Understanding how Students’ Understanding how Students’ Adaptive Strategies are Adaptive Strategies are formed by their Driversformed by their Drivers

How insights from the How insights from the Enneagram’s 9 personality Enneagram’s 9 personality

types helpstypes helps

This can make us feelThis can make us feel• FEAR of the dangers surrounding usFEAR of the dangers surrounding us• ANGER that those dangers should exist at allANGER that those dangers should exist at all• INADEQUACY, the realisation that we cannot INADEQUACY, the realisation that we cannot

survive on our ownsurvive on our own

We develop coping strategies to help us We develop coping strategies to help us survive in this uncertain world. They survive in this uncertain world. They probably have a genetic basis but are fine-probably have a genetic basis but are fine-tuned by our environmenttuned by our environment

Head, Heart, or Gut?Head, Heart, or Gut?• ‘‘Use your head’ – thinking Use your head’ – thinking • ‘‘Follow your heart’ – feeling Follow your heart’ – feeling • ‘‘Gut feeling’ - instinctiveGut feeling’ - instinctive

The enneagram personality typology The enneagram personality typology divides people broadly into 3 groups divides people broadly into 3 groups depending on which of these depending on which of these responses is their default position.responses is their default position.

Facing the Nameless Facing the Nameless DangersDangers• HEAD types – focus on locating and/or HEAD types – focus on locating and/or

avoiding the dangers, and thinking up avoiding the dangers, and thinking up coping strategiescoping strategies

• HEART types – focus on finding allies HEART types – focus on finding allies by gaining approval; relationship focusby gaining approval; relationship focus

• GUT types – seek to gain control of GUT types – seek to gain control of their environment in some waytheir environment in some way

Personalities as coping Personalities as coping strategiesstrategies

• Nine personality types, 3 of each Nine personality types, 3 of each ‘centre’ (Head, Heart, Gut)‘centre’ (Head, Heart, Gut)

• Like a circular spectrum, in which Like a circular spectrum, in which personalities blend into each otherpersonalities blend into each other

• Types are named with numbers to Types are named with numbers to keep them neutralkeep them neutral

How Children Fail _ John How Children Fail _ John HoltHolt““Strategy is the outgrowth of Strategy is the outgrowth of

character. Children use the character. Children use the strategies they do because of the strategies they do because of the way they feel, the expectations they way they feel, the expectations they have of the universe, the way they have of the universe, the way they evaluate themselves, the classroom, evaluate themselves, the classroom, and the demands made on them.”and the demands made on them.”

Nine Basic StrategiesNine Basic Strategies• The enneagram is like a toolkit, with The enneagram is like a toolkit, with

tools which provide insights into the tools which provide insights into the behaviour and feelings of ourselves behaviour and feelings of ourselves and those around usand those around us

• It can be useful in the development It can be useful in the development of emotional intelligenceof emotional intelligence

HEAD TYPES – FEAR HEAD TYPES – FEAR • FIVES cope with fear by withdrawing from the world, focus FIVES cope with fear by withdrawing from the world, focus

on using their minds to gather information which will help on using their minds to gather information which will help them understand the frightening world…but they never them understand the frightening world…but they never have ‘enough’have ‘enough’

• SIXES see danger everywhere and so may end up having SIXES see danger everywhere and so may end up having trouble trusting their own minds. The antidote could be trouble trusting their own minds. The antidote could be looking outside themselves for something to reassure them. looking outside themselves for something to reassure them. They might turn to philosophies, relationships, jobs, They might turn to philosophies, relationships, jobs, authorities, etc. But no matter how many security structures authorities, etc. But no matter how many security structures they create, Sixes still feel doubtful and anxious. they create, Sixes still feel doubtful and anxious.

• SEVENS are fearful about their inner world. There are SEVENS are fearful about their inner world. There are feelings of pain, loss, deprivation, and general anxiety that feelings of pain, loss, deprivation, and general anxiety that Sevens would like to stay clear of as much as possible. To Sevens would like to stay clear of as much as possible. To cope with these feelings, Sevens keep their minds occupied cope with these feelings, Sevens keep their minds occupied with exciting possibilities and options…a sugar paste with exciting possibilities and options…a sugar paste coating covering a frightening world.coating covering a frightening world.

GUT TYPES - ANGERGUT TYPES - ANGER• EIGHTS act out their anger and instinctual energies. When EIGHTS act out their anger and instinctual energies. When

Eights feel anger building in them, they immediately Eights feel anger building in them, they immediately respond to it in some physical way, raising their voices, respond to it in some physical way, raising their voices, moving more forcefully. moving more forcefully.

