Outline
This paper deals with the Myers-Briggs personality test and color personality test which would be useful in working with junior high school children by adopting suitable learning styles for them.
Abstract
The paper is an attempt to understand Myers-Briggs Type Indicator (MBTI) personality test and the colors personality test. A detailed description of these personality assessment tests is provided which throws light on the different personality types that people possess and what are the criteria in differentiating these types. The paper also discusses how these tests can be applied in teaching junior high school students. It illustrates various personality types and strategies Introduction:
Personality is the major factor for uniquely identifying a person and it reflecting the characteristics, behavior, and attitude of a person to himself and to others. Different persons have different personalities. If one can identify his or her personality, it will help them to their future growth and for character development. The understanding of personality is useful for people in all fields, especially for psychologists, counselors, teachers, investigators, and criminologists.
Myers-Briggs Type Indicator
Myers-Briggs Type Indicator is a method for inventing the personality of individuals. This test was developed based on the theory of personality type proposed by Carl Jung. According to Mayerâs opinion, people are different from each other mainly from four perspectives. All these depend on their mental preference. According to the report in the online article which mentioned the MBTI, the major four factors for mental preference are given below.
Take in of information
It means how people perceive information. Based on this perceiving peopleâs personalities can be dividing into two. People who prefer sensing are included in the S category and people who prefer intuition are included in the N category.
Decision taking
It means how they reached a judgment. People who make a decision based on their thinking are included in the T category. They give a natural preference and logical reasoning for taking a judgment. People who take decisions based on their feelings are included in the F category. They give priority to the impact of the decision and others’ reactions to the decision.
Energy consciousness
It is divided into two based on the relationship with the outside world. The person who is in interested to interacting with others and ready to obtain energy from them are included in the extroversion (E) category and the person who does not show interest for interacting with other and gain energy by the reflection of information is included in introversion(I) category.
Life management
The person who is organized, arranged, and decisive is included in the judging (J) category. The person who is flexible and adaptable is included in the perceiving (P) category. (Lesson-13, n.d., p. 4).
Based on these four factors 16 different personality types are possible. These types are indicated using 4 initial letters of the above-mentioned eight categories and different qualities and temperaments are attributed to them. One can identify the personality of different people through the MBTI. People in different personality types have different interests and observations, their nature is different and they are encouraged by different inspirations. According to The Myers & Briggs Foundation website âAwareness of difference between types can help people understand and value other people who think and act quite differently.â (Your personality type, n.d., para. 2).
The Color Test
The color test was developed by Dr. Max Luscher. Through the response for the color helps to find whether the person is introvert or extrovert. A person is considered as an extrovert or introvert based on his perceiving character. At this point of view, the common belief about the color choice, which is extrovert people select red or yellow color and introvert people to select green or blue is suspicious. Color tests disclose individualsâ effective reactions and impulsivity. It reasonably supports feeling effective response which is related to the Myers- Briggs feeling. Another important factor in MBTI like intuition and judging is also having a correlation with an individualâs response to color. From these points, one can find that there is an experience balance in MBTI and color preference and is usefully applicable for finding the introverted or extroverted nature in a person (Porter & Roll, n.d., p. 117).
Application of Myers-Briggs personality test in working with junior high school students:
Knowing the personality tests will prove instrumental in dealing with high school students. Often children are branded as problematic, difficult to handle, pester, or lazy. But the real problem lies in a lack of understanding of their needs as well as aspirations. Through the application of personality tests like MBTI and color test teachers can analyze the personality type and learning styles of each student and adapt methods according to the individual needs of the children. Again the test results are the indication of their chance of winning in different career prospects which would help the teachers to guide the students in their pursuit of a suitable career and personal growth. In the case of junior high school students, the next level of education in colleges can be planned well when they know about their own personality type, strengths and weaknesses, and suitable career paths. Furthermore, the personality test itself will be an interesting activity for the students and they are given an opportunity to know themselves.
The teachers can arrange the classroom atmosphere with respect to the difference in personality types of children. A particular type of personality prefers to associate and make relationships with another certain type. Keith W. Prichard et al in their book âHandbook of College Teachingâ describes a classroom structure preferably in a semicircular shape where High N and SJF types sit closer to the instructor. According to the book factors such as STJ, SP, Low N, SJF, and High N should be given primary considerations. The authors believe that for group projects a mixture of different types in a group is preferable. (Prichard & Sawyer, 1994, p.77).
The personality of the teacher is an important factor in effective teaching. The elements of the personality type such as ENFJ to which desired qualities of a teacher are attributed are needed to become a warm, caring, and understanding teacher. This type of personality that seeks improvement and development of potentials in others is required when dealing with junior high school students because they are in a development stage that demands much attention and are ready to sprout if circumstances are favorable to them.
Teaching students with different type preferences
A good teacher should be aware of the various personality types in the class and treat them accordingly. The following are some methods that a teacher can adopt while dealing with each group of students categorized by a Myers-Briggs Type Indicator. Teachers can focus on the individual personality types of the high school students and teach them by considering their differences.
Extraverted students
They are enthusiastic students who prefer to work as a group. So these types can learn better if they study in a small group and discuss the lessons with others. They can convince themselves about what they have learned only when they explain it to fellow students. Teachers should include activities and demonstrations in class and allow them to think aloud and participate in group activities.
Introverted students
These types are introspective in nature. They prefer to learn in a quiet and lonely place. Another notable characteristic is that they need time to read or think about lessons before the discussion to create a framework of knowledge. Teachers must give them time to think before answering questions.
Sensing students
The best strategies to teach them are using audio-visual devices because they like practical aspects of any theory. Teachers should give complete details of facts and concrete examples to them.
Intuitive students
They prefer to use their creative power and imagination. Hence teachers can encourage them to participate in more discussions and be creative. They like to solve problems and to see things in a broader way. So teachers must implement a problem-based education system when working with such children.
Thinking students
Thinker types learn better if they have the chance to develop logical measures and teachers are advised to use exact definitions and give them plenty of chances for logical analysis.
Feeling students
These types prefer to see things from a human angle and provide personal elements in their responses. Hence teachers should stress human values and try to avoid harsh criticism when dealing with them. Especially children in junior high school may take criticisms too personally and react accordingly.
Judging students
They need an organized pattern and often work better if given a deadline. So teachers have to provide schedules in advance and should be prompt with them.
Perceiving students
These types prefer the opposite style of judging type. They can work on different tasks at a time and have discomfort with deadlines. Teachers should be flexible with them and provide ample choices.
Conclusion
To conclude, a thorough understanding of the application of the Myers-Briggs Type Indicator and other personality tests will definitely help the teachers in assessing different students and think of appropriate strategies to deal with them.
References
- Lesson-13: MBTI for self-evaluationâ1: The Basic Model. (n.d.).
- Prichard, K W., & Sawyer, R M. (1994).Handbook of College Teaching: Theory and applications. Greenwood Publishing group. Web.
- Porter, B J., & Roll, S. (n.d.). Personality and Perception: Rorschach and Luescher Correlates of Jungian Types as Measured by the Myers-Briggs Type Indicator. University of New Mexico.
- Your personality type. (n.d.). The Myers & Briggs Foundation. Web.