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ERIC Number: EJ782654
Record Type: Journal
Publication Date: 2008-Jan
Pages: 5
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-1529-8957
Helping Teachers Communicate
Kise, Jane; Russell, Beth; Shumate, Carol
Principal Leadership, v8 n5 p32-36 Jan 2008
Personality type theory describes normal differences in how people are energized, take in information, make decisions, and approach work and life--all key elements in how people teach and learn. Understanding one another's personality type preferences helps teachers share their instructional strategies and classroom information. Type theory lessens the "culture of silence" that discourages teachers from engaging in deep, reflective conversations. Without this kind of framework, teachers often avoid critiquing out of fear of being critiqued. Teachers who use a framework based on personality type theory think of their colleagues as resources. Any framework that accomplishes so much takes time to learn. To understand why that time is worth the effort, this article discusses some common issues and explanations of how a type framework enables constructive collaboration, rather than defensive reactions.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator