Introduction to the 4 Type-Specific
Self-Help Guides for Student Success Based on Learning Style
Included in your Packet:
Guide for Student Success – IS Introverted
Sensate - PDF
Guide for Student Success – IN Introverted
Intuitive - PDF
Guide for Student Success – ES Extroverted
Sensate - PDF
Guide for Student Success – EN Extroverted
Intuitive – PDF
- Teaching for the Success of
all Learning Styles: Five Principles for Promoting Greater Teacher Effectiveness
and Higher Student Achievement for all Students.
The guides to student success, included in this packet of
materials, are designed to be self-exploration tools for students, ages 14 and
older. They are intended to be used in
conjunction with teacher/leader/coach/parent facilitation outlined in the book
chapter, also included in the packet.
They may offer insight, but in most cases, they will have limited effect
if they are used in isolation, outside a holistic approach for creating a
“success climate” within your learning institution.
will need to take the PLSI or MBTI before they can make use of
give students with the appropriate type the corresponding Self-Help Guide.
For example, the ESFJ’s, ESTP’s, ESFP’s, and ESTJ’s should be given the ES
packet only, etc.
should read and be familiar with the 5 Principles for Promoting Higher
the contents of the Self-Help Guides is encouraged.
phrases from the guide in your teaching or in posters
students reflective questions related to the 3 areas, such as:
“Are you working
from a Growth or Helpless Orientation right now?”
“Are you working to
improve or undermine the level of belonging in the class right now?”
“I know you can do
it, I trust you, Do you trust yourself?”
“Are you using
positive self-talk right now, or self-defeating self-talk?”
“Who is the only
person that can take responsibility for your success?”
is not simple information. It is likely the first time students have been
exposed to either the concept of learning styles or success psychology.
All students may not grasp it completely at first. But it can be a start.
Be patient, you should assume that changes in behavior will come in the
long-term, rather than right away.
as many materials available as possible for students who desire to learn
an over emphasis on learning style differences among students.
Self-knowledge is typically enlightening, however, classification of others
can often lead to class fragmentation and value judgments related to
“better types.” An emphasis on appreciating and accepting differences is