1. Myer Briggs Type Indicators
MBTI
Myer Briggs Type Indicators

2. WHO ARE YOU?
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5. Introduction: The MBTI
This system for understanding people called Personality Type is based on the work of Swiss psychologist Carl Jung and two American women, Katharine Briggs and Isabel Briggs Myers, creators of The Myers Briggs Type Indicator instrument® (MBTI)®.
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8. Why do Type Indicators work ?
Type Indicators create a language, ideas for descriptions, greater perceptiveness and clearer understandings.
Type Indicators introduce SIMPLICITY and CLARITY.
Understanding others no longer left to chance, vague, or undifferentiated.
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9. Type Indicators assist in…….
Understanding learning styles & preferences.
Communicating in motivational terms.
Understanding other “Types”, so that communication methodology is optimised.
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12. How do you recharge your batteries?
Extraversion Introversion
How do you recharge your batteries?
EXTRAVERSION and INTROVERSION
ARE COMPLIMENTARY ATTITUDES TOWARDS THE WORLD E I
AN EXTRAVERT HAS A PRIMARY AN INTROVERT HAS A PRIMARY ORIENTATION OUTWARDS - THEY ORIENTATION INWARDS - THEY SEEK ESSENTIAL STIMULATION SEEK ESSENTIAL STIMULATION
FROM THE ENVIRONMENT -- THE FROM THE INNER WORLD - THEIR OUTER WORLD OF PEOPLE THOUGHTS AND REFLECTIONS
AND THINGS
BOTH ATTITUDES ARE PART OF EVERYONE’S LIFESTYLE, BUT ONE
IS USUALLY PREFERRED AND BETTER DEVELOPED
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13. Extraversion Energy flows outwards Energy flows inwards Introversion
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14. How do you process “the world”?
Sensing – iNtuition
How do you process “the world”?
SENSING and INTUITION
ARE WAYS TO TAKE IN INFORMATION S N
THE SENSING FUNCTION TAKES THE INTUITING FUNCTION TAKES IN
IN INFORMATION “AS IT IS” - IT IS MORE HOLISTIC INFORMATION - IT
MORE LITERAL AND CLOSER TO SEES PATTERNS AND CAN APPEAR
THE FIVE SENSES OF SIGHT, LIKE A “SIXTH-SENSE” OR HUNCH
SOUND, FEEL, TASTE & SMELL
BOTH FUNCTIONS ARE PART OF EVERYONE’S STYLE, BUT ONE
IS USUALLY PREFERRED AND BETTER DEVELOPED
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15. How do you make decisions?
Thinking – Feeling
How do you make decisions?
THINKING and FEELING
ARE WAYS OF MAKING DECISIONS T F
THE THINKING FUNCTION IS THE FEELING FUNCTION IS
COMFORTABLE SORTING COMFORTABLE MAKING A
INFORMATION TO MAKE A CLEAR DIRECT JUDGEMENT ON
RATIONALE - IT SEEKS A LOGICAL THE BASIS OF SUBJECTIVE
AND OBJECTIVE BASIS FOR VALUES
MAKING DECISIONS
BOTH FUNCTIONS ARE PART OF EVERYONE’S DECISION MAKING STYLE, BUT ONE IS USUALLY PREFERRED AND BETTER DEVELOPED
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16. How do you interact with others?
Judging – Perceiving
How do you interact with others?
JUDGEMENT and PERCEPTION
ARE COMPLIMENTARY LIFESTYLES J P
A JUDGING ORIENTATION A PERCEIVING ORIENTATION
MEANS A PREFERENCE FOR CLOSING, MEANS A PREFERENCE FOR
GETTING RESULTS, MAKING DECISIONS KEEPING OPTIONS OPEN, BEING HAVING A MORE PLANNED AND ADAPTABLE AND REACTING
ORDERLY LIFESTYLE WITH SPONTANEITY AND
FLEXIBILITY
BOTH ATTITUDES ARE PART OF EVERYONE’S LIFESTYLE, BUT ONE
IS USUALLY PREFERRED AND BETTER DEVELOPED
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17. Learning Styles - LSI Introvert Extravert Sensing Intuition Clarifier
Time and space
Facts and Details
Preparation
Personal
Theoretical
Thoughtful
Original
Big Picture
Clarifier
Creator
Sensing
Intuition
Activator
Explorer
Tangible Outcomes
Fast Pace
Interactive
Practical
Involvement
Novelty
Possibilities
Discovery
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18. The Learning Cycle Creators IN Clarifiers IS Reflect Act Construct
Explorers EN
Activators ES
Experiment
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19. The Learning Cycle Review Experience Infer Experiment
Reflect(Observation)
What actually happened?
