MBTI Curriculum Personalities: The Fatigue Edition

in Learning Style, MBTI, Philosophy, Short Course

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17376076132_b4d0d3e16d_zGolly, I love flickr.  What is that picture?   It’s called “Annette in a net.” Ha! Anyway, she looks TIRED.  That’s what we’re going to talk about today. Tiredness.

If you already “know” your MBTI letters, here’s the shortcut to your processes (front seats are bolded):

NTP – Ne-Ti-Fe-Si
NTJ – Te-Ni-Se-Fi
NFJ – Fe-Ni-Se-Ti
NFP – Ne-Fi-Te-Si
STJ – Te-Si-Ne-Fi
STP – Se-Ti-Fe-Ni
SFJ – Fe-Si-Ne-Ti
SFP – Se-Fi-Te-Ni

Tired by not impossible

If a curriculum relies on your backseat processes, it will be EXHAUSTING. That’s better than relying on processes that aren’t even in your car.  Those are FOREIGN.  So, looking at you backseat processes will tell you a lot about why some curriculum is doable for you, but you eventually give out.

My husband is an NFP.  He has Te and Ni in the back seat. He used to be a public school math teacher.  Then the standards got tighter and tighter and more and more often tested and tested and measured….flop.  He gave out. There was so much red tape and measuring all the time.  He could do it, but not forever. Not as his main thing. Once it became the main thing…his was on borrowed time.

I have Se in the back seat.  I enjoy a good wine or steak as much as any other Se, but if my curriculum is one long string of “experiences,” I’m going to wear out.  Smell this, taste that, listen to this.  I can do it.  It’s in my car, but it’s exhausting as my main thing.

So that’s the next layer.  Look at curriculum through the “main thing” lens.  That is going to tell you a lot.  Not just if it’s impossible for you, but if particular aspects of it are going to WEAR on you after a while.  Can they be scaled back?  Minimized?  No?  Pour yourself a LOT of coffee then.  You’re going to need it.

Not tired, but a bit winded…

NTP’s have Ne and Ti in the front seat.  However, only one holds the wheel, right?  ONE of your front seat processes is EFFORTLESS.  The other takes “some” work.  It’s not EXHAUSTING, like your back-seaters or FOREIGN like the processes outside your car, but it isn’t effortless.

  • If you’re an introvert, your front seat “i” process is the driver.
  • If you’re an extrovert, your front seat “e” process is the driver.

That means if a situation relies heavily on your driver process, it’s going to be butter.  If it relies heavily on your second, it will be a “growth” experience for you. It will take some effort.  Not horrible amounts of effort, but some effort none-the-less. That’s why introverts get tired in public.  They get weird if they’re out in public for way too long.  Extroverts get “down” or tired if they’re shut in.  If they’re shut-in for WAY TOO LONG, they get weird. Using your secondary process takes some energy. Being deprived of your primary process for extended periods makes you…weird.

What about the J/P?

Like Introvert/Extrovert, this doesn’t have a massive influence on your teaching.  It may have a lot to do with how you schedule, but curriculum is what it is. Love it or hate it, math gets done.

But for your edification, let’s touch on it.  Very simply…

  • J’s work before play.  Or more correctly, J’s CANNOT RELAX until the work is done.
  • P’s play before work.  They do lots of unstructured unwinding to “gear up” for work.

P’s say things like, “I haven’t had a day off in….”  J’s don’t have days off.  Do nothing? We start to lose track of who we are without getting “something” done.

  • P’s get weird if they’re “on” too many days in the row.
  • J’s get weird if they’re “not on” for too many days in a row.

Imagine being on a boat to Australia with nothing to do all day for a month.  What do you turn into? The happiest clam on earth or are you restless and starting to feel your life is a little “pointless”?  That’s J/P.  It’s why when you come home from that trip, one spouse immediately starts the laundry and puts the suitcases away, while the other plops down on the couch for an hour. Can you see that fight brewing?

So, if there is a curriculum application, I would think that a P would do better with a curriculum that adapts well to their feast-or-famine style of working. J’s do better with consistency.  I don’t know any feast-or-famine curricula.  Do you?

{ 4 comments… read them below or add one }

1 Renee August 4, 2016

I’m definitely a P. My husband is a J. Your way of explaining that was so helpful! My approach to curricula based solely on my “P”, feast-or-famine, is to feast on planning right now, before the school year (after the obligatory summer vacation period), so that the school year can be more vacation-like. The every day with the same schedule for so long is like drudgery to me to face, so getting the plan out now, takes some of the work out later so it feels more natural and easy to me.


2 admin August 4, 2016

I’m glad it helped! So you need a “plan” that will remember what’s going on when you fall out for a week or so to get some air from the drudgery. Have you looked at looping? Or maybe a year at a glance plan so you can hop around? I did that for my prep this year. I am a big J, but my life is NOT conducive. My at-a-glance supply chart told me what was done, half-done, not done.


3 Renee August 4, 2016

I’m really loving everything I’m learning here on your site. I’m a procrastinator, and get lost in the details, so your do-aheads etc really help me out. When the time comes, it’ll be very much open-and-go, which will help lessen the work during the school year. I’m actually planning time for a 36 week year, and only filling in the 32 of MODG, so after every 8th week in MODG I have a “free” week or “catchup” week for when I flake out from all the constant work.

I’m also big-picture like you, I always thought it was I just didn’t trust the curriculum. I recently received the Language Arts Overview and the Teaching Tips…I wish I had it when my eldest was in 6th, because that’s when I really flaked out about it all. Now that I understand the flow better and where things go, I can trust the curriculum and just do it.

I’ve considered looping and blocking, but again, I get lost in all the details. I think taking your do-aheads and supply charts combined with giving myself a built in week breather for catchups and recharging will help. It’ll give me a goal to get to that break week and have as little catchup needed as possible.


4 admin August 5, 2016

I am so glad it helped! “I always thought it was I just didn’t trust the curriculum.” That was me too. It was the dominant message I got from MoDGers. But, I had followed K-2 word for word and had kids that DID NOT READ or know their math facts at all. I thought Classical Ed was “magic” and we only needed to do reading practice on Fridays and math facts once a week. It did not go well and it set me up to not trust the rest of the curriculum. But, now that I “get it” I know what to trust and what to fill in. I wish I had that earlier!


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