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Here is my dialogue presentation. Sorry I feel like it ran a bit long

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This is another week where as she described the attributes of this personality type it was very easy for me to know my position. I very much prefer and like when things are organized, have set lists or rules of how things are accomplished or played (that we follow) and having things go as planned. I find myself very nervous, having some anxiety or even overwhelmed when things are not how my vision wanted things to play out. I feel I have been this way since I was very young and do have parents that are also this way. I wish however and try to be more of a preserver for my husband, children and my students as I know they are very much this way. I want to do the best I can to not create an environment that does not work for kids so I try to always include activities that have some expectations but are open to their creativity as well. It is always interesting to me to find the students that too have more of a judger personality because they usually do not like these tasks. They want me to show them what I expect and have an idea of their completion project. This leads many times of how I will guide/nudge students in their thinking and I group students to feel comfortable with how and whom they are working with. :)

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Amy Smiley-Hubek: Dialogue Project "Do What You Love"

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Amy Smiley-Hubek: Dialogue Project "Do What You Love"

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Here is my dialogue project! I had a great time visiting with former students to talk about passions and interests. This is a good one for ALL students!

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SEDGC Chapter 18: Ability Grouping and the Socioemotional Development of Gifted Students

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SEDGC Chapter 18: Ability Grouping and the Socioemotional Development of Gifted Students

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According to the 16 Personalities test, my result was ESFP-A.

In what ways is this personality type accurate?

After reading more on my personality type, I would agree with its accuracy in describing myself.  I would agree that I am extraverted and willing to go outside of my comfort zone in new situations.  I enjoy meeting new people and am quick to bring up conversation.  I am outgoing and feel I am happiest when spending my time around family and friends.  I would also agree with having an Observing personality trait.  “People with this personality type are often the first to help someone talk out a challenging problem, happily providing emotional support and practical advice”.  I can pick up others emotions easily and I encourage others by listening and helping to solve problems.  When reading about the Prospecting personality trait, I could also agree with my rating.  I do see myself as a flexible, go with the flow, kind of person.  This quote resonated with me, “When a passion takes, them, there’s no masking a Prospecting type’s excitement”.  Last, I would agree with the Assertive personality trait.  As far as weaknesses go, I do tend to lean towards “presuming I am free to do much more than others would allow or tolerate”.  I can push those limits at times, especially with tardiness and deadlines thinking everything will work out in the end.  I would also agree with the negative quality of being overly sensitive and emotional.  I tend to struggle with accepting constructive criticism from those closest to me.  I thought it was funny the results mentioned “Entertainers have the strongest aesthetic sense of any personality type.  Knowing what’s attractive the moment they see it, Entertainers aren’t afraid to change their surroundings to reflect their personal style”.  If anyone saw my home or my classroom, this could not be more accurate!  I am always rearranging and redecorating and take a lot of pride in doing it.

How do these preferences impact my work with students, especially gifted students?

As an educator, it is important to become familiar with my own personality traits so I can identify my personal strengths and weaknesses as an individual and as an educator.  We have all different personality types in our classroom, and it is important to recognize these differences so that we can better understand our students on a deeper level.  This also helps build a safe, welcoming classroom community when teaching and learning is catered to all styles.  For instance, recognizing students as introverts and extroverts will make a difference in understanding how each participates in learning experiences.  I can provide opportunities of many different teaching strategies that highlights both extraverts and introverts.  Although it’s important to cater to individual’s learning styles, it is also equally as important to help students get out of their comfort zones and develop new skills as well.  Knowing that I can be overly sensitive and emotional, I feel I can be an advocate for students with overexcitabilities as well.  I can share my own struggles and connect with them as well as provide resources on how to manage their emotions in a positive way.

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Natalie Briganti - "Im Proud of..." Dialogue Project 

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Natalie Briganti - "Im Proud of..." Dialogue Project 

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Here is my slides link in case you want to read the articles or watch the read aloud https://docs.google.com/presentation/d/1-TRohYQGWT5WABiHwsr4X7tTlgVnjB-QuehFP26D_rM/edit?usp=sharing

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J/P Preference - Judging

This preference is all about how your life is organized. This one was a tough decision to make as I am a great deal of both attributes. The judging side of me won out, coming in at 53%. I have a big to-do list that I like to write down and cross off when I complete a task. I feel good about myself and accomplished when I complete a task and can cross it off. I am also very into knowing what is expected of me so that I feel as though I can do a good job on the task at hand. On the other hand, I do like to be spontaneous and live in the moment at other points in my life, such as on vacation. I am more open to activities that do not require knowing what is expected, such as creating something, like a new recipe.

Again, students can have the best of both worlds by having the opportunity to experience a balance of freedom as well as know what is expected of them. Students can feel more free to be creative on their own projects that do not necessarily have a certain outcome. They can also expect to complete certain tasks in a timely manner, which will help them with their executive functioning and organizational skills. I think that a balance of both worlds is great to reach all types of students in my classroom. I can also differentiate between those students who need more direction and those that need more freedom in their workload.

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T/F Preference - Feeling

This preference goes along with how we make decisions, which is all feeling for me. I am 83% feeling, which comes as no surprise to me. I am a very feely person and I do make a great deal of decisions based on my gut feeling and intuition. I think I have a good intuition about many things and people, so I usually do not second guess that feeling. I like to think about how my decisions impact not just myself, but others around me. I am also a very spiritual person and like to use my conscience to help me make informed decisions about what is right. I can sometimes use the logic of the facts of the matter, but my feelings toward the subject matter usually rule out over it.

This can help me be more sensitive to my students' feelings and needs in my classroom. I have the ability to feel how they feel and sympathize with them. This can help me build that rapport with my students that allows them to feel more comfortable about talking to me about issues and concerns, whether those are academic or personal issues. I want to be someone that my students and coworkers can come to when they need someone to talk to. I want them to feel as though they are cared for and their feelings are valid.

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S/N Preference - Intuition

This preference talks about how we take in information from the world around us, which I focus on meaning, notice patterns, and use my intuition. I am pretty split here, coming in at 54% intuition. I do use my “gut” feeling to make a great deal of decisions as well as a good judge of character when it comes to meeting new people. I also like to look at lists, facts, and take in things logically. I like to take in the world, especially nature, with my five senses, which is a big characteristic of sensor personalities. I think a balance between the two is a good example of my personality because I like to use both facts and intuition to make decisions and take in the world around me.

This is great for my students because my students get the best of both worlds. I can help those students who think logically, which is a great deal of our population. They are very black and white in their thinking and analyze the facts. I can also tune into their feelings and see how they feel about certain situations or how they feel about their decision that they have made. If they are stuck between two topics, we can make a list of pros and cons or we can ask which one does your gut say to choose? We can balance both our emotional attachments to decisions as well as our analytical ways of thinking.

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E/I Preference - Extrovert

This preference is all about how I get my energy, which is from other people. After taking the quiz, I found out that I am 74% extroverted. This comes to no surprise to me because I am a very social person and I come from a large family. However, when I meet new people, I can sometimes feel more introverted and shy, allowing others to start the conversation. I also like to have my “me” time during the day or week to be by myself to recover from all of the social events. I also sometimes struggle with all of the attention on myself with other adults. Thankfully, I am very comfortable with being the center of attention with children.

