The Nine Types of Students
The Type One Student: The Serious Hard Worker
Motivation: to be good and correct
Focus: whatâs wrong (whatâs not as it should be)
Strategy: follow rules, standards, and principals so closely that they will meet all expectations
uncomfortable being spontaneous, playful, emotional
attentive in class, take thorough notes
learn in a logical, step by step manner
meticulous attention to detail
dedicated to work, delay breaks
great team players when everyone works hard
Inner Critic points out every mistake
annoyed when they donât get things right
exaggerate the importance of small errors
may become perfectionistic
feel good when everything is in its place
lists, schedules, and plans
prefer classes calling for precision and correctness
notice when the teacher is off track
serious, unemotional voice
clear, to the point, focused on topic
strong convictions, morality, sometimes preachy
often say âI shouldâŚ.â
values hard work, truth, fairness
everyone is responsible, self-disciplined, conscientious
rules are fair and reasonable, and consistently enforced
well organized and work is well planned
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
relationships and feelings
class dynamics just as important to learning process as lesson content
want emotional connection to the lesson
focus on people and applications
learn well from role models
connect with passionate, joyful teachers
volunteering around school
track teachersâ preferences and adapt to each
may behave very differently in different classes
mutual support in classroom community
connect with other students
group discussions, stories, shared experiences
may be mentors, form study groups
signs of affection, smile, eye contact
make others feel accepted
generous with compliments
values thoughtfulness, emotional connection
group work and discussion
positive, nurturing atmosphere
beautifully appointed with a human touch
The Type Three Student: The Star of the Class
Motivation: to be successful
Focus: results and achievement
Strategy: to win the esteem of others
âunproductiveâ feelings, close friendships less important than task on hand
may become role models/ popular leaders
desire to improve skill and ability
reduce lesson to key concepts and results
hands-on, experiential learning
eager to jump into action
work quickly, may cut corners to get done faster
need to produce and achieve all the time
want to share their accomplishments
enjoy competition/ contests
keep quiet when not doing well
turn failure into partial success
avoid areas in which they know they wonât excel
motivating, can-do attitude
prefer doing to talking about doing
values self-improvement, competency
expectations clearly defined
The Type Four Student: The Misunderstood Creative
Motivation: to find a special and unique identity
Strategy: withdraw from convention and get people to notice how Iâm different
strong desire to express themselves creatively
sometimes self-conscious about being left out
often seek comfort in daydreams
need personal, emotional connection to lesson content
wait until the mood strikes to study
pour their soul into their work
very sensitive to criticism (personal rejection)
their projects are a work of art
want their work to be extraordinary (not ordinary)
may be artistically inclined
turn boring work into something beautiful
want special, meaningful experiences
want each studentâs uniqueness recognized
donât want to be compared with others
emotional, dramatic flair
deep philosophical discussion
focus on meaning, symbolism
values self-expression, creativity, emotional authenticity
opportunities to personalize work
unique ambience with meaningful decor
outlets to explore creativity and mood
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
prefer spending time on their own
prefer to observe instead of participate
learn best through observation (lecture, books)
comprehension before participation
satisfaction with full comprehension of a topic
analysis, finding patterns, speculation, analysis paralysis
donât like pressure of close supervision, thinking on their feet
Introversion and Intrusion
active minds full of ideas and concepts
feel clumsy in the outside world
seek to reduce intrusion of their space
hate concentration being interrupted
prefer depth of knowledge to breadth of knowledge
usually quiet and reserved
very talkative while discussing topics of great person interest (or mastery)
think lots before speaking
values knowledge, originality, curiosity
topics are explored individually and in depth
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
sometimes hardworking, responsible, loyal
sometimes ambivalent, doubting, unreliable
commitment level depends on how much they trust
behaviour reacts to trust and anxiety
questions, questions, questions
detailed, rational analysis
prefer structure, framework, justified rules
good at finding problems or deviations
initially wary of teachers and their authority
question inconsistencies, assumptions
seek to understand teacherâs experience, bias, preferences
uncertainty breeds anxiety, worry
want to observe first, get assumptions out of the way before participating
over-questioning leads to analysis paralysis
self-doubt leads to procrastination
sceptical, cautionary, ask questions, play devilâs advocate
âyes, butâ, âthe problem here isâŚâ
often nervous speaking in front of others
values of social support, reliability, responsibility
questions are welcomed and answered
The Type Seven Student: The Cheerleader
Motivation: to be happy and fulfilled
Strategy: seek happiness/ excitement in the world around them
pump their positive energy into the classroom
learning is exploration and novelty
joking, talkative, entertaining
mental exploration and experimentation
can jump into the middle of things without needing the big picture
see connection between ideas
connections may take them on tangents
can synthesize disparate ideas together
become distracted when things slow down
dislike routine, predictability
converse in a free association
nonlinear, go off on tangents
values enthusiasm, spontaneity, openness
fast paced, dynamic, interactive
free of constraints and limitations
The Type Eight Student: The Challenger
Motivation: to protect themselves and be in control
Strategy: assert their independence
protect those too weak to protect themselves
test fairness of the teacher
independent, minimal supervision
want to get their hands dirty
enjoy class discussions, especially debates
prefer the practical to theory
rules are seen a limit to independence
unfair rules are challenged
unenforced rules âdonât existâ
intensity makes Eights feel alive and real
work with energy while work is challenging
when bored, tend to look for trouble
uncomfortable accepting new ideas passively
need to challenge what they learn, seek proof to back it up
can be change their mind if challenged by a stronger argument
direct, brutal, honest truth
hate when they canât add their opinion to class discussions
precocious with profanity
authority, confidence, and vision
high engagement atmosphere of bold action
The Type Nine Student: The Accommodating Companion
Motivation: to be at peace
Focus: other peopleâs point of view
Strategy: deny own wants and opinions to accommodate others
easygoing, good-natured, well behaved students
optimistic, seek consensus
experiential exercises, physical movement
routine, predictability, structure
all parts fit together in a harmonious way
try to relate new information into the big picture
sometimes hard to know which pieces are important or not
hard to prioritize work, it will get done when it gets done
low stress, little conflict
high energy environment can be draining
may take frequent breaks, tune out
feel the wholeness, unity of the group
strive to preserve harmony of group
answers may ramble on, difficult to verbalize specifics
sometimes state other peopleâs opinions as their own
values stability, groundedness, and balance
big picture focus, connectedness of all things
happy, comfortable, stress free
