Personality Type: ISFJ Learning Style in High School

English: The teacher who is clear and highlights the moral issues helps them figure out the various shades of gray in the story line. They will be comfortable reading Jane Austin’s Sense and Sensibility because is pretty straight forward yet deals with common family issues. This author feeds the type’s compulsion to make mental scrapbooks, rich with people details. ISFJ will be paying very close attention to everything said in the class so that they can be accurate in forming their judgments. They value the establishment and social conventions more often than not because it helps them know where they stand. Inferences made by students or the teacher in class may not be understood or accepted because they hear things literally. However, they are not likely to speak up and challenge the teacher or fellow students.

Math: Their usual mastery of the facts and their great work ethic will let them
shine in the more sequential math tasks. The nature of abstract concepts in
math may frustrate and wear them down so that test grades could be inconsistent
sometimes. They complete all of their homework ahead of time even
at the expense of play. They will like a teacher who applies the Pythagorean
Theorem to figure out distance, which is a practical, hands on concept for
this type. They will like the teacher who offers a familiar routine to the lesson
plan throughout the school year. They don’t like to be rushed. The security of
an orderly classroom that is evenly paced is very helpful to them.

History: Studying history through the social and human side is a favorite
way to get into this subject. They can bring history alive, for themselves, by
wondering what historical figures thought and believed at that time. They
will even pass judgment on the morals or decisions made by those historical
persons. Only when they ask will the teacher find out that the ISFJ has some
unique and interesting insights. If a history teacher includes historical dramas
in the course, they will make it easy for ISFJ to learn. Teachers who approach
history in terms of facts, dates and events are less liked by this type, especially
if the teacher calls attention to them in class.

Science: Mastering the facts in the sciences and then devising practical
applications in the lab will be a natural and preferred learning experience for

them. They will like the definite outcomes of experiments which leave little
to guess about. Experimental teaching in the labs will work well for them if
the teacher gives specific direction and identifies what is the end result of the
lesson. ISFJ have their exceptional observation and retention skills. They are
likely to be the best prepared lab partner and conscientiously accept responsibility
for the exercise.
Read More : Personality Type: ISFJ Learning Style in High School

Personality Type: ENFP Learning Style in High School

English: English is likely to be a favorite subject. This type likes teachers who help them clarify their ideas. They will enjoy just about any novel, short story, or poem the teacher assigns. They really like to have a personal relationship with their teachers. The English teacher is likely to appreciate this type’s quick mind and solid ability to identify human emotions in the literature. As a result, the teacher might encourage participation by this type for help inspiring class discussions and ultimately become a friendly mentor or counselor.

The ENFP will happily offer insightful comments if they actually read the
assignment on time. Typically doing homework at the last minute, they may
drag their feet on actually capturing those insightful comments on a paper.
They are likely to get a B or a C in this subject if the teacher does not help
them out.

Math: This type likes teachers who use humor and variety in the class, but
also stick to the lesson plan and always explain the steps within each problem.
This student gets the overall nature of the formula, but because they miss
the details, the steps must be pointed out to them. This student is a big picture
learner and loves the teacher who can teach with an imagination which
stimulates the class. The teacher who scores big for this type makes time for
informal problem solving and fun during class.

History: Teachers will get the best work from the ENFP if the homework
assignment directly matches the information presented in class. The teacher
who enthusiastically talks about Bismarck and Germany gets their attention
and will get the best work from this type by assigning a paper that follows the
classroom discussion to be turned in within the next few days. The teacher
who speaks about Bismarck in class but changes the topic for homework that
night will discourage this type. Variety in the assignment and extra credit
projects are welcomed by this type.

Science: This student likes teachers who start with the adult insect to explain
the process of metamorphosis in biology. The remaining steps in the
process should have some fun and negotiation. A teacher who allows for a self
designed project will definitely please them. This type likes “minds-on” and
“talking it out” with others rather than solo, pencil and paper, observational
reports. They relate to the spoken word, especially if the teacher has developed
a personal relationship with the class. Short answer, projects and verbal
reports best reveal this type’s knowledge in chemistry versus multiple choice
and fill in the blank.
Read More: Personality Type: ENFP Learning Style in High School

Personality Type: INTP Learning Style in High School

English: The INTP may be reticent to speak up although they have may have an opinion. INTP can get very absorbed in a novel if it interests them. If the short story or poem does not interest them, they are likely to get bored. If the novel includes puzzles, mysteries, riddles or science fiction it is a winner as far as they are concerned. They connect the unrelated hints and clues to find the solution.

