Pages Navigation Menu
Categories Navigation Menu

Putting E–I and S–N together to support student success

Putting E–I and S–N together to support student success

By Catherine Rains 

Once students have Once students have taken an educated guess as to  what their faculty member’s preference for Extraversion or Introversion and for Sensing or Intuition, the next step is to have them develop strategies that will help them thrive in classes taught by teachers with any combination of these preferences. Let’s start with faculty who prefer Extraversion and Sensing.

Since students have already heard from students with their opposite preferences about what faculty members who share their preferences want from them, they generally find it fairly easy to identify success strategies for thriving in classes taught by faculty with their opposite preferences. The following are some of the suggestions I’ve heard from students, faculty, and college counselors over the years.

How can students who prefer Introversion and Intuition (IN) thrive in classes taught by teachers with the opposite preferences, Extraversion and Sensing (ES)?

  • Memorize all the facts and details provided during class lectures. There is a good chance that many or most of these will appear on a multiple-choice test.
  • Prepare in advance a list of questions to ask during class – the more questions the better. Talking, even if it means interrupting, shows engagement to faculty members with these preferences.
  • When asking questions, make sure that they are directly related to the current lecture. Do not go off topic with questions during class.
  • Stay after class to ask off-topic questions or questions that go beyond the obvious. Ask faculty for help in putting the facts into a pattern or meaningful context.
  • Independently research and/or ponder how all the facts and figures presented during a lecture fit together into a meaningful pattern.
  • Request an additional reading list to find greater meaning behind and interrelationships between all the facts and figures presented.
  • Make a goal of asking at least one question during each lecture. This will tell the faculty member that you have been listening. You may need to stretch outside your comfort zone in order to be noticed in this type of classroom.

What other suggestions do you have that could help a student be successful in this type of classroom? Please add your comments below.

 

Read Catherine’s previous blogs in this series:

 

Leave a Comment

Your email address will not be published. Required fields are marked *

Feedback
Your message was successfully sent!



4 + 4 =