EJCC
The Devil of TypoC
- Joined
- Aug 29, 2008
- Messages
- 19,129
- MBTI Type
- ESTJ
- Enneagram
- 1w9
- Instinctual Variant
- sp/so
I'm one of the few people who actually enjoys and learns from old-school, typical lecture-type courses-- but I learn best if I can ask tons of questions and interact with the questions with a teacher. I learn best when I'm asking lots of questions and when I'm taking notes. When it's a practical, hands-on kind of thing, I'd like to see someone else do it first, then do it myself with guidance and the ability to ask questions. I appreciate a teacher who challenges me and is patient with all my questions.![]()



Regarding "making learning fun": It depended on the class, for me. When I was in grade school (up to 12th grade), I did so consistently well in every class (regardless of whether I liked it) that I wouldn't be motivated enough to be annoyed by those sorts of things. My standards for myself were the same as the standard for an A in a class, so if it didn't take much to get an A, I wouldn't expect to work very hard, and I wouldn't be very motivated to work hard. (You can tell I wasn't challenged in school... lol. College is a lot harder!) So, I'd come to chem class and hear that we would be watching a (cool but irrelevant) NOVA special, and I'd think "Sweet! NOVA is an awesome show! And it's an excuse not to do classwork!"Things I don't like: GROUP PROJECTS (I seem to always get stuck with people who are stupid and/or lazy) and activities that are supposed to ~make learning fun~. (I can't think of an example right now, but this stuff bugged me when I was younger.)
I don't know how much of this is type related and how much of it is individual idiosyncrasy.![]()
Regarding group projects: they can bug me too, but it really does depend on whether I'm in a group of slackers or not. And on that note:
I would pretty much do exactly what you did.Of course, it depends on the class. I hate the ones where group members evaluate each other - because then you have to be nice to the incompetents and slackers, otherwise they'll get revenge on you during evaluation (either make you out to be a tyrannical monster or totally make up lies together and pin YOU as a slacker).
I'm either ESTP or ENTJ, but regardless, I'm 3w4. Last project, I worked with an incompetent ESTP and a slacking ESFP. My attitude was that aggression was a really bad idea. So, I dredged up every last speck of Fe in me and "encouraged" them while giving them the boring secretarial type tasks. Worked out for me, actually. I got to man the strategy and the creative part, they took care of the details stuff.
ESTJs....how would you have dealt with group slackers? And assume you could NOT go to the professor, because she despised you as it was...

And if I couldn't trust them to do anything (not even the simplest tasks), I would try to talk to the professor anyway, regardless of whether they hated me or not. Professors are supposed to be objective and not pick favorites, so if the professor were to blow me off, they wouldn't be doing their job, and I could complain to the higher-ups. Sure, the professor would hate me even more, but as long as my grade was good and everything got solved, I wouldn't care.
(Also, I would ask a TA, if that were an option.)
I don't see any resentment in this post at ALL.You remind them at least 10 times a day, via text, mobile, or twatter with a point by point readout of what their tasks. Everytime they don't respond, send a complementary message about how they didn't respond, because if they didn't respond they are probably unaware you were trying to reach them. Make sure their message machine audio file features their name and phone number, and if it doesn't, send another message to remind them of this fact.

What you're describing, while I relate to it (in a less exaggerated form), is not ESTJ specific. It isn't even SJ specific. Really, any obsessive J can do this. The person I know who is the most like this is my aunt, who is INxJ (tests as INTJ, but used to be INFJ so has very developed Fe).
Oh, yes, I should have clarified. What I mean is: My professors always tell me to make activities 'transparent', e.g. we are doing this because... and at the end you should be able to..., and all that. But I think to myself, "Well, wouldn't that make people feel like babies?" :-/ Some people don't like being explicitly told what to do and why they're doing it. Others do, but not so explicitly. Others just want to learn their own way, and. Argh. Well, you see what I mean?

So I guess my point is: out of all the students you should worry about catering to, ESTJs probably aren't going to be one of them. If they aren't learning what they want to be, they'll find a way to make sure they do. sui generis got it right when she said that it's pretty much just asking a ton of questions and then doing the work, for ESTJs.
