Carl Jung Types of personality (Introvert (alone), extrovert (social), ambivert (both)) Personality : The complex of all the

attributes--behavioral, temperamental, emotional and mental--that

characterize a unique individual (word web)

5 (a) Compare and contrast between the children with introvert and extrovert personality Extrovert
They are at their most energised when they have others around them. A cosy night in for them would probably involve about half a dozen friends or family as well as yourself. They love people. Some will love them with compassion and a genuine interest, others because they offer the opportunity to have an audience. Extroverts can be warm, funny, energetic, the life and soul of any party. They can also be very demanding, liking centre stage, and prepared to do almost anything to keep the spotlight on them. For many this is no problem because they can be charming and good company. They find it easy to establish contact with new people, the kind who walk straight into a party and start chatting to whoever is in the kitchen. By the end of the evening theyve probably met at least three really nice people who have been invited to dinner, but have been too busy to say more than three sentences to their partner. Extroverts need stimulation or they become bored quite quickly. Repetitive tasks will be a turn off unless they are fun or have some kind of payoff like attention. Their concentration span, particularly in solitary pursuits, tends to be shorter than introverts. They are happy to share their thoughts, even if they have not been thought through fully. Bouncing around an idea is part of their thought process so sometimes they shoot from the hip Honey, how about us moving to Orkney? doesnt mean their mind is made up, only that it is an option, so often it is easier to change their minds than an introvert, who will have polished the idea to (their version) of shining perfection before they let you know it.

Introvert
Introverts love some people. Some introverts will love only a very few people, and then only in measured doses which they need to control so the in-laws dropping in unannounced will be stressful, even if they arent interrupting anything. Generally introverts dont like attention from a crowd unless they are very familiar with everyone. They can be content in a bar with a group, but will mainly be the ones quietly listening, the ones who usually dont say very much but when they do often deliver the killer line. Just because their participation is low does not mean they are not having a good time, or even that they are shy. Shyness is usually the result of a fear connected to social intercourse which originated from a negative emotional event when they were young. Shyness can be found in extroverts as often as introverts, it is just that the behaviour of an introvert is often similar to someone who is shy. A shy extrovert can be the one who is silently longing to get up and sing My Way on the karaoke but doesnt dare, until they are very drunk or have been dragged on stage. A real introvert may not want to sing no matter how many drinks theyve had and nothing will drag them up. Introverts are mainly focused on their own internal world and can be quite oblivious to what is going on around them. It is because they often have an astounding knack for shutting the world out, and be happy in this self imposed isolation. It is perfectly possible for an introvert to be more lonely in a crowded room, than on their own. They tend to pursue solitary hobbies and pastimes rather than seek to be involved in groups or team games. Introverts can be slow to develop relationships. When they do the relationship will be a strong one that often endures for the rest of their lives. They will have a small circle of close and trusted friends that they would do anything for, even if they dont see them from one year to the next. Introverts like to keep their ideas to themselves until they have thought them through. They can be very uncomfortable being made to speak about something they are not sure about. Knocking an idea about is not there way of figuring something out, in fact it will distract and even confuse them. In relationships they may not be forthcoming with their feelings, particularly verbally. Often they communicate better in letters and cards, or in gestures

Extroverts tend to have a wide circle of friends, and will put a lot of energy into those friendships which are current.

