General Learning Style (ESTJ)

Students with this learning style learn best by experiencing, analysing and memorising.

They prefer to learn in an orderly, systematic way, so enjoy traditional teaching in which tasks and exercises are presented in a structured manner, and in which there is a formal relationship with the tutor. They need information to be presented sequentially and instructions to be given clearly, and dislike 'loose' teaching that requires little supervision or that involves a high degree of independent creativity.

Structured training programmes and courses, and high quality coaching work well for them. Being set (and achieving) regular targets ensures that they maintain interest and gives them the feedback they need in order to show them that they are making steady progress.

They enjoy learning facts and figures, but may be less good at conceptualising and abstract reasoning.

As learners, they:

• are motivated by personal achievement, status and recognition.
• prefer to work towards a clear goal or end-product
• dislike theory, abstraction or conceptualisation and value knowledge that has practical application
• learn best with others rather than on their own
• enjoy analysing rather than linking ideas together
• are good at focusing and concentrating
• have a strong need for evidence or proof when learning new facts
• are unlikely to explore untried ideas or methods
• may need to learn to reflect on and summarise what they have learnt

They learn best when:

• there is a focused and structured learning environment
• set challenges or tasks, and required to solve problems with others
• given positions of leadership or responsibility, for example leading a team, demonstrating techniques, giving presentations
• there is plenty of 'hands-on' training or examples, and that they can put into practice what they have learnt
• they can link what they are learning to 'real-world' problems
• presented with logical, coherent arguments
• they respect their teacher for his/her competence, professionalism and high standards
• encouraged to link what they are learning to their personal goals and ambitions
• when responsibility, leadership and thoroughness are rewarded

They are challenged when:

• there is too much theory, generalisation or ambiguity
• creativity, interpersonal relationships and personal growth are rewarded above initiative, excellence and thoroughness
• required to work alone, for example reading, writing or reflecting
• presented with too many distractions or alternatives
• forced to make short cuts or do a superficial job
• the learning is essentially passive, i.e. reading, observing others, listening to how something 'should' be done, taking notes

College Learning Style

Students with this learning style make sure that things get done. They have firm standards that assist them in running things. They are often campus leaders and prefer traditional leadership styles. They can achieve a tremendous amount when given room to be in charge and when others co-operate.

Choosing a Major Subject

• Tend to chose their major early and don't question it later
• Desire a job that leads to immediate, tangible results
• Frequently major in business, production, construction and administration, where they can set goals, make decisions, give orders, and evaluate outcomes

Learning Preferences

• Want to know exactly what is required to master the subject
• Prefer step-by-step learning; may struggle with theory
• Prefer instructors to present material clearly and logically and not to arouse enthusiasm
• Usually not convinced by anything but logic backed by solid facts
• Want to see ideas put into practice

Reading, Writing, Studying

• Set study schedules and follow them
• Prefer to study with others as long as they can keep it organised
• Read just enough to be able to start a project
• Good at public speaking and write best by dictating first draft
• Need to revise final drafts by citing theories that underlie the facts and observations

Playing

• Often leaders of campus groups, and participants and spectators at athletic events
• Room-mates may find them friendly but wanting to be in charge
• Females may be outspoken; males tend to play traditional roles
• Tend to work hard at playing; enjoy competing

Possible Causes of Stress

• May make decisions too quickly
• May stick to first decision rather then seek out other possibilities that might solve the problems
• May criticise others with little awareness of its impact
• Inefficiency and confusion in groups
• Others not being logical

Dealing With Stress

• Naturally good at getting organised and taking charge
• Must be aware of rushing decisions; be willing to reconsider
• Must balance criticisms by expressing appreciation
• Trust hunches about the meaning of abstract test questions
• Lowering expectations of others may reduce frustrations