• The Extraverted Thinking Child

    The Extraverted Thinking Child

    Capable, decisive and organized, your Extraverted Thinker (ETJ) will most likely be at the pinnacle of business as an adult. ESTJ and ENTJ children like to…


    The Extraverted Thinking Child

    Capable, decisive and organized, your Extraverted Thinker (ETJ) will most likely be at the pinnacle of business as an adult. ESTJ and ENTJ children like to be in control and enjoys situations that challenge and stimulate them within the context of interacting with a variety of people. Ambitious by nature, this type of child thrives on competition and public accolades. The extraverted thinking child believes that behavior should be logical and probably finds listening to another person’s perspective to be challenging.  People probably often guess that extraverted thinking kids are older than their chronological ages.

    Ambitious by nature, the Extraverted Thinker (ETJ) thrives on competition and public accolades. It’s important to get this child into groups that help them channel their abundant energy so that they don’t let it escalate into overaggression.

    Homework Approach/Tactics

    • This child has a gift for the analytical and relishes problem solving and likes to find flaws in ideas or plans. Use this innate talent to help your extraverted thinking child edit initial homework drafts and understand how he ro she can make not just this, but future assignments even better.
    • A natural debater, an extraverted thinker has a natural gift for justifying answers and defending positions. As such, if your ESTJ or ENTJ child earns a low score or grade, be sure to ask the teacher to be specific with critiques so that you can help him overcome issues in the future.
    • The consummate planner, an extroverted thinker may become anxious or distressed when juggling multiple long-term assignments. If he is given a single deadline for an assignment, work with your extroverted thinking child to develop interim steps and deadlines so that he or she can play to the ETJs strength of approaching multiple assignments like an endurance runner instead of a sprinter.
    • Encourage your child to complete homework as early as possible, so that he or she doesn’t encounter undue stress related to bedtime, favorite show coming on, etc. In this same vein, be sure to let this student know when time is almost up for completing an activity (e.g. 5 minute warning).
    • This student likes to adhere to boundaries and rules and may label you “unfair” if homework rules are not enforced equally for all siblings in the family.

    Learning-Based Interactions with Others

    • This student learns well from study groups, as verbalizing thoughts helps this student think through problems.
    • Ensure this student is in a quiet part of the house when working through a particularly difficult assignment, as other noises and conversations can be extremely distracting.

    Study & Life Skills Development

    • Encourage this child to accept both success and defeat with grace. Help your child develop an appreciation of other’s merits—not simply focus what needs to be corrected.
    • Help your child develop completion plans for long-term assignments and, should something come up that interferes with the original plan, help them to develop an alternate one. Introducing this student to tools like OpenProj or Microsoft Project can prove to be extremely beneficial tools.
    • Helping this student to develop coping mechanisms when things don’t go as planned is one of the greatest gifts you can give your extroverted thinker. Kidzmet® recommends layering your child’s Multiple Intelligence preferences to help take your child’s feelings of frustration, anger or fear to a more joyful, peaceful place.

    These recommendations are just the beginning…

    Learn even more about how your Extraverted Thinker is uniquely wired to learn as a Kidzmet member.

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    extraverted thinking personality type ETJ ENTJ ESTJ

  • References We Used As We Developed Kidzmet

    References We Used As We Developed Kidzmet

    Genesis of Kidzmet While we started building the current version of Kidzmet in late 2010, the inspiration for the idea actually came from Jen Lilienstein’s undergraduate…


    References We Used As We Developed Kidzmet

    Genesis of Kidzmet

    While we started building the current version of Kidzmet in late 2010, the inspiration for the idea actually came from Jen Lilienstein’s undergraduate senior thesis in 1994. Under the direction of Dr. Francesca Cancian at UCI, Jen studied the effect of the implementation of Howard Gardner’s multiple intelligence theory (or lack thereof) in varying types of schools (public, parochial, Waldorf and Montessori) and the corresponding effect on absenteeism, self-esteem/self-worth, love of learning and students’ openness to future career directions.

    A large number of reference sources were used in the development of Kidzmet’s preference profiles and matching algorithms…and are used in the ongoing development of Kidzmet’s newsletters and course materials. The following books are referred to and cross-referenced continually to make sure we are providing our members with thoroughly researched and cross-checked content.