What have we got here?
What’s it all about?
Let’s review the experience
Act (Concrete)
Let’s get on with it?
I want a result.
I know what to do?
I want the experience.
Review
Infer
Experience
Experiment
Practice (Experiment)
Let’s try something else?
Did you know that …..?
Shall we try it for fun?
An alternative experience?
Construct (Abstract)
What could be different?
There must be another way
Have you thought of ….?
An alternative idea?
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20. Which do you prefer?
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21. So much for theory - Lets get physical! Time to complete the profile!.
Remember it’s how you prefer to think and feel!
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22. COUNT ALL THE ANSWERS. WHICH ONE IS DOMINANT?
LISTEN TO YOUR PARTNER READ A LIST OF STATEMENTS.
ANSWER YES OR NO TO EACH. MARK DOWN YOUR ANSWERS.
COUNT ALL THE ANSWERS. WHICH ONE IS DOMINANT?
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23. E I Extraversion Introversion Interest Orientation
Outer world of actions, objects, and people
Inner world of ideas and concepts
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24. Extroverts often: Have high energy Talk more than listen
Think out loud
Act, then think
Like to be around people a lot
Prefer a public role
Can sometimes be easily distracted
Prefer to do lots of things at once
Are outgoing, enthusiastic
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25. Introverts often: Have quiet energy Listen more than talk
Think quietly inside their heads
Think, then act
Feel comfortable being alone
Prefer to work behind the scenes
Have good powers of concentration
Prefer to focus on one thing at a time
Are self-contained and reserved
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27. S N Sensing iNtuition Perception
Immediate reality and direct experience
Inferred meanings and relationships
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28. Sensors often: Focus on the details and specifics
Admire practical solutions
Notice details and remember facts
Are realistic -- see what is
Live in the here and now
Trust actual experience
Like to use established skills
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29. Intuitives often: Focus on the big picture and possibilities
Admire creative ideas
Notice anything new or different
Are inventive -- see what could be
Think about future implications
Trust their gut instincts
Like to figure things out
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31. T F Thinking Feeling Judgment
Reliability of logical order – cause and effect
Priorities based on personal importance and values
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32. Thinkers often: Make decisions objectively Appear cool and reserved
Are most convinced by rational arguments
Are honest and direct
Value honesty and fairness
Take few things personally
Tend to see flaws
Are motivated by achievement
Argue or debate issues for fun
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33. Feelers often: Decide based on their values and feelings
Appear warm and friendly
Are most convinced by how they feel
Are diplomatic and tactful
Value harmony and compassion
Take many things personally
Are motivated by appreciation
Avoid arguments and conflicts
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35. J P Judgment Perception Environment Orientation
Judging attitude – Control of events and systematic planning
Spontaneity – Curious, awaiting events and adapting to them
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36. Judgers often: Make most decisions pretty easily
Are serious and conventional
Pay attention to time and are prompt
Prefer to finish projects
Work first, play later
Want things decided
See the need for most rules
Like to make and stick with plans
Find comfort in schedules
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37. Perceivers often: May have difficulty making decisions
Are playful and unconventional
Are less aware of time and often run late
Prefer to start projects
Play first, work later
Like to keep options open
Question the need for many rules
Like to keep plans flexible
Want the freedom to be spontaneous
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39. What “Type” are you?
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40. TYPE Table Quadrants
Clarifier
Creator
Activator
Explorer
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41. ISTJ ISFJ INFJ INTJ ISTP ISFP INFP INTP ESTP ESFP ENFP ENTP ESTJ ESFJ
“Take Your Time and Do It Right”
ISFJ
“On My Honor, to Do My Duty…”
INFJ
“Catalyst for Positive Change”
INTJ
“Competence + Independence = Perfection”
ISTP
“Doing the Best I Can With What I’ve Got”
ISFP
“It’s the Thought That Counts”
INFP
“Still Waters Run Deep”
INTP
“Ingenious Problem Solvers”
ESTP
“Let’s Get Busy!”