This helps me with teaching because I can get the students excited about topics and lessons. I can also relate to those students who are shy and not as outgoing in the classroom. I can help them become more comfortable by providing them with a safe and welcoming environment to allow their personalities to shine through.

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Christine Robison Chapter 5 Unit 1 Lesson 1 The Meaning of Giftedness

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Christine Robison Chapter 5 Unit 1 Lesson 1 The Meaning of Giftedness

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PowerPoint - BarnesEDIS 653Dialogue Project1 - PowerPoint

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I have the wrong book citation on the last slide.
Fonseca, C. (2015) I’m Not Just Gifted: Social-Emotional Curriculum for Guiding Gifted Children. Prufrock Press.

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EDIS 653 - LesleyC - Dialogue Project - Google Slides

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In what ways is this personality type accurate for you?

The ISTJ personality type is incredibly accurate for me. I tend to be very organized and like to bring order to things that I do. I tend to be very fact-based, logical, and methodical in my decision making. I also resonate with the description of ISTJs being hardworking and persist until a task is done. I also have great attention to detail. (For example, it’s like my eyes automatically hone in on typos whenever they’re there.) I also operate best when the expectations and guidelines are clear.

Describe one way how knowing these preferences might impact your work with students, especially gifted students.

Being detail oriented and organized is very helpful in teaching math, especially when skills can be broken down into steps. Since I have a natural inclination to this, it can be helpful in making math understandable to students. However, I also know that gifted students may learn better starting with the big picture and then filling in the details later (like whole to part), so I have to be mindful of the fact that it may not always be most appropriate to teach them with steps, or it may be even better for them to create their own steps.

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1. In what ways is this personality type accurate for you?

When finishing the Myers-Briggs assessment I found the irony in the career choice that fits best. It made me question if this was truly always me or is it the effect of teaching for 13 years. I was shocked on receiving and E vs and I for the ongoing joke with my husband is that I am the introvert. We RV a lot and I am always content with just sitting around the fire (just the 4 of us) and relaxing where he loves to do this but will also 15 minutes later be talking to the neighbors, inviting them over for S'more or offering assistance on something they need. I always help too but do not initiate the conversation. My score was very average for most areas except for Judger. After listening to Dr. Groman tell us the environment of school I can definitely relate to this being me and again intuitively or from environmental influences?
E - 53%
N - 55%
F - 63%
J - 69%
I also can say that I was surprised on the Feeler score. I would expect that to be a lot  higher. From a child I have been told "I wear my heart on my sleeve." I am too emotional in how I think about every situation. I always consider everyone's feelings before making a choice and how it will affect them. I do not want to upset anyone and will even go along with others to not upset them. This is an area I have tried to fix for myself to be more honest with myself and that people will be ok if I do not always go along with their idea but am still many times just reserved in speaking up if I feel different about a topic except when it does come to the needs of my students. I have spoke up on their behalf as an advocate, but with a squeaky voice and probably red neck.

2. Describe one way how knowing these preferences might impact you work with students; especially gifted students.

Knowing what I do about my styles of thinking I just want to be conscious of strengths of my personality style to help guide my students, but also aware of weaknesses or differences I may be especially to my gifted students style of learning. I want to be mindful that structure may not be their way of learning best and that our classroom environment needs opportunities for activities to be open ended with choice, inquiry and have multiple ways of sharing their information. I have already placed goals in my room from the beginning of Gifted endorsement courses but plan to continue more to offer student choice in how they share their learning and transferring to the way they learn best.

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According to the 16 Personalities test, I scored 64% feeling and 36% thinking.  I would agree with this assessment as I am a sensitive individual who tends to focus on my relationships and other individuals instead of my own needs.  It is interesting because for another course, I was required to take the “Four Tendencies Quiz” and my result was an “Obliger”.  An Obliger tends to meet outer expectations, whereas the struggle is focusing on oneself.  They tend to make time for other people’s priorities at the expense of their own.  I feel like this is a bit similar to the Feeling personality trait, where decisions are made more so with others in mind and thinking with the heart.  Both of these aspects make for great teachers because a large strength is building a classroom community.  We want all our students to feel like they have a voice.  I feel one of my biggest strengths is the ability to make personal connections with my students and form great relationships.  In my classroom, student personalities really show and they feel comfortable being themselves in front of their peers.  However, this personality trait can lead to some weaknesses as well.  For instance, I struggled with classroom management my first couple years because I was too focused on how certain students felt and I had a hard time carrying out consequences.  I had to learn an important balance in being their teacher and being their friend, and decisions I made wasn’t always going to be well-liked at the time.  Knowing my results, I can continue supporting the feelers in my classroom by providing opportunities for my students to make connections with the curriculum content as well as with their classroom family.  I need to gain student trust in order to have true relationships because if a “feeling” student doesn’t feel I value and love them, they will not thrive in the classroom.  To consider the needs of the “thinkers” in my classroom, I need to improve with my organization and timely feedback.  Sometimes I am too flexible with my schedule and switch things up due to how I’m feeling, which can be frustrating for the “thinkers” in my classroom who came in expecting a certain activity or lesson I told them the day prior.  I also need to be better at letting students know ahead of time the learning targets for each lesson and the big ideas surrounding my curriculum units.  They need to be aware of their learning goals so they will put in effort to achieve them when understanding the purpose behind their assignments.  I also plan to utilize more accountable talk strategies in my classroom and Number Talks in mathematics so students can effectively have conversations with others and absorb multiple viewpoints of ideas and information.

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This very accurate for me. I have always known that I am introvert. I often choose to stay home alone than go out and do things with other people.  I am also 92% observant, which is also very accurate. I could sit somewhere and people watch all day long. I enjoy seeing what they are wearing, how they are walking, etc. I am not surprised that I am 51% feeling and 49% thinking. I am a very competitive person but I also quite sensitive and don't want to make others mad. I am also very much a judger. I am organized and prefer the structure and planning over spontaneity. I also think the added T at the end for turbulent is very accurate for me. I tend to be self-conscious and get stressed very easily. This is the first personality test that I have taken that I feel is the most accurate for me and gives me a comfort knowing how all the pieces of me fit together.
Since I feel this is the most accurate for me and I am able to read more about each type, I can see where helping gifted students who are similar to me can be easier. I can use the fact that I am an introvert, yet a teacher to make connections with students who are also introverted. I can show them that it is okay to want to stick to yourself at times but also want to branch out and how difficult it can feel. I can use my own personal experiences making friends, meeting new people, working in a group and even teaching to help them try to expand their bubble of comfort. I can also show them that being an introvert isn't a bad thing because it doesn't have to define everything you do. A lot of gifted students tend to be introverted because they don't fit in as well with their peers. I can use my own knowledge and the information gained from this test to show them/give them ideas of how to branch out themselves.

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Soaring With Strengths by Jennifer McCreary

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Soaring With Strengths by Jennifer McCreary

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653_KarlaJ_Dialogue Project - Google Slides

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How is this accurate?

I find that in some instances I am very hesitant to speak and am soft-spoken, but when I am passionate about a subject I speak with conviction. Additionally, the rule in my classroom is to be kind, always. This adheres to the belief that INFJ try to spread compassion and uplift others. I also 100% resonate with the fact that INFJs "need to take some time alone now and then to decompress, recharge, and process their thoughts and feelings". I thrive while alone and processing things. Lastly, I tend to burnout after a prolonged time of trying to help other and tend to shut down and crash afterwards.

