PeopleStripes.org - Helping families make the most of personality differences.

Helping families make the most of personality differences.

For Me: Type Tip #7

If you are adamant about an opinion or a procedure, add the phrase "for me" at the end so the child knows other opinions may also have value. Instead of saying, "pineapple pizza is disgusting," say "pineapple pizza is disgusting for me." That was undoubtedly your intent but the explicit phrase opens the door for the young listener to have a different opinion.


LINK COPIED TO CLIPBOARD


Framing Your Brainstorming:
Type Tip #6

You know the scenario - you are coming up with ideas fast and furious. If you want others to follow your way of expressing your thoughts, put a frame around them that explains how others should listen. For example, if you are brainstorming ideas you may say, "I am playing with possible ideas but have not selected any one." Now the listener knows these are not final choices but possible choices. This allows the young listener to better sort the information being shared.


LINK COPIED TO CLIPBOARD


Rewarding Reading: Type Tip #5

Kids with an intuitive preference self-report reading more books than kids with a sensing preference, but sensing kids tend to read more magazines, articles, and shorter pieces of information. Schools that reward students for the number of books they read may have a hidden bias in favor of the intuitive. The problem can be solved by rewarding the students for the number of minutes spent reading, rather than the number of books read, which allows a variety of ways for reading to be recognized.


LINK COPIED TO CLIPBOARD


Class Participation: Type Tip #1

Measure class participation by acquired content rather than who spoke aloud. At the end of the lesson have students, write, draw, or tell a partner three things they learned from the lesson presentation. If they can identify three pieces of content, they participated. Introverts may choose to participate by listening while extraverts may choose to participate by sharing. Letting each student participate in their best way honors differences.

Note: The skill of public expression is different than the skill of participation in a lecture or class presentation.


LINK COPIED TO CLIPBOARD


Timing: Type Tip #2

Use backward chaining to help perceiving-preferenced students to gauge when to begin assignments. Ask them to name the last moment they can begin and still get the work done. Consider possible interferences and let them wait to produce. One mom asked, "Wouldn't they be more comfortable if they just did their homework on Friday night? Then they would have the whole weekend worry-free.” They already have the weekend worry-free.

The younger the child the greater the chance they will underestimate the amount of time it will take to complete an assignment, especially if it is a new kind of assignment. Teach them better timing. It is not about irresponsibility. It is about timing.


LINK COPIED TO CLIPBOARD



Go to next page