Sunday, October 18, 2015
Week Four Discussion Two
After re-reading my blog posts, I feel that I can add "over-achiever" and "over-analytical" to my knowledge of me. Now, most people would see that as a negative description of oneself, but honestly, I like those qualities in me. I always strive for the best of the best that I can do and then I go back and re-analyze my decisions and my work to death before submitting or agreeing with myself on a final product. I have found that as a teacher, that helps me because I am extremely well-organized and have planned for many different possible scenarios of a lesson before it pans out, so that if failure occurs (and failure is always an option), I have something to fall back on. Those can also be bad qualities because as a teacher, I tend to want everything to be "perfect" and that just isn't possible or even practical to wish. There are two sides to every coin, especially if that coin is me.
As for adding to my knowledge of teaching in my content area, I have found that a little bit goes a long way and the more technology I integrate into my lessons, the better my students achieve. They are the technology generation, so why not play to their strengths (even if it means I have to learn a few new things)? I have found that with ASL, technology is a necessity, but it can be a wonderful tool and I intend to expand my use with it as I grow as a teacher.
I may make mistakes, but I can only learn from them and get better as I go. :-)
As for adding to my knowledge of teaching in my content area, I have found that a little bit goes a long way and the more technology I integrate into my lessons, the better my students achieve. They are the technology generation, so why not play to their strengths (even if it means I have to learn a few new things)? I have found that with ASL, technology is a necessity, but it can be a wonderful tool and I intend to expand my use with it as I grow as a teacher.
I may make mistakes, but I can only learn from them and get better as I go. :-)
Week Four Discussion One
Technology Standards Self-Assessment
I found two .pdf files on the ISTE website:
However, the second file actually says "NETS" in it, so I am basing my response on that one instead of the first one.
I have achieved the following NETS-T standards:
1A, 1B, 2A, 2C, 2D, 3B, 3C, 4A, 4B, 4C, 5A, 5C, 5D, 6B, 6C, 6D, 6E
I still need to achieve the following standards:
2B, 2E, 3A, 3D, 5B, 6A
My long-term plan for achieving all of these standards is to do research on the technology and resources that really are available to me on my own (and frequently) instead of only relying on my district and/or administration to provide me with information and training. Communication is not very strong between my site and the district, especially in regard to technological advances and training, so I will be more proactive as I work and plan in order to effectively and efficiently incorporate all technological possibilities into my content area. My content area uses a lot of technology already (we kind of have to in order to effectively assess expressive production of the language), but I do not delve much into ethical practices or safety in addition to research and expansion of technology and so I will learn more about those in order to incorporate them into my daily lessons.
Thursday, October 15, 2015
Week Three Discussion Two
Assessments and grading link continuously, especially in my content area (ASL). Even if the grade is a "mental" one (meaning, observations, mental notes, etc.) or a participation grade, assessments are done all the time in ASL, both formally and informally. It is really the only way to accurately assess if our students are understanding and appropriately using the target language and culture. And because learning this foreign language can be a fast-moving process, assessments (and grading assessments) are a crucial part to ensuring our lesson and teaching plans are best following the needs of our students.
As for how assessments and grading link, they work hand-in-hand. Assessments determine how we grade our students and the grades our students earn determine how we assess our students in the future. This is really where authentic assessments come in. If we don't utilize authentic assessments to assess our students, then our grading is not authentic - it cannot portray an accurate account of how well our students are learning. If our grading is not authentic, then any future assessments cannot be either because they are then inappropriately focused. That is why it is important to utilize authentic assessments as often as possible, even though it requires more effort and planning on our parts. For our kids, it's worth it.
As for how assessments and grading link, they work hand-in-hand. Assessments determine how we grade our students and the grades our students earn determine how we assess our students in the future. This is really where authentic assessments come in. If we don't utilize authentic assessments to assess our students, then our grading is not authentic - it cannot portray an accurate account of how well our students are learning. If our grading is not authentic, then any future assessments cannot be either because they are then inappropriately focused. That is why it is important to utilize authentic assessments as often as possible, even though it requires more effort and planning on our parts. For our kids, it's worth it.
Week Three Discussion One
Authentic Assessment refers to assessments given to students (mostly written by teachers or departments) that accurately represent students' knowledge and abilities in a specific content area or topic. Unlike blanket assessments that are often multiple choice or labeled as "written for every student", authentic assessments give a more accurate picture of how well a student is comprehending and appropriately using the material.
Effective teachers in my content area utilize authentic assessments on a constant basis. Because our foreign language (ASL) is a very visual and intricate language that is interpreted from English and NOT translated (meaning, you don't really have sing-word pairs - everything has to be understood in order to be put into the target language and vice versa), we have to use authentic assessments for basically every assessment if we are to get any idea on whether our students are learning the material and understanding the language. We very rarely use multiple choice tests. Most of our assessments are fill in the blank or whole sentence translations (for receptive assessments). For expressive assessments, students individually work to create, write, rehearse, memorize, and film a specific text or concept. We have very specific rubrics that students are to follow that have been compiled by all of the ASL teachers in the district (and modified slightly over the years). This helps us to assess them on every specific and minute detail of producing the language in order to help us pinpoint weaknesses and work on those with our students.
Effective teachers in my content area utilize authentic assessments on a constant basis. Because our foreign language (ASL) is a very visual and intricate language that is interpreted from English and NOT translated (meaning, you don't really have sing-word pairs - everything has to be understood in order to be put into the target language and vice versa), we have to use authentic assessments for basically every assessment if we are to get any idea on whether our students are learning the material and understanding the language. We very rarely use multiple choice tests. Most of our assessments are fill in the blank or whole sentence translations (for receptive assessments). For expressive assessments, students individually work to create, write, rehearse, memorize, and film a specific text or concept. We have very specific rubrics that students are to follow that have been compiled by all of the ASL teachers in the district (and modified slightly over the years). This helps us to assess them on every specific and minute detail of producing the language in order to help us pinpoint weaknesses and work on those with our students.
Wednesday, October 7, 2015
Week Two Discussion Two
When I first started teaching, I wasn't really a fan of warm-up activities because I couldn't really find one that worked for ALL of my kids or that was something they all could enjoy. After a little over a year of experience now teaching ASL, I have found the perfect warm-up activity that we do once a week, the day before the weekly Friday quizzes (so, Thursdays). It's always review based on the new vocabulary they have learned that week (as there are over 100 new vocabulary words and phrases they have to learn every few weeks, the constant review is necessary and helpful).
Students already have designated "shoulder partners" (that I chose) and groups of 4 (that they picked themselves), so depending on the amount of vocabulary in the warm-up, they may be in either pairs or groups of 4. Regardless, each group gets one set of vocabulary cards. Half of the cards are signs (written in English) and the other half of the cards are images of them being signed. When the bell rings, the students know that that's when the timer starts. They have to work with their group to pair up all of the vocabulary words with their signs (correctly) as quickly as possible and lay them out, face up, on their desks. When they think they are correct, they raise their hands, and I sign to them their time (e.g., 2:04). [If it's a period where one of my TAs is there, I have the TAs sign the times to the groups so I can walk around as they work on making the vocabulary pairs]. The faster they can pair them all correctly, the more "beads" they get (the beads are participation points, which are a grade each unit). Each minute that passes is a bead less. When most or all of the groups are done (they all usually finish within the same 1-2 minutes), I come around and check them for accuracy. If they are all correct, they get all the beads possible for their time. If they are not, I tell them how many are incorrectly paired or sometimes tell them to look again at a particular row on their desks to help them find the error and then they have another chance to get them correct. If they find the error and fix it, they still get all the beads possible for their time. If they do not before the warm-up is over, they still get all the beads minus just one. (I found out very quickly that if I DIDN'T take any away for inaccuracy, they just paired up anything to get the fastest time.)
Once the warm up is over, I have them all hold up their "trouble cards" (words they had difficulty pairing) and we quickly go over them before moving onto the day's lesson. I have found that it is not only successful because it's a fun game, but it also is a competition - something they CRAVE in my class. It's also an awesome activity because I can use the cards in other ways. I have them play Memory with them, I have them create stories in ASL with them, and I sometimes even use them for pair quizzes by giving them a phrase in English and having them create the phrase in ASL using the image cards. It's a great activity and they are re-usable every year! :-)
Students already have designated "shoulder partners" (that I chose) and groups of 4 (that they picked themselves), so depending on the amount of vocabulary in the warm-up, they may be in either pairs or groups of 4. Regardless, each group gets one set of vocabulary cards. Half of the cards are signs (written in English) and the other half of the cards are images of them being signed. When the bell rings, the students know that that's when the timer starts. They have to work with their group to pair up all of the vocabulary words with their signs (correctly) as quickly as possible and lay them out, face up, on their desks. When they think they are correct, they raise their hands, and I sign to them their time (e.g., 2:04). [If it's a period where one of my TAs is there, I have the TAs sign the times to the groups so I can walk around as they work on making the vocabulary pairs]. The faster they can pair them all correctly, the more "beads" they get (the beads are participation points, which are a grade each unit). Each minute that passes is a bead less. When most or all of the groups are done (they all usually finish within the same 1-2 minutes), I come around and check them for accuracy. If they are all correct, they get all the beads possible for their time. If they are not, I tell them how many are incorrectly paired or sometimes tell them to look again at a particular row on their desks to help them find the error and then they have another chance to get them correct. If they find the error and fix it, they still get all the beads possible for their time. If they do not before the warm-up is over, they still get all the beads minus just one. (I found out very quickly that if I DIDN'T take any away for inaccuracy, they just paired up anything to get the fastest time.)
Once the warm up is over, I have them all hold up their "trouble cards" (words they had difficulty pairing) and we quickly go over them before moving onto the day's lesson. I have found that it is not only successful because it's a fun game, but it also is a competition - something they CRAVE in my class. It's also an awesome activity because I can use the cards in other ways. I have them play Memory with them, I have them create stories in ASL with them, and I sometimes even use them for pair quizzes by giving them a phrase in English and having them create the phrase in ASL using the image cards. It's a great activity and they are re-usable every year! :-)
Week Two Discussion One
The sources provided
unfortunately don’t have much in the way of resources for ASL except for a ton
of songs interpreted into ASL (by what appears to be a hearing teacher or
interpreter), which though useful for a few things in the upper level ASL
classes, isn’t much use to me in my lower level classes. However “regular”
YouTube has a plethora of useful videos by Deaf people that work great with the
content I teach in my ASL classes. The video I chose is by Rob
Nielson, a popular Deaf teacher, where he has written an example of an ABC
Story in ASL. There are six types of stories in ASL and one of them is known as
an ‘ABC Story’, where an entire short story is told using handshapes that are
formed with the letters of the alphabet in order from A to Z (and sometimes
backward too). Because it is one of the most popular types of stories and the
easiest to create yourself, I have my students create their own. Therefore, I
not only model one for them ‘live’ that I wrote, I also show them a handful of
others by Deaf authors and instructors. This is one of my favorites because of
the Non-Manual Signals (facial expressions and body languages) that he uses –
something beginning signers struggle with. They don’t realize how much they use
them when they talk and so, when they sign, they think so hard about doing them
that they forget to let it naturally happen. So, this video is good for showing
that naturally happening as the ABC Story is told. This story is about chess
and I encourage you to watch it, even if you don’t know ASL, because I bet you
will understand most of it. THAT’S how expressive it is and that is why it is
such a good resource for teaching this concept in ASL.
Wednesday, September 30, 2015
Week One Discussion One
Investigate: Modules: SS Specific Content Areas.
Find: Your Content Area Module
Highlight: What you gained by viewing this module.
Respond to others on the board within the same Content Area and compare highlights.
View other content area highlights and compare once again. How are they similar? Different?
-------------------------------------------------------
My Content Area Module: Languages Other Than English (LOTE)
Highlight: It is interesting that this first module (module 3) heavily stresses Comprehensible Input and instruction being in the target language (though the term "always" is not really practical) - a very TPRS-style idea. However, just like with TPRS, most LOTE information assumes that all languages are spoken/written and ASL is just thrown by the way-side, thus SO MUCH material and information does not or cannot apply to ASL. That said, we ASL teachers have learned how to ignore being ignored and focus on how we can make the information given work for us, when it actually can. This fact has made us collaborate often, which benefits us probably more than most.
I also like that module 3 talks about the importance of communication games. This is something I do ALL the time with my students (multiple times a week) because it not only gets and keeps them engaged, they learn a TON and are communicating in the target language. This is especially helpful for ASL because in ASL, there is no writing, reading, songs, etc., so games are a must!
I liked that Module 4 stressed the importance of rubrics, because even though rubrics in ASL are extremely difficult to create (so much has to change, depending on what is being assessed), once they ARE made, they are very important for assessing students. It really helps them understand the specific expectations and objectives we have for them.
[No others on this board will have the same Content Area, of course (I'm always alone, haha), but I will respond to others anyway - especially those who have more "elective-like" course areas (art, music, etc.).]
Other internet info: The following site has some EXCELLENT modules, specifically on ASL (and not just LOTE in general): http://www.gallaudet.edu/center-for-bilingual-teaching-and-learning/academic-asl/academic-asl-modules.html
They are very similar to these modules in the fact that they discuss the importance of modeling, rubrics, communication in the target language, student engagement, etc. Like these other modules, they understand the importance of these teaching strategies and the environment you provide for your students. These online modules are very different from the ones provided in the course, not only because they are ASL-specific and not spoken language-specific, but because they breakdown the information very specifically and provide numerous examples to support the information. It's all about organization and coherence and presentation and application, all very important points when working in an ASL classroom. It takes what the other modules have and expands it and molds it to fit ASL like a glove.
Find: Your Content Area Module
Highlight: What you gained by viewing this module.
Respond to others on the board within the same Content Area and compare highlights.
View other content area highlights and compare once again. How are they similar? Different?
-------------------------------------------------------
My Content Area Module: Languages Other Than English (LOTE)
Highlight: It is interesting that this first module (module 3) heavily stresses Comprehensible Input and instruction being in the target language (though the term "always" is not really practical) - a very TPRS-style idea. However, just like with TPRS, most LOTE information assumes that all languages are spoken/written and ASL is just thrown by the way-side, thus SO MUCH material and information does not or cannot apply to ASL. That said, we ASL teachers have learned how to ignore being ignored and focus on how we can make the information given work for us, when it actually can. This fact has made us collaborate often, which benefits us probably more than most.
I also like that module 3 talks about the importance of communication games. This is something I do ALL the time with my students (multiple times a week) because it not only gets and keeps them engaged, they learn a TON and are communicating in the target language. This is especially helpful for ASL because in ASL, there is no writing, reading, songs, etc., so games are a must!
I liked that Module 4 stressed the importance of rubrics, because even though rubrics in ASL are extremely difficult to create (so much has to change, depending on what is being assessed), once they ARE made, they are very important for assessing students. It really helps them understand the specific expectations and objectives we have for them.
[No others on this board will have the same Content Area, of course (I'm always alone, haha), but I will respond to others anyway - especially those who have more "elective-like" course areas (art, music, etc.).]
Other internet info: The following site has some EXCELLENT modules, specifically on ASL (and not just LOTE in general): http://www.gallaudet.edu/center-for-bilingual-teaching-and-learning/academic-asl/academic-asl-modules.html
They are very similar to these modules in the fact that they discuss the importance of modeling, rubrics, communication in the target language, student engagement, etc. Like these other modules, they understand the importance of these teaching strategies and the environment you provide for your students. These online modules are very different from the ones provided in the course, not only because they are ASL-specific and not spoken language-specific, but because they breakdown the information very specifically and provide numerous examples to support the information. It's all about organization and coherence and presentation and application, all very important points when working in an ASL classroom. It takes what the other modules have and expands it and molds it to fit ASL like a glove.
Assignment 1A (Part Two)
How will your teaching and learning style affect your teaching and your students' abilities to be successful?
My teaching and learning style will affect my teaching and my students' abilities to be successful because I will teach mostly how I would wish to be taught while at the same time, taking into consideration that there are students who need to learn in other ways and making it a point to teach in those ways as well. My style is highly independent and organized, which means I will be prepared early, with multiple opportunities for students, and with many "Plan Bs" to replace or supplement instruction/lessons as the need arises.
(p.s. My picture is on my blog page already) :D
My teaching and learning style will affect my teaching and my students' abilities to be successful because I will teach mostly how I would wish to be taught while at the same time, taking into consideration that there are students who need to learn in other ways and making it a point to teach in those ways as well. My style is highly independent and organized, which means I will be prepared early, with multiple opportunities for students, and with many "Plan Bs" to replace or supplement instruction/lessons as the need arises.
(p.s. My picture is on my blog page already) :D
Teaching and Learning Style Inventories - Results
#1:
Learning Styles Results
Results for: Stevie Collins
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
If your score on a scale is 1-3, you are fairly well balanced on the two dimensions of that scale.
If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension.
If your score on a scale is 9-11, you have a very strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference.
#2:
The results of your teaching style survey are as follows:
3.5
expert
Moderate
3.875
formal authority
High
4.25
personal model
High
4.25
facilitator
High
3.625
delegator
High
#3:
The results of your learning style survey are as follows:
4.6
Independent
High
2.1
avoidant
Moderate
2.3
Collaborative
Low
3.6
Dependent
Moderate
1.4
Competitive
Low
4
Participant
Moderate
Learning Styles Results
Results for: Stevie Collins
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
If your score on a scale is 1-3, you are fairly well balanced on the two dimensions of that scale.
If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension.
If your score on a scale is 9-11, you have a very strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference.
#2:
The results of your teaching style survey are as follows:
3.5
expert
Moderate
3.875
formal authority
High
4.25
personal model
High
4.25
facilitator
High
3.625
delegator
High
#3:
The results of your learning style survey are as follows:
4.6
Independent
High
2.1
avoidant
Moderate
2.3
Collaborative
Low
3.6
Dependent
Moderate
1.4
Competitive
Low
4
Participant
Moderate
Assignment 1A (Part One)
How did your personality affect your choice of content area?
Since my content area was based on the career I had previously (interpreter), I don't think it really affected it much, to be honest. According to the test, I should be in science and engineering, yet instead, I am in foreign language...and a highly social one at that, and I am 100% comfortable in it. I am heavily on the introverted, thinking side of the spectrum and so that personality type fits in well usually with sign language interpreters because we have to be "inside our own heads" in order to process two language at once and input and output them both at the same time. However, ASL and the Deaf community is very extroverted, and I am too in that regard, so who knows? The personality test fits me almost perfectly, including the common misconceptions about people like me, but doesn't necessarily fit the content I am in.
How does or will your personality affect your relationships with your students?
My personality affects my relationships with my students because it makes me very demanding and decisive. I only have some flexibility with them academically and hold them to a high standard. I hold them accountable and expect them to follow instructions and listen carefully and think and act for themselves, and honestly, most do quite well. At the same time, I am very friendly with them and have an open, fun, colorful environment, so that makes my personality type seem less intimidating to them. I love the rapport I have with my students and I guess I have my personality type to thank for that.
Since my content area was based on the career I had previously (interpreter), I don't think it really affected it much, to be honest. According to the test, I should be in science and engineering, yet instead, I am in foreign language...and a highly social one at that, and I am 100% comfortable in it. I am heavily on the introverted, thinking side of the spectrum and so that personality type fits in well usually with sign language interpreters because we have to be "inside our own heads" in order to process two language at once and input and output them both at the same time. However, ASL and the Deaf community is very extroverted, and I am too in that regard, so who knows? The personality test fits me almost perfectly, including the common misconceptions about people like me, but doesn't necessarily fit the content I am in.
How does or will your personality affect your relationships with your students?
My personality affects my relationships with my students because it makes me very demanding and decisive. I only have some flexibility with them academically and hold them to a high standard. I hold them accountable and expect them to follow instructions and listen carefully and think and act for themselves, and honestly, most do quite well. At the same time, I am very friendly with them and have an open, fun, colorful environment, so that makes my personality type seem less intimidating to them. I love the rapport I have with my students and I guess I have my personality type to thank for that.
PERSONALITY TEST RESULTS #2
PERSONALITY TEST RESULTS #2
Your personality type is I N T J !
Introverted (I) 93% Extraverted (E) 7%
Intuitive (N) 64% Sensing (S) 36%
Thinking (T) 60% Feeling (F) 40%
Judging (J) 64% Perceiving (P) 36%
Introverted iNtuitive Thinking Judging
by Marina Margaret Heiss
Profile: INTJ
Revision: 3.1
Date of Revision: 17 Oct 2009
To outsiders, INTJs may appear to project an aura of "definiteness", of self-confidence. This self-confidence, sometimes mistaken for simple arrogance by the less decisive, is actually of a very specific rather than a general nature; its source lies in the specialized knowledge systems that most INTJs start building at an early age. When it comes to their own areas of expertise -- and INTJs can have several -- they will be able to tell you almost immediately whether or not they can help you, and if so, how. INTJs know what they know, and perhaps still more importantly, they know what they don't know.
INTJs are perfectionists, with a seemingly endless capacity for improving upon anything that takes their interest. What prevents them from becoming chronically bogged down in this pursuit of perfection is the pragmatism so characteristic of the type: INTJs apply (often ruthlessly) the criterion "Does it work?" to everything from their own research efforts to the prevailing social norms. This in turn produces an unusual independence of mind, freeing the INTJ from the constraints of authority, convention, or sentiment for its own sake.
INTJs are known as the "Systems Builders" of the types, perhaps in part because they possess the unusual trait combination of imagination and reliability. Whatever system an INTJ happens to be working on is for them the equivalent of a moral cause to an INFJ; both perfectionism and disregard for authority may come into play, as INTJs can be unsparing of both themselves and the others on the project. Anyone considered to be "slacking," including superiors, will lose their respect -- and will generally be made aware of this; INTJs have also been known to take it upon themselves to implement critical decisions without consulting their supervisors or co-workers. On the other hand, they do tend to be scrupulous and even-handed about recognizing the individual contributions that have gone into a project, and have a gift for seizing opportunities which others might not even notice.
In the broadest terms, what INTJs "do" tends to be what they "know". Typical INTJ career choices are in the sciences and engineering, but they can be found wherever a combination of intellect and incisiveness are required (e.g., law, some areas of academia). INTJs can rise to management positions when they are willing to invest time in marketing their abilities as well as enhancing them, and (whether for the sake of ambition or the desire for privacy) many also find it useful to learn to simulate some degree of surface conformism in order to mask their inherent unconventionality.
Personal relationships, particularly romantic ones, can be the INTJ's Achilles heel. While they are capable of caring deeply for others (usually a select few), and are willing to spend a great deal of time and effort on a relationship, the knowledge and self-confidence that make them so successful in other areas can suddenly abandon or mislead them in interpersonal situations.
This happens in part because many INTJs do not readily grasp the social rituals; for instance, they tend to have little patience and less understanding of such things as small talk and flirtation (which most types consider half the fun of a relationship). To complicate matters, INTJs are usually extremely private people, and can often be naturally impassive as well, which makes them easy to misread and misunderstand. Perhaps the most fundamental problem, however, is that INTJs really want people to make sense. :-) This sometimes results in a peculiar naivete', paralleling that of many Fs -- only instead of expecting inexhaustible affection and empathy from a romantic relationship, the INTJ will expect inexhaustible reasonability and directness.
Probably the strongest INTJ assets in the interpersonal area are their intuitive abilities and their willingness to "work at" a relationship. Although as Ts they do not always have the kind of natural empathy that many Fs do, the Intuitive function can often act as a good substitute by synthesizing the probable meanings behind such things as tone of voice, turn of phrase, and facial expression. This ability can then be honed and directed by consistent, repeated efforts to understand and support those they care about, and those relationships which ultimately do become established with an INTJ tend to be characterized by their robustness, stability, and good communications.
Functional Analysis
by Joe Butt
Introverted iNtuition
INTJs are idea people. Anything is possible; everything is negotiable. Whatever the outer circumstances, INTJs are ever perceiving inner pattern-forms and using real-world materials to operationalize them. Others may see what is and wonder why; INTJs see what might be and say "Why not?!" Paradoxes, antinomies, and other contradictory phenomena aptly express these intuitors' amusement at those whom they feel may be taking a particular view of reality too seriously. INTJs enjoy developing unique solutions to complex problems.
