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The Nine Types of Students

This page is based on a presentation I gave at the Mind Times Nine Conference in June, 2011.

Each of us perceives the world from a unique perspective. While each perspective is valid, it is limited. Our personality shapes the way we interact with the world: how we teach, learn, work, and communicate. As teachers, our personality type makes us more comfortable with certain teaching styles over others. As students, our personality type makes us prefer certain ways of learning.

As a teacher, you interact with many students, most of whom probably see the world differently than you do. Different perspectives, values, and preferences sometimes lead to misunderstanding and frustration.

When we study nine personality types of the Enneagram, we can better understand how and why others see the world differently from us. This awareness leads to greater compassion and acceptance of others. We can apply this knowledge to adapt our teaching style (sometimes in very small ways) to make a big difference in how well our students learn. In the classroom, the Enneagram can help teachers and students connect to be effective partners in education.

Each of the nine Enneagram types has a different motivation. Our motivation is a powerful force that drives most of our behaviour. When the world around us supports and reinforces our motivation, a strong tailwind aligns with all our energy, propelling us strongly toward our aspirations. Find ways to align with your students’ motivation and watch them soar.

The Type One Student: The Serious Hard Worker

Motivation: to be good and correct

Focus: what's wrong (what's not as it should be)

Strategy: follow rules, standards, and principals so closely that they will meet all expectations

Dynamic

Learning Style

Strong Work Ethic

High Standards

Order

Communication Style

Ideal Classroom

The Type Two Student: The People Pleasing Mentor

Motivation: to be appreciated

Focus: other people and their needs

Strategy: earn appreciation by being kind to others

Dynamic

Learning Style

Adapting for Approval

Human Contact

Communication Style

Ideal Classroom

The Type Three Student: The Star of the Class

Motivation: to be successful

Focus: results and achievement

Strategy: to win the esteem of others

Dynamic

Learning Style

Driven to Excel

Reward System

Handling Failure

Communication Style

Ideal Classroom

The Type Four Student: The Misunderstood Creative

Motivation: to find a special and unique identity

Focus: what's missing

Strategy: withdraw from convention and get people to notice how I'm different

Dynamic

Learning Style

Creative Personal Touch

Individuality

Communication

Ideal Classroom

The Type Five Student: The Intellectual Outsider

Motivation: to be competent and intelligent

Focus: what they know and do well

Strategy: withdraw from the world to study it

Dynamic

Learning Style

Solitude

Introversion and Intrusion

Concentration

Communication Style

Ideal Classroom

The Type Six Student: The Questioning Friend

Motivation: to be supported and secure

Focus: uncertainties, risks, dangers, the unknown

Strategy: seek guidance from those they trust

Dynamic

Learning Style

In Prof We Trust

Certainty and Commitment

Communication

Ideal Classroom

The Type Seven Student: The Cheerleader

Motivation: to be happy and fulfilled

Focus: the positive

Strategy: seek happiness/ excitement in the world around them

Dynamic

Learning Style

Ideas

Multitasking

Communication

Ideal Classroom

The Type Eight Student: The Challenger

Motivation: to protect themselves and be in control

Focus: power and justice

Strategy: assert their independence

Dynamic

Learning Style

Rules and Autonomy

Intensity

The Truth

Communication Style

Ideal Classroom

The Type Nine Student: The Accommodating Companion

Motivation: to be at peace

Focus: other people's point of view

Strategy: deny own wants and opinions to accommodate others

Dynamic

Learning Style

Big Picture

Passive

Groups

Communication Style

Ideal Classroom


Some of the material I put together for this workshop was from my own experience in school. In addition, I synthesized information from the following books.