How will this impact my interactions with students?

My summary states that in the workplace "their work must be in line with their values, principles, and beliefs". This could be an issue if the viewpoint of my student differs from my own. I need to value their opinion foremost. Also, INFJ have little tolerance for lapses in reliability or morality. With students submitting work late, I need to not hold it against them.

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I find it so interesting how much I connect to the "J" components they listed while describing the two. I am someone who likes to research the movie or television show before I watch it. I'll look at the IMDb summary and trivia or look at wikipedia pages about it either prior or while watching something. This makes sense with not liking surprises and the preference of knowing what will happen and what I'm getting into. I do resonate with the idea of liking to-do lists and schedules, but I can't maintain a long term schedule, which isn't very judgment of me! Additionally, I am a planner. It is a joke amongst my friends that I'll know my next Halloween costume on November 1st.

My dream vacation would be to England, Scotland, Italy, and Greece with my parents and with my best friend. I would choose my parents as they love the historical aspects of places and will "geek" out with me over history, but I would love to let loose with my friend and step out of my comfort zone. My trip would be planned day to day, even with free time scheduled in.

In my classroom, I may follow your lead and have a mixed group of J and P to work together on projects as they will even each other out and change the overall project's outlook and organization.

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https://screencast-o-matic.com/watch/crj2b0Vjv7U

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Personality Type: ENFJ

1. In what ways is this personality type accurate for you?

“ENFJs are typically energetic and driven, and often have a lot on their plates.” This is a very accurate description of me because I am constantly trying to fit too many things into one day. I also found it funny that it is known as “the teacher” because of our interests in helping others grow and develop. “ENFJ’s want close, supportive connections with others, and believe that cooperation is the best way to get things done.” I am a firm believer in working as a team, especially in our field to best meet the needs of our students. “Most likely of all types to cope with stress by exercising” explains why I love working out after a long day, especially kickboxing. “Popular hobbies for the ENFJ include organizing social events, reading, the arts, museums, storytelling, listening to music, writing, and gourmet cooking.” These are also very accurate, especially the gourmet cooking and I love to travel and experience the food scene everywhere I go as a self-proclaimed “foodie”. “They like to be liked and are very sensitive to feedback, both positive and negative.” This is probably my biggest downfall - a people pleaser - which leads me into saying “yes” to too many things - hence the too much on my plate part of my personality. I am trying to take the feedback that I get both professionally and personally as more of a learning experience and less of a personal attack, but this is a point of growth for me.

2. Describe one way how knowing these preferences might impact

your work with students, especially gifted students.

Knowing my preferences will help with both my coworkers and my students in many ways. I can use my weakness of not taking criticism well and apply that to my students as a teachable moment to say hey, I struggle with this too. Together we can look at critiques via rubrics to see how we can improve ourselves and become stronger in that aspect. I think this will make a bigger impact with my students, knowing that they are not the only ones who struggle with something.

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My personality type is ISFP-T.

I - My results revealed that I am 89% introverted and I completely agree!I have always been one to prefer small, more intimate gatherings. I value my alone time and feel absolutely drained when attending social functions or being around too much noise and chaos. Being social absolutely drains all of my energy. I feel very anxious during the days leading up to the social function and it usually takes me a day or two to recharge and recover after attending a social function.

S - I am 59% sensor (observer). I do prefer to start with observable facts and straightforward outcomes, but my thinking about the future is not far behind. I do spend a lot of time thinking about the “what if” scenarios, which lies more with my 41% N (intuitive) side. I would agree that I am close to 50/50 with my N/S preferences.

F - My results showed me to be 73% feeling on the personality test. I would agree with this result. I have always been extremely aware of the feelings of others and can “put myself in their shoes” easily in order to see things from other perspectives. I am compassionate and empathetic and often put the needs of others above my own.

P - My test results in this area were actually a bit surprising. I came out to be 49% Judging and 51% Prospecting. As a teenager, college student, and young adult in my 20's and 30s, I was obsessively organized. I struggled with perfection and overly detail-oriented. However, over the last 10 years or so, I have been able to let go of the need for every detail planned and have become more of a "go with the flow" kind of person. I think my results show how as I age, I am shifting from a J personality to a P personality.

Being aware that there are 16 different personality types helps me to understand how very different my students truly are. With my gifted students, I would like to have them take the MBTI. Just like this post, we will discuss if they agree or disagree with their personality results and why. I think there is real validation in seeing descriptions of the various personality traits. I know for me, realizing that many others are also introverted actually helped me view myself more positively because I now know I am not the only one who dislikes social functions. Considering the social-emotional needs of our gifted students, I see real empowerment in acknowledging the different personality types. As the teacher of gifted students, I can keep their preferences in mind when creating assignments and projects. I also feel that having each student’s MBTI preferences will allow me to help the gifted students who may be struggling with peer relationships. I can see where the child’s strengths and weaknesses are and help coach the student in how to get along with students with various personality types.

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Joey Nels E/I Preference - (my original post from week 3 disappeared)

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Joey Nels E/I Preference - (my original post from week 3 disappeared)

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My results revealed that I am 89% introverted. This did not come as a surprise to me at all! I have always been one to prefer small, more intimate gatherings. I value my alone time and feel absolutely drained when attending social functions or being around too much noise and chaos. Being social absolutely drains all of my energy. I feel very anxious during the days leading up to the social function and it usually takes me a day or two to recharge and recover after attending a social function.

Thinking about the students in my classroom through the years, it has always been clear early on which students are extroverted and which are introverted. In order to accommodate the needs of both personality types, I need to provide a balance of activities that can be carried out individually and in partners/groups. I want to encourage my introverts to work with partners and small groups some of the time, but value their choice to work independently other times. Obviously students will not have a choice for all activities and assignments, but I do need to offer choice when applicable. In order to meet the needs of my extroverts, brain and movement breaks are important so they can recharge their energy levels by interacting with others throughout the day. However, on the flipside, it is equally important to build quiet time into our schedule so the introverted students have a chance to recharge and decompress (and so can their introverted teacher:).

Learning about E/I preferences did help me to realize that the little people in my classroom also have E/I preferences. It is so easy to forget that these little ones are just like us and need time and opportunities to “recharge their batteries” too.

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Melissa Whitaker
Focus Question 6
Gifted Students of Color

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I have taken the MBTI assessment multiple times and although I feel like I used to always get the same results, recently I feel it has been changing more and more which is interesting to me. Does it signify that we change and with changes we change how we process and handle things? As I just retook this assessment tonight, I got the ISFJ personality, or the defender personality. I think this personality type is accurate for me, particularly in the section of strengths and weaknesses. I could identify with the strengths and weaknesses in many ways. I would consider being supportive, reliable, hard-working, and loyal all to be my strengths like the results said while I would say taking things personally, repressing feelings, being reluctant to change, and overloading myself are weaknesses I do also have. I think knowing this can help me as a teacher as I know I can be there to emotionally support my students, but I need to be cautious of overloading myself to prevent burning out and thus being unable to be there for my students or be cautious of overloading myself and thus being unable to complete what I tell my students I will do. I know this is something that my students may face as well and should be there as a pillar of support.