Extraverted Thinking
Thinking in this auxiliary role is a workhorse. Closure is the payoff for efforts expended. Evaluation begs diagnosis; product drives process. As they come to light, Thinking tends, protects, affirms and directs iNtuition's offspring, fully equipping them for fulfilling and useful lives. A faithful pedagogue, Thinking argues not so much on its own behalf, but in defense of its charges. And through this process these impressionable ideas take on the likeness of their master.
Introverted Feeling
Feeling has a modest inner room, two doors down from the Most Imminent iNtuition. It doesn't get out much, but lends its influence on behalf of causes which are Good and Worthy and Humane. We may catch a glimpse of it in the unspoken attitude of good will, or the gracious smile or nod. Some question the existence of Feeling in this type, yet its unseen balance to Thinking is a cardinal dimension in the full measure of the INTJ's soul.
Extraverted Sensing
Sensing serves with a good will, or not at all. As other inferior functions, it has only a rudimentary awareness of context, amount or degree. Thus INTJs sweat the details or, at times, omit them. "I've made up my mind, don't confuse me with the facts" could well have been said by an INTJ on a mission. Sensing's extraverted attitude is evident in this type's bent to savor sensations rather than to merely categorize them. Indiscretions of indulgence are likely an expression of the unconscious vengeance of the inferior.
Famous INTJs:
Susan B. Anthony
Lance Armstrong
Arthur Ashe, tennis champion
Augustus Caesar (Gaius Julius Caesar Octavianus)
Jane Austen (Pride and Prejudice)
Dan Aykroyd (The Blues Brothers)
William J. Bennett, "drug czar"
William F. Buckley, Jr.
Raymond Burr (Perry Mason, Ironsides)
Chevy Chase (Cornelius Crane) (Fletch)
Katie Couric
Phil Donahue
Michael Dukakis, governor of Mass., 1988 U.S. Dem. pres. candidate
Richard Gere (Pretty Woman)
Rudy Giuliani, former New York City mayor
Greg Gumbel, television sportscaster
Hannibal, Carthaginian military leader
Emily Bronte, author of Wuthering Heights
Angela Lansbury (Murder, She Wrote)
Orel Leonard Hershiser, IV
Peter Jennings
Charles Everett Koop
Ivan Lendl
C. S. Lewis (The Chronicles of Narnia)
Joan Lunden
Edwin Moses, U.S. olympian (hurdles)
Martina Navratilova
Michelle Obama
General Colin Powell, former US Secretary of State
Charles Rangel, US Representative, D-N.Y.
Pernell Roberts (Bonanza)
Donald Rumsfeld, former US Secretary of Defense
Hillary Clinton, US Secretary of State
Arnold Schwarzenegger, Governor of California
Josephine Tey (Elizabeth Mackintosh), mystery writer (Brat Farrar)
U.S. Presidents:
Chester A. Arthur
Calvin Coolidge
Thomas Jefferson
John F. Kennedy
James K. Polk
Woodrow Wilson
Fictional:
Cassius (Julius Caesar)
Mr. Darcy (Pride and Prejudice)
Gandalf the Grey (J. R. R. Tolkein's Middle Earth books)
Hannibal Lecter (Silence of the Lambs)
Professor Moriarty, Sherlock Holmes' nemesis
Horatio Hornblower
Ensign Ro (Star Trek--the Next Generation)
Rosencrantz and Guildenstern (Hamlet)
George Smiley, John le Carre's master spy
Clarice Starling (Silence of the Lambs)
Copyright © 2012 by Marina Margaret Heiss and Joe Butt
Your personality type is I N T J !
Introverted (I) 93% Extraverted (E) 7%
Intuitive (N) 64% Sensing (S) 36%
Thinking (T) 60% Feeling (F) 40%
Judging (J) 64% Perceiving (P) 36%
Introverted iNtuitive Thinking Judging
by Marina Margaret Heiss
Profile: INTJ
Revision: 3.1
Date of Revision: 17 Oct 2009
To outsiders, INTJs may appear to project an aura of "definiteness", of self-confidence. This self-confidence, sometimes mistaken for simple arrogance by the less decisive, is actually of a very specific rather than a general nature; its source lies in the specialized knowledge systems that most INTJs start building at an early age. When it comes to their own areas of expertise -- and INTJs can have several -- they will be able to tell you almost immediately whether or not they can help you, and if so, how. INTJs know what they know, and perhaps still more importantly, they know what they don't know.
INTJs are perfectionists, with a seemingly endless capacity for improving upon anything that takes their interest. What prevents them from becoming chronically bogged down in this pursuit of perfection is the pragmatism so characteristic of the type: INTJs apply (often ruthlessly) the criterion "Does it work?" to everything from their own research efforts to the prevailing social norms. This in turn produces an unusual independence of mind, freeing the INTJ from the constraints of authority, convention, or sentiment for its own sake.
INTJs are known as the "Systems Builders" of the types, perhaps in part because they possess the unusual trait combination of imagination and reliability. Whatever system an INTJ happens to be working on is for them the equivalent of a moral cause to an INFJ; both perfectionism and disregard for authority may come into play, as INTJs can be unsparing of both themselves and the others on the project. Anyone considered to be "slacking," including superiors, will lose their respect -- and will generally be made aware of this; INTJs have also been known to take it upon themselves to implement critical decisions without consulting their supervisors or co-workers. On the other hand, they do tend to be scrupulous and even-handed about recognizing the individual contributions that have gone into a project, and have a gift for seizing opportunities which others might not even notice.
In the broadest terms, what INTJs "do" tends to be what they "know". Typical INTJ career choices are in the sciences and engineering, but they can be found wherever a combination of intellect and incisiveness are required (e.g., law, some areas of academia). INTJs can rise to management positions when they are willing to invest time in marketing their abilities as well as enhancing them, and (whether for the sake of ambition or the desire for privacy) many also find it useful to learn to simulate some degree of surface conformism in order to mask their inherent unconventionality.
Personal relationships, particularly romantic ones, can be the INTJ's Achilles heel. While they are capable of caring deeply for others (usually a select few), and are willing to spend a great deal of time and effort on a relationship, the knowledge and self-confidence that make them so successful in other areas can suddenly abandon or mislead them in interpersonal situations.
