTP (Promoter)(negotiator)
ESFP (Entertainer) (actor)

Extraverts

Good at on-the-spot problem solving.Outgoing, easygoing, accepting, friendly,

Do not worry, enjoy whatever comes enjoy everything and make things more
along. Tend to like mechanical thingsfun for others by their enjoyment. Like
and sports, with friends on the side. sports and making things happen. Know
Adaptable,
tolerant,
generallywhats going on and join in eagerly. Find
conservative in values.
Dislike longremembering facts easier than mastering
explanations. Are best with real things theories. Are best in situations that need
that can be worked, handled, takensound common sense and practical ability
apart, or put together.
with people as well as with things Need
Linear learner who needs help inorderly, well- defined goals and like group
organising. Need to know why. Likeswork.
group projects; direct experience andAs teachers generate tremendous fun.
team competition
Good at observing body language. Very
As teachers great on the spot problem tolerant and generous; may not follow the
solvers; very active; may not always rules.
sustain a consistent approach
ISTP (Trouble-shooter) (tinkerer)
ISFP (Composer) (artist)
Cool onlookers who analyse with aRetiring, quietly friendly, sensitive, kind,
detached curiosity and unexpectedand modest about their abilities. Shun
flashes of humour. Like to understanddisagreements; do not force their opinions
cause and effect and why mechanicalor values on others. Usually do not care
thinks work
to lead but are often loyal followers. Often
Linear learner needs help in organising relaxed about getting things done,
Likes direct experience and workingbecause they enjoy the present moment
alone. They have a high drive toand do no want to spoil it by undue haste
efficiency and dislike complication oror exertion.
wasting energy.
They need help to organise, direct and
practical. They require a sensitive teacher
Very able to break complexity intoand harmony in group projects
component parts. Have flair with the
technical aspects of their role. May leaveAs teachers they are light-hearted,
things to last minute
spontaneous and experimental and
exciting. May be taken advantage of and
neglect planning.

Intuitive Types NF idealists Identity and Self-actualisation: Meaning and Significance

NFJ Mentors Good at giving orders; theyNFP Advocate: less likely to give orders but
like to help people develop
like to focus on the good of the group and
new ways of doing things
INFJ (Developer)(writer)
INFP (Questor)(dreamer)

Succeed by perseverance, originally, andFull of enthusiasm and loyalties, but seldom

desire to do whatever is needed or wanted.talk of these until they know you well. Care
Put their best efforts into their work. Quietlyabout learning, ideas, language, and
forceful, conscientious, concerned for others.independent projects of their own. Tend to
Respected for their firm principles. Likely toundertake too much, and then somehow get it
be honoured and followed for their cleardone. Friendly, but often too absorbed in what
convictions s to how best to serve thethey are doing to be sociable. Little concerned
common good.
with possessions or physical surroundings.
Theory first then applications; like openGlobal learner who needs help organising;
ended instructions; working alone. Needlikes reading and listening; likes autonomy and
harmony in groups
needs harmony.
As teachers tend to be a behind scenes
director. Use creative writing and linkedAs teachers they nurture the creative gifts of
themes to teach. Good at nurturing one totheir students. They create a calm, warm
one. Less able to deal with conflict andatmosphere and tend to teach by facilitating
disorder
others, They give lots of praise. They need
time to dream and can be overwhelmed by too
much activity. They can be slow at asking for
help
ENFJ (Mobiliser) (teacher)
ENFP (Values Crusader)
Responsive and responsible. Generally feelWarm enthusiastic, high-spirited, ingenious,
real concern for what others think or want,and imaginative. Able to do almost anything
and try to handle things with due regard for that interests them. Quick with a solution for
the other persons feelings. Can present aany difficulty and ready to help anyone with a
proposal or lead a group discussion withproblem.
Often rely on their ability to
ease and tact.
Sociable, popular,improvise instead of preparing in advance.
sympathetic.
Responsive to praise and Can usually find compelling reasons for
criticism. Global group learning with harmonywhatever they want.
and structure
Global learner who need choices and
Natural
born
leaders,
creative
anddeadlines;
encouraging. Have a high need for positivelikes reading and listening; likes autonomy and
feedback and may get critical if not.
needs harmony enjoys group projects.
As teachers create a fun, enthusiastic
classroom. Can
become distracted and
change interests and loyalties
NT
Rationals:
Knowledge
andMajor skills Strategy and design
competence: Will power and mastery
NTJ-organiser Like their students to know NTP-Inventor-like to provide information
how to think. Focus on best strategy andrather than give orders. Keen observers of
challenging the thinking of students
patterns and processes
INTJ (Planner)(Scientist)
INTP (Definer)(Theorist)

Usually have original minds and great driveQuiet and reserved.

Especially enjoy
for their own ideas and purposes. In fields theoretical or scientific pursuits. Like solving
that appeal to them, they have a fine power problems with logic and analysis. Usually
to organise a job and carry it through with orinterested mainly in ideas, with little liking for
without help.
parties or small talk. Tend to have sharply
Sceptical, critical, independent determined,defined interests. Need careers where some
sometimes stubborn. Must learn to yield lessstrong interest can be used and useful. Needs
important points in order to win the mosthelp finishing; Theory first; autonomy.
important. Likes to work alone and written
tests. Wants theory first; can be global orAs teachers they encourage independent
linear learner.
thinking. They give precise definitions and
As teachers are innovators in thought andfocus on learning processes. They are critical
will identify discrepancies, Very determinedof the thinking not the person. They become
may over intellectualise and can set tooso focused on the logic of a system they
challenging standards.
detach from people or the application of the
knowledge.
ENTJ (Director) (Commander)
ENTP (Innovators) (Improviser)
Hearty, frank, decisive, leaders in activities.Quick, ingenious, good any many things.
Usually good in anything that requiresStimulating company, alert and outspoken.
reasoning and intelligent talk, such as publicMay argue for fun on either side of a question.
speaking. Are usually well informed andResourceful in solving new and challenging
enjoy adding to their fund of knowledge.problems,
but
may
neglect
routine
May sometimes appear more positive and assignments. Apt to turn to one new interest
confident than their experience in an areaafter another. Skilful in finding logical reasons
warrants. Competitive global or linear learnerfor what they want. Needs inner discipline and
who needs competent teacher
timelines. Global learner;
As teachers tend to use Socratic methods
and encourage debate. They want insightfulCreative thinkers and great talkers, dynamic,
thinking. Create firm control. They may beactive classes. May be distracted from the set
too dominant and not give sufficientcurriculum or break complex problems into
encouragement to quieter students
components.
The operating instructions of the MBTI
When you operate a piece of equipment it is essential to know the correct way to
operate. These are the key attitudes to go with the MBTI.
The danger of all such instruments is that it can encourage labelling. For example
there may be a temptation to impose a limitation on yourself or others such as
he/she is an ENFP and cannot master vocabulary. The MBTI should be used in
conjunction with the principles below.

No stereotyping; Psychological Type is not a box that we are put into by

others. It is a way of understanding our preferences and those of other
people.
Everyone is unique; Psychological Type does not explain everything. Within
the 16 Types there are many variations. Some of the variations have been
mapped by a new instrument called MBTI Step 2 that identifies five facets for
each broad category such as Extraversion. This does not take away the
principle that each broad pattern is uniquely configured within an individual.
It is not a complete explanation of human behaviour; Type alone cannot
account for every problem. It does lead to a deeper understanding of each

student and give a logical model for why people do and say the things they
do.
No one Type is better than another. Each has a unique strengths which
have their own pitfalls
You should not use Type for selection because it looks at natural
preferences not abilities.
Use a strength to overcome a weakness; the way to develop a student is
through their strengths. For example if someone has difficulty focusing on
detailed vocabulary and their profile is ENFP you might use their feeling
strength and ask them to choose a sensor (who is good at detail) to work with
on a vocabulary project.
All data is confidential including the four key letters and should only be
revealed with the permission of the individual. It is useful for Type to be public
when undertaking group work so this permission should be sought. In my
experience, it is rarely withheld.

