Type Tips from the Experts

Type Tip

Observe the Functions: Type Tip #4

You may be able to observe your child express some of each of the four functions of Sensing, Intuition, Thinking, and Feeling, especially between the ages of 5-12. Part of discovering who they are is identifying who they are not. Only by doing activities and encouraging the processing associated with the various functions will a child be able to say Yeah! or Nay! to a preference. As adults we need to provide an environment with opportunities for all four functions to be valued.

Homework, Mothering Styles

Do it for Mom: Type Tip #3

if you are the parent with a judging preference and your child has a perceiving preference, it is still OK to ask them to do their homework on a Friday night but recognize they are doing it for you, not for them. You might say, "My job as your Mom is to check your homework. I cannot relax over the weekend until I get that job off my list of things to do. Please do your homework on Friday so I can enjoy the rest of the weekend." Kids can adjust their behavior to respect the type of the parent, too.

Consequences, Homework

Timing: Type Tip #2

Use backward chaining to help perceiving-preferenced students to gauge when to begin assignments. Ask them to name the last moment they can begin and still get the work done. Consider possible interferences and let them wait to produce. One mom asked, "Wouldn't they be more comfortable if they just did their homework on Friday night? Then they would have the whole weekend worry-free. They already have the weekend worry-free.The younger the child the greater the chance they will underestimate the amount of time it will take to complete an assignment, especially if it is a new kind of assignment. Teach them better timing. It is not about irresponsibility. It is about timing.

Class Participation, Encouragement

Class Participation: Type Tip #1

Measure class participation by acquired content rather than who spoke aloud. At the end of the lesson have students, write, draw, or tell a partner three things they learned from the lesson presentation. If they can identify three pieces of content, they participated. Introverts may choose to participate by listening while extraverts may choose to participate by sharing. Letting each student participate in their best way honors differences.

Note: The skill of public expression is different than the skill of participation in a lecture or class presentation.