Math: This student is often on the honor roll. They may shine in pre calculus because they have the thinking power to hang in there and get the abstract
theory behind the formulas. They are likely to enjoy the derivatives in higher
level calculus. They really can tap in the coordinates and numbers on their
hand held T-83 graphic calculator. They like this little instrument. For those
who do not like math, their tendency to overlook details may trip them up on
exams. Their uneven surges of energy could drain their overall effort. If the
teacher negotiates with this student on the grading to include math problems
that seem to be riddles, then INTP’s impressive concentration kicks in.

History: Teachers that connect historic events with current problems and
policy will really get INTP to pay attention. If teachers dwell on event upon
event to build a chronological timeline, they are likely to lose this type. INTPs
may not get appreciation by the teacher because they can become totally
absorbed in connections between the past and future, with little bearing on
current class discussion. History may be a favorite or a loathed subject depending
on the teacher’s approach. This type may come across as skeptical in
their questioning as they explore and satisfy their exceptional curiosity.


Science: This type likes the pure science that teachers talk about in the classroom,
and they can listen and learn while moving a concept around in their
head. They may actually enjoy or not enjoy the lab experiments. They certainly
don’t care for the group and collaboration often assigned by the science
teachers. They will shine at memorizing the formulas and enjoy the complexity
of the problems in science. Sometimes they become so absorbed in their
lab work that they lose sense of time and place.
Read More: Personality Type: INTP Learning Style in High School

Personality Type: ENFJ Learning Style in High School

English: English is likely to be a favorite subject. A teacher who presents literary figures along with the reasons for their behavior in the novel is a favorite.

This type can read between the lines and understands the motivations of the characters in novels like Robinson Crusoe. They often love to participate in class. They must have harmony in the class to feel positive and will actively participate in discussion where values are front and center. If the teacher plays favorites and allows the class to become divided for any reason, this type will shut down. The teacher who encourages study groups will appeal to this type.

Math: A teacher who assigns nightly homework in precalc and covers the
answers the next day in class really works for this type. These daily exercises
will help this student meet their personal goals within the semester precalc
curriculum. The teacher who actually assigns a grade or a point value to daily
or weekly work will gain their appreciation. Teachers will get a thumbs up if
they offer markers or milestones that track completion and academic progress
throughout the semester. Teachers who only give periodic tests will get a
thumbs down because this type likes to know where they are at in the class.

History: This type will probably like history, but may not get the best grade
because sometimes they let their personal opinions count more than the facts.

The teacher who brings out the human interest in historical narratives really
plays to their learning style. The teacher who devotedly follows the chronology
or focuses on the objective reasons for a war may not get their approval.

They might view the Pilgrims’ perilous Atlantic crossing through the survivor’s
tales and emotional scars. They are much less interested in the actual
year that the Pilgrims landed than the drama of it all.

Science: The ENFJ will like a science teacher who assigns projects that require
outside work with other classmates. They especially like anatomy classes
because they are connected to human health. The “knee bone connected to
the leg bone” makes for the orderly, structured way they prefer to learn. The
teacher who acknowledges their skill and ability to be a team player will best
develop this student’s potential. The teacher who assigns technical lab reports
that only require recording observations will be hard for this type. Daily or
weekly quizzes centered on data will also not appeal to this type if it is the
primary method for the final grade.
Read More: Personality Type: ENFJ Learning Style in High School

Personality Type: INTJ Learning Style in High School

English: The INTJ loves the teacher who is competent and knows their literature. They would not like a teacher who accepts multiple interpretations of a novel. They want the teacher and class to settle on the best and most accurate interpretation that can survive the INTJ’s analysis and critique. They do not like a teacher who moves from novel to short story to a poem in one lesson plan on a whim. They like an organized, logical review of each assigned reading.

