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Dear Reader, Teaching has been a time honored tradition for hundreds of years. Whether you want to pursue a career in teaching or you wish to volunteer your time as a teacher, it is important to learn key techniques which can improve your teaching abilities. Without the right tools and information, it could take you years and cost you a...
Dear Reader, Teaching has been a time honored tradition for hundreds of years. Whether you want to pursue a career in teaching or you wish to volunteer your time as a teacher, it is important to learn key techniques which can improve your teaching abilities. Without the right tools and information, it could take you years and cost you a small fortune to discover the secrets to teaching. Instead of spending a fortune on so-called experts or knocking yourself out with the old trial and error method, there is an easier way to be the teacher you have always dreamed of. Now theres good news .... I wont deny that there are a ton of books out there on teaching. Unfortunately the problem with most books on the subject of teaching is that they are either filled with plenty of promises and no solid techniques and strategies to back up those promises or they contain only one or two pieces of useful information and not a comprehensive look at everything you need to know to succeed in teaching. Introducing The Teachers Guide! Teachers Guide breaks the mold of all the other teaching books and manuals you have heard and read about. It presents solid, proven steps to help you learn how to be the teacher youve always wanted. Sounds too good to be true? Its not and I can prove it with Teachers Guide! But, first a word of introduction. My name is Dan. A few years ago I found myself in a situation not too different from your own. Like almost everyone else, I longed to be a better teacher, but I had no idea where to start! None of the books I had read on teaching had been able to solve my problem. Some of them were so mired down in fancy words and technicalities that it was a miracle I ever got past the first chapter! Others might have passed on a helpful hint or two, but did not solve my problems. Thats when it hit me! If I couldnt find a comprehensive guide on teaching, then why not create my own? I was tired of flipping back and forth through tons of books for the few bits of information that could help me; but I reasoned that if I put all those little tidbits of info together then I might actually be able to begin understanding the secrets to teaching. The next morning I furiously began to read through all of the teaching books that I had purchased over the past three years and take down the pertinent notes. I didnt stop there either. I swallowed my pride and enlisted the help of people that I knew who had been personally successful in teaching. It took awhile to sort through all of the information I had gathered and compile the notes I received from the experts I consulted, but when I was finished I sat back and was completely stunned. Right here in front of me was the information that I had been seeking all along! From the notes I had taken from several articles on the subject of teaching, as well as my own experiments, I had comprised a comprehensive compendium on the subject of teaching. I sat back in stunned amazement! It was all there! The Work of the Teacher How to Stimulate Thinking The Importance of Play in Education Classroom Lessons The Importance of Individual Differences How to Cultivate Moral Attitudes Then I decided to try an experiment and put all of my hard work to the test. The next morning I awoke with new determination. This time I would not fail! Suddenly, I was excited! I absolutely could not believe the difference. Suddenly it was all so clear! I could easily implement proven strategies without having to wade through a mountain of fancy words and difficult to understand terms. What happened next was nothing short of amazing! These strategies not only worked, but the results were completely astonishing. As my success with teaching grew, I started to feel guilty. I knew there were a lot more people out there who wanted the same solutions I had found. Somehow, it just didnt seem right to keep it to myself. One night as I made some changes to my book, I wondered how many other people might have the same problem? After all, if I couldnt find a decent comprehensive teaching manual, what were the chances anyone else could? Given the tremendous success I had encountered using my manual; I was sure that other people could take the same easy to read and understands strategies and achieve success as well. Right now youre probably thinking, Yeah, right. Theres a ton of teaching books out there. What makes you and your book so different? I wont deny for a minute that there are some good teaching books out there-after all Ive read most of them, if not all of them. The difference, however; is that my book blows all the others out of the water because it doesnt just focus on one area of the game. You get everything you need to understand how to teach successfully. Nothing, absolutely nothing, is left out. All the fundamentals are there. And thats just a small taste of what you will get when you order the Teachers Guide Absolutely everything anyone would ever need to learn how to successfully teach is contained within this impressive work. Okay, Im sold, but whats this incredible resource going to cost me? When I first began to think about putting my manual on the market, my first thought was to create a seminar where people could actually get the benefits in a hands-on way. I know not everyone loves to read, so that seemed to be a great solution. But, I quickly realized how time consuming that would be for everyone so instead, I decided I wanted as many people as possible to reap the benefits of this fabulous manual. So, Im willing to slash the cost just so you can take advantage of the incredible information within Teachers Guide.
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Monday, 17 April 2017

How teachers’ temperamental traits can affect their classroom performance

For those who don’t understand what temperament is all about; simply put, it is ‘why you act the way you do’, in the words of Dr Tim LaHaye (of blessed memory).