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Joey Nels - Dialogue Project: Failure Isn't the End

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Joey Nels - Dialogue Project: Failure Isn't the End

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I have taken MBTI assessment before but never reviewed, processed, and internalized the information as much as I have through this project. I focused much of my additional reading on "turbulent." At first, I was offended...maybe reactive. I could only picture turbulent water. However, turbulent personality trait is far from "turbulent water." I learned that much of a T's anxiety may come from sensitivity to their surroundings. Turbulent personality's often need to do more or be more... but this has served me well in always wanting to know a little bit more about a certain topic. I think the two main things I'm walking away with is that students who are introverted may need a bit of a push to participate in group projects, followed by alone time to recoup. If I can work in some independent work after a group project, then I can help the I's recover. Secondly, I will monitor myself and not drag on and on about a subject thinking that all students will find each additional fact interesting.

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Here are the links to the videos used as an introduction to the dialogue.
Adults: https://www.youtube.com/watch?v=v-t1Z5-oPtU
Students: https://www.youtube.com/watch?v=3Nf2Pzcketg

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Melissa Whitaker

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I found the description in these results to be highly accurate. I was quite impressed, in fact! It even mentioned the connection to teachers. Something that did surprise me happened to be found in my "insight of the day" which states, "Protagonists are the most likely personality type to enjoy going on short, spontaneous trips." Usually, I'm the planner of trips...there is not much spontaneous about my planned vacations, but I will say as I have gotten older, I have embraced the freedom of not being so rigidly planned so perhaps I should be a bit more spontaneous in the future!

Scanning the profile description, I 100% agree with my striving "to have a positive impact on other people in the world around" me. From very young, I've been called "little sunshine" and as having a "bubbly personality" and have heard comments about how fitting the last name "Smiley" is for me. Purity of intent and integrity are highly valuable to me. I enjoy leadership roles and motivating others. I like how this profile tells you who you are similar to in the world, and I'm honored to be comparable to Barack Obama, Jennifer Lawrence, Oprah Winfrey, Maya Angelou, Morpheus, and Daenerys Targaryen (haha!) What an amazing bunch of personalities to be akin to!

As a teacher in a work place, it's nice to hear that I may be perceived as warm, idealistic, charismatic, creative, and social.  Protagonists are hardworking, reliable, and eager to help – but these strengths can become a double-edged sword. Overworking, failure of letting others done, dreaming "too big", and difficulty saying "no" are all situations I have often found myself in as an educator. I will have to continue to work hard to maintain balance in life. Overall, I feel being a protagonist is a strength for the classroom!

I have enjoyed slowing down and taking time to dig into what the dimensions of this profile have to offer for myself and my students. I can't wait to find ways to help students learn more about their own personalities, and to use what we have shared to better understand those in my community and how we can work together for a bright future.

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Dabrowski's TPD, Over-excitabilities, and Emotional Intensities (OH MY!)

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Dabrowski's TPD, Over-excitabilities, and Emotional Intensities (OH MY!)

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Dabrowski's TPD

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Melissa Whitaker

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Focus Question #6

informal/short journal based on “Gifted and Gay A Study of the Adolescent Experience.” by Peterson and Rischar, 2000

Kris Barnes

Practical Applications: Lesson Plan

Subject: After School Diversity Club aka. LGTBQ+ Club.

Introduction: What is Diversity Club? This is a group with a focus on being supportive of each other with regard to gender, androgyny,  LGBTQ+ or gay students or students that have gay parents and helpful allies.

Here are the goals of this lesson: the attendees will learn to be more accepting and supportive of our LGBTQ+ friends and classmates. It is a way to discuss, share, learn about, and support each other. Anything discussed in group stays in group, we have each other’s promise and we are confident that this is between us. This is a safe zone and we need to hear everyone.

1.What is diversity? Let’s each make a list of words to define this group of diverse individuals. Use the first page in your journal. The first task is to decide what ‘diversity’ means. Write down the word “Diversity”- write down your definition of the word.

We will discuss our answers in 3-5 minutes. After a few minutes, the definitions are assembled into one place, such as a smart board and combined into one definition. Everyone must agree on the definition. This may take a brief discussion. We will then look up the definition in the dictionary.

2.  Create a safe zone.  Make sure to tell the students that it is a safe place. The goal is to feel included, supported and heard. Again, if anyone doesn’t want to share, they can pass. Personal information should stay personal. This does not include your parents. I encourage you to talk to your parents about everything. As a group leader, I have to tell you that I am legally obligated to report anything dangerous you share, something illegal like drugs or breaking the law, or if you have a plan to hurt yourself or others. We have to practice talking and listening. If you are holding the beach ball, you are the one talking. All others are the listeners.

4. Some background on being Gifted and Gay- As an introduction to one of our categories of diversity, we will discuss being Gifted and Gay. Here is some information I would like to share with the group. This is from an article by Peterson and Rischal, “Sexual development is an  important part of a child's cognitive, emotional, and physical sense of the world. Yet parents may be uncomfortable discussing concerns about sexuality with their child (Roeper, 1997).”

It seems that parents are often uncomfortable discussing sex, just as uncomfortable as you are.  This could be a great place to reach out and become closer to parents by asking the important questions. Finding out what their opinions are, sharing some of your own.

The discussion of gifted and gay continues with the next big idea. Maybe you didn’t realize the various areas that are related to giftedness. There is a greater acceptance of androgyny, self-expression, early awareness about sexuality, concern about social interactions and non-stereotypical gender behavior. These traits may or may not add to someone’s confusion and fear about sexual identity. The next exercise is about defining our terms. In your journal, again, write down what you think the following words mean and if they are positive or negative.

1. Androgynous

2. Tomboy

3. Queer

4. Gay

5. Lesbian

6. Homosexual

7. “Gayer than a tree full of parrots.”

8. Non-stereotypical gender behavior.

After this exercise, students will be asked if they want to share any definitions, have any questions, if they found anything offensive, and the discussion will begin with a volunteer.

Some other subjects that will be covered in subsequent groups will include:

Depression and Self-Destructive Behaviors,

Coming Out

Dealing with Acceptance- How to be accepting of a friend coming out.

Challenges with being Gifted and Gay

Celebrations- The Right for Gays to Marry

Gay History-From Stonewall to Now

In Conclusion: Gifted individuals are different, they are diverse. Maybe some of them have non-stereotypical behavior, some may be androgynous, creative and into self-expression. Some don’t follow all social norms. That is one trait of being gifted, and that is great. We need to find a way to be supportive of our Gifted and Gay population, get them to see how opinions have changed in the past 21 years. This article seems very outdated, says nothing about being Trans, Asexual, Cisgender, Non-Binary or anything modern. This article is so unlike the actual experience of students nowadays. I am hopeful as a group we can improve upon this article and modernize some of the language and outdated statistics.  By becoming more accepting as a group, we can grow closer and understand what it means to be gifted and gay.

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My personality type is an assertive advocate, INFJ-A. My role is the diplomat.

I - Introvert. I am slightly more introverted but also have an extrovert side to me. After a social event I like to have some down time to recharge. I always find things to do when I’m alone, which doesn't happen very often with a busy family. But, once I have some alone time, I like to be social and busy again. So I kind of like the best of both worlds.