    Personality Type

    Meisgeier, C. H., & Murphy, E. (1987). MMTIC Manual: A Guide to the Development and Use of the Murphy-Meisgeier Type Indicator for Children. Palo Alto, CA: Consulting Psychologists Press.

    Hirsh, S., & Kise, J.. (2006). Work It Out: Using Personality Type to Improve Team Performance. Mountain View, CA: Davies-Black Publishing.

    Briggs Myers, Isabel, McCaulley, Mary H., Quenk, Naomi L., & Hammer, Allen L. (1998). MBTI Manual (A guide to the development and use of the Myers Briggs type indicator) (3rd ed #6111). Palo Alto, CA: Consulting Psychologists Press.

    Lawrence, Gordon D. (2010). Finding the Zone: A Whole New Way to Maximize Mental Potential. Amherst, NY: Prometheus Books.

    Dunning, Donna (2008). Introduction to Type and Learning. Palo Alto, CA: Consulting Psychologists Press.

    Hirsh, E., Hirsh, K., & Hirsh, S. (2003). Introduction to Type and Teams. Mountain View, CA: Consulting Psychologists Press.

    Keirsey, David, & Bates, Marilyn. (1984). Please Understand Me: Character and Temperament Types. Del Mar, CA: Gnosology Books Ltd.

    Tieger, Paul D., & Barron-Tieger, Barbara. (1997). Nurture by Nature: Understand Your Child’s Personality Type – And Become a Better Parent. Canada: Little, Brown & Company Ltd.

    Haas, Leona, & Hunziker, Mark (2011). Building Blocks of Personality Type: A Guide to Discovering the Hidden Secrets of the Personality Type Code. Temecula, CA: TypeLabs.

    Tieger, Paul D., & Barron, Barbara. (2007). Do What You Are: Discover the Perfect Career for You Through the Secrets of Personality Type. Canada: Little, Brown & Company Ltd.

    Briggs Myers, Isabel, & Myers, Peter B. (1995). Gifts Differing: Understanding Personality Type. Mountain View, CA: CPP.

    Kroeger, Otto, & Thuesen, Janet M. (1998). Type Talk: The 16 Personality Types That Determine How We Live, Love, and Work. New York, NY: Dell Publishing.

    Lawrence, Gordon (1996). People Types and Tiger Stripes: Using Psychological Type to Help Students Discover Their Unique Potential. Gainesville, FL: Center for Applications of Psychological Type, Inc.

    Kemp, Anthony E. (1996). The Musical Temperament: Psychology and Personality of Musicians. New York, NY: Oxford University Press.

    Zichy, Shoya, & Bidou, Ann (2007). Career Match: Connecting Who You Are with What You’ll Love to Do. New York, NY: AMACOM.

    Multiple Intelligence Theory

    Gardner, Howard (2006). Multiple Intelligences: New Horizons in Theory and Practice. New York, NY: Basic Books.

    Gardner, Howard (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York, NY: Basic Books.

    Silver, H., Strong, R., Perini, M. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: ASCD.

    Gardner, Howard (2006). Five Minds for the Future. Boston, MA: Harvard Business School Publishing.

    Armstrong, Thomas (1999). 7 (Seven) Kinds of Smart: Identifying and Developing Your Multiple Intelligences. New York, NY: Penguin Group.

    Armstrong, Thomas (2000). In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences. New York, NY: Penguin Putnam.

    Armstrong, Thomas (2003). You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit Publishing.

    Brualdi, Amy C. (1996). Multiple Intelligences: Gardner’s Theory. Washington, DC: ERIC Digests.

    Schmidt, Laurel (2001). Seven Times Smarter: 50 Activities, Games, and Projects to Develop the Seven Intelligences of Your Child. New York, NY: Three Rivers Press.

    Grosswirth, Marvin, Salny, Abbie F., Stillson, Alan (1999). Match Wits With Mensa: The Complete Quiz Book (Mensa Genius Quiz). Cambridge, MA: Perseus Books.

    Bellanca, James A. (2009). 200+ Active Learning Strategies and Projects for Engaging Students’ Multiple Intelligences. Thousand Oaks, CA: Corwin Press.