Temperament is the most pronounced of all human personality traits. As I rightly put it in one of my works on temperament,

         . It dictates our diets, aligns our aspirations, predicts our preferences and induces our impulses.”

As a teacher, temperament can affect your entire classroom work with your pupils as well as your inter-personal relationship with colleagues, including how you respond to organizational rules and principles.

One good thing about temperamental studies is that it helps you to identify who you are and why you do things the way you do them. Such discovery eventually helps you sort out your areas of strength as to improve on them, as well as your weaknesses to work on.

As a temperamental coach, I have over the years observed teachers exhibit temperamental traits in handling their kids, which has gone a long way in making or marring their works.

Every temperamental blend has its own weakness as well as strength, when applied to our works as teachers.

I am going to give you a rundown of the basic temperaments and their possible blends, explaining few things before going into the main thing- how your temperament can affect your classroom experience.

Here are the 4 basic temperaments and their core traits:

a.     Sanguine: this is an extroverted temperament. Charismatic, talkative, carefree, undisciplined and people-oriented.

b.    Choleric: this is another extroverted temperament. Courageous, dogged, incorrigible, domineering and vindictive.

c.     Melancholic: this is an introverted temperament. Brilliant mind, sacrificial, critical, revengeful and meticulous.

d.    Phlegmatic: this is another extroverted temperament. Peace-loving, easy going, indifferent, lousy and conventional.

The foregoing are just brief description of each basic temperament with a combination of inherent strength and weakness.

Now a lot of people have confusion with these descriptions. Someone would say, ‘It’s like I am a Choleric as well as a melancholic’!

The actual thing here is temperamental blend. While each and every one of us possesses a primary temperament, there is also a blend of one or two other temperaments that form our secondary temperament.

Hence, you have the following 12 major blends:

i.                   SanChlor: a primary sanguine temperament blended with a secondary choleric temperament.

ii.                 SanMel: a primary sanguine temperament blended with a secondary melancholic temperament.

iii.              SanPhleg: a primary sanguine temperament blended with a secondary phlegmatic temperament.

iv.              ChlorSan: a primary choleric temperament blended with a secondary sanguine temperament.

v.                 ChlorMel: a primary choleric temperament blended with a secondary melancholic temperament.

vi.              ChlorPhleg: a primary choleric temperament blended with a secondary phlegmatic temperament.

vii.            MelSan: a primary melancholic temperament blended with a secondary sanguine temperament.

viii.         MelChlor: a primary melancholic temperament blended with a secondary choleric temperament.

ix.               MelPhleg: a primary melancholic temperament blended with a secondary phlegmatic temperament.

x.                 PhlegSan: a primary phlegmatic temperament blended with a secondary sanguine temperament.

xi.               PhlegChlor: a primary phlegmatic temperament blended with a secondary choleric temperament.

xii.            PhlegMel: a primary phlegmatic temperament blended with a secondary melancholic temperament.

There is also what is called Percentage Blend Distribution (PBD).

***Look out for my soon-to-be-published book on temperament: ‘My Team, Their Temperament’

Now back to the main issue.

How does temperamental trait affect a teacher’s work in the classroom?

To get a clear picture, I am going to look at four major areas of classroom behaviours that affect learners:

  • ·       Arousing learners’ interest

  • ·       Discipline of erring school children

  • ·       Superior knowledge of subject matter

  • ·       Attendance to special needs of children

Let’s take them one by one now.

Arousing learners’ interest

Every teacher already understands how arousing learners’ interest is key to helping them learn better and more effectively. Until learners’ interest is aroused, all we do is mere academic exercise that is more irritating than impactful for both party-you and your pupils.

A lot of teachers seem to be negligent over this important aspect of classroom work. That is why a lot of pupils are not carried along. Why learning is a serious business, it should have a blend of fun to make it interesting.

So how do teachers fare in this area considering their temperamental traits?