The benefits of the MBTI

The MBTI is a tool that should be used to support a developmental approach and
humanistic classroom by fostering understanding, teamwork, harmony and tolerance.
Some of the major benefits are for teachers and students.
Greater self awareness and understanding of how you prefer to learn, why
you communicate in the way you do
More confidence in your own self potential and more tolerance of others
differences
Better career development
More able to discuss weaknesses (shadow strengths) more constructively
The teacher is given a tool understand his or her students preferred way of
learning to result in better motivation
A tool that enables you to assess and analyse the process of teaching as well
as the content.
Better understanding of diversity within the classroom. It can be used to
examine sensitively other differences between students.
Case Studies
The following are examples of how the MBTI can be used.
Please let me be understood
A secondary school in Italy invited me to give feedback.
The classroom was dynamic, excitable, and presentational. And that was just the
teachers! In fact the noise level was so high partly because teachers operated an
open door policy for other teachers. I could see that some of the introverts were
interrupted in their concentration..
I asked if the students understood how they preferred to learn by some key
questions. 65% of the class were introverts and needed a quieter classroom and
more time to process. At the end we discussed how to bring in more introverted
exercises such as to tell the students in advance the planned activities and when
they might need to contribute; to bring in more written exercises; to give students

time to prepare for certain exercises and design more varied evaluation methods to
help the introverts.
So What?
When training some managers in time management I started with the main theories
and then gave some simple visual tools to plan and organise. After a while I realised
that I was getting a so what response. Seeing this was a sensors approach I
modified my teaching to deal with the specifics of time management such as lists,
diary organisation and practical solutions to issues. In other words I matched the
sensor needs of my students and switched from a more natural intuitive style. This
radically altered the perception of the training.
Home Study
Recently I coached a student who had been educated at home since primary school
level, She was unmotivated and not keen to make the transition to workplace. The
MBTI explained that as an extravert she found studying at home very difficult. We
worked on new strategies for motivation. We also found the work experience that
suited her as an extravert sensor. The end result has been exam success and a job
that she enjoys.
These three examples show how you can apply the MBTI theory to practical teaching
with great results.
More Information
The main barrier as teachers to use of such an instrument is the cost of the on-line
test and the training to administer it.
However the book People Types and Tiger Stripes has a series of questions that will
give a reasonably accurate indication. It has extensive descriptions of each type and
how you can apply this to motivation, planning lessons, your teaching style, type
dynamics, curriculum development, and individual coaching using zig-zag analysis.
This latter tool shows you how to use the persons strengths to overcome a learning
issue.
For those that teach children under 12 the book The Developing Child: Using Jungian
Type to Understand Children (Paperback) by Elizabeth Murphy is a recommended
resource.
Conclusion
Back to the original reflection Ken will be taking the MBTI next week
The Myers Briggs type indicator is a rich tool for teachers that has been largely
neglected in Europe although it is very popular in business. A 2, 3 or 5 day workshop
is available from Pilgrims overseas courses. A workshop is being planned for next
years summer school. Individual reports specifically focused for teachers can be
ordered from my website. I will welcome any examples or discussion on how you
have or plan to use the indicator in your school or teacher education.
References

1. Fairhurst A and Fairhurst (1995) Effective Teaching Effective learning, Paulo

Alto, CA; Davies Black Publishing.

2. Reuven Feuerstein, Y. Rand, & Ra. S. Feuerstein. 2006 Dont accept me as I

am Helping the Low Functioning Person Excel (revised edition), ICELP
press.
3. Kiersey D(1988) Portraits of temperament , California; Prometheus Nemesis
4. Lawrence G (1993). People Types and Tiger Stripes, the Centre for
Applications of Psychological Type Inc
5. Lawrence G (2005). Looking at Type and Learning Styles, the Centre for
Applications of Psychological Type Inc

6. Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the

21st century, New York: Basic Books. 292 + x pages. Useful review of
Gardner's theory and discussion of issues and additions.

7. Murphy E(1993) The Developing Child: using Jungian Type to Understand

Children, Paulo Alto, CA; Davies Black Publishing
8. Myers IB with Myers P (1995). Gifts Differing, Paulo Alto, CA: Davies Black
Publishing
9. Myers IB(1998) Introduction to Type 6th edition Paulo Alto, CA:CPP inc
10. Quenk N L (2000) Essentials of the Myers Briggs Indicator Assessment, New
York: Wiley
11. The short descriptions have been adapted from Gifts Differing and information
in People Types and Tiger Stripes.

12. MBTI and Myers-Briggs Type Indicator are registered trade marks of the
Myers-Briggs Type Indicator Trust. OPP Limited is licensed to use the trade
marks in Europe. OPP is a registered trade mark of OPP Limited. Further
information can be obtained from http://www.opp.eu.com The Quotation and
some words have been taken from an article published in HR Zone by OPP in
May 2006.