Many of the pioneering studies for the Myers-Briggs Type Indicator®
(MBTI®) instrument were done
with high school and college students.
These original studies plus the ongoing data collected by colleges
and universities have resulted in a wealth of information about
how personality affects learning and teaching styles. In addition
significant information is available about how adults
best learn based on personality preferences.
When teachers and students understand the differences in their
teaching styles and learning
styles, communication, and therefore learning, is enhanced.
A student’s interests and ways of learning directly affect how
he or she takes in information. This calls on educators to appreciate
and encourage different ways of learning and teaching, according
to the needs of the students.
Students whose preferences are different from those of a teacher
can find it difficult to adjust to the classroom atmosphere and
the teaching methods of that teacher. Teachers who vary their
teaching styles after learning about personality type often find
they can motivate and teach a wider range of students, because
they are appealing to all preferences.
When students and teachers disagree, type knowledge can help
both to recognize the validity of the other person’s preference,
while accepting that the teacher is in charge. Instead of labeling
the student as “misbehaving” or the teacher as “unreasonable,”
differences are understood and respected.
Parents also have preferences and when these differ from the
preferences of the teacher, misunderstanding can ensue. For example,
a student’s preference for Extraversion can appear as positive
attitude and social adjustment to a parent while appearing as
disruptive and unproductive to a teacher with a different preference.
A teacher who understands personality type can give feedback to
parents in ways that respect the child’s own preferences. Parents
who understand type can appreciate that a teacher’s point of view
may only reflect his or her own preferences, not a rejection of
Lesson plans can be tailored to meet
the needs of all students. Teachers who know type can often approach
the same lesson content in multiple ways, to appeal to the preferences
of all their students.
Education and learning are often closely linked to writing
and creativity. Both these areas are tremendously affected
by preferences in personality type, and ample books
and articles exist on these subjects.
The Chemistry of Personality by Elizabeth Murphy (CAPT 2008)
Differentiated Coaching by Jane Kise (Corwin Press 2006)
Differentiation through Personality Type by Jane Kise (Corwin Press 2007)
Discovering Type with Teens by Mollie Allen, Claire Haymen, and Kay Abella (CAPT 2010)
Exploring Personality Type: Creating a Personal Path for Success by Elizabeth Murphy (CAPT 2008)
Exploring Personality Type: Discovering My Best and Your Best by Elizabeth Murphy (CAPT 2008)
Exploring Personality Type: Discovering My Strengths and Stretches by Elizabeth Murphy (CAPT 2008)
Great Minds Don’t Think Alike By Diane Payne and Sondra VanSant (CAPT 2009)
Introduction to Type® and Learning by Donna Dunning (CPP, Inc. 2008)
Introduction to Type® in College by John K. DiTiberio
and Allen L. Hammer (CPP 1993)
Looking at Type and Learning Styles by Gordon D. Lawrence
MMTIC® Manual by Elizabeth Murphy and Charles Meisgeier (CAPT 2008)
Most Excellent Differences edited by Thomas C. Thompson(CAPT
People Types and Tiger Stripes by Gordon Lawrence (CAPT 2009)
Portraits of Self-Esteem by Bonnie J. Golden (CAPT 2001)
Procrastination by Judith A. Provost (CAPT 1998)
Strategies for Success by Judith A. Provost (CAPT 1992)
Type Tales by Diane Farris (CAPT 2000)
Using the MBTI® Instrument in Colleges and Universities
by Judith A. Provost and Scott Anchors (CAPT 2003)
Verifying Type with Students by Elizabeth Murphy (CAPT 2008)
Write from the Start by Ann B. Loomis (CAPT 1999)