The sanguine teacher is an expert here. She is such a jovial, story-telling teacher (that’s why she hardly covers her scheme) that makes the classroom lively for everyone. Except when it is overtly done, this area of a sanguine helps pupils pick interest in learning as they look forward for a lively class each day.

The melancholic teacher is a very serious guy; doesn’t have so much time to engage in such frivolities. However, due to the natural mood swing of the melancholic, he can liven up a class most times like the sanguine counterpart, but less expertly.

Melancholics arouse learners’ interest by employing more of their intellects. This works more with senior primary pupils or secondary school students who are thrilled as the ingenious melancholic teacher come up with those brilliant ideas on how to tackle algebra the easy way, solve geometry without using a calculator or release that breaking news he read from a foreign tabloid the previous night. His intelligence arouses the learners’ interest to an extent.

The choleric teacher is a boss. ‘Hey, it’s class time, everybody pay attention’.

You know what? Every child must show interest even if he/she is not interested. What a paradox! But that’s it. He bends the children to learn.

Meanwhile, he can ‘succeed’ a bit doing this among pupils in the primary school levels. But be sure such autocratic disposition would be resisted by the bigger children in the secondary school. In fact, they would hate him for that and clearly too.

The phlegmatic teacher has no better interest to arouse than the ones the pupils have carved out for themselves already. Though she can share some dry jokes a times, it is rather the school children (especially those in the higher level) that employ her as an object of jokes, which turns out to make the class interesting.

Discipline of erring school children

Disciplining of erring children is one of the keys to making the classroom conducive for learning.

If some kids are allowed the freedom to create chaos in the classroom, bully others and show disrespect to teachers and other authority figures, without being checked and disciplined appropriately, then learning cannot actually take place in such a classroom.
While we don’t recommend unnecessary use of cane and other heavy punishments over minor issues, teachers and school management team must always come up with corrective and disciplinary measures to arrest impunity and incorrigibility among school children.

If the case is getting out of hand, suspensions and even expulsion might be the only option.

Here, the choleric teacher has grade 1. If you want to save the tender lives of those little kids in the nursery or junior primary, don’t employ a choleric as their form teacher.
Meanwhile, the positive here is that he helps to cage those errant and stubborn children who could pose a classroom threat or frustrate others from getting the best.

The melancholic teacher is a very serious-minded teacher. Roudy class irritates him. While he is careful not to be too harsh on the children, he is nonetheless impatient with their idiosyncrasies.

So be sure he would soon discipline the erring ones- even to the point where he goes out of order- something he regrets later, being an emotional person.

‘Our sanguine teacher is the chief noise maker’, a primary school child once remarked, though so disrespectfully.

Of course, the sanguine teacher would be the first to draw the class ‘Dos and Don’ts on the board, but he would be the first to break the rules. While she is fully in charge of her class, she can be so carefree a times to allow anything goes, as she lacks the moral strength to correct certain nuisance in the classroom, she herself being in the centre of it all.

The more serious-minded melancholic children are easily put off and are critical of her oftentimes. That does not bother her though. For her, life is fun even in the classroom.

‘We love our aunty, she doesn’t flog us…’, a child said of a phlegmatic teacher.

Now what do you expect from a phlegmatic teacher working among those teenagers in the secondary school? I had one of such as my Economics teacher in my secondary school days.

This is a man that doesn’t like pressure. So he walks into the classroom, straight to the blackboard… and he is already teaching, explaining to himself while the students were making noise.

With the level of noise in that class, you will think no teacher is in there. But shockingly, Mr Phlegmatic is there.

And you ask, ‘Mr, why so much noise in this class when you’re there?’
His answer: What do you want me to do? I have asked them to stop the noise and they refuse.”

Dazzol! Hahahahahahahaha.

Superior knowledge of Subject Matter

One of the keys to winning over your students in the classroom is exhibiting a superior knowledge of subject matter.

No serious teacher would want his/her students to have a superior knowledge over him/her.

When teachers do not show such superior knowledge before their students, they’re bound to lose a lot of children in the class, especially the cholerics and melancholics among them.

How do you feel when some teachers repeatedly fail to answer the learners’ questions correctly, or at worst, mark down children who got the answer right, simply because the teacher in question doesn’t know it?

Do you know temperament can play a part here!

The melancholic, being Mr Perfect would not want to mess himself up. So, he ‘studies to show himself approved’, being on top.