This happens in part because many INTJs do not readily grasp the social rituals; for instance, they tend to have little patience and less understanding of such things as small talk and flirtation (which most types consider half the fun of a relationship). To complicate matters, INTJs are usually extremely private people, and can often be naturally impassive as well, which makes them easy to misread and misunderstand. Perhaps the most fundamental problem, however, is that INTJs really want people to make sense. :-) This sometimes results in a peculiar naivete', paralleling that of many Fs -- only instead of expecting inexhaustible affection and empathy from a romantic relationship, the INTJ will expect inexhaustible reasonability and directness.
Probably the strongest INTJ assets in the interpersonal area are their intuitive abilities and their willingness to "work at" a relationship. Although as Ts they do not always have the kind of natural empathy that many Fs do, the Intuitive function can often act as a good substitute by synthesizing the probable meanings behind such things as tone of voice, turn of phrase, and facial expression. This ability can then be honed and directed by consistent, repeated efforts to understand and support those they care about, and those relationships which ultimately do become established with an INTJ tend to be characterized by their robustness, stability, and good communications.
Functional Analysis
by Joe Butt
Introverted iNtuition
INTJs are idea people. Anything is possible; everything is negotiable. Whatever the outer circumstances, INTJs are ever perceiving inner pattern-forms and using real-world materials to operationalize them. Others may see what is and wonder why; INTJs see what might be and say "Why not?!" Paradoxes, antinomies, and other contradictory phenomena aptly express these intuitors' amusement at those whom they feel may be taking a particular view of reality too seriously. INTJs enjoy developing unique solutions to complex problems.
Extraverted Thinking
Thinking in this auxiliary role is a workhorse. Closure is the payoff for efforts expended. Evaluation begs diagnosis; product drives process. As they come to light, Thinking tends, protects, affirms and directs iNtuition's offspring, fully equipping them for fulfilling and useful lives. A faithful pedagogue, Thinking argues not so much on its own behalf, but in defense of its charges. And through this process these impressionable ideas take on the likeness of their master.
Introverted Feeling
Feeling has a modest inner room, two doors down from the Most Imminent iNtuition. It doesn't get out much, but lends its influence on behalf of causes which are Good and Worthy and Humane. We may catch a glimpse of it in the unspoken attitude of good will, or the gracious smile or nod. Some question the existence of Feeling in this type, yet its unseen balance to Thinking is a cardinal dimension in the full measure of the INTJ's soul.
Extraverted Sensing
Sensing serves with a good will, or not at all. As other inferior functions, it has only a rudimentary awareness of context, amount or degree. Thus INTJs sweat the details or, at times, omit them. "I've made up my mind, don't confuse me with the facts" could well have been said by an INTJ on a mission. Sensing's extraverted attitude is evident in this type's bent to savor sensations rather than to merely categorize them. Indiscretions of indulgence are likely an expression of the unconscious vengeance of the inferior.
Famous INTJs:
Susan B. Anthony
Lance Armstrong
Arthur Ashe, tennis champion
Augustus Caesar (Gaius Julius Caesar Octavianus)
Jane Austen (Pride and Prejudice)
Dan Aykroyd (The Blues Brothers)
William J. Bennett, "drug czar"
William F. Buckley, Jr.
Raymond Burr (Perry Mason, Ironsides)
Chevy Chase (Cornelius Crane) (Fletch)
Katie Couric
Phil Donahue
Michael Dukakis, governor of Mass., 1988 U.S. Dem. pres. candidate
Richard Gere (Pretty Woman)
Rudy Giuliani, former New York City mayor
Greg Gumbel, television sportscaster
Hannibal, Carthaginian military leader
Emily Bronte, author of Wuthering Heights
Angela Lansbury (Murder, She Wrote)
Orel Leonard Hershiser, IV
Peter Jennings
Charles Everett Koop
Ivan Lendl
C. S. Lewis (The Chronicles of Narnia)
Joan Lunden
Edwin Moses, U.S. olympian (hurdles)
Martina Navratilova
Michelle Obama
General Colin Powell, former US Secretary of State
Charles Rangel, US Representative, D-N.Y.
Pernell Roberts (Bonanza)
Donald Rumsfeld, former US Secretary of Defense
Hillary Clinton, US Secretary of State
Arnold Schwarzenegger, Governor of California
Josephine Tey (Elizabeth Mackintosh), mystery writer (Brat Farrar)
U.S. Presidents:
Chester A. Arthur
Calvin Coolidge
Thomas Jefferson
John F. Kennedy
James K. Polk
Woodrow Wilson
Fictional:
Cassius (Julius Caesar)
Mr. Darcy (Pride and Prejudice)
Gandalf the Grey (J. R. R. Tolkein's Middle Earth books)
Hannibal Lecter (Silence of the Lambs)
Professor Moriarty, Sherlock Holmes' nemesis
Horatio Hornblower
Ensign Ro (Star Trek--the Next Generation)
Rosencrantz and Guildenstern (Hamlet)
George Smiley, John le Carre's master spy
Clarice Starling (Silence of the Lambs)
Copyright © 2012 by Marina Margaret Heiss and Joe Butt
PERSONALITY TEST RESULTS #1
PERSONALITY TEST RESULTS #1
Introduction Hello Stevie. Personality type theory was created by Carl Gustav Jung in 1921. It was adapted and made popular during the mid-20th century by Isabel Briggs Myers. The MMDI questionnaire was produced by Steve Myers (no relation) and combines the best of both C.G. Jung's and I.B. Myers' versions of the theory. You can view your results in a personal, 10-minute video (right), or you can read them over the next few screens. The report will look at what your results mean and introduce the optional resources that can help you choose a career that you will enjoy, improve your relationships, become a better leader, or deepen your self-awareness.
