INFJ teachers: your strengths and weaknesses (INFJ's preferred)

I'm a primary school (ie elementary school/ kindergarten) teacher.

Strengths:
Good at managing behaviour - understand and pay attention to reasons why children misbehave, good understanding about what motivates them, sensitive to what might affect their self-esteem and what might make them feel better

Good at thinking of original and imaginative ideas to make learning fun and bring variety to the lesson

Parents say kids refer to me as the 'kind' teacher

I'm calm and assertive when managing behaviour.

Weaknesses

Find it hard to multi-task and get stressed out when loads of things are going on at once
Forget to hand out letters at the end of the day, what I did with the toy I confiscated, where I put the money I was collecting for the school trip
I had a 5 year old girl remind me which day was my playground duty (she was very helpful that way)
Sometimes drift off during meetings when the boss says 'playtime is at 10 not 10.30 today' so I send kids out at the wrong time because I wasn't listening properly
One kids crying because they broke friends, another is about to trip over shoelaces that they can't do up, another has their writing book upside down so is writing everything on the wrong page upside down, another is misbehaving, I'm trying to help a child read - all at the same time - aaagh!

INFJigsaw said:

Find it hard to multi-task and get stressed out when loads of things are going on at once
Forget to hand out letters at the end of the day, what I did with the toy I confiscated, where I put the money I was collecting for the school trip
I had a 5 year old girl remind me which day was my playground duty (she was very helpful that way)
Sometimes drift off during meetings when the boss says 'playtime is at 10 not 10.30 today' so I send kids out at the wrong time because I wasn't listening properly
One kids crying because they broke friends, another is about to trip over shoelaces that they can't do up, another has their writing book upside down so is writing everything on the wrong page upside down, another is misbehaving, I'm trying to help a child read - all at the same time - aaagh!

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Oh, and those too. :kitteh: That multitasking!

Are Yikes and I the only two INFJ teachers on PerC at the moment?

INFJigsaw said:

Are Yikes and I the only two INFJ teachers on PerC at the moment?

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Hey, I have been waiting for this thread for awhile

I'm an INFJ hs social studies teacher.

My weaknesses would be
a)placing individual students needs over the classes in an attempt to save or improve the student
b)being too lenient , this got me in major hot water at first, but ive worked on classmanagement to where its not a big issue
c) being dismissive of colleagues who see their job differently than I do mine. I believe in improving people and situations and try to look for the potential at all times
d) averse to conflict with parents to the point i do not communicate well sometimes with them

My strengths
a) kids know i care
b) kids know my class will be fun most day because i make class interesting and i try to push the envelope with antics
c)i can read students and classes well and i connect with a few students and really make a big difference i think

I totally love my job, esp. actually working with the kids. I think type wise I struggle most with SJ students who tend to do well in more traditional and orderly settings. They don't like the chaos and the random and sometimes do not see the value in it, especially if their grade suffers from not studying or paying attention.

also, as an addendum to my post, I am very E at work. The originator requested infj commentary and while i am one, i act way more e there then i would in real life.

As introverts, how drained do you feel yourself when the day is done?

Yikes said:

As introverts, how drained do you feel yourself when the day is done?

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I'm actually in the management side of things now, specialising in kids with learning or behavioural difficulties. I get a nice balance between strategy, planning, analysis (Ni stuff) and direct work with the children.

When I was in the classroom all day it was draining. This was then followed by marking (Si stuff). Yes, I was exhausted and drained. Although, being with the class was fun. However, what I do now suits me much better.

Yikes said:

As introverts, how drained do you feel yourself when the day is done?

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I taught English as a second language for a year and a half. It turned out to be too draining, so I quit. I still don't know how to feel about it all. Sometimes I get overwhelmed with feelings of shame - especially when I run into former students at the mall or something - and I am not sure why. Or maybe I am. I am probably in denial about something.

As for my strengths and weaknesses, @olorin77 and I align pretty well. This forum keeps surprising me: there are people out there who are very similar to me - personality wise.

I've just recently started, so it remains to be seen how much work tires me when I can concentrate mainly on the students, not having to constantly monitor if what teach makes any sense. Currently I feel braindead after the day. Too many moving parts in the classroom.

Yikes said:

I've just recently started, so it remains to be seen how much work tires me when I can concentrate mainly on the students, not having to constantly monitor if what teach makes any sense. Currently I feel braindead after the day. Too many moving parts in the classroom.

