DOMINANT DYNAMIC

 Outgoing
 Task Oriented
 Takes Authority and Control
 Accepts Challenges well
 Likes frequent change
 Active
 Competitive
 Strong-willed
 May sometimes challenge authority

Dynamic Dan

Dynamic Dan is outgoing. He is task-oriented. Accomplishing his goals means

everything to him. He wants it his way. The way to win this child is to, first and
foremost recognize his God-given leadership ability. This child will “be in charge
of” something in his lifetime, we just want to be sure it’s on the Lord’s team.

The more we give this child to “be in charge of”, such as selecting his clothes
and organizing his room or area of the classroom, the more positively he
responds. But if you say, “Go clean up your area”, What do you hear from this
child?

An argument, he’ll give you all the reasons in the world why he shouldn’t have
to do it. The kid can talk his way out of anything. He wants to control.

Remember, with this child it’s all how you package it, if he thinks he is in control
and can-do things on his terms, he’s fine. For him, powering through the task at
hand is everything. For Dan, guidelines work better than rules. And he
appreciates being allowed to make choices. You give him options within the
boundaries of what is acceptable to you, but then since he gets to choose, he
feels like he is control.

Dan needs a discipline with strength to match his need to control every step of
the way. But you’ll have more success if you affirm his strength rather than
fighting it, if that’s outside your personality comfort zone. It might be difficult. This
kind of student must “win”, therefore you must give him the opportunity to win.

Dynamic Dan wants control, so we discipline by giving choices that falls within
the parameters of desired behavior, making choices allows him “to be in
charge.”
 INSPIRING INFLUENCING

 Outgoing
 Entertaining
 Loves to help
 Spontaneous
 Talkative
 Loves people
 Forgetful at times
 Volunteers often
 Popular
 Optimistic

Inspiring Ingrid

Inspiring Ingrid is outgoing. She is a fun-loving child. She is a joy to have in the
classroom and at home, but she may be a little talkative and forgetful. She gets
“rule amnesia” and needs to be reminded often of your expectations.

This kind of child wants to have fun, so you discipline with humor and with
games. Words that works well for this child are “I wonder if”

Inspiring Ingrid is not intrinsically motivated to clean. When the classroom is

trashed and you say, “Clean up time” you won’t expect Ingrid to respond
positively.

Saying to this child “Go clean your room right now!” just won’t work. But when
you make it into a game, you’re more likely to get positive results. Your
entertaining Inspiring Ingrid responds well when you:

Use humor
Make it into a game and.
Use the words “I wonder if “
 CONSCIENTIOUS CONTEMPLATIVE

 Reserved
 Task- Oriented
 Very Sensitive to other people
 Complies with authority
 Enjoys routine and loves schedule
 Very conscientious
 Overly perfectionist
 Idealistic
 Thinks things through
 Compassionate

Conscientious Connie

Conscientious Connie is reserved. Connie is very sensitive. Games do not work

with this child. If you try disciplining with a game, it will bomb. She can’t tell when
you’re playing a game, because to her everything is serious. This is a grown-up
child’s body. And please, for goodness sake don’t say,” Lighten up!” Cause she
won’t.

What this child needs from you is hope. When she is discouraged, you can tell
her,” You’ll be much happier as an adult. We simply have to get you through
this childhood.” This child needs to do it right. So, you discipline with sensitivity
and predictability. She gets very unnerved if things aren’t happening in order.

We need to always remember that Connie is a perfectionist so if you give her a

task map out a system so she knows how to begin. Make a diagram of the
overall task by writing the steps around the edge of a clock.

This child simply gets emotionally stuck if she thinks she can’t do something
perfectly. This child needs an enormous encouragement from you.

C children are often unable to be spontaneous because rules and standards

are so important to them.

This kind of child is the kind that if we said something or promised something,
we’d better get it done. This child will make us to keep our commitment. She is a
child with consistency.
 STEADY, STAY, STATUS QUO

 Reserved
 People-Oriented
 Patient
 Peacemaker
 Observer
 Easygoing
 Calm
 Compliant
 Quite
 Keep emotions hidden, may withdraw

Steady Steve

Steady Steve is reserved. He is a peacemaker and a compliant child. He makes

you look good as a parent or a teacher because he obeys you. If you say “We
don’t touch that “He won’t really touch it. It’s easy to forget Steady Steve
because he’s so quiet and easy- going. However, this is the child who may
make a joke behind your back. He has a quiet kind of wit, and because he has
such a good interior of organization, he can make a joke on the periphery and
watch the whole class “lose it” while he remains seemingly stoic.

Steady Steve needs to be push, he might not respond positively but if you want
to see the back side of him do it. This kind of child is a peacemaker, so he
responds well when your

 Enjoy his humor

 Give him acceptable limits for completing a task
This is effective because he likes operating in his own timetable.
Remember, S children can seem to be easygoing and compliant but, they may
be “stuffing” their emotions and moving toward a passive- rebellious mind- set.
We want to stay close in touch with these kinds of students to make sure habits
these habits don’t begin.
 INSPIRING INFLUENCING

 Outgoing
 Entertaining
 Loves to help
 Spontaneous
 Talkative
 Loves people
 Forgetful at times
 Volunteers often
 Popular
 Optimistic

Inspiring Ingrid

Inspiring Ingrid is outgoing. She is a fun-loving child. She is a joy to have in the
classroom and at home, but she may be a little talkative and forgetful. She gets
“rule amnesia” and needs to be reminded often of your expectations.

This kind of child wants to have fun, so you discipline with humor and with
games. Words that works well for this child are “I wonder if”

Inspiring Ingrid is not intrinsically motivated to clean. When the classroom is

trashed and you say, “Clean up time” you won’t expect Ingrid to respond
positively.

Saying to this child “Go clean your room right now!” just won’t work. But when
you make it into a game, you’re more likely to get positive results. Your
entertaining Inspiring Ingrid responds well when you:

Use humor
Make it into a game and.
Use the words “I wonder if “