• NINES deny their anger and instinctual energies as if to say, NINES deny their anger and instinctual energies as if to say, "What anger? I am not a person who gets angry." Nines "What anger? I am not a person who gets angry." Nines often feel threatened by anger and instinctual energies. often feel threatened by anger and instinctual energies. They go to great lengths to maintain a harmonious balance They go to great lengths to maintain a harmonious balance around them.around them.

• ONES attempt to control or repress their anger and ONES attempt to control or repress their anger and instinctual energy, to the point of denial. They feel that instinctual energy, to the point of denial. They feel that they must stay in control of themselves, especially of their they must stay in control of themselves, especially of their instinctual impulses and angry feelings, at all times. They instinctual impulses and angry feelings, at all times. They have a highly developed inner critic. have a highly developed inner critic.

HEART TYPES – HEART TYPES – INADEQUACYINADEQUACY• TWOS attempt to reassure themselves by making themselves TWOS attempt to reassure themselves by making themselves

indispensable, getting other people to like them, and trying to be indispensable, getting other people to like them, and trying to be thought of as good people.thought of as good people.

• THREES attempt to deny their feelings of inadequacy by trying to THREES attempt to deny their feelings of inadequacy by trying to

become what they believe a valuable, successful person is like. become what they believe a valuable, successful person is like. They may be driven relentlessly in their pursuit of success, They may be driven relentlessly in their pursuit of success, whether it is accumulating awards, climbing a career ladder, whether it is accumulating awards, climbing a career ladder, collecting committee memberships, or anything else they regard collecting committee memberships, or anything else they regard as achievement.as achievement.

• FOURS make an asset out of their liability of feelings of FOURS make an asset out of their liability of feelings of inadequacy. They may focus on how unique and special their inadequacy. They may focus on how unique and special their particular talents, feelings, and personal characteristics are. This particular talents, feelings, and personal characteristics are. This focus may extend to a particular empathy for those who are focus may extend to a particular empathy for those who are ‘missing’ something or are in pain. Fours highlight their ‘missing’ something or are in pain. Fours highlight their individuality and creativity as a way of dealing with these feelings.individuality and creativity as a way of dealing with these feelings.

Temperament and Temperament and PersonalityPersonality• Alexander Thomas and Stella Chess (1977) Alexander Thomas and Stella Chess (1977)

‘Temperament and Development’‘Temperament and Development’• Found 9 temperaments in children aged 3 Found 9 temperaments in children aged 3

to 28 months.to 28 months.• Close correspondence with enneagram Close correspondence with enneagram

types.types.• Temperaments are probably the genetic Temperaments are probably the genetic

element, and personality develops as a element, and personality develops as a result of interaction with the environmentresult of interaction with the environment

‘‘HEAD’ COPING STRATEGIESHEAD’ COPING STRATEGIES• FIVES observe the world and gather information, FIVES observe the world and gather information,

whilst being as stand-offish as possible. whilst being as stand-offish as possible. Sometimes called the ‘Observer’Sometimes called the ‘Observer’

• SIXES have a love/hate relationship with authority, SIXES have a love/hate relationship with authority, judged largely by whether authority figure takes judged largely by whether authority figure takes their concerns seriously and proves themselves their concerns seriously and proves themselves trustworthy. Sometimes called the ‘Questioner’.trustworthy. Sometimes called the ‘Questioner’.

• SEVENS feel pain acutely and so their energies SEVENS feel pain acutely and so their energies become focused on avoiding any kind of become focused on avoiding any kind of unpleasantness, ‘charm to disarm’. Sometimes unpleasantness, ‘charm to disarm’. Sometimes called the ‘Adventurer’ or ‘Epicure’.called the ‘Adventurer’ or ‘Epicure’.

‘‘HEART’ COPING HEART’ COPING STRATEGIESSTRATEGIES• TWOS focus on gaining approval from others by TWOS focus on gaining approval from others by

being kind or helpful. Sometimes called the being kind or helpful. Sometimes called the ‘Helper’.‘Helper’.

• THREES focus on gaining respect by their THREES focus on gaining respect by their accomplishments. Sometimes called the accomplishments. Sometimes called the ‘Achiever’‘Achiever’

• FOURS feel special because they know they are FOURS feel special because they know they are particularly aware of what is missing in life, and particularly aware of what is missing in life, and they may strive to fill the void with beauty. they may strive to fill the void with beauty. Sometimes called the ‘Romantic’ or ‘Individualist’.Sometimes called the ‘Romantic’ or ‘Individualist’.

