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Wednesday, June 18 • 4:00pm - 5:30pm
POSTER.03 – The Importance of Personality Types in the Classroom and its Effects on Teaching and Learning

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All individuals take in information and make decisions differently according to their own “preferences” and, those two processes are crucial in education because they influence how instructors teach (Kise, 2007). Those “preferences” can be categorized and inventoried by the Myers-Briggs Type Indicator®  (MBTI) tool. Indeed, this indicator identifies and describes 16 distinctive personality types based on the interactions among our preferences for each of the four dichotomies specified in Carl Jung’s theory “Introversion” or “Extroversion” according to where we get our energy to learn;“ Sensing” or “Intuition” according to how we gather information, “Thinking” or “Feeling” according to how we make decisions; and “Judging” or “Perceiving” according to how we approach life (Briggs Myers et al., 1998). As a consequence, the MTBI of course instructors will significantly contribute in shaping their teaching persona as teachers are most comfortable when they can use their own teaching preferences in the classroom and they unconsciously naturally tend to do so (Kise, 2007).

For example, it is acknowledged that “extroverts” get energized by group discussion while “introverts” do so by working alone; “sensing” persons prefer to focus on particular details whereas “intuitive” persons value the big picture; “thinking” individuals value a more analytic approach in class where “feeling” individuals value a more compassionate one; and “judging” people work better in an organized environment while “perceiving” people work better in a more spontaneous setting (Kise, 2007). Research has shown that students whose learning preferences are compatible with the teaching preferences of the instructor are more likely to (1) assimilate the course, (2) to retain and (3) to implement the knowledge and the skills longer and (4) to have a positive approach toward the course and education in general (WNC, 2013).

Although instructors cannot change their preferred style of teaching to match their students’ learning styles and vice versa, teachers can adjust the structure and the flow of their classroom to increase their ability to teach more inclusively (Kise, 2007) and to transform their students’ learning experience.



Wednesday June 18, 2014 4:00pm - 5:30pm
McArthur Hall

Attendees (11)