The Exploratory Learner
Temperaments in the Classroom
The characterization of ADDers as not being able to learn
is a fallacy. ADDers learn differently, actively, and at their own pace. Memorizing
details from a chalkboard is often extremely difficult. On the other hand, ADDers may
learn rapidly when the topic is of their own choosing and they are allowed to go at their
own pace - just like exploration. For example, an ADDer would have very serious
trouble in a computer class if the programs were taught step by step on the blackboard.
His classmates would do better. But if there is no teacher and no instruction, just a
computer, the ADDer might do better (assuming he's interested). He'll just keep hitting
buttons and learn intuitively, without instruction.
Less than half of the school population learns best from
traditional teaching methods. Lets take a look at the types of temperaments who tend to
underachieve in the classroom because their particular needs are not being met. It
is within these temperament types that you will find most of the children who act out or
space out. I like using the Myers-Briggs Temperament Indicator (MBTI) because it
has been around a long time and been studied extensively. David Keirsey has grouped
the sixteen different temperament types into four broad categories; Guardians, Artisans,
Rationals and Idealists. Because some temperaments are far more common than others,
a class of 30 might look like this:
6 boys, 7 girls - SJ
"Guardians" - Achievement Oriented
6 boys, 6 girls - SP "Artisans" - Action Oriented
2 boys - NT "Rationals" - Knowledge Seeking
1 boy, 2 girls - NF "Idealists" - Searching for Identity
1 Teacher - SJ "Guardian"
1 Teacher's Aid - NF "Idealist"
1 Principal - SJ "Guardian"
Lets see how these temperaments differ in the
classroom. All quotes are from "Please Understand Me."
SJ Guardians (40-45% of the
population)
The SJ Guardians have it made. Schools were designed
by and for Guardians, defined by their preferences for convergent thinking ("get it
done") and their focus on that which is sensory or concrete (avoiding abstractions).
Guardian adults assume that all good, responsible people share their values and
learning styles. People who do not are usually considered bad, lazy or stupid.
"The SJ children tend to thrive on the clerical
methods of teaching, such as workbook completion, repetition, drill, recitation, and
answering rhetorical questions by teacher. The SJ child is likely to try rather
earnestly to please the teacher and not to question the reasons for a lesson."
Most teachers and principals are also Guardians, as are a
majority of the most active members of the local PTA and Board of Education.
Examples of SJs: George Washington, George Bush, Harry
Truman, J. P. Morgan, John. D. Rockefeller, Mother Teresa, Colin Powell, Robert E.
Lee.
SP Artisans, 40 - 45% of the
population
In stark contrast to the SJ Guardians are the SP Artisans,
who also make up about 42% of the class. Here come the troublemakers! They are
defined by divergent, flexible thinking styles combined with a focus on what is
experienced by the senses, that which can be touched, seen or heard (things which are
concrete). They are action oriented. David Keirsey believes that the most
severely hyperactive boys are usually SP Artisans.
"The SP can be a 'control problem' in the classroom
that demands that he learn exclusively in an SJ style. ..The extreme SP can easily become
restless, jittery, bored, and engaged in random action to such an extent as to be labeled
'hyperactive' by foolish school and medical personnel naively applying the current
physicalism. On the other hand, he can be over-stimulated, get too excited and
roused up and not be able to calm down very easily. It is important that the SP be
provided periods of quiet activities and training in relaxation. He needs space in
which he can move actively, but he also needs his own quiet place.
"Given frequent change, and some excitement, the SP is
cheerful in the classroom. He brings fun and laughter, whether or not his reaction
is appropriate. The SP enjoys activities and throws himself wholeheartedly into
instrumental play, musical performance, art activities, and games. He may enjoy the
activity of working with tools more than caring about the product he makes. The SP appears
to be flighty, jumping from one thing to another, disinterested in completion. He
must do something if he is to learn. The more game-like the task, the better. The
less an activity seems a mere preparation for something later, the better. The SP
usually does well in kindergarten, where the action of playing with various objects may
constitute the main curriculum. But as he moves through the grades and the work
becomes more and more a matter of preparation, acquiring rules and facts through reading
and writing, he becomes disinterested. The SP does not wish to 'prepare' or 'get
ready' for anything. As the curriculum becomes less active, the SP does not find the
activity and excitement he wants. As the demand is for concentration, he becomes
restless and turns to activities of his own initiation. These often take the form of
a disruption of class routines or increased absenteeism.
"The young SP is told to have distant goals, to study
because this is the way to prepare oneself for work or for further education, to save
their pennies because that is the way to guarantee the future, to make plans because that
is the way to get ahead..These injunctions, however, do not make sense to the SP. To
prepare is to set aside one's urges and impulses, and this will not do. Today is to
be lived for the excitement it brings; tomorrow can be left to take care of itself...This
is the student who is apt to be a source of mystification and frustration to his
administrator, teacher counselor, and parents, all of whom are likely to be projecting
their desires onto the SP. And the SP will have none of it!"