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If you've just started then this is the hardest time because you haven't got the experience to just 'wing it' from time to time. Lots of things will just come automatic with experience so it will get better. Tryto drop the perfectionism, if you can, in order to not get burnt out. Planning lessons is the part of teaching that involves Ni, so it's tempting to spend too much time doing that leaving not enough time to do necessary but dull paperwork.

If after a couple of years, you are still finding it too draining, you could look for related jobs. Look at your school and are there any roles you see other people doing that appeal to you? I enjoy my leadership role most of the time (despite their being a lot or dull paperwork still). I have an INFJ friend who worked as a French/ Spanish teacher in Secondary School (ie High/ Middle School). She quite enjoyed it but now she's making a living writing textbooks for children/ teenagers learning Spanish and she's also set up her own business running Spanish after school clubs for kids. I've also wondered about doing hospital tuition teaching sick kids. So what I'm saying is that teaching can lead you on to doing other related and interesting things that involve using more Ni and less Se/Si.

Good luck in your job and makes sure you look after your health too. You can only do what you can do in the limited time given and you need to make sure you have time for rest and sleep too.

Oh - and then there's the wonderful summer holidays!

@INFJigsaw
Thanks for the support! It actually hasn't come to my mind, that planning involves Ni. That explains a lot. I enjoy planning lessons, but I have to learn to stop somewhere between "sufficient" and "perfect". :happy:

I've actually worked for a couple of publishers (editing and proofreading teacher's guides), which I somewhat liked. The problem is, my Si function is the weakest ever (I suck at e.g. translating), and using it drains me much more than using my Se, which - out of some quirk - is pretty strong. Which facilitates staying physically (and thus mentally) healthy.

EDIT: A rookie question: Which specific area of teaching involves Se? I'm not that familiar with all the functions yet.

Yikes said:

@INFJigsaw
Thanks for the support! It actually hasn't come to my mind, that planning involves Ni. That explains a lot. I enjoy planning lessons, but I have to learn to stop somewhere between "sufficient" and "perfect". :happy:

I've actually worked for a couple of publishers (editing and proofreading teacher's guides), which I somewhat liked. The problem is, my Si function is the weakest ever (I suck at e.g. translating), and using it drains me much more than using my Se, which - out of some quirk - is pretty strong. Which facilitates staying physically (and thus mentally) healthy.

EDIT: A rookie question: Which specific area of teaching involves Se? I'm not that familiar with all the functions yet.

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Actually, I'm not sure either which teaching areas are specifically Se. I have two ESTP colleagues. One is in charge of Art and the other is in charge of sport/ P.E. So I guess probably it's that active hands on, painting, making, dancing, playing sport, getting stuck in and doing things, maybe. In which case it's not so bad, as long as there are breaks to 'think' in between.

But I agree that Si is really the area that's most uncomfortable. For example, now that I deal with those kids that have learning difficulties, I can look at their work, analyse it, work out what the problem areas are, develop a theory as to why they have difficulties and plan ideas to help overcome them. It's great - all Ni stuff. But when you're a regular teacher and you've got 90 books to mark, in a limited period of time, it's just correct/ incorrect, rush, rush. There's no time to analyse and it's just repetitive, boring Si work.

I know what you mean about wanting to make lesson plans perfect. I used to be like that. For some reason I'm not anymore. I don't know why. Something to do with getting older, I think.

Nice topic @Yikes. Education fascinates me because there are so many challenges, but a lot of them can potentially be a good—if stressful—fit for an INFJ.

I'm not an actual teacher, but I've tutored college students for years in chemistry, often times in groups ranging from 10-30 people.

I think one of the major challenges I've had is accommodating the various learning types. It's a balance attempting to cultivate a learning environment that benefits factual and conceptual learners because their interests and approach differ quite significantly. I think this was particularly tough for me in teaching the sciences because that diversity of thought is generally more suited for the humanities (i.e., literature, art, etc.). Unfortunately, science tends to be a field where creativity is generally quashed in favor of rote memorization (the dreaded Si!) and "follow these steps and you can solve this problem."