Math: They challenge the teacher because they are quiet and learn privately.
They often avoid group assignments and choose not to volunteer answers.
They will complete math homework almost with resignation because the formulas
do not give them freedom with the outcome. Sometimes they work so
hard in trying to perfect the answers on their take-home precalc exams that
they get down on themselves. Generally, INTJ is comfortable in the math
classroom. This subject utilizes INTJ’s love for analysis. Solving a problems is
like getting to the finish line, an important milestone for this type.


History: This type will challenge the teacher’s position on the Vietnam War.
They like a teacher who will allow them to ask pointed questions. They ask
questions to learn about the subject. They risk being not liked by the teacher
and possibly others in the class because they learn by challenging the views
presented in history classes. A teacher who follows the textbook interpretations
regularly is not their favorite. They like a teacher who presents history
in conceptual frameworks that encourage student insight.

Science: This student finds that teachers who start with the big picture in
chemistry or physics are right up their alley. They are ok with missing a few
of the steps and details because they will fill in the gaps later. Some teachers
may like it when the INTJ challenges a few of their statements. They like a
teacher who moves quickly through the chemistry chapters verbally explaining
and highlighting required concepts for the upcoming AP exam. INTJ has
an inner vision of how chemistry composes the world. The teacher syllabus
must interface with the INTJ’s vision.
Read More : Personality Type: INTJ Learning Style in High School

Personality Type: INFP Learning Style in High School

English: The INFP does well in class because INFP is usually interested in literature. They probably are avid readers of the Harry Potter series because it is richly metaphorical and depicts relationships and human values. They may also like science fiction books that stimulate their curiosity. They easily take on additional reading that is not required for class.

They may find it hard to tear themselves away from a favorite novel. Their interests in literature range far and wide. They write their best papers when inspired and the topic relates to their own beliefs. They want the teacher to appreciate and compliment their work as well as coach and mentor them.

Math: In class, the INFP may be deeply invested in learning if math is taught
in general concepts rather than preplanned, linear lessons and repetitive
homework problems. For example, the INFP likes to know how the story of
how Mr. Pythagoras discovered the Pythagorean Theorem, and how this can
be applied to understanding how the universe works. A teacher who is always
rational, objective and to the point, who doesn’t let emotion enter the class
discussion, may be upsetting to the INFP.

History: They like to use their inquisitive mind while working or studying
solo. They typically like history if there is stimulating discussion in class and
it is not abrasive or argumentative. Lectures might be considered boring, especially
if it’s a monologue by the teacher. INFP seeks to understand reasons
for wars and is likely to look for a universal reason that explains all conflict.

They prefer harmony in the classroom and will dislike a teacher who cannot
earn the respect of the class. They may have trouble finishing their history
report because the details can bog them down. The teacher who provides
structure with some wiggle room does well with this student.

Science: This type sometimes gets bored with studying traditional biology
or physics. They want science to relate to the human experience. The study
of light and lenses make more sense to them if the teacher talks about people
who suffer from cataracts. INFP needs broad concepts and big pictures first
to spark the interest otherwise they may not incorporate the facts which they
receive as too monotonous and boring. INFP would rather write about metamorphosis
and life cycle in a short answer test rather than fill in a list of stages
on a matching test.
Read More: Personality Type: INFP Learning Style in High School

Personality Type: ENTP Learning Style in High School

English: This type likes the fact that literature is open to many interpretations.
The ENTP explores the possible motives and reasons why a protagonist may act in a certain way. Poems are also something that triggers their imagination.

They will like teachers who invite student discussion and include multiple points of view. They will not like teachers who do not deviate from a structured interpretation of book. The ENTP can deal with opposing points of view. When this type has an assignment, such as writing a book review, they are not likely to make an outline. They will like a teacher who gives multiple short stories or poems to read, as opposed to a teacher who stays on one novel all semester. Teachers may find that this student’s original interpretation of a poem is not clearly supported in writing and find it difficult to assign a
“C” to the most original paper turned in.

Math: The ENTP may have a hard time following the formulas and prescribed teaching in precalculus because there is little room for creativity.
However, the teacher who shows different approaches to solving a problem
will pique their interest. The teacher who gives an open ended math test, such
as “tell how you would build a bridge using math formulas” will be their favorite.

