_thumb.png "Type is not meant to box you in; it is designed to help us understand ourselves and others better.")
Using Choices to Increase Individuality
Teachers and parents often agree that individuality should be encouraged in the home and in the classroom, but sometimes we hear comments from teachers that sound like this: "How am I supposed to do that when there are more than 30 students in the class?"
Schedules and requirements can exhaust teachers, so even when their heart is willing the energy is not there. Parents and teachers can begin the differentiation process with their children by speaking in pairs of choices that resonate with Jung's theory.
Adults new to the theory of personality type ideas sometimes struggle with developing pairs of choices for the children. Having a standard set of options for each of the dichotomies can be a beginning point. These can be exchanged for a million other paired options.
It is important that the "choice pairs" contain an option from each side of the theory's dichotomies, and the children must have a choice. Offering these language choices several times daily gives children developmental opportunities and increases their chance to discover the best ways that work for them.
Some potential examples are listed for each of the dichotomies in Jung's theory. Encourage students to look at both perspectives but to start with their favorite way.Extraversion-Introversion
- Would you like to talk about the story first with your friend and then complete the worksheet (E) or would you like to complete the worksheet first and then share your thoughts with your friend (I)?
- Would you like to study with a team (E) or on your own (I)?
- Would you like to talk out your ideas while you are forming your thoughts (E) or would you like to think about things before you share your ideas (I)?
- Would you rather think about all the facts and information you know about this topic before you pick your idea of a project (S) or would you like to think of an innovative project first and then figure out how to make it real (N)?
- Do you like to follow directions that are clear and plentiful to do your best (S) or would you like a general idea of what to do so you can explore options of new ways to try (N)? If the child says they want directions, tell them they can remain and ask questions for as long as they need. More likely the Intuitive children will leave early and the Sensing children will ask questions until they are comfortable with their amount of directions given.
- Do you understand better when information is presented in order (S) or do you like making connections between ideas to learn (N)? Intuitive children seem to enjoy using mnemonic connections to help them recall specific information whereas Sensing children seem to like being able to memorize when the order is predictable and accurate.
Thinking-Feeling
- Do you decide what to do with your first thought (T) or do you decide what is more important and start there (F)?
- Do you choose what you think will produce the best project (T) or do you choose what you think will be important to the team (F)?
- Do you notice what is incorrect first (T) or what is well done first (F)?
- Do you want to get your homework done well but as quickly as possible so you have more free time (J) or do you want to determine the last moment you can start and still get it done well (P)? If the latter is your best way, calculate the last moment you can start and still get it done on time. You may want to add some extra time "just in case" there are unexpected interruptions.
- Do you do better when you know the plans for the day (J) or when there are unexpected surprises in the day (P)? Planful children can ask to be told when the schedule will change. Playful children can ask to take a personal "fun" break for 10 minutes if they have completed some of the work. The choice must be theirs. But all children must finish the work on time
- Do you like to work first and then play (J) or do you like to play around while you get your work done (P)? If your style is to be playful while you work be sure your playful style does not interfere with another person's working style.
What if your child can't choose? Tell them that either choice is a good place to begin. "Try one this time and try the other next time. The goal is to help you determine what is your best choice for you and to recognize there will be others in the class who might choose a different way."
Set a personal goal to incorporate dual options in your classroom daily and as many times a day as possible. Don't be overwhelmed-chose one set of differences to start and increase your use of language-driven choices from that point. Theoretically driven options encourage greater self-awareness in children, increase independence, and contribute to the healthy development of the child's personality.The strategy and implementation are free. It takes only a moment of time and it makes a critical difference.
You can learn more about the dichotomies and your individual personality type by taking the MBTI® assessment; your children can learn their type by taking the MMTIC® assessment.
.png "Get ready for school: taking the MMTIC assessment for self-awareness can make your school year less stressful")
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x.png "Understanding personality differences can provide a framework for a better, more respectful relationship.")
.png "Become an effective parent and strengthen your relationship with your children through type awareness")
.png "Understanding personality type differences can help turn holiday chaos into holiday cheer")
