We, in turn, will electronically send you a report on your student that is 12 pages in length. Depending how old the student is, these reports are printed using language that is age-appropriate. As well, this report includes a rich use of graphics. More specifically, these student reports, are written at each level which is appropriate for the student who took the MMTIC. That is, elementary school, middle school and high school. Have a look at the samples:
...and you want your student to take the MMTIC™..what's next? you ask. The actual process of setting in motion the taking of the MMTIC™ is clickable at the bottom of this page. As part of that process...
| Taking the MMTIC®..how it works...and common questions. |
1. If you decide to go forward...
2. Age range
3. Ease of use
information, making decisions, and forming relationships. From an educational vantage point, students can use this information to
develop study habits that are more effective for their natural styles, for understanding how and why they make choices the way
they do, and for helping them with friendships and personal relationship skills.
In short, when children are given the chance to learn about their strengths and stretches at a younger age, they are much more
likely to grasp the healthy concept of "it's okay to be me". Moreover, they gain greater potential for managing the
above-mentioned learning and relationship skills during the maturation process. Having such a tool that allows children ages seven
through eighteen, a chance to know themselves better and can only add to the library of instruments designed to help people
understand themselves well.
As for parents...when they know and understand their children's psychological type preferences, they too, can better understand
how and why one child might differ from another in response to direction, praise, tasks, and the handling of time - and from
parents themselves! As a result, parents are better able to match their advice and discipline to the styles of individual children so
that they are best able to hear and understand the messages.
Finally, teachers can use specific information about a child's psychological type preference to adjust instruction, especially for
individual tutoring. In the classroom, teachers can generally assume that all types are represented and design instruction and
assessment accordingly. Specific student needs can be handled by giving students their choice of tasks.
It should also be noted that these reports are personalized, i.e., the child's name is prominently featured on every page. In addition, the report gives specific information about the child's personality type - including her or his strengths and stretches - as well as their learning style, study style and recommendations for when they are working out of their 'comfort zone'. Exactly, what are 'strengths stretches'? Strengths are those characteristics of a child's personality that work best for them - and where they are most at ease. An example is how comfortable they are in the area of introversion/extraversion.Stretches are areas of a student's personality where they are naturally out of their comfort zone and have to struggle in order to be successful at a task. Whether it's giving an oral report in class or relating to friends, the introvert-extravert example is a good one. Another way of defining 'stretches' is to refer to them as areas where it becomes somewhat of an ordeal for a child to succeed. And along these lines, some things are too important not to be said here. Neither the MMTIC™ nor the MBTI, make any value judgments (good or bad)about personality characteristics or learning styles. That would simply be unethical. Further, it (almost) goes without saying that both the MMTIC™ and MBTI automatically assume mental health and, therefore, do not look for anything to the contrary. That too, would not only be unethical, it would probably be illegal! Keeping all of this in perspective, we need to remember there are big differences between conflicts that are based on annoying habits - rather than being rooted in something deeper.
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Remember: the age range is from 7 to 18...otherwise known as grades two through twelve. However, although both the publisher and the authors of the MMTIC™ have impeccable reputations, we recommend a one year delay at the early end of this spectrum. That is, we believe your child's interest would be better served if she or he were age 8 and in the third grade. At the very least, they should already be in the second-half of grade two.
Children can take the newly revised MMTIC™ on-line or via the downloaded question booklet and answer sheet.
As stated above, any child who has access to a computer and the internet can enter responses on-line. It doesn't matter whether the child sees the questions on the computer screen or in print form. However, in the case of younger elementary students, we recommend actually printing the questions and answer sheet so that the child can take the MMTIC with ease - and in as many installments as they like. With children in grades 2-4, it is recommended they only answer 5 questions per sitting - and without external influences of family members. Preferably they should be left alone to answer the questions, as your mere physical presence may affect how they think and feel about each answer. This is especially true with boys. If it is necessary for you to be there, either for reassurance or clarification, then yes, it is okay to read the questions to them, but you should go to great lengths to do so in a neutral, unbiased and non-directed way. Remember, at this age, children want to please you - and even something as simple as you asking, "Are you sure?" or a voice inflection on your part may might effect how they answer. Fortunately, the newly revised MMTIC™ is ideal for children's attention spans. It has only 43 questions as compared with 70 in the original version. Upon completion, parent(s) / guardian(s), etc. can go ahead and transpose the child's bubbled answers to the questions on-line.When the MMTIC™ instrument has been completed and sent - it goes directly to the publisher of the MMTIC and you will receive the results within 12 hours. The name of the publisher is CAPT, which stands for Center for the Applications of Psychological Type. They are located in Gainesville, Florida. CAPT is a not-for-profit educational, training and assessment organization that was co-founded by Isabel Briggs Myers and Mary McCauley in 1975.
