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Myers-Briggs

Myers-Briggs. T/F Exercise. At Org Inc., the policy is that work begins at 9:00am. The employee handbook says that all staff should be at their desks, engaged in their work by 9:00am to avoid reprimands. Today, John comes into work twenty minutes late. What do you do?. Grades.

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Myers-Briggs

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  1. Myers-Briggs

  2. T/F Exercise • At Org Inc., the policy is that work begins at 9:00am. The employee handbook says that all staff should be at their desks, engaged in their work by 9:00am to avoid reprimands. Today, John comes into work twenty minutes late. What do you do?

  3. Grades • With your partner, take three minutes to discuss what you think of grades and grading (particularly when it comes to yourself being graded).

  4. Grades - The “P” Response • Perceivers tend to think that “as long as I learned something, it doesn’t matter what grade I get.” The act of engaging in learning is enough, and the end result (in terms of tests, scores, grades, etc.) doesn’t mean as much as the process itself.

  5. Going for a Run • With your partner, take three minutes to describe to each other what you would do/think about when going for a run.

  6. Going for a Run – The “P” Response • Ps tend to notice everything (to perceive!), so they might talk about the feel of the sun on their face, the colors of the leaves on the trees, the fact that dog ran with them for a few minutes, the great pair of shoes the person running in front of them was wearing (I wonder where she got them?), the great song that they listened to. . .

  7. Planning a Lesson • With your partner, take three minutes to discuss how you would go about planning a lesson on a topic you have never taught before.

  8. Planning a Lesson – the “P” Response • Ps tend to like to do things themselves, even if there is already a plan out there that someone else created. They also like to be flexible and spontaneous, so lesson plans are seen as outlines and are often changed in the moment. Planning includes gathering a lot of information, making a lot of connections, and (at the extreme) not necessarily coming to any conclusion.

  9. A typewatching trainer divided her group into judgers and perceivers. She asked each group to “design a new library wing” while the other group watched. The Js went first. Someone had a bag of jelly beans and in five minutes the group had laid out a floor plan in jelly beans. • Then it was the Ps’ turn. They complained about the assignment briefly, then they ate the jelly beans.

  10. Nothing is ever lost: Either a Perceiver has it and can’t find it, or a Judger has filed it and forgotten it.

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