Extraverts (E) tend to focus on the outer world of people, things, and activity and are energized by interaction with others. They love to talk, participate, organize, and socialize. They are people of action and therefore can be impatient with slow, tedious jobs and complicated procedures. They prefer to figure out things while they are talking. Extraverted Types (Es) and Learning: Extraverted types learn best by talking and physically engaging the environment. Talking helps their thoughts to form and become clear. Their attention will naturally flow towards external things and events. Extraverted Types in the Classroom: Extraverted students work best in classrooms that allow time for discussion, talking and/or working with a group. Since they are action oriented, Es do well with activities involving some type of physical activity. As they are pulled into social life, they may find it difficult to settle down, read, or concentrate on homework. They sometimes find listening difficult and need to talk to work out their ideas. They will find many college tasks challenging (reading, research, writing) because they are solitary endeavors. They tend to plunge into new material, as their tendency is to act first and think later. They need to work to avoid distractions while studying. They do well studying with a friend. Extraverts will learn best if they study as if they are preparing to teach someone else. Ideal Classroom Environments For Extraverts: Extraverts thrive when they are allowed time to think things through by talking, such as in classroom discussions, or when working with another student. They excel with learning activities that have visible results and involve people interaction. Introverts (I) are energized by the inner world of reflection, thought, and contemplation. They direct their energy and attention inward and receive energy from reflecting on their thoughts, memories and feelings. They can be sociable but need space and time alone to recharge their batteries. Introverts want to understand the world. They prefer to figure out things before they talk about them. Introverted Types (Is) and Learning: Introverts learn best through quiet, mental reflection. Their attention will naturally flow inward to their own thoughts, ideas and impressions. Introverted Types in the Classroom: Introverted students tend to enjoy reading, lectures, and written over oral work. They prefer to work independently, do well at verbal reasoning, and need time for internal processing. They enjoy listening to others talk about a topic while privately processing the information. Introverts may encounter difficulty with instructors who speak quickly without allowing time for mental processing. They are often uncomfortable in discussion groups, may find it difficult to remember names, and hesitate to speak up in class. Ideal Classroom Environments For Introverts: Introverts excel when they can work independently with their own thoughts, through listening, observing, reading, writing, and independent lab work. They need sufficient time to complete their work and to think before answering a question. They need instructors to allow a moment of silence, if necessary, for this thought process and to process their experiences at their own pace. They are more comfortable if they are not required to speak in class but are allowed to voluntarily contribute.

(b) The development of positive self concept is important to the personality development of the child. Suggest three ways in which you can help in the development of positive self concept among the students in the primary school. Self concept is who we think we are, the picture we have of ourselves, plus the picture we think others have of us. It affects the ways we look at our body, how we express ourselves and interact with our friends, and it even influences how we make decisions. The potential for a positive self concept lies within each of us. Self concepts can be changes. They are not carved in stone. A person with a positive self concept does not necessarily have more skills than a person with a poor self concept. But having a positive self concept helps when youth are faced with today's critical health issues. Therefore, one of the most important things you can do as you work with youth is help them develop a positive self concept. Here are a few tips to start you on your way. Focus on the INDIVIDUAL

Treat each youth's ideas with respect and help them treat others with respect. Identify and recognize each youth's strengths. Every level of the Foods Curriculum has activities that help youth recognize their self worth uniqueness. As youth do these activities, make a conscious effort to reinforce those unique qualities. Listen to your ears and your heart. Use facial expressions, eye contact, and body language that says, "I'm listening, because I know it is important to you." Take the time to recognize each youth. "I'd like to give a special award to Tyson, who was always willing to stick around and help clean up after meetings."

2. Facilitate SELF-PRAISE

Help youth learn how to use self-praise. Self-praise is not bragging. It's comparing your own accomplishments to your past performance. Look at these two examples: Bragging: "I can run faster than anybody else in our group!" Self-praise: "I feel very good about my running skills. I'm improving each day." Set an example by saying nice things about yourself.

3. Promote inidvidual RESPONSIBILITY FOR CHOICES.

Help youth realize that they have control over what gets done. Work with them to develop a time management plan.

4. Help youth set REALISTIC GOALS.

Encourage youth to only take on what they can reasonably accomplish. Don't let them set themselves up for failure by taking on more than they can complete. Encourage youth to break down large project goals into smaller steps. 5. Emphasize the POSITIVE. Be sure to include behaivor when you praise a youth. "The group really liked the activity you led." "You have some good leadership qualities," NOT JUST "You did a good job." Give I-You meesages. An I-message contains: o a specific behavior or event o the effect that behavior has on the individual, and o the feeling that resulted. "I'm so proud of you. You went the extra mile by helping Jennifer and Sara with that activity." Begin constructive criticism with a positive message of encouragement.

6. Establish a warm, comfortable ENVIRONMENT.

Make your project meeting place an inviting place with music playing and activities for youth as they arrive. Make every member feel welcome and show that you are glad he or she came.