Once completed and scored, the child's results are sent to an authorized MMTIC™practioner, which in this case, is of course:
| becomewhoyouare.net and childrenslearningstyles.net |
No child should be "forced" into a type profile. Sometimes in their enthusiasm, adults can become over zealous. That is, children / students should be given the opportunity to discuss their profiles and disagree with the results, if desired. Remember, MMTIC (as well as MBTI) type profiles are only confirmed when the student says the description is accurate.
It (almost) goes without saying that each child should be made to feel valued and should be told of the positive aspects of his or her natural preferences. At the same time, she or he should also be gently made aware of their stretches (discussed in column 4) that are associated with their particular profiles. And under no circumstances, should the results of the MMTIC be used to lead a child to think or feel they are 'lacking' or 'deficient' in any area.
to the publisher's web-site. But we're getting a little ahead of ourselves. First, however, perhaps some refresher facts are in order. See item 2 on the far right-side of this page.
| we'll send you a hyperlink along with a username and password |
In keeping with the ethics of the MMTIC personality and learning styles assessment, the ultimate use of these assessments has always been to help students in grades two through twelve to identify their strengths and learn to use these strengths to become the best they can be. Therefore, it is quite important you know "out of the starting gate" that...
All children and students should be given the right not to take the MMTIC.
Each child owns these results and that you do not. Accordingly, no adult should be given the results of a child's indicator unless the child is also given the results. As well, the results of the child's MMTIC should be considered confidential and should only be shared with others only if both parent and child are in agreement to do so.
| Murphy-Meisgeier Type Indicator for Children and MMTIC are registered trademarks of Elizabeth Murphy and Charles Meisgeier in the United States and other countries. MMTIC Multicolored Hands © 2009 Center for Applications of Psychological Type. Every Child Appreciated (and) Every Child Engaged are registered trademarks of the Center for Applications of Psychological Type, Inc. in the United States and other countries. |
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(via your e-mail address) the initial results. This will happen almost immediately upon completing the MMTIC - a few hours at the
longest. Our verification process is predicated on the fact that personality is fluid and developmental, especially during elementary
school years. Learning styles, however, are firmly established by five years old. And thus, as part of this verification, there will be
a short process, in which your child's learning style (as well as significant aspects of her or his personality) will be studied further.
Usually, this will take the form of an exchange of two or three e-mails. Sometimes, a phone conversation is necessary - at no
charge. If you are continuing to ask yourself why this must be done, a more specific answer is as follows. In the world of
psychological testing, the MMTIC is known as a "self-report" instrument. In keeping with this, sometimes children may lack the
experience to accurately and consistency evaluate their own perceptions. Another way of framing this thought is to say that in
some facets of their young lives, children may "not yet be totally connected to themselves". That is, sometimes their
self-assessments of internal and subjective constructs in certain areas of their lives may be less reliable than their parent(s).
Other times, it's the parent(s) who have blind-spots. Simply put, we want to get it right. The most important part of this
verification process, of course, is to determine whether your son or daughter agrees with - and feels comfortable with - their
reported type, i.e., the initial results of the MMTIC. Therefore, together with his or her initial results (aka: reported type), we will
also send you four (additional) multiple choice situational questions/answers for your child to answer. Note: these: questions and
choices of answers have been thoroughly researched and exhaustively tested by Elizabeth Murphy and Charles Meisgeier.
After two or three e-mail exchanges between parent(s) and ChildrensLearningStyles.net - the result is almost always a verification
of your child's learning style. And with equal frequency, there are significant insights to her or his personality characteristics. If
that doesn't happen quickly, then we have "super tie-breaking" questions/answers which we are ready to employ. Ultimately, we
will get clarification on how your child learns. Together with your help, it's usually a matter of a couple of days (at most) when
ChildrensLearningStyles.net has verified your child's learning style and simultaneously given you substantial insights into their
personalities. Finally, once that point has been reached, we will send you the end product which specifically describes your child in
these areas. This is called the MMTIC Professional Report.
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