The typical melancholic teacher is the most brilliant among his colleagues, and that reflects in what he does in the classroom. Such superior knowledge then translates to being in full control of the class, where hitherto heady students now yield to a superior argument.

The simple acknowledgment of ‘this teacher knows more than I do’ helps to bury the untamed pride of those ‘larger-than-life’ students in the class, and consequently get them submissive to your teaching.

I am a Melancholic and have taught bigger children in the senior secondary school level over the years. So I know what I am talking about.

I have seen students question teachers’ assessment of their works, argued with teachers and all whats not. In fact, they usually brought those arguments to me, to be the final judge between them and the teacher involved.

At one time, I asked some group of children: Where do you always bring matters relating to every subject to me(even the ones I don’t handle)?

The answer, ‘Sir, because you know everything’.


No one knows everything, but the melancholics are virtually on top of knowledge.

The choleric is another teacher that can exhibit superior knowledge over his students.

Though he might not be naturally brilliant like the melancholic counterpart, the ‘I can’ attitude and drive to be on top, which is inherent in every average choleric, makes this man do everything within his reach to have superior knowledge of subject matter so that he can easily make the class subject under him.

For the sanguine teacher, he is not perturbed over the issue of superior knowledge though he acknowledges its importance.

Being carefree and indiscipline, plus not being naturally a bright mind like the melancholic, the sanguine would not want to stress himself over being superior in knowledge just to gain control of the class. After all, he has other ways to achieve same target.

What he might lack in superior knowledge, he makes up with his charisma and charm.

The phlegmatic as usual is not moved. Meanwhile, most phlegmatics are brilliant teachers and as well do their best to disseminate knowledge in a less-pressured environment.

They wouldn’t want to be bugged with the issue of having superior knowledge over their students. That’s why an average phlegmatic would like to work among nursery or junior primary learners, where she is sure the question of superior knowledge might never come up.

Deploy her in the senior secondary school, and the students might rubbish her except they are cultured children.

Attendance to special needs of children

Little wonder affective domain is one of the domains of educational psychology.

Whether it has to do with attending to children with Special Education Needs (SEN)  or attending to the emotional needs of regular children, this area is very important to getting learners to be their best in the classroom.

How do you cope with the slow writers, the emotionally imbalanced kids, those with poor eyesight as well as those with poor retentive memory, and still help them to be significant part of the class without aggravating issues?

A lot of teachers fail at this, not because they are not trained, but because their temperament betrayed them.

Here we go.

The melancholic being an emotional person cares so much for others. He empathizes with children faced with challenges to learning and always thinks of how to help out even if it takes sacrificing ‘himself’.

However, he can be impatient and critical with children who are not showing any sign of improvement after every effort to help them.

The sanguine also shows concern and care. But whatever he does is short-lived. He hardly invest time to work out solutions to meet both the short-term and long-term needs of such special needs children.

For instance, if a child comes to school feeling so emotionally-imbalanced as against her usual disposition, the sanguine will just think of immediate solution by cheering the girl up.

          ‘Hey my girl, smile. You are my queen, please cheer up! I will buy
          You ice cream during lunch break, blab la bla…’

Dazzol! all in an attempt to cheer up the girl at the moment. And after that, he may even forget the promised ice cream.

He might have only scratched the surface of the girl’s problem.

But the melancholic would want to ask deeper questions, tracing the child’s problem from home or elsewhere. His target is to solve the problem from the root and relieve humanity of pains and problems.

He may not promise ice cream, but may go on to raise a foundation to cater for the emotional needs of others to come.

The phlegmatic does his best to show a little bit of concern and nothing more, especially when dealing with bigger children.

Remember this is a man that doesn’t want to be ruffled. After all, whether a particular child learns or not, it does not change the chemistry of the world-where there is bound to be brilliant children as well as dull ones.

For the choleric teacher, ‘either take your challenge home to be handled by your parents or I knock it out of you, you lazy bunch’! And he means it.

It is always easy to blame teachers over what they don’t do right in the classroom, without understanding their personality constraints. 

But with a basic knowledge of how temperamental traits affects individual performance of teachers, school management team can now come up with workable strategies that would help ameliorate some of our classroom challenges that inhibits learners performance as well as teachers’ productivity. 

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