Interpreting Your Results
illustration of a place between cities
Your personality is complex and unique. Jung described the personality types as stereotypes. They act as "points for orientation" to help you understand your unique personality. This is like describing where you live by referring to the nearest cities. You can move around the map, by visiting people or going to work, but your home is where you like to spend most time. Some people live close to one city, others live between two or more cities. personality map showing unique personality between types
"Points For Orientation"
In a similar way, there are 16 personality types that help you understand your unique personality. You can move around the personality map, using different types of behaviour in different situations. But there are some behaviours that you enjoy using more than others, and that is your home base. Some people's preferences are close to one particular type, but many are between two or more types. Closest Personality Types stretch diagramYour Personality Profile Each segment represents a style of thinking or behaving. The lighter the segment, the more you like that style. You can use all the behaviours, but your 'home base' is in the lighter parts of the profile. Compare Personality Types: Compare Your results are quite close - they suggest you are in-between personality types. There is nothing wrong with this - Jung said that most people fall into a middle group. If you force-fit yourself into one type, it might be unhelpful. It can lead to poor decisions about your future career, development, or relationships. The MMDI thinks your personality is closest to the INFJ stereotype and 2nd closest to ENFJ. If your closest personality type is INFJ then you have a strong, private sense of knowledge and vision, often for hidden things that other people would think can't be known. You see imaginative possibilities and insights, especially in relation to people, anticipating a future for them that they can't even see themselves. Although you probably have some strong relationships, your insights may be so unusual that others find them difficult to accept, and you may therefore find it difficult to articulate them. You can read descriptions of other types using the 'compare' button. Because your personality is unique, when choosing a career it is better to consider jobs associated with your two closest personality types, rather than just one type.
Extraversion And Introversion
Another way of looking at your personality is to consider each of the letters individually. Each letter refers to your preference between two opposite styles. The first letter is concerned with the direction of your energy. E - 50 50 - I Do you prefer to direct energy towards the outer world of people and things (E) or the inner world of ideas and information (I)? E Action - Words People - Things I Thought - Ideas Images - Information Your results suggest you like a close balance between extraversion and introversion. When you are extraverting, you direct your energy into dealing with people and things. This means you tend to take action, bounce ideas off people, and let people know your thoughts or feelings. When you are introverting, you direct your energy towards ideas and information. You then tend to concentrate on a few issues quite deeply, and think things through before taking action. Extraversion and introversion are two sides to your personality. Just as walking requires two legs, so too daily life requires both sides of you. What your results suggest is the degree of balance you like between them. You are much more likely to enjoy your job if - rather than choosing a career that simply matches your letters - you find one that provides the right balance for you.
Sensation And Intuition
The second letter of the type code shows your preferred mode of perception, i.e. the nature of the information or things that you like to deal with. S - 45 55 - N Do you prefer to deal with facts and tangible outcomes (S) or possibilities and potential (N)? S Facts - Experience Realism - Practical N Possibility - Potential Imagination - Conjecture Your preference for intuition means that you prefer to deal with possibilities, hidden potential, new ways of doing things, or what is not yet known. You also use sensing, though to a lesser degree. It involves dealing with reality, with facts, tangible outcomes, and specific information. This preference can have a big impact in areas such as communication or management. For example, people who prefer sensing like to have specific objectives, but those who prefer intuition like to have objectives that allow space for interpretation. There is an optional book that shows how to manage or communicate better with each personality type.
Thinking And Feeling
The third letter in your type code shows how you like to make decisions. T - 47 53 - F Do you prefer to decide on the basis of objective logic (T) or subjective values (F)? T Objective - Analytical Truth - Correctness F Subjective - Value-driven Morality - Likeability You like to have a balance between the two. Thinking uses objective principles and is concerned with truth and correctness. Feeling uses subjective values and focuses more on relationships and important beliefs. Organisations have preferences as well as people, and this can affect your career or leadership development. For example, an organisation with a thinking culture will tend to promote and reward people who use a thinking style of leadership. There is an optional leadership report that compares your natural leadership profile with the types of leadership that are required in different industries and disciplines.
Judgment And Perception
The last letter in your personality type code shows what type of lifestyle you like. J - 51 49 - P Do you prefer to live an organised and structured life (J) or be flexible and go with the flow (P)? J Structure - Planned Stable - Consistency P Go with the flow - Spontaneous Responsive - Variety Your results suggest you like a balance between the two - using some judgment, which structures and controls life, makes decisions and sticks to them, and some perception, which goes with the flow, and is more flexible and spontaneous. This preference can sometimes cause stress in relationships. For example, in many situations Js often feel more comfortable with a plan, but Ps feel more comfortable if things are left unplanned - and they may leave things to the last minute. When doing tasks together, this can cause conflict. There is an optional book that looks at the preferences in detail and shows how to overcome these types of differences.
Full Report Pack
Example from optional
Careers Report
Further Reading
If you want to find a career you will enjoy, improve your relationships, develop your leadership skills, or deepen your self-awareness, there are four optional reports. They are available for immediate download and contain 300 pages of high quality information and analysis that is tailored to your results. For example, the 50-page Careers Report is based on research with 17,000 people already in work, to find out which were the most enjoyable jobs. The report matches your unique personality with over 100 careers. It shows the most enjoyable careers, including the careers that your two closest personality types enjoy most - INFJ and ENFJs (if you wish, you can choose different types when you order). The report contains both an in-depth analysis, and easy-to-read ratings of each career, to help you make an informed career choice.
Introduction Hello Stevie. Personality type theory was created by Carl Gustav Jung in 1921. It was adapted and made popular during the mid-20th century by Isabel Briggs Myers. The MMDI questionnaire was produced by Steve Myers (no relation) and combines the best of both C.G. Jung's and I.B. Myers' versions of the theory. You can view your results in a personal, 10-minute video (right), or you can read them over the next few screens. The report will look at what your results mean and introduce the optional resources that can help you choose a career that you will enjoy, improve your relationships, become a better leader, or deepen your self-awareness.
