Steven Nyeo



Steven Nyeo

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Difference Between Ti and Te in Teaching Styles

Posted on 09.07.2020

In the academic setting, introverted thinking (Ti) and extraverted thinking (Te) are two essential functions in tackling knowledge and theory, and also class management. However, both elements demonstrate this ability with a different focus and therefore manifests as different teaching styles.

Due to the high proportion of Ti-doms in the population, the typical classroom setting predominates Ti-style teaching methods. Especially with big lecture halls, this teaching style can easily pass on knowledge to large crowds. Ti users' grading style prefers heavy testing as it is the most conventional approach to giving students their grades. Even though some Ti users also attempt to factor participation, assignment grades, and other bonus-point opportunities into the grading scale, they often see these components as solely side tangents with the course objective. These extra components are, therefore, never quite emphasized as much as their class materials itself.

During class, Ti users tend to favor explaining the reasons behind a particular lemma and showing the formal proof of theorems during their lecture. In particular, the Se-lacked LII lecturers seem to be the lecturers who will try to complete talking about their thought processes on a specific topic without considering much on the audience's attention. Sometimes, LIIs deliver contents that are so complex to comprehend on the fly that they puzzle the audience who might not even know where to start asking. On the other hand, LSI lecturers are usually more efficient instructors since they have enough Se to engage with the audience and make adjustments to the delivered contents during the lecture.

On the other hand, the Te style of teaching usually ensures fairness and flexibility in grading. They are more likely to adjust the rubric throughout the semester to prevent awkward grade curves at the end of the semester. Their grading scale also tends to be reasonably lenient since it focuses on giving credit efforts on the right track.

From what I have observed in ILI, SLI, and LSE lecturers, Te-favoring lecturers typically do not refrain from sharing personal thoughts and life experiences during lectures. Furthermore, their lecture materials are usually breadth- and practically-oriented by the Te nature of fact accumulation and efficiency. Te users' are very straightforward with what they expect from the students and usually tell you not to worry about specific topics that are too advanced for the current class. However, the devaluing of Ti brings about the presenting of sloppy proofs and using tools and techniques that have not been adequately introduced and proven beforehand.

These are just personal observations of different teaching style tendencies and do not always apply to every lecturer. However, one can always rely on a certain degree of dichotomy to conclude your lecturer's archetype.

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