If the teacher only offers one kind of math exam all year long, it could
become the tedious, ho hum class of the day. The ENTP quickly tires of
rules and could make careless, small mistakes. They tend to prefer conceptual
math, where they can apply new ways of solving problems.

History: This student likes a fascinating teacher who ties in past events with
today’s world. They like to read and teach themselves. The teacher who
speaks of the numbers of horses and soldiers and hours involved in the battle
of Gettysburg will lose this type. The teacher who speaks of Lee’s battle plan
and Grant’s hunches will have them raising their hands to join in with their
unique opinions. On a test, they are likely to miss the starting date of the
Phoenician wars but the reasons for it will be understood by them. For that
reason, an essay test in history is preferable to a multiple choice test.

Science: The ENTP loves asking questions, figuring out how scientists discovered
a new vaccine and knowing why milk is best drunk when pasteurized.
Teachers in the subject of biology who really ask the “why” questions are
favored by the ENTP. The teacher who makes them work hard to memorize
the species and specific functions of cells is not a favorite. The teacher who
gives students ten chemicals in the lab and rewards the student who made the
most compounds brings out the best of their creative learning style.
Read More: Personality Type: ENTP Learning Style in High School

Personality Type: INFJ Learning Style in High School

English: This student could be quiet and unassuming about this subject that really speaks to their hearts, but they are shy about revealing this to others because they are private people. They do not like a teacher who would call on them, unless they raised their hand with a carefully thought out answer. They
like a teacher who understands that they are listening and are on task, even if they do not speak out in class and answer questions. They may especially do well in a home schooling experience for a year or two because they need time and quiet to process their thoughts and prefer to teach themselves. Idealism
and heroism such as is portrayed in The Perfect Storm by Sebastian Younger will appeal to this type.

Math: The INFJ prefers a teacher who is very well prepared. The teacher who
offers a steady, even presentation of the big picture and the theory that underlies
the numbers gets their respect. An equation will make more sense to this
type even if it is not plotted on a graph because they can picture it intuitively.

They thrive on careful analysis and the freedom to search for their own math
solutions. They are independent learners and may need gentle guidance from
a teacher to get back on the right track. They rely on their insights about
math to be correct, but will ask a question of the teacher to confirm that they
have the right answer.

History: This type is usually fascinated by this subject. They are excited to
learn how the colonies came together to form a union. An assignment that
required a full length examination of John Calvin would be right up their alley.

Calvin is a complex figure and clearly impacted the pilgrim’s motivation.
INFJ would love to examine the puritan ethic. They prepare very well for all
history tests even if the teacher doesn’t teach to their style. This student loves
to read and will do extra credit for the learning itself.

Science: They will do well in this subject. They will thrive with a demanding
teacher who requires the students to be organized, good with time management
and planning a semester projects and the accompanying paper, projects
and reports. They will relate positively, through reason, to certain science
issues like sustainability unless their personal belief system does not support
that view. If they make a small error in judgment during a project or lab and
the teacher calls attention to it, they will take it personally and be really hurt
because of their high standards.
Read More: Personality Type: INFJ Learning Style in High School

Personality Type: ISTP Learning Style in High School

English: This type will prefer literature that is in a journalistic style of writing:
what, where, when and how. This satisfies their need to know what makes things tick. They will like clearly descriptive essays, short stories and novels about what is, in the non-fiction category. If the teacher prefers novels with high emotional content and allegory this student will likely be turned off.

They are likely to find themselves out of synch with the English class during poetry study. However they might like the haiku poetry because of its short,
clear presentation with more concrete words. The teacher who is touchy feely
and highly creative will be a puzzle to them. This student is likely to be passive
in class and if the teacher requires participation, the grade could suffer.

Math: They usually like this subject especially finite math like algebra I, statistics
and geometry. They are often orderly, paying attention to detail, and
carefully print their numbers on the page so they won’t make mistakes. They
will adore math teachers who present lessons clearly. There are two types of
answers, right and wrong, and this student is likely to willingly retrace their
steps if they made a mistake. The short cuts in math formulas and most efficient
proof to verify the correct answer is like duck soup for the ISTP. They
like the objectivity of math. The sequential, step by step teacher will keep the
attention of this student. The occasional math teacher who gets lost in their
own presentations is not going to work for this student because they crave
clarity. Math helps this type understand technical material which is what they
are really interested in.