Interpreting Your Results
illustration of a place between cities
Your personality is complex and unique. Jung described the personality types as stereotypes. They act as "points for orientation" to help you understand your unique personality. This is like describing where you live by referring to the nearest cities. You can move around the map, by visiting people or going to work, but your home is where you like to spend most time. Some people live close to one city, others live between two or more cities. personality map showing unique personality between types
"Points For Orientation"
In a similar way, there are 16 personality types that help you understand your unique personality. You can move around the personality map, using different types of behaviour in different situations. But there are some behaviours that you enjoy using more than others, and that is your home base. Some people's preferences are close to one particular type, but many are between two or more types. Closest Personality Types stretch diagramYour Personality Profile Each segment represents a style of thinking or behaving. The lighter the segment, the more you like that style. You can use all the behaviours, but your 'home base' is in the lighter parts of the profile. Compare Personality Types: Compare Your results are quite close - they suggest you are in-between personality types. There is nothing wrong with this - Jung said that most people fall into a middle group. If you force-fit yourself into one type, it might be unhelpful. It can lead to poor decisions about your future career, development, or relationships. The MMDI thinks your personality is closest to the INFJ stereotype and 2nd closest to ENFJ. If your closest personality type is INFJ then you have a strong, private sense of knowledge and vision, often for hidden things that other people would think can't be known. You see imaginative possibilities and insights, especially in relation to people, anticipating a future for them that they can't even see themselves. Although you probably have some strong relationships, your insights may be so unusual that others find them difficult to accept, and you may therefore find it difficult to articulate them. You can read descriptions of other types using the 'compare' button. Because your personality is unique, when choosing a career it is better to consider jobs associated with your two closest personality types, rather than just one type.
Extraversion And Introversion
Another way of looking at your personality is to consider each of the letters individually. Each letter refers to your preference between two opposite styles. The first letter is concerned with the direction of your energy. E - 50 50 - I Do you prefer to direct energy towards the outer world of people and things (E) or the inner world of ideas and information (I)? E Action - Words People - Things I Thought - Ideas Images - Information Your results suggest you like a close balance between extraversion and introversion. When you are extraverting, you direct your energy into dealing with people and things. This means you tend to take action, bounce ideas off people, and let people know your thoughts or feelings. When you are introverting, you direct your energy towards ideas and information. You then tend to concentrate on a few issues quite deeply, and think things through before taking action. Extraversion and introversion are two sides to your personality. Just as walking requires two legs, so too daily life requires both sides of you. What your results suggest is the degree of balance you like between them. You are much more likely to enjoy your job if - rather than choosing a career that simply matches your letters - you find one that provides the right balance for you.
Sensation And Intuition
The second letter of the type code shows your preferred mode of perception, i.e. the nature of the information or things that you like to deal with. S - 45 55 - N Do you prefer to deal with facts and tangible outcomes (S) or possibilities and potential (N)? S Facts - Experience Realism - Practical N Possibility - Potential Imagination - Conjecture Your preference for intuition means that you prefer to deal with possibilities, hidden potential, new ways of doing things, or what is not yet known. You also use sensing, though to a lesser degree. It involves dealing with reality, with facts, tangible outcomes, and specific information. This preference can have a big impact in areas such as communication or management. For example, people who prefer sensing like to have specific objectives, but those who prefer intuition like to have objectives that allow space for interpretation. There is an optional book that shows how to manage or communicate better with each personality type.
Thinking And Feeling
The third letter in your type code shows how you like to make decisions. T - 47 53 - F Do you prefer to decide on the basis of objective logic (T) or subjective values (F)? T Objective - Analytical Truth - Correctness F Subjective - Value-driven Morality - Likeability You like to have a balance between the two. Thinking uses objective principles and is concerned with truth and correctness. Feeling uses subjective values and focuses more on relationships and important beliefs. Organisations have preferences as well as people, and this can affect your career or leadership development. For example, an organisation with a thinking culture will tend to promote and reward people who use a thinking style of leadership. There is an optional leadership report that compares your natural leadership profile with the types of leadership that are required in different industries and disciplines.
Judgment And Perception
The last letter in your personality type code shows what type of lifestyle you like. J - 51 49 - P Do you prefer to live an organised and structured life (J) or be flexible and go with the flow (P)? J Structure - Planned Stable - Consistency P Go with the flow - Spontaneous Responsive - Variety Your results suggest you like a balance between the two - using some judgment, which structures and controls life, makes decisions and sticks to them, and some perception, which goes with the flow, and is more flexible and spontaneous. This preference can sometimes cause stress in relationships. For example, in many situations Js often feel more comfortable with a plan, but Ps feel more comfortable if things are left unplanned - and they may leave things to the last minute. When doing tasks together, this can cause conflict. There is an optional book that looks at the preferences in detail and shows how to overcome these types of differences.
Full Report Pack
Example from optional
Careers Report
Further Reading
If you want to find a career you will enjoy, improve your relationships, develop your leadership skills, or deepen your self-awareness, there are four optional reports. They are available for immediate download and contain 300 pages of high quality information and analysis that is tailored to your results. For example, the 50-page Careers Report is based on research with 17,000 people already in work, to find out which were the most enjoyable jobs. The report matches your unique personality with over 100 careers. It shows the most enjoyable careers, including the careers that your two closest personality types enjoy most - INFJ and ENFJs (if you wish, you can choose different types when you order). The report contains both an in-depth analysis, and easy-to-read ratings of each career, to help you make an informed career choice.
Introduction
Hi all,
My name is Stevie Collins and I am currently in my second year teaching American Sign Language (ASL) in Temecula, CA. This is my last class for my credential (yay!) and I am working on the last TPA (4). I became a teacher because I was actually asked to teach. I was a sign language interpreter in the public school system for over 10 years and because I often tutored my Deaf students outside of class (along with other students who also wanted help) and was told I was a "natural teacher", when I was asked to then teach ASL, I said yes. I was planning on going into Deaf Education (I have a Master's in Special Education: DHH) soon, but General Education kind of fell into my lap, so here I am. I love my students and enjoy my job very much.
On a personal level, I am a single mom of a very loud and happy toddler (and two furry babies) who loves being at the beach more than anywhere else. :)
My name is Stevie Collins and I am currently in my second year teaching American Sign Language (ASL) in Temecula, CA. This is my last class for my credential (yay!) and I am working on the last TPA (4). I became a teacher because I was actually asked to teach. I was a sign language interpreter in the public school system for over 10 years and because I often tutored my Deaf students outside of class (along with other students who also wanted help) and was told I was a "natural teacher", when I was asked to then teach ASL, I said yes. I was planning on going into Deaf Education (I have a Master's in Special Education: DHH) soon, but General Education kind of fell into my lap, so here I am. I love my students and enjoy my job very much.
On a personal level, I am a single mom of a very loud and happy toddler (and two furry babies) who loves being at the beach more than anywhere else. :)
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