ESFP
“Don’t Worry, Be Happy”
ENFP
“Anything’s Possible”
ENTP
“Life’s Entrepreneurs”
ESTJ
“Taking Care of Business”
ESFJ
“What Can I Do For You?”
ENFJ
“The Public Relations Specialist”
ENTJ
“Everything’s Fine – I’m in Charge”
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43. Where to Get More Information
{about your type indicator}
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44. CLASSROOM
MANAGEMENT
STYLES
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45. WHY?
How you act in the classroom changes over time. But it is necessary to know our style so that we can change it – as the subject demands and the students change. Knowing your teaching style makes you more prepared for meeting the changing classroom situations you will encounter as a teacher.
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46. Read each statement carefully.
Answer these 12 questions and learn more about your classroom management profile. The steps are simple:
Read each statement carefully.
Write your response, from the scale below, on a sheet of paper.
Respond to each statement based upon either actual or imagined classroom experience.
Ask your partner the question. Ask WHY? What is the rationale for your decision?
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47. Strongly Disagree / S.D Disagree / D. Neutral / N Agree / A
Answer the questions with;
Strongly Disagree / S.D
Disagree / D.
Neutral / N
Agree / A
Strongly Agree / S.A.
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48. (1) If a student is disruptive during class, I assign him/her to detention, without further discussion.
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49. (2) I don't want to impose any rules on my students.
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50. (3) The classroom must be quiet in order for students to learn.
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51. (4) I am concerned about both what my students learn and how they learn.
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52. (5) If a student turns in a late homework assignment, it is not my problem.
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53. (6) I don't want to reprimand a student because it might hurt his/her feelings.
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54. (7) Class preparation isn't worth the effort.
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55. (8) I always try to explain the reasons behind my rules and decisions.
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56. (9) I will not accept excuses from a student who is tardy.
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57. (10) The emotional well-being of my students is more important than classroom control.
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58. (11) My students understand that they can interrupt my lecture if they have a relevant question.
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59. (12) If a student requests a hall pass, I always honor the request.
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60. SCORING 1 = Strongly Disagree / S.D 2 = Disagree / D. 3 = Neutral / N
4 = Agree / A
5 = Strongly Agree / S.A.
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61. SCORING
Add your responses to statements 1, 3, and 9. This is your score for the authoritarian style.
Statements 4, 8 and 11 refer to the authoritative style.
Statements 6, 10, and 12 refer to the laissez-faire style.
Statements 2, 5, and 7 refer to the indifferent style.
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62. The result is your classroom management profile
The result is your classroom management profile. Your score for each management style can range from 3 to 15. A high score indicates a strong preference for that particular style. After you have scored your quiz, and determined your profile, read the descriptions of each management style. You may see a little bit of yourself in each one.
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63. THERE ARE FOUR STYLES AUTHORITARIAN AUTHORITATIVE LAISSEZ FAIRE
INDIFFERENT
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64. AUTHORITARIAN
The authoritarian teacher places firm limits and controls on the students
This teacher prefers vigorous discipline and expects swift obedience
Students in this class are likely to be reluctant to initiate activity, since they may feel powerless
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65. Authoritative
The authoritative teacher places limits and controls on the students but simultaneously encourages independence.
The students know that they can interrupt the teacher if they have a relevant question or comment.
The authoritative teacher encourages self-reliant and socially competent behavior and fosters higher achievement motivation
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66. Laissez-faire
The laissez-faire teacher places few demand or controls on the students
This teacher accepts the student's impulses and actions and is less likely to monitor their behavior.
Is more concerned with the students' emotional well-being than he is with classroom control
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67. Indifferent
The indifferent teacher is not very involved in the classroom. This teacher places few demands, if any, on the students.
This teacher simply won't take the necessary preparation time. Sometimes, he/she will use the same materials, year after year.
This teacher may lack the skills, confidence, or courage to discipline students.
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68. What is the classroom management style that is best reflected by these pictures?
INDIFFERENT
AUTHORITARIAN C D
AUTHORITATIVE
LAISSEZ FAIRE
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69. The classroom management styles are adaptations of the parenting styles discussed in Adolescence, by John T. Santrock. James, and Ronen Hammer.
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