History: The teacher who presents this subject with emphasis on facts in
categories and logical classifications will be a favorite teacher and likely to
get this student to raise their hand in class. A teacher who covers the chapter

with multisensory learning tools like video, graphs, posters, maps and text
will allow ISTP to look for that practical thread that pulls it together. For
that reason it may take the teacher several months or perhaps the semester to
understand what this student has to offer to the class discussion. A teacher
who flavors their history with social, religious or political random threads
will not be their favorite. If the history topic piques their curiosity, they will
want to know the material clearly and objectively as it relates to their present
circumstances.

Science: They are likely to shine in physics, chemistry, biology and earth
science because these subjects impact their lives today. This type really enjoys
the many hands-on experiments and learning assignments, like dissection,
because these make practical things clearer and are basically like play. The
classification and systems of science are very appealing to them. Enjoying
and excelling in their observations of experiments, ISTPs are likely to become
participants and leaders in this class. Their papers and written work will highlight
the accumulative, factual nature of the sciences. It is likely they will be
engrossed by class projects.
Read More: Personality Type: ISTP Learning Style in High School

Personality Type: ESTP Learning Style in High School

English: This type will like literature which emphasizes, describes and is grounded in the physical environment, real things and people. The teacher who assigns reading that is primarily abstract and emotional in its story line will not hold the attention of this student. Hemingway’s Old Man and the Sea and readings of Mark Twain are right up their alley.

Homework that emphasizes variety in assignments and subject matter helps them stay engaged with
abstract literature. Their contribution in class discussion is often summarizing or expanding on earlier comments so that the lesson can move forward.
They’re appreciative of the multiple points of view in literature and really
enjoy the films and videos that illustrate the novel they are reading.

Math: The concepts involved in higher maths such as precalc can give this
student pause and possibly stump ESTP who has previously done well in
understanding discrete math and concrete problems. Their typical strength
of collaborating with other students is not often seen in math. High math
requires and rewards mastering the abstract concepts embedded within the
formulas. The math teacher who brings in practical, real world examples of
the math problems will make inroads with this student.

History: History may be the favorite subject of the school day if the teacher
uses project-based activities such as documentaries, pictorial exhibits and
dramatizations that liven up and add variety to this fact-based discipline.

They could be strong contributors in class discussion because their recall of
historical facts is a comparative strength in the typical history class. They find
historical figures to be compelling if the teacher offers study methods that
physically engage their senses. Curiosity is a very real learning tool for this
type. Written assignments will likely avoid the ‘would of, could of, should
of ’ line of reasoning. They prefer instead to prove their understanding of the
subject by revealing a logical thread without unnecessary theory.

Science: This student is likely to prefer the days spent in the lab verses the
days spent in listening to lecture and preparation. They will be comfortable
with lab partner assignments that include three to four students over the typical
two assigned to an experiment because they are often gregarious. They are
likely to be the enthusiastic member of the group and will move the experiment
forward if it stalls, even if it requires a blunt direct comment from them.
They prefer to experiment informally and explore with the least fuss and
muss. The teacher who leans too heavily on book and lecture will garner their
disfavor. Visible, concrete results, often a part of high school sciences, gives
them a chance to excel through active, direct and assertive participation.
Read More : Personality Type: ESTP Learning Style in High School

Personality Type: ESTJ Learning Style in High School

English: Papers will be written clearly in a journalistic style, handed in on time without any wandering sentences. The typical literature studied in the classroom is likely to be somewhat mysterious to them such as Beowulf. Nevertheless, they will persevere and remain on task in reading the entire assigned list of books. They will also give their opinion in class especially if the book blends facts with a good story, like The DaVinci Code, Nickel and Dimed: On Making it in America or detective novels. The teacher who centers a reading list on books like Beloved by Toni Morrison may activate the impatience of this type because the story line is metaphorical. They will not easily suspend their disbelief to move along with a story line that intertwines fantasy with reality.