N - Intuitive. I do like to see the bigger picture first and am imaginative. I am always thinking of questions in my head and feel I’m naturally curious.

F - Feeling. which I completely agree with. I’m sensitive, and totally not competitive. I love animal advocacy and my students would probably say I’m caring, compassionate, and warm.

J - Judging. I do feel decisive in my decisions and am somewhat organized but certainly not highly organized. I am a list maker and like to cross things off for satisfaction, but I also like to be spontaneous and go with the flow.

In my classroom I am a confident, firm, yet caring, and a fair disciplinarian. I like to mix things up and alternate moving around activities with desk time activities. If we’ve been working hard on math, then I like to take brain breaks and loosen things up. Then, back to work again. I am sensitive to lots of noise so I tend to keep my classroom on the quieter side and sometimes play relaxing music in the background. I try to keep my lesson plans engaging and have no problem changing them up if something takes us in a different direction during a lesson. I am very even tempered and typically don’t show stress. I enjoy doing projects with my kids and love seeing what they come up with and how creative they can be.

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My type is ISFP- Adventurer.

I- Introvert. This is definitely me. I have lots to say and can certainly seem extroverted, but I gain my energy from quiet time and more personal conversations.
S- Sensing. I am very fact oriented and tend to be straight forward.
F- Feeling. For this one, my score barely put me on the feeling side. Which is perfect for me. I take into account people and emotions, but for many decisions, I look at the whole picture and try to think logically. When it's personal decisions, though, I am a feeling type all the way.
P- Perceiver. This one, I don't agree with. I like to be free to be spontaneous and don't like rules (at least the ones that don't make sense to me), but on the judger side, I like to make lists, structure my day, and always want to know the rules of the game (as the video says). I'm not sure where I went wrong on my quiz for this one.

Knowing my personality type, I tend to use this when I'm working with my students. Because I gain my energy from quiet time, I like to make sure we have quiet time in class. However, I also like when my students talk, so it can't and won't always be quiet. I like facts and am straight forward, so I tend to explain directions up front and make a visual space for students to be reminded of tasks or expectations. I also tend to use my feeling side to consider what my students like and don't like when it comes to class, but I make sure to think logically about this too. I think I try to use my personality and that I'm close to the middle on most of the options as a way to be flexible and someone they can trust.

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Advocate (INFJ-T) The rarest personality type of all. Unique combination makes them complex and versitile. These people are called to use their strengths including creativity, imagination, and sensitivity to uplift others and spread compassion. They see helping others as their purpose in life.
This is accurate for me on many levels. I do always feel called to use my strentgths and advocate for others. It was spot on.
This impacts my work with students in that I am always advocating for them and using my strengths to move them forward. I can be very senitive, and it has helped in dealing with students to show my emotions.

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My video overview is attached to my PowerPoint title.

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“The Assertive Defender”

My four letter MBTI is ISFJ

I is for Introverted, S is for Observant, F is for Feeling, and J is for Judging.

When looking at the strengths and weaknesses of the defender, I would agree that they align to my personality. Strengths include: supportive, reliable and patient, imaginative and observant, enthusiastic, loyal and hard-working, and they have good practical skills. Weaknesses include: humble and shy, takes things personally, repress their feelings, overload themselves, reluctant to change, and too altruistic. The strength I was taken back by at first was imaginative, because oftentimes I lack the ability to be creative and to use my imagination. Upon further reading, it's a more practical imagination that helps with seeing things from others perspectives and helps with inspiration, which I agree with. It is easy for me to see both sides of a story and have empathy for other people's feelings and the situations they are in. For me the weaknesses are spot on, except for taking things personally. A lot of times I am able to brush off situations and not let them affect me too much. But the other weaknesses are correct, I can be very shy although in the past few years I have begun to come out of my shell more (but inside the classroom is a different story, I am NOT shy with my students!), I tend to be pretty private with how I am feeling and how others are feeling as well, I am known to take on too many tasks and not ask for help when I may need it, change is not always easy for me especially if it is last minute, and I always try to see the good in situations. It is so interesting to me that a test can be so accurate and spot on with how my personality determines how and why I go about living my daily life.

I really enjoyed learning about my own personality type but I found it tremendously helpful to learn about the other side as well. It allowed me to better understand what others may need as well as why I am, the way I am. This experience has also allowed me to think about how I run my classroom, the activities I choose for my students, and the expectations within my classroom. Through reflection, I have noticed that I tend to take into consideration how comfortable I would be but leave little options for those who are more extroverted. This year, I will be taking what I have learned and ensuring that I provide more opportunities for all types of personalities.

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My results were ISFJ, otherwise known as "The Defender". It describes me as very loyal, dedicated, supportive, and organized. As I reflected on each part of my results I have always felt that it described me very well (and my family agrees). When reading about the results it helped me understand my feelings in regards to different things. I am very introverted, but I don't mind group work. If the group is large however, then I feel very intimidated and it isn't as personal to me. I won't talk in these situations. I am very dedicated and supportive to not only my family and friends, but to my students. It did mention that because I am constantly giving to others I can suffer from burnout from feeling not appreciated. It is really important for me to see the whole picture, especially when teaching. My lessons are very orderly and sequenced. I do get annoyed when I am in a class and things jump around, because it is difficult for me to learn. As I was reading about my types, I came across a picture that had stressors to ISFJ. As I read the stressors my kids kept shaking their heads saying yes. I found this list just as valuable because knowing what creates stress in my life can help me. In the classroom it would be great to know what is going to cause a lot of stress for my individual students so that I can do my best to keep these out of my classroom environment. I do a lot of group work with my gifted clusters and it would be great to start pairing students with their opposites, perhaps a group of four (2 judging and 2 perceiving). Maybe they will tackle different problems differently and they can learn from each other. Feelers think more with their hearts than their heads, so maybe pairing them with a thinker to help with problem-solving. I work with students from grades 4-6, but I am thinking I will have my sixth graders take a personality test. It will be interesting to see their strengths and maybe start to understand themselves better, but I am also interested in their stressors so that I can reduce those in our time together.

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The video/voiceover is linked to the title.

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I am an ISFJ personality type.  Overall, I find myself in-line with the attributes listed on my personality profile.  Specifically, I think the percentages of which I am each individual letter is quite accurate.  I am much more of an I than an E and a J than a P, which the test identified.  I also do not feel strongly S versus N or F versus T, which is indicated by my percentages for these categories as well.

I think it is healthy to be aware of your preferences and tendencies as a teacher in the classroom and, equally, to be aware of your students' preferences and tendencies so that you can best serve everyone.  As stated in my ISFJ profile, one of my strengths is remembering people and details about their lives.  This is something I can use to further build bonds with my students and also to help me cater the way I work with each student to their personality.  Something that I already do is give students one-on-one time every other week to talk to me for a couple of minutes about anything that they want.  It helps me get to know them, understand them, and see what is impacting them at that moment. Something else I could do to use my preferences in conjunction with this, is work with my students to identify how they see their MBTI tendencies in everyday life and look for ways to use those tendencies to help them work through the challenges they mention during our talk times. I could do a whole group lesson on tendencies for an MBTI category and then help students see how to use their preferences for the specific things they mention in their one-on-one time.