    Koch, Kathy (2007). How am I Smart?: A Parent’s Guide to Multiple Intelligences. Chicago, IL: Moody Publishers.

    Cognitive Style

    Fuller, Cheri (2004). Talkers, Watchers, and Doers: Unlocking Your Child’s Unique Learning Style (School Savvy Kids). Colorado Springs, CO: Pinon Press.

    Tobias, Cynthia Ulrich (1994). The Way They Learn. Carol Stream, IL: Tyndale House Publishers, Inc.

    Willis, Mariaemma & Hodson, Victoria Kindle (1999). Discover Your Child’s Learning Style: Children Learn in Unique Ways – Here’s the Key to Every Child’s Learning Success. New York, NY: Three Rivers Press.

    Walsh, Brian E. (2011). VAK Self-Audit: Visual, Auditory, and Kinesthetic Communication And Learning Styles: Exploring Patterns of How You Interact And Learn. Victoria, BC: Walsh Seminars Publishing House.

    Sousa, David, et. Al. (2010). Mind, Brain, and Education: Neuroscience Implications for the Classroom (Leading Edge (Solution Tree)). Bloomington, IN: Solution Tree Press.

    Tokuhama-Espinosa, T. (2011). Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching. New York, NY: W.W. Norton & Company, Inc.

    Oczkus, Lori D. (2003). Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension. Newark, DE: International Reading Association.

    Hoyt, Linda (2002). Make It Real: Strategies for Success with Informational Texts. Portsmouth, NH: Heinemann.

  • Recommended Extracurriculars & Camps for People Smart Kids

    Recommended Extracurriculars & Camps for People Smart Kids

    Also known as "interpersonally intelligent", learners who enjoy using an interpersonal multiple intelligence lens tend to be extroverts, characterized by their sensitivity to others' moods, feelings,…


    Recommended Extracurriculars & Camps for People Smart Kids

    The People Smart ChildAlso known as "interpersonally intelligent", learners who enjoy using an interpersonal multiple intelligence lens tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. These kids learn information best when working with others on subject matter. When presented with a challenge in a weaker area of multiple intelligences, encourage your child to think about activities or ways that can link these weak areas to their preferred multiple intelligences.

    Parents and extracurricular mentors that “think” like your child can help them start to approach school in general from a collaborative tact. For instance, working with a group to plant a garden, then watch as some plants flourish and others perish, to how all of the plants—though they grow at different rates—continue through the plant lifecycle similarly (putting out strong enough roots to sustain itself prior to fruiting, which takes a lot of energy) and, how all of the plants seed in different ways (like humans) so that their species can be propogated elsewhere can help them better understand botany in a context that comes naturally to kids who enjoy using an interpersonal multiple intelligence lens.

    Best Extracurriculars for Kids With People Smarts

    Seek out activities that allow kids who want to flex their interpersonal multiple intelligences to develop their talents in a group setting. Take a look at some of the other multiple intelligences your child exhibits to give you clues about the appropriate direction for their extracurricular planning now that you’ve narrowed the focus a bit. If they also have kinesthetic multiple intelligence preferences, perhaps team sports or dance; if they have logical-mathematical intelligence strengths, try Academic Decathlon type clubs; if they have musical multiple intelligence strengths, try a marching band or orchestra; if they have artistic talent, perhaps a larger art class in their preferred medium or set design for a local stage production.

    This being said, each person has the ability to develop all eight multiple intelligences so even if your child is strong in the interpersonal multiple intelligence realm, don’t fall into the trap of focusing all of your energies in one area and excluding the other multiple intelligences. Rather, use your child’s innate strengths (most likely more than solely interpersonal!) to approach challenges they may be having in weaker areas so that you can more effectively nurture a "whole" child.

    Be sure to get a feel for how your child feels about a class you’ve selected for them by tuning into their spirit before and after class. They should have incredible energy, a positive attitude, a "present" focus (living in the moment), and a high level of self-esteem when talking about the class. If the class is not a good match for them, you’ll find more than just a resistance to go…your child will be irritable, make physical complaints or be asocial. They’ll drag their feet to go and be the first one out the door after the class is finished. If the teacher will allow it, it’s a great idea to audit the class with your child prior to enrolling—and pay attention to more than just what happens in the class…be aware of how your child is feeling and acting both before and after it.