Math: Where order reigns and the teacher is well prepared and follows a predictable, sequential lesson plan the ESTJ will likely appreciate the class and the teacher. They prefer clarity in explanations of math work. They will
want to be sure that they are right or present themselves well prior to raising
their hands to ask a question or give an answer. Yet they will speak up even
if they are alone in their opinion. They will not feel comfortable revealing a
lack of understanding. They prefer tangible results so ongoing problems with
answers the next day is not their favorite way to learn. They will appreciate
being asked to mentor other students, if requested by the teacher. They
gravitate toward finite math because solving the equations will yield correct
or incorrect answers and their strong observational skills will identify small
mistakes along the way.

History: Since these students are impressed by proven knowledge, history
is likely to make perfect sense to them. This tradition bound type likes the
straight forward, historical records because they are factual events without hypothetical
queries, and history offers fewer opportunities for abstraction than
other subjects in high school. The ESTJ student can sit and learn from a dry
presentation of the topic if it includes concrete examples. Clear expectations
and homework assignments are preferred by this student. Conversely, abstract
or opinionated teachers could possibly energize the student who would
ask for clarification in a respectful and appropriate way. Typically, they will
turn reports in on time, follow through with homework and take a leadership
position in the class.

Science: They tend to like this subject because they are learning something
useful and real to them. Opinions, interpretations and nebulous ideas are
rarely interfaced in the high school science classrooms, so this student is more
comfortable with this quantifiable subject. There is no room for argument
on how mitosis occurs or at what temperature water boils. The ESTJ’s attention
for detail, conscientious approach and willingness to take charge helps
them excel in the lab assignments. They respect the teacher who presents this
subject traditionally, with a syllabus and well organized. They also enjoy being
publicly recognized for good work in the classroom because competence
is an important milestone for them. The teacher who gives this independent
learner the responsibility to lead others will find an enthusiastic student leader
because leadership is an important milestone for them.
Read More: Personality Type: ESTJ Learning Style in High School

Personality Type: ESFP Learning Style High School

English: The ESFP is very social and often gregarious, they may enjoy literature that describes social conventions such as The Great Gatsby. They usually
support social traditions and may not appreciate literature with an abstract, philosophical bent. A highly detailed book that describes the social scene well will really bring the story alive for this type. Literature that defies social conventions may offend their sense of values. They could shine giving an oral book report on a subject in which they are interested. Their preference for step by step learning will allow them to give a sound, thorough report that other students may learn from and come to appreciate.

Math: This type does well with a structured math presentation, and they will especially learn well from applied math lessons that relate to a real situation.

They will need those frequent spontaneous energy bursts sometimes
to get through the semester in abstract algebra. If the teacher is organized
and personable, the teacher will bolster this student’s confidence in acquiring

and mastering the math work. The teacher gets a thumbs up who regularly
encourages discussion of the math problems while the class together works
out the answer. Plotting, graphing and geometric designs make sense to them.

Classroom management that discourages active discussion or allows one or
two students to frequently provide the answers won’t work for this type. Follow
through with after class assignments and practice may be difficult for
them because it is a solo activity and may not necessarily be fun.

History: This student will do well with a history curriculum that allows for
hands on activities like dramatic reenactments or interactive videos. Group
activities, such as poster sessions for history day, where this type can study
with others, will really bring history alive and pique their interest. They will
prefer history taught through significant historical figures versus the traditional
chronological time and events approach. They can be fascinated by
the lives of people. They could become anxious if they are not encouraged by
teacher and this could happen because they are typically sensitive. They are
likely to procrastinate on turning in assignments unless they are passionate
about the topic. Remembering specific facts and historical details is often a
gift of this type who typically does not like highly abstract concepts.

Science: This type will like the teacher who presents the theory of radioactivity
through Marie Curie’s own research. Science must be connected with reality
and purpose for this type. The hands on nature of environmental science
could be a favorite subject, especially if the teacher takes the class to the river
to test water samples. They need a certain framework to assignments but also
need some elbow room to test and try out their own ideas. The teacher who
takes the lab outside of the classroom to identify rocks, collect and identify
plants, find animal traces and monitor atmospheric instruments should make
this student very happy. Group work and student pairing for class assignments
is satisfying because of the personal relationships.
Read More: Personality Type: ESFP Learning Style High School

Personality Type: ESFJ Learning Style in High School

English: This student will like the teacher who requires a chapter to read in the assigned novel and then follows it with a quiz, all the better if this is done on a weekly schedule that is predictable. The ESFJ does not like teachers who skip around and grade with different methods. They do not appreciate surprise assignments or quizzes. This student’s written reports however, will likely be well prepared and reveal more insight into the material presented in class. If the literature is about values and compassion, their own passion for helping others will shine through because of their own, often deeply held values.