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My personality type is ISFP.

I do feel this is pretty accurate. I prefer small groups of people I know well. In fact, a lot of socializing becomes exhausting to me. I enjoy alone time. I am a people watcher. I love watching the actions of others and how they interact with each other. I tend to sit and listen to a discussion, sort of taking it all in, before I respond or take action. I have always been sensitive-disliking conflict and noticing the mood of others. I like harmony and peace. I easily cry when others are very happy or very sad. While I can be judging, I am more perceiving. I like having schedules and routines, but I am open to being flexible. I tend to go with the flow when it comes to changes.

I think that knowing my personality type can make me cognizant of how I interact with my students. This can help me to be more sensitive and aware of how my gifted students interact with others and make decisions. This can help me with pairing students into groups for projects and discussions. It will help me provide different ways to check for understanding - some students may like to answer questions out loud while others may prefer an exit ticket where they can write down their answer. Finally, it will help me be aware of what makes my students "tick". I will better understand what makes students nervous, uncomfortable, or upset so we can think through resolutions.

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Myers-Briggs Inventory was the following: ISFJ-A. I definitely agree with the introverted category. I am very shy around others unless I am comfortable around them. I scored 54% for the sensing category. Depending on the situation, I can focus on the right now or the way in the future/in the past. I wasn't surprised that my score for that section was right in the middle. I am a feeler and can be emotional, especially on causes that I am passionate about. Also, I was rated a judger probably because I do not like to live things spur of the moment and would rather have a plan of attack. I hope to do a personality test for my students throughout the first two weeks of school. I want my students to understand the importance of their learning styles/ communication methods and use those results to help my students be the best they can be. I feel these results will help myself recognize why my scholars may need a time out or why they may shut down when they have had a "bad" morning. The research I have read this semester talked about how gifted students may be more quiet about sharing feelings and opening up. I hope that knowing their personalities can help them better open up to me.

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FQ6: Ability Grouping and Socioemotional Development

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FQ6: Ability Grouping and Socioemotional Development

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Karla Johnson - Chapter 17 The Social and Emotional Impact of Acceleration

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Karla Johnson - Chapter 17 The Social and Emotional Impact of Acceleration

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Stephanie Ely: The Social and Emotional Impact of Acceleration

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Stephanie Ely: The Social and Emotional Impact of Acceleration

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My MBTI results are ISFP; Introverted, Sensing, Feeling, and Perceiving. For the most part I agree with all four components of my personality type that were identified. I often describe myself as an introvert, because I tend to wait until I am comfortable around people and have a good understanding of who they are before “coming out of my shell”. In a professional setting I prefer to interact in small groups of familiar people and in my personal life I have a small circle of friends that I am close to and typically interact one-on-one instead of in groups. When thinking of the sensing identification I also agree that this matches my personality. I tend to look for practical solutions to problems and base those decisions on observations and past experiences. As for the identification  as a feeler I would say this one is not as strong towards one way as the other components, because I have some qualities of both. Finally, I would describe myself as a perceiver, I do not possess the organizational skills of a judger and often act spontaneously or drop a task at hand to do something else that might be more enjoyable.

I think understanding the difference between each personality type and how they can be combined will help me understand how students approach things like tasks, collaborative work, or organizational skills. I have often struggled with understanding why students that are identified as gifted in my class struggle to complete assignments. Understanding that their personalities may directly affect their ability to organize their work or stay on task will help me provide them with strategies to assist them in staying on task. For instance, if a student is not a good organizer when it comes to completing a task providing them with a checklist to track their progress. Also, if I recognize that a student is an introvert offering options that do not require speaking in front of a large group or expecting them to jump into a collaborative group and start working right away. For example, in our class students complete book talks. Last year I had a gifted student that was reading at a 6th grade level in the 3rd grade, but she struggled with presenting her book talks to the class. Thinking about whether she would score as an extrovert or an introvert and taking various settings (classroom, playground, and lunchroom) into consideration, I believe she would be identified  as an introvert. If I  had offered an option like making a FlipGrid presentation instead of presenting in front of the class she could have been more successful. Therefore, my biggest takeaway is if I have a gifted student that is struggling to be successful, maybe I need to stepback and consider the whole child and make sure I am providing the appropriate opportunities for them to be successful.

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My personality type is ENFJ- The Teacher.  ENFJ’s tend to be idealist organizers, driven to implement their vision for what is best for humanity.  They often act as catalysts for human growth because they can see potential in other people and use their charisma in leading others.  ENFJs are amicable, persuasive,charismatic, determined, and outgoing. They also have a natural desire for harmony.  I feel this is a pretty accurate description, I tend to avoid conflict. I am definitely the peacekeeper and hope to set good examples for my children.  I try to find the good and strength in others.  I want everyone to succeed and go out of my way to help ensure this happens.  I am definitely determined, my husband would say stubborn.  I do like structure but not monotony. I thrive when I am around people. I am a list maker, and have many calendars to help me stay organized.  I am always on time and reliable.  If I make a commitment I stick to it.  I am optimistic sometimes to a fault.

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Joey Nels Chapter 17: The Social & Emotional Impact of Acceleration

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Joey Nels Chapter 17: The Social & Emotional Impact of Acceleration

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653_JoeyN_FQ6_ Social & Emotional Impact of Acceleration

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My personality type is ISTJ. I think that these results are fairly accurate. While I am certainly not as organized as the judging percentage indicates, I definitely agree that I rely more on logic and see things as black or white; I’m not a big fan of gray areas or anything in the realm of the unknown. When I find something that works, I stick to it. There was one description of Sensing/Observant that said “they want thoughts and talk that lead to action” and this felt like it was extremely accurate for me. I want a plan, I want to find a solution and I want to take action. This sometimes causes me to ignore outside possibilities or ideas because I am so focused on getting something done but it is also what has allowed me to be successful in my education and career. I might overthink some things along the way but I will always be prepared!    When working with gifted students, I think I need to be aware of the Sensing and Judging parts of me that prefer sticking with what works and having a plan. I will have a thorough plan for serving gifted students, but I am not always good at thinking outside of the box. This is when I turn to colleagues who may have different styles to collaborate and share new ideas. My grade-level partner is the P to my J and the combination of the two of us makes for a balanced approach to lesson planning with more creativity. Gifted students bring a variety of needs and learning styles and I need to be prepared to be flexible and accept unique ideas that might not fit into my expected outcomes. I think I can learn a lot from the different styles of thinking that gifted students will bring into my classroom.  However, I think the part of me that needs structure can be a great thing for students who may lack organization or consistency in their lives. I encounter this a lot teaching in a low-income area with a high student turnover rate. These students appreciate my consistent expectations and plans.

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While watching the clip on judger versus perceiver, I immediately knew I was much closer to the perceiver type than the judger. I then confirmed this with my scores for the 16Personlities assessment. I was correct, my score was 83% prospecting and 17% judging. I am definitely someone who will finish a task prior to the deadline, but hold on to it just in case there is something I did not understand or could improve.