  • Who Are You and What Have You Done With My Child?

    Who Are You and What Have You Done With My Child?

    As a parent, have you ever felt this way about your kids? The “Jekyll” child you’re used to around the house suddenly becomes Hyde and turns…


    Who Are You and What Have You Done With My Child?

    Child Acting Out of Character? Reversal theory could be at play.As a parent, have you ever felt this way about your kids? The “Jekyll” child you’re used to around the house suddenly becomes Hyde and turns the whole household dynamic on its ear for awhile. Or you sit down at a parent-teacher conference to think the teacher must have the wrong file in front of her, because it certainly doesn’t seem like she’s describing your child. At least, not the child you live with.

    Chances are, if your child is acting out of character, there’s something called reversal theory at play. For me, this is one of the most interesting aspects of personality type theory. When people—especially kids—get stressed out, they literally “flip out” from a temperament perspective. For instance, if your child is really anxious about something, instead of being the analytical kid you know and love that sees decisions in black-and-white, the landscape will become a gray area and he’ll be overly emotional and sensitive. Or your intuitive daughter will go from seeing the broad strokes of life like an impressionist painter to craving the super sensory that keeps her purely in the moment—whether it be rubbing a favorite blanket or being overly sensitive to fabrics and clothing tags or wanting to devour everything sweet in the house.

    Here are the most common ways that the different personality types react to situations under “normal” circumstances and under stress:

    Personality Type “Normal” Motto But Under Stress…
    Extraverted Feeler Talkative – “Why Compete When You Could Cooperate?” Fault-Finding Perfectionist – extremely critical of self and others
    Extraverted Intuitive Future focused – “Don’t Fence Me In” Control Freak - focused on minor details in the present
    Extraverted Sensor Present focused – “Don’t Worry – Be Happy!” Chicken Little – the end is near! Disaster ahead!
    Extraverted Thinker Talkative – “Be All That You Can Be” Tormented Soul – focused on how people feel about him
    Introverted Feeler Reflective – “It’s What’s Inside That Counts” Coldhearted Critic —focused on everyone else’s problems
    Introverted Intuitive Future focused – “The Purpose of Life is a Life of Purpose” Sensory Overload – all I care about is what feels good right now
    Introverted Sensor Present focused – “Why Reinvent the Wheel? Just Make it Better!” Drama Queen – nothing is now or will ever be good enough
    Introverted Thinker Reflective – “Think Different” Emotional Wreck – overly sensitive – need to know you love them


    You’ll notice in this chart that the thinkers and feelers tend to pendulum swing MOST in the area of extraversion or introversion. So, often the sign of stress in these kids can manifest as talkative kids withdrawing or reflective kids talking a mile a minute.

    For sensing and intuitive kids, however, they pendulum swing MOST in the judging/perceiving aspects of their personalities. Perceiving kids that typically enjoy the journey will crave a game plan and fly into a tizzy if things don’t go according to plan. Judging kids who typically like to reach a conclusion as soon as humanly possible will get nervous about any potential directions they haven’t explored yet and stay in the realm of possibilities much longer than normal.

    If your child’s teacher describes a child during your parent-teacher conference that seems completely different than the child you know and love on the home front, take this as a cue that he may be stressed out at school. Instead of accusing him of acting out, being lazy, or not doing his best, take him out for a special one-on-one time. Say something like, “you know, the student that Mr.                 described to me during our conference isn’t the person I know at home. Is something bothering you at school?” Try to get to the root of the problem. It may be anxiety related to his performance in class. It could be a queen bee in the classroom that makes your daughter feel uncomfortable. It may be a general feeling that he’s just not as smart as the other kids.

    As soon as you can get to the root of the problem(s), you can become a team and start figuring out a game plan to help her solve her challenges. If it’s a challenge that you never had to deal with as a child, ask permission to recruit another team member that may have better insight into what works and what doesn’t work. If you didn’t experience the same problem as a kid, don’t offer canned suggestions because if the suggestions don’t work, he’s much less likely to come to you for strategies and solutions in the future.

    Once the underlying problems are addressed—or, at least, he sees a potential light at the end of the tunnel—chances are good that your child in “Hyde”-ing will return to the kiddo you know and love…both at home and in the classroom.