This type will not mind a lecture on the various types of poetic cadence and will take detailed notes.

Math: This ESFJ likes to use graphic calculators because of the step by step sequences. Teachers who use this as a primary tool will be appreciated by this student. Typically very responsible and earnest, this student will remain on task during difficult algebraic explanations. The ESFJ could ask for clarification on behalf of the class. They are going to be a full participant in the classroom and could be very helpful to fellow students who are less willing to acknowledge their confusion. But no matter how far behind the class or an individual student gets, the ESFJ will be socially appropriate and not likely to disrupt
the class or give up.

History: This type will often put forth their ideas in class discussions because
they quickly recognize and appreciate facts. They will be well informed and
freely share that information to help others in the class reach the same conclusions.

They appreciate the teacher who gives them compliments and will do
better when they receive positive comments about their work. Their clarity
of thinking will shine when the teacher keeps the lessons concrete. They like
that practical movement toward the knowledge expected for the coming tests
and quizzes. They do not appreciate abstract, theoretical possibilities that require
making assumptions about history. They will gladly help other students
in the class.

Science: The ESFJ is likely to understand and appreciate the formulas because
they can be demonstrated. In other words, this could be the favorite
subject during the class day. Concrete concepts and application of those ideas
is a favorite activity at which they often excel. Their lab work is very thorough
and their lab grades may improve their overall subject grade. Mastering the
individual concepts of meticulous lab work is their specialty, and they could
earn the highest lab average in the class because of this. They like to work
with their peers in a group in the classroom, preparing for the next day’s lab
experiment.
Read More: Personality Type: ESFJ Learning Style in High School

Personality Type: ISTJ Learning Style in High School

English: This type will be suspicious of the many possible meanings to a metaphor. The inferential reasoning required to interpret literature could be
a riddle to them. Deep inside they don’t trust all the positions and interpretations because in their view, only one is correct. They will listen quietly, not
complaining, and likely not reveal their discomfort with the open ended and exploratory class discussion.

They are likely to write clearly, with organization
and free of flowery prose. They do well with book reports gathering factual information that would support a position. They could submit well written
papers and call on their previous knowledge of grammar and English structure that they learned and enjoyed via drills in earlier school years. ISTJs want to reach the learning objectives set by the teacher and if they don’t get this in class they will sort it out later by themselves.

Math: They are able to grasp the theory and concepts in advanced math by building up their math knowledge sequentially over the years. Math takes advantage of their logic-based approach and so they can solve complex problems especially if the teacher is clear about the foundational steps. They will pay attention to formulas presented on the board with intense concentration especially if there are graphs, tables and illustrations involved. They will accurately pinpoint errors that they identify. On math quizzes and tests there
will be no small careless mistakes. When they are solving equations they will remember to use the right laws of properties and numbers.

History: They will be accurate on dates and facts with reports they turn in on time. If the history teacher assigns a wide-ranging topic that is not broken down into a clear outline, they will not like it. They will like the class if the teacher offers the material in an organized fashion and sequentially leads to the big picture. The ISTJs make for very good students, carefully observing and following the teacher’s directions. They don’t want to call attention to themselves so they appreciate the teacher who acknowledges their due diligence
quietly. They are keen observers of what is. Their excellent memory is like the hard drive in a computer. Group work is not their favorite way to learn because ISTJs will step in and finish what others did not complete. As a result of doing this heavy lifting, they become aggravated. When it comes to answering questions in class, they will be thoughtful with a planned answer.

Sometimes the conversation will have moved on to another point and they will not volunteer that thought they were preparing. The teacher will often come to know this student’s mastery of the subject through their written work.

Science: Biology, chemistry, or environmental sciences are enjoyable because they allow for logic and reasoning to arrive at a definite conclusion. These sciences move toward the big picture typically after introducing facts and information followed by a building block sequence. ISTJ likes this approach.

