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ERIC Number: ED332208
Record Type: RIE
Publication Date: 1991-Mar-22
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Personality Type and Responding to Student Writing: Directions for Study.
Thompson, Thomas C.
A study examined whether teachers in different personality type groups respond to student writing in different, possibly predictable ways. Nine teaching assistants at Florida State University responded to student essays and took the Myers-Briggs Type Indicator (MBTI), which measures several personality preferences. Using the MBTI scores, the teachers were divided into four groups: sensing-thinking, sensing-feeling, intuitive-thinking, and intuitive-feeling. Responses to the essays were used to examine what the teachers commented on and how they phrased their comments. Results indicated that personality type, along with teacher background, training, and other things, can affect responding styles. Further research may show a clear connection between teacher personality types and responding styles, allowing educators to gain a better understanding of some of the reasons people respond to English classes as they do. G. H. Jensen and J. K. DiTiberio report in their 1989 study that while most English teachers are intuitive, most people in the general population are sensing; hence it is possible that teaching styles conflict with the learning styles of many, if not most, of the students. Educators could remedy this problem by balancing teaching styles or at least by teaching the students to read and interpret their (the teachers') responses. (Seven figures and one handout describing teacher types are included.) (PRA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Florida State University; Myers Briggs Type Indicator
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).