Another problem with the education system I've noticed is that grades aren't necessarily indicative of how well a student understands the material. I've seen countless students who have a real, intuitive grasp of material—they can play with concepts, apply them, and have a dynamic understanding of a complex system—however they struggle not because of a "learning disability" (which many of them think they have, unfortunately), but because of the way the education system asks questions. And conversely, if you make questions that appeal to intuitives, the factual learners may complain that it wasn't clearly stated (verbatim or explicitly) that such-and-such material was expected... even if the question is asking to apply a concept taught in class.

Those intuitive learners (a minority, I find), can think on their feet when it comes to systems or dynamics (they're very good at "figuring things out"), but struggle sorting out and memorizing information (classic example is anatomy... there's little to no rhyme or reason to it... it's almost purely Si-oriented rote memorization). And the problem is that a lot of educators favor that approach of objectively right-or-wrong answers or memorize-this-table-of-information. The way material is presented in class also plays a role and again, I've found it to be a constant struggle to strike that balance of being cognizant of both factual and conceptual learning.

Is a student learning so that they can get the right answer on the test? Or so that they can have a dynamic understanding of the material? Unfortunately, those two don't always go hand-in-hand.

Learning style is also important. I think it's important to provide a variety in presentation that accommodates visual, kinesthetic, auditory, tactile, etc. styles. But, I also think it's important to present this variety in a way that seems harmonious (think of how an orchestra has many different types of instruments, but they harmonize). Students can get frustrated if the presentation seems disjointed.

I think @INFJigsaw brings up a good point about planning... I've found it's important to have Ni do its thing, but too much planning can be calamitous if things don't go according to plan—there needs to be a balance between preparedness and spontaneity (improvising).

Another thing I've noticed is that there's different motivations among students. Some are in it mostly for the knowledge—they don't mind learning ancillary material so much. I've found the vast majority of students that have come to me for tutoring, however, go along the lines of:

Will this be on the test? What should I study for the test? Should I be studying this for the test?

I'm not a fan of grades (carrot or stick? I prefer neither), but I recognize there needs to be some sort of "check" to make sure students are learning the material. And what's important for the test depends on the teacher.

I would think one of the advantages of teaching humanities-based subjects, such as literature, is that there's a bit more freedom of thought and that's something I'd really encourage. But that can be a double-edged sword because even though there's greater subjectivity, that also means that grades are more disputable (for those students that are soooo obsessed with grades). But just because there's subjectivity doesn't mean there's no difference between a well-thought articulate argument and a very bare-bones paper. I would definitely try to make any critique/feedback thorough and personalized to each student.

I dunno, teaching is tough and you guys are (mostly) unsung heroes. I found it extremely difficult (impossible?) to please everyone, but when things click and that student has that EUREKA moment... totally makes the struggle worth it, I've found.

Yikes said:

As introverts, how drained do you feel yourself when the day is done?

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Actually, even before I saw this post I was going to reply that a weakness (or a con) of teaching for me is that I do find it extremely draining. I worry that this can lead to me acting frazzled and a bit irritable (although I try hard not to let this show). Another problem when I get tired but still have to force myself to deal with people is that I can literally start to stutter and stammer. I also get a bit scatty. Not good in a class room situation.

As a teacher my strengths are that students find me to be very caring and nurturing and encouraging and a good communicator (until I get tired and start stammering, that is!).

I don't teach full time, and think this is wise of me. In my life previously I have taught classical ballet and then I taught English in Japan. The day after tomorrow I am starting a new contract: teaching 20 days worth of small business management techniques over as many weeks. I am a bit nervous and do anticipate that it'll make me tired. But I am also looking forward to it and I do need to earn a bit of money.

INFJ middle school teacher

I am an INFJ in my seventh year of teaching middle school full time.

Strengths:
I can connect with my students on a level that very few other teachers can. I can always get to the root cause of behavior issues, and I never give up on a student, even when it seems like everyone else has. I am the teacher that students feel comfortable coming to when they have a problem they don't want to share with anyone else. I can always tell when something is wrong even if a student is trying to hide it. There have been many students that other teachers can't deal with but I manage to get through to. Connecting to my students on such a soul-to-soul level is the best part of my job.

I'm also really good at making a welcoming and comfortable classroom environment - lighting, plants, chairs, etc. Many people have commented that they can't put their finger on it, but my classroom just has a great atmosphere, even when nobody is in it.

Weaknesses:
I need to plan ahead and so much of my day is winging it. Even though I plan my lessons and activities way ahead of time, there are always last minute schedule changes, stuff tossed onto me at the last minute, etc. This is really frustrating and it's hard for me to not get really frustrated when my plans are foiled because someone else did not plan ahead.