Hands on lab work will provide them an opportunity to demonstrate their competency and awareness of safety issues. They will not blow up the lab. Through their senses, they are very grounded in the lab assignment. Occasionally, they will volunteer to do a demonstration, taking responsibility for carrying the experiment to the end and making sure it gets done. They won’t forget to come back to the lab to shake up the vial or check up on the growth.
Read More : Personality Type: ISTJ Learning Style in High School

Personality Type: ISFP Learning Style in High School

English: The ISFP likes a teacher who is crisp and direct in discussing the storylines in literature and avoids shades of grey morality. What really drains this type’s reserve is drawn-out explanations and hypothetical insights into what an author might have meant by a certain phrase or poem. In this high school class, ISFPs would rather watch a Shakespearian play on DVD first, and figure out the rest on their own. Usually, ISFP in English class hesitates before contributing opinions. They want to please the teacher. They are just as happy to observe rather than to propose an interpretation that they fear might be farfetched.

Math: This type appreciates the clarity of this subject. However, because they
are not assertive and prefer to remain unnoticed, they could fall through the
cracks if they don’t have a caring teacher who coaches them along. They will
put in extra effort if math interests them. They are cautious until they feel
supported by the teacher at which time they can become energized in the
classroom. Math teachers who don’t seem personally interested in the students
will not be their favorite. The precalc teacher should give examples
of practical nature when presenting formulas to this type. The teacher who
injects humor into the class lesson or is willing to make a game out of learning
math could be their favorite.

History: This student is likely to excel and enjoy history if the teacher encourages
them to informally come up with their own interpretations of the
facts and events. They appreciate a teacher who pauses and gives the class
enough time to process new information and their individual thoughts. If
the history topic really piques their interest, they will go all out and turn in
a seven page report. They will excel at a project that requires cut and paste
historical mosaics. On history day, they will use posters to illustrate historical
figures, complete with pictures and illustrations of clothing and dwellings.

The teacher who notices them in a personal manner will be a favorite.
Science: They really understand and learn from those labs where there are
animal samples and skeletons and specimens. Learning comes easier to them
this way. They will learn from film or video presentations about the natural
life cycles and the chemistry involved in those cycles. Sometimes the teacher

does not understand their informal, impulsive interest in learning. At the
same time, these students do not appreciate the big picture, relying instead on
memorization of the facts. A teacher who pairs them up with another socially
sensitive, down to earth, student will get ISFPs best work.
Read More : Personality Type: ISFP Learning Style in High School

Personality Type: ENTJ Learning Style in High School

English: The ENTJ likes a teacher who is fair and rewards students who turn in homework on time and gives extra credit for lengthier reports. They are curious and like complex literature but also want it to be related to reality.

They would like biographies and literature that explains how great minds and important figures came to be. They like a teacher who encourages a lot of
classroom discussion. They like to speak up and will raise their hands to relay the continuous ideas that come into their head during class.

Math: This type wants to be right and often likes precalc because there is a
clear and finite answer to each problem. A math teacher who organizes a little
competition between student groups will score a touchdown with this type.

They like to do problems that others may not be able to complete. They like
to invent their own way of working a math problem calling on their broad
understanding of the formula. They will take the time to explore different
solutions to get the same right answer. If the teacher is organized when presenting
new material, the ENTJ will rise to the task.

History: This student will like history if the teacher can present the subject
through class projects like dramatic reenactments, oral presentations and class
discussions. A teacher who would assign team projects and offer a chance
to lead a project would be a favorite. This type will not like a teacher who
primarily uses a lecture format to teach history. At the same time, they do
like an orderly, chronological march throughout the semester and appreciate
a teacher who reminds them if they seem to be missing important details in
their search for the big picture.

Science: The ENTJ likes the way chemistry, biology and physics teachers
give the class a structured, sequential outline at the beginning of a segment
or chapter. The ENTJ will be interested in learning facts and objective information
about the brain if the teacher uses ferrets or gerbils to illustrate
the application of that knowledge. They may dislike the physics teacher who
passes up this type of experiment that offers the opportunity to use insight.

Memorizing facts and cramming to cover one more chapter before the semester
ends gains their dislike.
Read More: Personality Type: ENTJ Learning Style in High School