In the classroom I tend to be very flexible with my schedule. The class schedule is listed for each day with an approximate time it should take to complete each task. As we complete each one I check of the task and put the actual time needed. However, if a task goes over, especially because the students are really engaged and enjoying it, then it does not stress me out. I do have a teammate that is definitely more of a judger. She is a list maker for everything in her life, professional and personal. She often comments how it makes her a uneasy to “fly by the seat of her pants” like me. However, I do not see it as flying by the seat of my pants or being unprepared. I see it as being prepared to do the best for my students in the moment. This could also mean taking a brain break by completing an activity on GoNoodle, a program that allows students to refocus or get up and move to get the wiggles out of their systems.

I think it is important to note that in the past I have had students that needed to stick to a very strict schedule and have been able to adapt to fit that need.

In the future I think that it is important for me to remember that my students may need such things as consistent plan to the day, clear deadlines, expectations and goals to be successful in the classroom.

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the results of the MBTI is INFP: Introvert, Intuitive, Feeling and Perceiver. There are so many ways to consider this personality and I have read so much about it. I am introverted. I like small groups of friends or being alone. I find it works for me. I am Intuitive, too. When I am shown a cup, like in the video example, I could picture it being made into something else. I know how to make a jumping cup out of 2 cups, rubber bands and duct tape. I love to know what the backstory is and what my imagination can create for an object. I am Feeling. I love that I follow my own values, work with people and strive for harmony. I am a Perceiver. Instead of following structure, schedules, rules and organization, I would much rather leave some things open ended, flexible and spontaneous. When you put all of these amazing traits together, you get something called a 'Healer.' When one is a healer, a person is imaginative, idealistic, full of possibilities. They also like to encourage others, be creative and artistic.
I agree with all of these definitions. I do want to find my own path, help others find their own path. I want to encourage others and work on my own growth.
My bff is an art therapist and coincidently, her score is the same as mine. Isn't that weird, that out of 16 types, she has the same score? We talked about the things we have in common. We are creative and artistic, sensitive, we see possibilities, have great imagination and encourage others.

I am so pleased to have this definition. It helps to put a label on some of the ways I like to encounter the world. This introspection encourages my growth as a teacher and the best ways to meet the needs of my students.

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What is my J/P preference? I am a Perceiver, not a Judger. I am open-ended, flexible, in the moment. I am on an adventure and want to find my own path as well as encourage others to find theirs. I am supportive and interested in my own growth and the growth of others.
I can use this to my advantage in the classroom as I can inspire others to relax and have more fun, be more zen, try new things and go with the flow. Sometimes my gifted students can be so serious. They can remain silent and reserved. One of my goals has always been to bring more fun to my program and to encourage the students to create, play, invent and think differently. This has worked in the past as I really enjoy my students. It is fun when someone understands me right out of the box but it is rewarding when someone serious can try something new and lighten up.

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Hello all, my Preference of T/F has got to be somewhere between the T and the F. I am a thinking person in some ways, I make lists, I know how to organize and where my things are. I am also a feeler. I am aware of how others feeling, without being codependent. I enjoy talking to people and working to solve problems. I can use this information about myself to write more inclusive lesson plans for my students. They may need a list and a specific plan and way to do each lesson. I would not mind inventing a lesson at the last minute based on an interest of one of the students. I am a feeler and need to know what is wrong, if anything can be fixed. Sometimes with my gifted students I notice they may be sad. This can be a reaction to anything. I am always cautious when asking how they are feeling, if they need a break, how can I help, etc. I value people and seek harmony.

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I was not the least bit surprised when I had a score of 64% feeling of the personality test.  I have always been sensitive and acutely aware of the feelings of others.  I am empathetic to the needs of others and often put the social/emotional needs of others above my own.  As a teacher of young children and a parent of two sons, I feel that this is a strength of mine and an asset to my students.  Being in tune with feelings makes it easier to recognize when a student's social/emotional needs are not being met.  Second Step, our Social Emotional needs curriculum is my favorite part of the day.  I love to see emotional bonds form between my students and I love when they start to identify their own emotions beyond the words happy, sad, mad.  I feel it is so important to be able to communicate your feelings.
That being said, I do believe that I can think logically and know the difference between logical and emotional decision making.
As a child having a heightened sense of feeling was difficult at times. Other children can tell who the "feelers" are. Unfortunately, a "feeling" child can be a target. It is easy to make fun of someone who feels so deeply. That person internalizes those feelings for a long time. I think this is one of the reasons why it is so important to me. I want my students to realize their words matter. I want them to be able to use self-regulation skills. I want my students to understand the power in self talk and assertiveness.

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Chapter 18: Ability Grouping and the Socioemotional Development of Gifted Children

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Chapter 18: Ability Grouping and the Socioemotional Development of Gifted Children

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I was not surprised when the MBTI profile identified me to have 70% feeling nature. While I can be a logical thinker and have adapted to compartmentalize my feelings from my thoughts, I grew up as a highly emotional a
and sensitive child. I would often become overwhelmed by my feelings, whether those be excitement, sadness, embarrassment, or joy, it was clear to others immediately how I was feeling. I needed support to self regulate, and this was apparent even into adulthood as I have dealt with generalize anxiety disorder through therapy and medication. It is not always an issue of mind over matter.

When I think about how this applies in the classroom, I see strength in the feeling category to be a double edged sword. While we are working at a time of focus on social-emotional needs, my identification and relationship with feelings could be a useful tool to help students process through their own feelings and reactions. At the same time, I may allow my emotions to overrun matters that may require a more logical or thinking point of view that is based on facts and data. Working in the classroom certainly has situations that require flexibility and dynamics between both skills. I will likely have students of both varieties of thinkers and feelers from one end of the continuum to the other. Teaching and practicing empathy, studying cause and effect relationships, and providing a balanced approach to discussions around content will be most useful strategies in the classroom. Giving students wait time to process how they think and/or feel about something is important, too. Our building is working on an initiative to encourage students to "think, feel, and do" as a part of our SEL practices across the content areas and across school environments. How we think and feel about something directly impacts our actions and has an effect on others.

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My four letter MBTI is "INFP." According to the Truity website (https://www.truity.com/personality-type/INFP), I am known as "The Healer" and am an idealist. The INFP stands for introverted, intuitive, feeling, and perceiving. Some of the traits that INFPs exhibit include gentleness, imagination, and compassion, authentic, and introspective. One trait that really stood out and spoke to me was unconventional. This made me laugh because I am definitely unconventional. I tend to rock the boat often, and I was once told by a supervisor (prior to my career in education) that I "tend to fight the system." One thing that was also interesting was that the website mentioned that INFPs tend to keep their feelings and opinions to themselves. I would say that was true years ago, but I think over the last ten years or so, I have grown comfortable in my own skin and can be quite opinionated when I feel that it is necessary or important to do so.  I think, overall, this personality type is quite accurate.

A strength of an INFP is compromise. I think this trait has the greatest impact in my work with students because I truly am interested in hearing what my students have to say about things. This isn't just limited to current event conversations, but it also includes how our classroom operates. The classroom isn't just "my" classroom - it is our classroom and belongs to both teacher and students. I am a firm believer that the students have a say in many of the operations of the classroom. It is our classroom community. I believe that we have to work together in order to be successful. Sometimes, however, this can be a challenge depending on the personality of some students. There are some students who simply don't "buy-in" to the community, so I feel it is my job to help them develop trust in the "classroom community" idea. I also think my status as an INFP helps me to connect to those students who aren't sure of where they fit in the big picture of the school environment. I encourage students to be who they are and make no apologies for that. Overall, I think my personality as an INFP allows me to connect with most students because I accept them for who they are.

