DISC Personality Profile

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DISC for Teachers

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Use DISC Personality Profile to improve teaching and enhance relationships with students and colleagues

DISC Q and A for Teachers
Dr. Robert A. Rohm

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1. How do personality styles affect learning?

A “D” type child’s approach to learning is: I want to do things my own way! “D”s want to know what the material is about before they decide if it’s worthy of their time and trouble. They are “big picture” people and want you to be quick and to the point. They want to be in charge, and they often do well in helping to teach the class.

An “I” child’s approach to learning is: I want to do things the fun way! “I”s learn best in a relaxed atmosphere because pressure throws them into panic. They love to learn by playing games and enjoy being creative. They tend to be very tactile. If they can see it or manipulate it, they can understand it.

An “S” child’s approach to learning is: I want to do things the easy way! “S”s do not like a fast pace or change; they want their teacher to slow down so they can process what is happening. They tend toward self-doubt, so they appreciate a teacher going over the information again. They want to please others and feel education is a cooperative process.

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2. What about ADD / ADHD and personality styles?

“All that wiggles is not ADHD!”

Katherine Koonce, M.Ed., Director of Charis Learning Resources

An ADD person is inattentive. Attention Deficit Disorder is a real medical condition, not an educational label. The American Psychological Association lists 14 traits in association with ADD, at least eight of which must be displayed frequently in a child before the age of 7. These traits must be manifested for at least six months to be identified as true ADD.

An ADHD [Attention Deficit Hyperactive Disorder] person is impulsive, and similar stipulations for diagnosis apply. Recently, other conditions such as Tourette Syndrome have been included in the general category of ADHD.

People with ADD or ADHD have normal to above-normal intelligence, and their attentional problems are not due to mental retardation, deafness, etc. Their challenges are physiological, which is why they respond to certain medications that allow them greater periods of concentration. Too many active, outgoing type children are casually labeled as ADD or ADHD simply because they have a short attention span and have difficulty sitting quietly. It is unwise to lump every problem into one simple solution. Just because people (whether “D,” or “I,” or any other personality style) have difficulty memorizing information or concentrating for long periods of time, they should not be excused from self-discipline and hard work. If your child has difficulty concentrating, I suggest six, 10-minute study periods, rather than one, 60-minute study time.

There may be an “incentive” to label children ADD or ADHD within our existing education system. Currently, federal “special education” funds are available to schools and families with ADD and ADHD identified children. Perhaps some people tumble into these categories who do not rigidly fit the definitions.

Understanding personality styles can make all the difference in the world for parents and teachers who see these signs. There is a good chance that altering your style of teaching or communication will produce drastic results!

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3. Are certain personality types better suited to succeed in our education system?

Research suggests that our current education system works well for 22% of our school age population. What is this environment like? Sit quietly in your seat. Take notes. Store facts. Manipulate data. Raise your hand. Follow a regimen. Stick to the schedule. Ask permission first. Comply with the rules and expectations.

Which of the four styles does this sound like to you? Task-Oriented and Reserved-Slower-Paced students do well in this environment, and behavioral research tells us that 20-25% of the general population has a “C” type profile (Task-Oriented and Reserved-Slower-Paced). The remaining 75% of our student population, the ones the system does not accommodate well, are those who have People-Oriented and/or Outgoing-Fast-Paced styles. “D” types are task-oriented, but they don’t stay in their seats and take orders. “I” types are the antithesis of “C” types who succeed in this environment. “S” types are slower-paced, so they can appreciate the tempo, but they are much more influenced by people than data, by feelings than facts.

These varied learning styles are discussed in Who Do You Think You Are… Anyway?

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