1.1 Social Justice | H Wilson eportfolio

Deciphering different personality types and understanding different theoretical approaches of personality is paramount when it comes teaching. The ability to recognise and accommodate why children of the same, age, and ability react in different ways is fundamental. Being a positive role model is central in teaching as children learn behaviour through observation and not only reinforcement as the behaviourist theorists would suggest. However, as a mother myself, I would tend to agree more with Bandura’s social learning theory that personality is reinforced through interaction between environmental factors. My daughter’s standards and ideas of self-efficacy will reinforce her personality then through the behaviourist approach they will be further strengthened.

The Big 5 personality test I carried out consisted of 50 questions of which were rated from 1-5; disagree to agree. I agree with the specifications of my results however I was not confident when answering some of the questions with the correct context. The results I received, as no surprise to me, was that I am 96% extrovert. However, I know that depending on the social environment can have an adverse effect on this part of my personality and I can become a complete introvert. Carl G Jung said “there is no such thing as a pure introvert or extrovert. Such a person would be in a lunatic asylum”. It would not be socially acceptable to behave only in the approach these results suggest.

Openness to Experience/Intellect – 0%
	High scorers tend to be original, creative, curious, complex; Low scorers tend to be conventional, down to earth, narrow interests, uncreative.
		You prefer traditional and familiar experiences.

Conscientiousness – 83%
	High scorers tend to be reliable, well-organized, self-disciplined, careful; Low scorers tend to be disorganized, undependable, negligent.
		You are very well-organized, and can be relied upon.

Extraversion – 96%
	High scorers tend to be sociable, friendly, fun loving, talkative; Low scorers tend to be introverted, reserved, inhibited, quiet.
		You are extremely outgoing, social, and energetic.

Agreeableness – 32%
	High scorers tend to be good natured, sympathetic, forgiving, courteous; Low scorers tend to be critical, rude, harsh, callous.
		You find it easy to express irritation with others.

Neuroticism – 22%
	High scorers tend to be nervous, high-strung, insecure, worrying; Low scorers tend to be calm, relaxed, secure, hardy.
		You are generally relaxed.

Integrity and conscience I think are the most important and have shared meaning. Professional integrity means having strong moral principles in the job you do and you want to do the best you can for yourself and for your students. Not only do we need to meet the standards within the GTCS, we need to maintain them through continued professional development in our careers.

Compassion, empathy, kindness, justice, fairness, patience, self-control and moral courage I feel all come under the same category as they all have similar meaning. All of the terms are subjective and can be hard to define by different people e.g. pupils, parents and colleagues. For example, teachers need to be open-minded and patient to allow equal opportunities for students to speak. We need to be concerned about all of our students and be empathetic to their emotions or feelings and also morally courageous to act on something if we feel that child is at risk. A just attitude, a fairness in rewards and punishments are just as important; we have all been through school before and know how unfair things can be. A “that’s just life” approach is not acceptable in the classroom.

All qualities are essential because we as educators need to adapt to the ever changing daily environment. I believe integrity is the most important as it comes in to question if we are not passionate and proactively striving to improve ourselves professionally – we can’t rely on experience alone.

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