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I found this to be an interesting category in the MBTI Assessment.  When I have taken it in the past, I have always shown a tendency towards feeling; however, this time when I took it, it showed that I was 52% thinking and 48% feeling.  This shows me that I am right in the middle and I would agree.  I do think you need both depending on the situation.  It is interesting because I almost think that I have moved more towards the thinking side as I have gotten older as I have more logically analyzed decisions and changes which I think is an interesting shift.

In our classroom, it is expected that we will have students with both of these preferences. Some will want objective data and to be able to logically analyze questions, while others will base decisions more on values and the desire for harmony. In our classroom, it could be important to talk about both and have an open discussion in order to allow students to share and develop an understanding for both perspectives.

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My test results in this area were actually a bit surprising. I cam out to be 49% Judging and 51% Prospecting. As a teenager, college student, and young adult in my 20's and 30s, I was obsessively organized. I struggled with perfection and overly detail-oriented. However, over the last 10 years or so, I have been able to let go of the need for every detail planned and and have become more of a "go with the flow" kind of person. I think my results show how as I age, I am shifting from a J personality to a P personality.

In the classroom, I provide the daily and weekly schedule which I know my "J" student appreciate. However, I need to be open to scrapping our schedule every once in a while in order to show the students that it is okay to be flexible in our plans/lives. If it is a beautiful and sunny day, maybe we will head outside to read under a tree rather than staying in our classroom. Or, maybe the kids need a movement break and we actually decide to take a 10 minute recess. These breaks in routine are hard for me (and a lot of teachers). But, I do feel it is important to show some spontaneity periodically. The structure of our day gives stability to students who are geared toward a "J" personality and helps the "P" students strengthen their organizational skills. However, it is important for me to also value the students who lean toward "P" by embracing teachable moments and opportunities while helping the "J" students realize it is okay to change things up now and then.

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I am definitely a "feeler" (scored 67% for F on the Myers-Briggs Type Indicator quiz). I try to be objective with many issues that arise at both work and in my personal life, but the "feeler" in me wins every time. I feel a lot - not just for myself, but for others as well. Just a few years ago, I was the appointed building rep to sit in on meetings where my fellow teachers were being involuntarily transferred or RIFd after a levy failure. I knew going in that there was going to be a lot of emotional moments for my coworkers who were receiving the news. I had not, however, anticipated the amount of emotion that I was going to feel throughout the day. It is definitely not something I would want to experience again. There are also times when I have to remind myself that I am the adult when a student decides to confide in me or there is an issue that is taking an emotional toll on a student. There was an incident at recess where a student had brought his Genderfluid Pride flag to school and was picked on during recess. When I called him out into the hallway to find out what was going on, he was shaking horribly and already in tears. It was very difficult for me to hold my own tears back in the moment.  I think that, regardless of my own identity as a feeler, one of the things I really want to make sure I do this year is to understand that I will have students who are thinkers or feelers. I want to do my best provide an environment where students feel comfortable to be who they are. I do need to read up more about "thinkers." I had a thinker this past year that was very logical and very cut and dry. There were times when I felt that our personalities were clashing a bit, so I think it is important for me to recognize that and move forward in a way that allows that student to still be who he or she is.

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Ch. 21: Promoting Optimal Mindsets Among Gifted Children

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Ch. 21: Promoting Optimal Mindsets Among Gifted Children

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I am 60% judger vs. 40% perceiver. I tend to prefer a decent amount of structure in my classroom, however, the 40% P in me tends to only plan lessons a couple days in advance which I like to say leaves room for change/flexibility. For students that are J in my classroom, I think I already provide the appropriate structure, as most classrooms tend to do. To accommodate both J and P students, I think choice (in assignment, product, etc.) is necessary. For a P student, choice allows them the flexibility that they likely prefer and for J students it helps them learn to be flexible but still within some boundaries. I think J students will also need opportunities for reflection. This is important for all students but for J’s especially I think it would help them better understand their thought processes and find room for flexibility. For P’s I think adding a little more structure such as creating lists or contracts to meet deadlines, would be helpful, and J students would also enjoy the structure of this. And as with all of the personality types, I again think knowing more about my students’ personalities will better help me help them in my classroom.

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I am a strong J. I like things very structured with clear expectations and clear plans. One of the biggest challenges for me is when I am asked to complete a task with little details or without clear expectations. (I suppose that also goes into my perfectionism a little bit because these situations are hard for me because I don't want to complete the task unsatisfactorily.)

Schools and classrooms, as Dr. Groman mentioned, are very aligned to the judging preference. Everything is organized and structured. Oftentimes, the math instruction is very structured in steps and procedures to follow. While these may be very helpful for students, it may also be helpful for the J students to step outside of their comfort zones into a little more ambiguity. I think that some J's may struggle with creativity and brainstorming because there isn't necessarily a clear answer, we're just generating many answers. Giving J's opportunities to step into ambiguity and be okay with it is a beneficial experience because in life, sometimes things are more open ended. In contrast, however, it can also be helpful to teach P's how to be more structured because they may be situations that necessitate that.

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The tactics portion of the personality make up was exactly what I thought it would be for me - judging. I believe my nature is planned, organized, and checklist based. But, growing up in a large family and working with children, I have worked on developing more of the "prospecting" trait. The 16 Personalities website says "It’s important to remember their need for structure always is a preference and reality often calls on them to respond in unforeseen ways." This really resonated with me and gave me more insight to my methods.
Dr. Groman's example of planning a vacation was when I saw the difference between the two types, I thought that's me, but wait so is that. It was neat to notice that while I prefer one aspect (judging), I have been able to develop traits of the prospecting traits. This was important for me to remember as I prepare to go back to the classroom - while my natural preferences lean one way, I can work and perform in a less than desired way. This is important to realize with my students. They may prefer one method, but with knowledge and practice, they can develop traits that will help them to be successful in a non-dominant area.

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I was most interested to read about T/F because of my score when taking the personality assessment. I scored Feeling = 51%, meaning that Thinking = 49%. As I read explanations for the two personality traits, I kept thinking that both were me! The personality website presented questions "HOW does this help" (thinking), "WHO does this help" (feeling). Both are questions that fit my nature.

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My score for Perceiving vs Judging on the personality test was 22% vs 78%.  As a judger, I do prefer structure, I often make lists and follow through on commitments and promises. If I was planning a trip, it would be me booking the hotel, flight, finding transportaton etc. then researching what to do and where to go. Once familiar, I then can go without itinerary, but I definitely pack weeks in advance, and take things in and out of the suitcase. Make lists and double check to make sure I don't forget anything. I then make sure everyone else has what they need as well. It is exhausting. In the classroom with my fifth grade class of struggling students, having a routine is extremely beneficial. Everyday is started the same way, morning message, morning work, language arts activity, spelling assignments, and then reading groups.  I also give them a checklist to put in their planner so they know when they finish one task what to do next so we can work with our reading groups with few interruptions.  If their day is interrupted, fire drill, 2hour delay, or etc. The children tend to have a really hard time that day.  They need that structure and have a hard time adapting.  My group of 4th grade students for the most part can go with the flow if their day is interrupted.