ENFJ (Extraversion, Intuition, Feeling, Judging) Learning Styles
Warm, empathetic, responsive, and responsible. Highly attuned to the emotions, needs, and motivations of others. Find potential in everyone, want to help others fulfill their potential. May act as catalysts for individual and group growth. Loyal, responsive to praise and criticism. Sociable, facilitate others in a group, and provide inspiring leadership.
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
|ENFJ –||2.5% of the total population|
|1.6% of the male population|
|3.3% of the female population|
|Extraversion (E)||49.3% of the total population|
|Intuition (N)||26.7% of the total population|
|Feeling (F)||59.8% of the total population|
|Judging (J)||54.1% of the total population|
The estimated frequency table was compiled from a variety of MBTI® results from 1972 through 2002, including data banks at the Center for Applications of Psychological Type; CPP, Inc; and Stanford Research Institute (SRI).
Learner Keyword: communicative and cooperative1
ENFJs, while learning, address the question, “Is this helpful to people?”2
ENFJs are most energized by information which is beneficial to others. They are active learners, being physically active and intellectually active in searching for solutions. Practical applications appeal to the ENFJ.
ENFJs are fast learners who thrive in creative and imaginative atmospheres. They enjoy learning generalities and theories, details exasperating them. They easily pull out patterns.
ENFJs learn both in groups and individual work. They are flexible in this aspect. However, they do need to have cooperation and harmony. They struggle to concentrate in contentious learning environments. They need positive learning environments above all else.
ENFJs like structured classroom with clear objectives and purpose. They enjoy comradeship with their instructors and peers. Group work, discussions and participation are the most effective instructional methodologies for ENFJs.
ENFJs are most comfortable:
- Having an active role in their learning process
- Being in an active classroom with interactive learning opportunities
- Cooperation and harmony
- Receive positive feedback
- Having a reward or at least seeing the purpose of learning
- Structured classrooms
- Having learning objectives
ENFJs are least comfortable:
- Observing environments with little to no participation or activity, passive learning
- Contention, competition, debate
- Unstructured classrooms
- Routine and repetition
- Detail work with no wiggle room for imagination
- Long bouts of solitary work
Teacher and classroom tips
As an educator, provide ENFJs with cooperation and harmony. ENFJs will emotionally and intellectually shut down in contention and disharmony. They cannot learn when the classroom environment is not harmonious. This, or course, will require avoiding debates.
ENFJs need supportive and encouraging instructors. Just as they will not thrive in contention, they will also not respond well to criticism.
ENFJs enjoy a wide variety of instructional methodologies. Avoid routines and repetition.
Provide a wide variety of sources and information for ENFJs.
Develop a respectful interpersonal relationship with ENFJs.
Use a variety of multi-media options in instruction.
In using group, provide the group with objectives, standards and guidelines to aid in their efficiency and to avoid contention.
Develop strong, harmonious relationships with your instructor and peers. If needed let your instructor know that contention creates difficulty for you to learn.
When working on groups, clearly set up expectations and roles to create a harmonious working environment.
Provide a way to brainstorm and be creative. Interact with new knowledge.
Create methods to study, using a variety of methods.
Read ahead of the class if a textbook is used. This will give you an opportunity to seek out practical applications to knowledge in your daily interactions.
Remember to be physical active, even while studying.
- Active learning
- Aesthetics included
- Assess and Identify.
- Breaks -frequent
- Choice board.
- Close relationship with instructor.
- Educational games
- Examples preferred.
- Field trips
- General concepts.
- Group Activities
- Hands-on Activities
- Imaginative options
- Pace of instruction: fast
- Peer feedback
- Physical Activities
- Positive Feedback
- Act out a scene
- Apply new information to life.
- Brainstorm -webbing
- Cooperative learning
- Concept maps.
- Construct a model.
- Create a business card for a character or historical figure.
- Create a game.
- Create a group project.
- Create a list of valid sources from the internet.
- Create a relationship chart
- Create a simulation.
- Create manipulatives.
- Develop a character sketch
- Develop a list of …
- Develop a sequence
- Develop interview questions.
- Experimental method.
- Find a unique method to use … technology.
- Hands on Activities.
- Identify patterns.
- Make a brochure.
- Make a chart demonstrating the relationships
- Make a diorama
- Make a flip book
- Make a motion chart.
- Make a puppet.
- Make a radio show broadcast.
- Make a unique instrument.
- Make a video
- Make an infomercial instead of a persuasion paper.
- Musical presentation.
- Perform a song.
- Play Jeopardy.
- Poster presentation/symposium.
- Problem Solving.
- Puppet show.
- Ranking -of ideas, principles, alphabetical, most essential, etc.
- Recite something -like poetry.
- Record yourself giving a speech, talk, memorized concept, etc.
- Recycle/adapt materials for a project.
- Strategize a method to complete a project.
- Verbal survey.
- Write a diary entry from the point of view of …
- Write a eulogy.
- Write a help wanted ad
- Write a song
- Write an advertisement
- Write an advice column
Click on one of the sixteen personality types for more information:
Click on one of these dimension for more information:
For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions
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Tracy Atkinson is certified in Myers Briggs Type Indicator (MBTI) by CPP, Inc. The findings on learning styles derive from research, experience and observations.
Tracy Atkinson, a mother of six, lives in the Midwest with her husband and spirited dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and a master’s in higher education. Her passions include researching, studying and investigating the attributes of self-directed learners. She has published several titles, including: The Art of Learning Journals, Calais: The Annals of the Hidden, Rachel’s 8 and Securing Your Tent. She is currently exploring the attributes of self-directed learners: The Five Characteristics of Self-Directed Learners.