Artisans may do better once they graduate from school
because they can often find employment which satisfies their need for action.
Examples of SPs: Earnest Hemingway, Mozart, Jim Morrison,
Bill Clinton, Teddy Roosevelt, Norm Abrams, Madonna, Michael Jordan, Clint Eastwood, Elvis
Presley.
The Intuitives (NT Rationals and NF
Idealists)
Unlike the previously described "Sensory" type
thinkers, the Intuitives are defined in part by their unusual preference for conceptual
and intuitive thinking. They are a minority - only 16% of the population - but the vast
majority of visitors to this website fall into this group. These children tend to be
daydreamers, since the abstract for them is quite real.
I believe the Intuitives are proportionally more likely to
classified as ADD since ADD is now defined more by inattentiveness than hyperactivity.
Intuitives may often appear to be inattentive underachievers with an unusual
thinking styles. Read on and see what you think...
"It is, however, the Intuitive child who is most
likely to be the one who seems 'different' in an unacceptable way.
"The child with the Intuitive preference may be
difficult to handle. He always seems to have a core of "being his own person'
which adults sometimes find objectionable and offensive. Because the N child is
pulled toward the future and the possible, he may seem uninvolved and inattentive to the
present. When the present is a classroom lesson or parental instruction, the Intuitive
child can find himself in difficulty. He may seem opinionated to others, the NT in
particular, and he often is very certain that he knows; at the same time, he cannot
justify his convictions to others' satisfaction when questioned...when the Intuitive child
is engaged in chores or lessons, he may lapse into trances, causing his mentors to correct
or even nag at him for dawdling.
"Sensory types of teachers, as well as Sensory
parents, may be bewildered by the Intuitive child and may find the Sensory child far
easier to understand and to work with. Where the Intuitive child might be
daydreaming away the hours, the Sensory child is apt to be relating to the world
about him. ..A Sensory child may manipulate objects actively and contentedly for a period
of time, but seldom does he get that far away look in his eyes as does the Intuitive
child. Toys for an Sensory child are more likely to retain their character. A
truck remains a truck, to be used to move dirt, or run up and down a road. For the
Intuitive child the truck might well be turned into a submarine or a deep sea monster,
animated with the capacity to fly."
NT Rationals (8% of the population)
The NT "Rationals" are defined by their
preference for intuitive/conceptual thinking combined with a strong desire to be logical.
There is usually no more than one or two Rationals per classroom. About half
of those also display a preference for divergent thinking (NTPs), often making them appear
spacey and disorganized.
"Over and over, NTs have reported their childhood
experiences saying, 'I thought I was the only person in the whole world who was like
me. When I was growing up no one seemed to see things the way I did.'"
Rationals are often little scientists as children. It
is amazing how frequently these children dislike school and underachieve when you consider
that they are the "Knowledge Seeking Temperament." School for them simply
interferes with the business of learning. Rationals are highly sensitive to the pace
of instruction, tuning out when it is too slow and quickly giving up if it's too fast.
On the other hand, they are usually self-motivated and can teach themselves. These
kids like to debate at an early age and can be very good at it. You can identify a
strong Rational as a child by his vivid imagination and strong tendency to think
"outside of the box" in combination with an early knack with logic (my five-year
old, a probable NT, has been grilling me on the logistics of Santa visiting everyone with
gifts). They are full of questions and highly attracted to figuring out how things
work. Yesterday I was asked how eyeballs move.
Rationals can be full of energy. Thomas Edison,
Nikola Tesla, and Henry Ford were all known for their childhood antics and Edison had a
problem with fidgeting in school. He also annoyed the teacher by asking too many
questions and not paying attention.
Rationals are prone to anxiety if they feel they are being
judged for their intelligence and knowledge. Because of this, they may give up and
not really try whenever they are being watched, preferring to feign disinterest than risk
failure. Usually perceived as smart, they are often pushed too hard by well-meaning
parents who are afraid of their child becoming bored. It is more important for the
Rational to experience repeated success; they will look for new challenges when they are
ready.
| "Einstein is variously
described as a late speaker, a dyslexic, a loner, a prodigy, a poor student, and a diamond
in the rough." Howard Gardner, in "Creating Minds," 1993. |
"Usually rather independent, the NT child can often be
also a nonconformist, although he also tends to be obedient and compliant in matters to
which he is indifferent. Just as the SP pursues his function-lust, so does the NT
pursue his curiosity-lust, wondering, 'What would happen if...' And proceeds to attempt to
find the answer, whether his mentors approve or not. 'What would happen if I put my finger
in the electrical socket?'...The NT child will quickly lose respect for those who are not
logical in their reprimands or who issue edicts which are not plainly warranted by the
circumstances.
"Parenting the NT mainly means hands-off. The NT child
needs an abundance of opportunities to experiment, find out, get answers. Shutting
off this experimental behavior is likely to cause the NT child to engage in disobedience
and disruptive behavior.
"Probably the frequent condition of his room is
one of apparent disorder, but the NT child will be likely to know where each and every
treasure is placed. He is apt to have extensive collections: rocks, animal
artifacts, coins, stamps, butterflies, and the like...
