Type and Learning

Many of the pioneering studies for the Myers-Briggs Type Indicator® (MBTI®) instrument were done with high school and college students. These original studies plus the ongoing data collected by colleges and universities have resulted in a wealth of information about how personality affects learning and teaching styles. In addition significant information is available about how adults best learn based on personality preferences.

When teachers and students understand the differences in their teaching styles and learning styles, communication, and therefore learning, is enhanced. A student’s interests and ways of learning directly affect how he or she takes in information. This calls on educators to appreciate and encourage different ways of learning and teaching, according to the needs of the students.

Students whose preferences are different from those of a teacher can find it difficult to adjust to the classroom atmosphere and the teaching methods of that teacher. Teachers who vary their teaching styles after learning about personality type often find they can motivate and teach a wider range of students, because they are appealing to all preferences.

When students and teachers disagree, type knowledge can help both to recognize the validity of the other person’s preference, while accepting that the teacher is in charge. Instead of labeling the student as “misbehaving” or the teacher as “unreasonable,” differences are understood and respected.

Parents also have preferences and when these differ from the preferences of the teacher, misunderstanding can ensue. For example, a student’s preference for Extraversion can appear as positive attitude and social adjustment to a parent while appearing as disruptive and unproductive to a teacher with a different preference. A teacher who understands personality type can give feedback to parents in ways that respect the child’s own preferences. Parents who understand type can appreciate that a teacher’s point of view may only reflect his or her own preferences, not rejection of their child.

Lesson plans can be tailored to meet the needs of all students. Teachers who know type can often approach the same lesson content in multiple ways, to appeal to the preferences of all their students.

Education and learning are often closely linked to writing and creativity. Both these areas are tremendously affected by preferences in personality type, and ample books and articles exist on these subjects.

Resources

I Am a Good Teacher by Elizabeth Murphy (CAPT 1997)

Introduction to Type® in College by John K. DeTiberio and Allen L. Hammer (CPP 1993)

Looking at Type and Learning Styles by Gordon D. Lawrence (CAPT 1997)

Most Excellent Differences edited by Thomas C. Thompson(CAPT 1996)

Portraits of Self-Esteem by Bonnie J. Golden (CAPT 2001)

Procrastination by Judith A. Provost (CAPT 1988)

Strategies for Success by Judith A. Provost (CAPT 1992)

A Teacher’s Guide to Type by Charles Meisgeier, Elizabeth Murphy, and Constance Meisgeier (CPP 1989)

Type Tales by Diane Farris (CAPT 2000)

Using the MBTI® Instrument in Colleges and Universities by Judith A. Provost and Scott Anchors (CAPT 2003)

Writing & Personality, by John K. DiTiberio and George H. Jensen (Davies-Black 1995)

Write from the Start by Ann B. Loomis (CAPT 1999)