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Personality Types:
Myers-Briggs Personality Inventory
by Jane Bluestein, Ph.D.
Overview of David Kiersey’s four temperament groups, based on the 16 Myers-Briggs categories (which is only one of over 200 “quadrant models”). Note that people in each group share certain similarities in their reality and their approach to the world, and that the people in one group operate from a different reality than people in the other groups. Our ability to not only recognize that these differences exist, but also to appreciate them and, more importantly perhaps, to provide outlets for their expression in a school setting, can greatly improve an individual’s potential for learning and success. (See “Myers-Briggs Scales” for more information.)
The Guardian (SJ; “Gold”)
- Planners and organizers.
- Value correctness, promptness, loyalty,
stability, work before pleasure and the ability to follow rules and procedures. - Responsible, productive, concrete thinkers; like following the chain of command.
- 38% of the general population, about equal numbers of males and females.
- 43% of (HS) teachers and 45% of students; large numbers of administrators.
- Differ along the Introvert-Extrovert and Thinking-Feeling scales.
- Upset when others question authority or don’t follow rules, act disrespectfully, come late or unprepared, or don’t take things seriously. Also stressed by disorganization, inefficiency and unreliability.
The Artisan (SP; “Orange”)
- Freedom-oriented.
- Need spontaneity, “active doing,” flexibility and unstructured settings.
- Playful and need for work to be fun.
- Differ along the Introvert-Extrovert and Thinking-Feeling scales.
- 38% of the population, equal males, females
- 7% HS teachers (usually in hands-on elective courses); 40% of high school students
- Resent limitations on their freedom or their random, concrete approach to learning.
- Can do high quality work; capable of tremendous concentration for things they like.
- Stressed by boredom, predictability, rigidity, inflexibility, having to follow a plan, people without a sense of humor, rules in general.
- Highest risk for dropping out (given the structure of a school and all those SJ teachers!)
The Idealist (NF; “Blue”)
- Empathetic, feelers and caregivers
- Can see potential and encourage growth in others.
- Differ along the Introvert-Extrovert scale, Judging
- Perceiving scale (structured, organized, formal, finish-oriented vs. flexible, curious, nonconforming, process-oriented)
- Value acceptance, harmony, positive feelings, recognition, authenticity and integrity.
- Abstract thinkers; good at creative problem solving in relationships and associations, characterized by aesthetic experiences and reflective awareness.
- Upset by insensitivity and narrow-minded, judgmental behavior; details, procedures, regulations and red tape.
- Stressed if yelled at or treated impersonally.
12% of population, more females - 35% of HS teachers, 9% of students.
The Thinker/Rational (NT; “Green”)
- Analytical; need to know and understand
- Value knowledge and competence, fairness and understanding, strategies and progress.
- Relate intellectually, preferring logic and thinking to feeling.
- Enjoy a good debate and can usually explain things well.
- Differ along the Introvert-Extrovert scale, Judging-Perceiving scale
- Most bothered by incompetence (especially by people in authority), meetings that have no purpose, arbitrary rules, emotional outbursts or anything that seems illogical.
- Stressed if you question their knowledge, make fun of their ability or argue illogically.
- 12% of population, more males
- 15% of HS teachers and 6% of students.
Excerpted and adapted from Creating Emotionally Safe Schools by Jane Bluestein, Ph.D., © 2001, Health Communications, Inc., Deerfield Beach, FL.
What people are saying about Creating Emotionally Safe Schools.
Related handouts:
Stressful or Painful School Experiences that can affect learning and behavior in negative ways.
The “Ideal” Student: Kids for whom traditional classrooms are ideally suited (and why so many non-traditional learners struggle in these instructional environments).
ADHD Look-Alike Conditions in English and French
Working With Different Sensory/Modality
Strengths and LimitationsSurvey: Is Your School (or Classroom) an Emotionally Safe Place?
Supporting Kids in Crisis: Non-supportive patterns to avoid!
Alternatives to Non-Supportive Responses
Industrial Age Classrooms vs. Information Age Classrooms
Personality Types (in English and French) and Myers-Briggs Scales
Other handouts by Dr. Jane Bluestein
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Humor and Fun: Brighten your day with fun facts, short pieces about kids, pets and work, and hilarious things kids say, do and write. Includes items you can share with kids or use as a springboard for discussions and activities.
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