Teaching is DRAINING! Just the sheer amount of social interaction required every day is nearly impossible for me to process. I used to think it was just a specific school environment or because I was a new teacher. Now that I am at my third school and seven years in, it's become obvious that it's not going to become less draining over time or in a different environment. I pretty much come home from work, lay on the couch, and have a hard time even cooking/going to the gym on weeknights. My spouse is also a teacher and comes home with bounds of energy wanting to go out and do things after school. I don't think I've had the energy to go out on a school night once in the last seven years! I am to the point now where I am debating whether or not full time teaching is a sustainable career for me. But I feel so passionate about it and I'm so good at it it's really hard to give it up!

I am planning on trying to cut back on coaching after school activities, etc. this coming school year. I am such a people pleaser so this will be really hard for me to do (I'm great a coaching and I know people will be disappointed if I step down), but I feel like I need to do something or I am going to burn out completely.

Are there any INFJs here who have been teaching longer than me? How have you survived? How do you manage to teach and still have energy for other activities?

My husband and I have been thinking of having our own child, but I just can't fathom being able to teach and then come home and parent. I already don't get the amount of downtown I need to process everything that happens in a day at school...

Yikes said:

I've just recently started, so it remains to be seen how much work tires me when I can concentrate mainly on the students, not having to constantly monitor if what teach makes any sense. Currently I feel braindead after the day. Too many moving parts in the classroom.

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This is how I felt at first as well. A good read on management is Harry Wong. Its not a very Ni way of dealing with a classroom but with experience youll learn most kids need some semblance of sj in their teacher. I try to tailor my classroom management to the sj model while being very NF about how I go about it.

Getting kids focused and what not is not a perfect science as Wong proposes, his thesis is correct. Organize the procedures. His misfire is treating students like units on an assembly line. Instead, treat them like elements in a chemistry lab. Obviously water melts down at a certain point so if you need it to stay strong you are going to take steps to prevent a melt down. Same with kids except they are not as simple as dealing with water.

If you have specifics of c mgt or anything else message me back on here.

Yikes said:

1) Pros of INFJness in teaching?
2) Cons of INFJness in teaching?
3) Tips for other INFJ teachers (type-related or other)?
4) Something else you'd like to ask others?

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I was an assistant teacher overseas for a few years. A little bit different than teaching stateside but overall pretty similar :happy:
Taught K-9th graders if that makes any difference.

1) I feel that I was great one on one. We used to do pair work with English dialogue so I often worked with kids who didn't have partners or sometimes if we needed certain number of kids in groups I would fill in for a student. When I had to teach classes by myself, I felt I prepared well and came up with a lot of fun ideas. I don't know if this has anything to do with being an INFJ or not, but I was also able to pick up the language quickly (Japanese) so I could communicate with teachers and students more effectively.

2)Being assertive was SO difficult for me. It wasn't a problem in my smaller country school. They were all shyer than me. But when I taught in a bigger school the 9th graders were difficult to handle. It was probably the equivalent of teaching in a very lax public school stateside. Not to mention they discipline children differently there. Yeah, it wasn't good.

Also as much as I loved the kids, it was too much extroversion for me at times. They were adorable though. Even when I wanted to just relax in the teacher's room they'd come to ask me to play with them during recess. How could I say no to adorable Japanese children? Anyways I was burnt out constantly during the day and if I had to teach cram classes in the evening as well, I was pretty beat.

3) Be yourself and embrace your own style of teaching. Don't try and be like other teachers. You can't keep up the act and you'll exhaust yourself in the process.

I don't teach anymore. Maybe someday I don't know if it's for me.

I am an INFJ qualified primary school teacher. My PGCE was the most stressful experience ever, and made me ill to be honest. The teacher mentors kept telling me I 'wasn't confident enough.' I felt totally stressed out by the bad behaviour of some of the children, and found it so hard to understand since I never wanted to get in trouble as a child, so these kids were the polar opposite of me personality wise.

My strengths were my creativity, my ideas, my kindness and my sense of fun I brought to the lessons. I was excellent at teaching the subjects I loved, and not very good at teaching the subjects I disliked. I left the profession before getting my own class knowing I was ill suited to the career and heading for a breakdown if my PGCE was anything to go by, and I'm now happier retraining in design where I can quietly get on with my own projects