ESFJ (Extraversion, Sensing, Feeling, Judging) Learning Style
Warmhearted, conscientious, and cooperative. Want harmony in their environment, work with determination to establish it. Like to work with others to complete tasks accurately and on time. Loyal, follow through even in small matters. Notice what others need in their day-by-day lives and try to provide it. Want to be appreciated for who they are and for what they contribute..
~Excerpted from Introduction to Type®
by Isabel Briggs Myers
|ESFJ –||12.3% of the total population|
|7.5% of the male population|
|16.9% of the female population|
|Extraversion (E)||49.3% of the total population|
|Sensing (S)||73.3% 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: cooperative and communicative1
ESFJs, while learning, address the question, “Will this help me in my work with others?”2
ESFJs are most interested in learning facts and information about people or related to relationships. They need active communication to learn, learning from verbally working through information. They are both hardworking and conscientious learners.
ESFJs want all learners to be happy and to this end they search for ways to implement what they are learning. They will look for ways to immediately implement what they are learning, seeking the best outcome for all. Engaging all senses and emotions helps the ESFJ to integrate and recall knowledge.
ESFJs prefer to learn in an organized manner. They prefer order and sequential instructions They have strong time management skills. They possess a preference to learn practical information, theory being a frustrater.
ESFJs need an environment that is highly devoted to using all the five senses and engaging emotions. They are a diversified and flexible learner, being able to learn in structured or unstructured classrooms. It is more important for them to have hands-on experiences and real-life examples.
ESFJs can learn independently but they prefer a social atmosphere with discussions and group work. Cooperation and support are essential foundations for this learner as they do not learn well in competitive environments or where there is excessive discord and competition.
ESFJs are supportive and appreciative of other learners and understanding when it comes to the learning needs of these individuals.
ESFJs are most comfortable:
- Working through information verbally
- Having practical applications and real-life examples
- Group participation
- Cooperation and harmony
- Non-judgement classrooms
- Being the center of attention
- Problem solving
- Experimental methodologies
ESFJs are least comfortable:
- Observing environments with no participation
- Competition, disagreement, disharmony
- Unfair criticism
- Reading alone
- Passive learning roles
- Analyzing data
- Seeing no benefit or application for the learning experience or knowledge
Teacher and classroom tips
As an educator, provide ESFJs with interactions which involve the five senses and engage emotions. This will help them to recall information. Find a human connection to the information for them. Provide real-life examples and hands-on experiences.
Group discussions, devoid of competition and disagreements, are beneficial for ESFJs.
Group work is a preference, but to avoid contentions within the group, provide the group with group dynamics and guidelines.
ESFJs need a caring instructor. Be sure to show interest in their learning and lives. Provide only positive feedback. ESFJs do not welcome criticism.
ESFJs memorize well.
ESFJs need opportunities to question. Provide Q&A sessions for the ESFJ to voice their queries.
Reciprocal teaching is a great methodology to employ with ESFJs.
Being an ESFJ means you are a learner who prefers to experience learning and share what you’ve learned. Be sure to find opportunities to participate in reciprocal teaching.
Work in groups, but set up standards and expectations prior to working. This will aid in keeping the group focused and away from contention. If groups aren’t possible, find a partner or study buddy. Even search out opportunities for supplemental instruction as they will be with others and verbal.
Develop relationships with instructors, classmates and other peers.
Find relationships between newly learned information and people. Integrate emotions and the five senses.
Be physically active while studying. Take a walk. Pace while learning information. Take frequent breaks. Activity will aid in recalling information.
Set learning guidelines, goals and charts -engaging the visual sense in your learning.
Use graphic organizers which aids in visual learning and creating relationships between information.
Find hands-on opportunities for learning.
Look for practical applications for information.
- Active learning
- Aesthetics included
- Breaks -frequent
- Choice board.
- Classroom Setting Learner
- Close relationship with instructor.
- Engage emotion.
- Examples preferred.
- Experiential Learning
- Feedback needed.
- Field trips
- Group Activities
- Hands-on Activities
- Pace of instruction: fast
- Physical Activities
- Positive Feedback
- Practical Application
- Teamwork activities.
- Unstructured learning activities
- Act out a scene
- Apply new information to life.
- Classroom discussion/debate.
- Cooperative learning
- Construct a model.
- Create a group project.
- Create a relationship chart
- Create a simulation.
- Create manipulatives.
- Experimental method.
- Give a eulogy.
- Graphic Organizers.
- Hands on Activities.
- Identify likes and dislikes.
- Identify patterns.
- Make a radio show broadcast.
- Make a video
- Make an infomercial instead of a persuasion paper.
- Memorize and recite a speech
- Musical presentation.
- Perform a song.
- Play Jeopardy.
- Poster presentation/symposium.
- Problem Solving.
- Puppet show.
- Recite something -like poetry.
- Record yourself giving a speech, talk, memorized concept, etc.
- Recycle/adapt materials for a project.
- Set goals.
- Strategize a method to complete a project.
- Trivia game -create or play one.
- Verbal survey.
- Write a diary entry from the point of view of …
- Write a eulogy.
- Write a help wanted ad
- 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.