"The NT tends to be an independent learner and likes
to pursue his inspirations, tracking down the information until his desire for
understanding is satisfied. This characteristic can cause him, at times, to neglect
other areas that may then suffer failing grades."
This type of child would probably be helped most by an
alternative type of school such as Sudbury Valley School, since he will teach himself
rapidly once people get out of his way. I have spoken with many adult NT Rationals who
said they were space-cadet underachievers in school, which they found boring.
Examples: Thomas Edison, Nikola Tesla, Bill Gates,
Thomas Jefferson, Abe Lincoln, Ulysses ("Useless") S. Grant, Dwight D.
Eisenhower, Albert Einstein.
The NF Idealist (8% of the
population)
This is the other Intuitive temperament category, defined
by a preference for feelings and values over logic, along with what is usually a very
strong preference for intuitive thinking. The Idealist is a humanist on a
never-ending search for his or her identity. They are typically hypersensitive to the
feelings of others, and frequently champion those who they perceive as being under
attack. There are only 1 to 3 Idealists in each classroom, half of which will also
display a preference for divergent thinking (NFPs). Many visitors to Born to Explore are
NFPs.
Strong Idealists can sometimes be identified as young
children because they have vivid imaginations and are apt to have a host of well-developed
characters fashioned out of stuffed animals and dolls and often have imaginary friends.
If one of the characters becomes lost they are likely to be devastated, as if
they had lost a family member. Idealists are especially attracted to fantasy -
kingdoms and castles, warriors and princesses.
| "Never doubt that a small group of
thoughtful, committed people can change the world. Indeed it is the only thing that
ever has." -Margaret Mead, an Idealist. |
Idealists are seldom troublemakers in
school. They are more likely to quietly underachieve. They are especially
attracted to cooperative and democratic types of classrooms, thriving on lengthy
discussions. Their imagination is incredible, and lessons which do not tap into that
imagination leave them bored. Traditional classrooms are not to the Idealist's liking
because they are too rigid and overly focused on memorization. But rather than
becoming a behavior problem like the Artisans, the Idealist is more likely to fall into a
pattern of vivid daydreaming. The real world is boring. The imagined world is
so much more.
I have found that a high percentage of teachers involved
with alternative schools are NF Idealists. They can be fierce in their protection of
children whom they regard as "spirited" or "creative" and strong
defenders of progressive and democratic schooling styles. (There are also some
Idealists teachers in the public schools, but they are outnumbered by their Guardian
peers). Children who are Idealists may benefit tremendously from attending an
alternative school populated with Idealists teachers, since the typical Guardian teacher
may simply be incapable of understanding the Idealist child's needs.
"The NF child is apt to prefer subjects which focus on
people to subjects which are more abstract, e.g., science or business processes. He
is apt to choose liberal-arts majors over science and technology. The NF learns in
face-to-face dialogue, enjoys participating in the decision-making of a democratic
classroom, enjoys giving pleasure to others, is sensitive to his own and other's emotions,
and thinks in terms of social interactions. He has a built-in drive to better the
social situation, to make it more pleasant and more nourishing. As he seeks to
perfect himself, so does he seek to perfect the social environment, at home and in the
classroom.
"The NF child can be particularly responsive to
teachers who are accepting and nourishing, who verbalize recognition of feelings, who
individualize their instruction, who use lots of small group interaction, who genuinely
respond to and accept the ideas and opinions of class members, and who avoid sarcasm and
ridicule as a means of class control."
Examples of Idealists: Mohandas Gandhi, Siddhartha
(The Buddha), Eleanor Roosevelt, Mikhail Gorbachev, Vladimir Lenin, Jane Fonda, Oliver
Stone.
Resources:
Nurture by
Nature : Understanding Your Child's Personality Type - And
Become a Better Parent
by Barbara Barron-Tieger, Geoffrey Kloske (Editor), Paul D. Tieger
List Price: $16.95
Amazon.com Price: $13.56
A reader from Fairfax, VA , July 9, 1998
"New Insights into So-Called Problem Children"
We recently had our son tested, and the tests were very helpful. What was more
surprising is that the psychologist's evaluation/assessment seems to fit one of the types
perfectly. We have already adjusted our approach significantly, with results already
apparent. What we thought was a stubborn, rude belligerent little boy, is actually a very
sensitive feeler, who is actually very remorseful over innocent mistakes. By reading this
book, parents may become more aware that what appears to be
ADD, or a learning disability may be a minority personality type, or a child trying to
"live out of type". It is fascinating to learn that a lot of your child's
supposedly weird characteristics are actually normal for him, and that he may just march
to the tune of a different drummer.
"Please
Understand Me" by David Keirsey. A classic on temperament types. $11.95 at
Amazon.com.
The Official Keirsey
Website.
"Gifts
Differing : Understanding Personality Type"
by Isabel Briggs Myers, Peter B. Myers (Contributor)
List Price: $16.95
Amazon.com Price: $13.56
