Why peer personality tests might make us more pro active teachers?

If you have ever taken a personality test before, you might find that over different stages of life, you can get different results.  Personality test results are arguably complex, fluid and subjective.  However, they are still insightful and can be even more useful if we make it a collaborative process.

The reason this topic sparked my interest is that people have often told me I would make a good leader, but at times, I fail to see how this could be true, due to being an extroverted introvert in some ways.  Last week, I was also prompted to reflect on perception after doing a yoga class.  Here I was, standing in pyramid pose, thinking I looked 95% aligned with the pose, until my teacher came around, adjusted me and pushed me to my limits. It got me thinking about how we see ourselves is not in fact always the reality.  Last month, a friend told me she often sees herself as laid back and funny, until she started seeing a therapist who suggested she has quite serious elements to her personality.  Of course, we must take things with a pinch of salt and ensure we receive feedback from trusted people, but are there things we are not seeing that could allow us to reach our potential more fully?

If someone else took your personality test on your behalf, would the results be somewhat different?  In today’s world of work and study, fostering a growth mindset in ourselves might be difficult to do.  One way we can develop this mindset effectively within ourselves is through different perception exercises using peer personality assessment tests.  Having another person do our personality test could offer unique perspectives and insights that the individual might not have considered. It aligns well with the concept of the “Johari Window,” which illustrates how self-awareness can be expanded through feedback from others.  Additionally, they can promote a growth mindset, which emphasises the belief that abilities and intelligence can be developed through dedication.  

This is the reason why you could ask a trusted colleague to conduct personality tests for you. By having others analyse their peers’ personalities, we can gain valuable insights into how they are perceived by others, opening doors for self-reflection and growth. The best way to do this could be in a focus group of department teachers, whereby colleagues work in pairs to do a personality test on the other person.

Integrating peer personality assessment exercises empowers us to perceive ourselves differently and embrace a growth mindset, laying the foundation for lifelong learning and success.  The process begins by taking a reputable personality assessment tool, such as the Myers-Briggs Type Indicator.  If one is not a big fan of personality tests, strength-based questionnaire tools are also good.  VIA character strengths test or Clifton strengths could also be used.  

How might a session look?

• Do a personality test.

• Next, pair up with someone trustworthy to do a personality test for you.

• Ask them to compare results and have an open discussion.

• Encourage leveraging strengths and adapting communication styles for better collaboration.

• Create action plans for improving personal skills.

This activity promotes self-awareness by encouraging us to reflect on how we perceive ourselves versus how others perceive us. This self-reflection is crucial for personal growth and the development of emotional intelligence. Secondly, it fosters empathy and understanding. Finally, it promotes a growth mindset by emphasising that personality traits are not fixed but can be developed and refined over time with effort and dedication.

This can help anyone that might be feeling a bit stagnant in their job role, that may be apprehensive in applying for a promotion or who simply wants to change the way they teach.

This activity can also be used as a seminar activity with older students, as long as they do it constructively and sensitively.  A confidentiality agreement agreed during an informal discussion can boost engagement and results.  It can be helpful in promoting constructive criticism and in developing critical thinking skills.  Engaging in discussions about your personality with peers develops analysis, reflection and evaluation. By questioning assumptions, challenging stereotypes, and exploring the complexities of personality, we can deepen our understanding of others.  All in all, sharing personal insights and experiences through personality enhances trust and camaraderie among students.  This can help create strong social support networks, which contribute to higher levels of psychological well-being and academic success.

The author

Orla Carlin

Orla is currently working as an English Teacher and conducting remote online learning sessions. She has experience with the US, UK and UAE national curriculum having worked in the UAE, UK, Italy and Kuwait. For the past 8 years Orla has enjoyed working as a teacher and has focused her efforts on developing strategies for EAL learners. She has undergone various training courses in ESL summer camps in Italy and the UK and it is here she developed effective teaching methods for EAL learners. She spent a short time training teachers in Austria for their TESOL qualification as well as visiting Austrian schools and advising them on new and emerging methods through interactive workshops. She graduated from Queens University Belfast with a 2.1 in her Bachelors, and in addition to this she gained her CELTA qualification so that she could specialise in EAL methods. She enjoyed it so much that she completed her PGCE in PCET through Edge Hill University. She is also a Cambridge Examiner for AS- Level Global Perspectives and it is through this position that she finds new and emerging themes to intertwine with her English teaching. She is highly skilled in the areas of student-centred teaching and utilises Humanistic approaches to teaching.

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