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Tips for teachers on how to handle your learners' personalities

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Publish date: 2018-11-14

Identifying the learner’s paint palette


  1. Notice their activity level. 
  2. Observe their mood. 
  3. Determine a learner's threshold for distress. 
  4. Acknowledge the learner’s intensity of response. 
  5. See how they approach new situations. 
  6. Notice how easily they are distracted. 
  7. Take note of the adaptability of each learner. 
  8. Observe each learner's attention span. 










Include many different things to do. Tasks must be challenging. Be firm, strong and direct.

Use many varying activities. Be friendly, but firm.

Assign specific tasks and provide advice on how to complete it.

Show calm strength.

Be sympathetic. Enter into their sad moods and encourage them to assist others who are less capable.


When reading stories to the class, ensure each story has passages that appeal to each temperament.

Stories with boisterous action.

Lively stories with exciting descriptions and pictures.

Stories that include slow passages told in an indifferent tone.

Stories with messages of warmth and comfort.


Learners with different temperaments have affinities for different math processes & rules.







Suited for percussion and will want to play solo.

Adapted for brass or reed instruments. Enjoy being part of an orchestra.

Drawn to the piano and enjoy choral singing.

Affinity for strong instruments, but will want to be solo.


The pictures learners create offer clues to temperament.

Often create pictures depicting precipices with themselves overcoming obstacles. Usually make use of strong, bold colours.

Create bright, colourful pictures with movement and detail.

Their artwork often looks unfinished in appearance. It can be bland and uninteresting.

Their pictures are extremely detailed and they make use of strong, harmonious colours.


The repetitive delineation of curved and angular geometric shapes. Drawing will help the learners of each temperament learn to write.

They should progress from simple angular shapes to controlled, involved rounded shapes.

They make repetitive forms and rhythmic patterns.

They will start with passive forms and should be led to more active shapes.

They should be encouraged to create shapes that require thought and observation, leading to changes.










Give them challenges.

Encourage them to respond in class by asking as if it is a personal favour to you.

Show a calm strength.

Be sympathetic


Following the principle of “like cures like”, seat the learners according to their temperaments.

Cholerics will calm one another down since no one will be allowed to be the leader.

Sanguines will not mind where they are seated. The centre of the classroom could be a good place for them.

Phlegmatics will get so bored with one another that they will hopefully wake up. Seat them  toward the back of the classroom where are can watch without actively participating.

Melancholics will be happiest in a quiet corner.


Punishment should not come immediately. They must have time to calm down before they will be able to see reason. Remind them of the misdeed later and then discuss it.

Sanguines may not need punishment. A friendly word will probably be sufficient. This should be done immediately.

If punishment is necessary, it should be immediate.

Be sympathetic, but firm. Discussing their behaviour should be done privately, showing empathy. It should be done soon, but not immediately.



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