plastic

1. 1

2. “Why am I such a strong advocate of PCM
for educators,
youth who are perceived as troubled or troubling,
or, for that matter, any person who is on a journey
to psychological well being?
It is because I have seen it work wonders in diverse arenas.
... I am a much better teacher... as a consequence of PCM.
I no longer judge students as wrong or contrary
for the way in which they express their distress
and the way they experience and react to the world
when they “go to their personal basements.”

3. Process Communication Model
Matching Instruction to
Personality Types

4. Background of PCM
 Developed by Taibi Kahler, PhD
 Used by psychiatrists/psychologists
 Used by NASA
 Adapted by Joseph and Judith Pauley
to advocate for daughter with special
needs

5. Intro
 6 different personality types
 6 different ways people communicate
 6 different ways people are motivated
 6 different ways people exhibit distress

6. The Six Personality Types
 Reactors
 Workaholics
 Persisters
 Dreamers
 Rebels
 Promoters

7. Type Character strengths Perception
Reactor Compassionate, sensitive, warm Emotions
Workaholic Responsible, logical, organized Thoughts
Persister Conscientious, dedicated, observant Opinions
Dreamer Reflective, imaginative, calm Inaction
Rebel Creative, spontaneous, playful Reactions
Promoter Resourceful, adaptable, charming Actions

8. All of us have developed all 6
personalities
 E.g., Adult with:
 Base = Persister
 Well developed Workaholic
 Fairly well developed Reactor
 Not well developed Promoter
 Not well developed Dreamer
 Poorly developed Rebel

9. All of us have developed all 6
personalities
 E.g., Adult with:
 Base = Persister
 Well developed Workaholic
 Fairly well developed Reactor
 Not well developed Promoter
 Not well developed Dreamer
 Poorly developed Rebel
meets REBEL Student!!!!

10. Preferred Channels of Communication
 Directive
 Requestive
 Nurturative
 Emotive

11. 10

12. Internal
Reactor Workaholic
One-to-One, or alone
Groups
Auditory
Visual
Withdrawn
Persister
Involved
2+ “buddies”
Promoter
Alone
Kinesthetic Tactile
Rebel Dreamer
External

13. What can you do?
 Listen and accept
 Tailor instruction time to individual
personality
 Advocate
 Teach students to recognize distress
and express needs

14. Your Turn
If available, choose one personality type.
 Read “A Student’s Story”
 Which qualities do you strongly identify with?
Clash with?
 Does the story remind you of any student(s) you
have taught in the past?
 Read “A Teacher’s Story”
 What were the personalities involved?
 What cause the student distress?
 How did the teacher respond initially?
 How did the teacher resolve the
miscommunication?