Using the Myers-Briggs Framework in the Elementary Classroom

In 2022, I had the privilege of presenting at a webinar, where I shared insights into how I use the Myers-Briggs Type Indicator (MBTI) to shape how I teach. 

During the session, I emphasized the value of the MBTI as a tool for tailoring instruction to meet the individual needs and preferences of each student.

In my classroom, I strive to tailor every lesson to how students may prefer to process information.

Whether they prefer to externalize their thoughts by "talking it out" (extroversion) or internalize them by "thinking it through" (introversion), I provide lots of opportunities for students to engage in both methods. This allows them to process in the way that best suits their learning style.

For instance, students will experience a mix of class discussion, group work, and written reflections so that they can demonstrate their understanding the way they feel most comfortable.

Providing lots of options and flexibility can empower students and allow them to feel successful.

It is also important to note that just because a student prefers one method, does not mean they are less capable of the other, or that they will have that preference for the rest of their lives. 

Children aged 8 to 9 are probably in the process of discovering their own preferences and inclinations.

Most of us are likely a blend of both, occasionally favoring one over the other depending on the subject matter and/or environment.

Predictability is beneficial for all students. Some may need it more than others!

I always be sure to write out each day’s schedule on the board and go over it each morning. When unexpected events or surprises occur in our schedule, I manage them carefully, recognizing that they can either be motivating or stressful for different students.

Students who prefer and find comfort in sticking to a set structure are considered to have more of a “judging” personality, whereas students who like to keep their options open and seek flexibility have a “perceiving” personality.

A highlight of the Grade 3 curriculum is the Animal Research Project.

Students spend almost two whole months going through stages of researching, note-taking, drafting, revising, editing, creating a poster board, and presenting. I have found that breaking tasks into manageable parts helps all students navigate this process effectively.

During the early stages of the project, students are presented with the option to rehearse first (talk to a writing partner and share their research and ideas out loud) before drafting, or go straight into drafting on paper.

In terms of the project’s deadlines, what I have found helpful for students is to set flexible due dates. 

They still have a clear understanding of when they should be moving from one stage to the next (the ”judgers” find this helpful to keep themselves on track), but it is not so rigid as to cause stress to the “perceivers” in my class. This way, students can progress at their own pace while still meeting our learning objectives.

This article from Truity goes in more depth about Judging (J) and Perceiving (P) personality types in regards to flexibility.

This approach supports students as they take ownership of their learning and fosters a sense of autonomy in the classroom.

Ultimately, the diversity of student personalities and preferences is something to celebrate!

The Myers-Briggs serves as a way for us to better understand one another. As a teacher, it helps me to support each student individually. 

By embracing what makes each student unique and adapting our teaching strategies accordingly, we can create a rich environment where every student feels valued, supported, and successful.

The Myers-Briggs framework is fascinating and applicable in many ways. To learn more, check out the Myers & Briggs Foundation.