‘‘GUT’ COPING STRATEGIESGUT’ COPING STRATEGIES• EIGHTS feel they need to gain respect, assure EIGHTS feel they need to gain respect, assure

protection, and hide vulnerability in a hard, unjust protection, and hide vulnerability in a hard, unjust world by becoming strong, powerful, and world by becoming strong, powerful, and confrontational. Sometimes called the ‘Challenger’.confrontational. Sometimes called the ‘Challenger’.

• NINES focus on being almost painfully non-NINES focus on being almost painfully non-confrontational and may compromise to the extent confrontational and may compromise to the extent of losing themselves. Sometimes called the of losing themselves. Sometimes called the ‘Mediator’.‘Mediator’.

• ONES strive to create little islands of perfection ONES strive to create little islands of perfection around them where they are insulated from the around them where they are insulated from the imperfect world that makes them angry. Sometimes imperfect world that makes them angry. Sometimes called the ‘Perfectionist’.called the ‘Perfectionist’.

No type is ‘Better’ or No type is ‘Better’ or ‘Worse’ ‘Worse’ best Three worst Threebest Three worst Threeoptimistic deceptiveoptimistic deceptiveindustrious pretentiousindustrious pretentiousconfident narcissisticconfident narcissisticenergetic vindictiveenergetic vindictive

No type is ‘Better’ or No type is ‘Better’ or ‘Worse’‘Worse’best Eight worst Eightbest Eight worst Eightdirect controllingdirect controllingauthoritative rebelliousauthoritative rebelliousenergetic domineeringenergetic domineeringloyal insensitiveloyal insensitiveself-confident aggressiveself-confident aggressive

No type is ‘Better’ or No type is ‘Better’ or ‘Worse’‘Worse’ best Six worst Sixbest Six worst Sixloyal paranoidloyal paranoidcaring controllingcaring controllingcompassionate judgmentalcompassionate judgmentalhelpful testyhelpful testyresponsible self-defeatingresponsible self-defeatingpractical defensivepractical defensive

Safe? Under threat?Safe? Under threat?• We are at our best when we feel safe, and at We are at our best when we feel safe, and at

our worst when we feel under threat.our worst when we feel under threat.• Even if the environment is ‘safe’, people tend Even if the environment is ‘safe’, people tend

to be responding primarily to unnamed to be responding primarily to unnamed assumptions. Blame lies outside themselves.assumptions. Blame lies outside themselves.

• The tragedy is that the ‘worst’ behaviours The tragedy is that the ‘worst’ behaviours then create an unsafe atmosphere by then create an unsafe atmosphere by alienating others so a self-fulfilling prophecy alienating others so a self-fulfilling prophecy is createdis created

NOT ‘pigeon-holing’NOT ‘pigeon-holing’• The 9 types are arranged in a circular The 9 types are arranged in a circular

spectrum so they blend into each other.spectrum so they blend into each other.• Each type has 2 ‘wings’ – the Each type has 2 ‘wings’ – the

personalities either sidepersonalities either side• Under stress each type moves Under stress each type moves

predictably into fourth typepredictably into fourth type• When in or seeking security each type When in or seeking security each type

moves predictably into a fifth typemoves predictably into a fifth type

Each personality moves Each personality moves between between

five personalitiesfive personalities

6 3

The ‘9’ Personality• has ‘wings’ of the 8 and the 1 personalities• moves to ‘6’ when stressed (can be good or bad stress)• moves to ‘3’ in ‘security’

Dynamic NINEDynamic NINE

• nevertheless ‘home base’ is the 9 personality, and features of the 9 are always evident no matter which personality they are acting out

• because their ‘drivers’ do not change

6 3

A ‘NINE’ TeacherA ‘NINE’ Teacher• People were struck by how calm John’s classes People were struck by how calm John’s classes

seemed to be (9).seemed to be (9).• He seemed to command respect effortlessly, He seemed to command respect effortlessly,

though John knew it was by understanding his though John knew it was by understanding his students and being clear with boundaries (8).students and being clear with boundaries (8).

• John always seemed well-organised (1).John always seemed well-organised (1).• He was acutely aware of anything that made a He was acutely aware of anything that made a

class seem ‘unbalanced’ and would not rest until class seem ‘unbalanced’ and would not rest until he had rooted out the underlying issues (6)he had rooted out the underlying issues (6)

• He quietly gets on with work and has produced He quietly gets on with work and has produced some impressive stuff – without a fanfare (3)some impressive stuff – without a fanfare (3)

WINGSWINGS

• we can move back and forth between our ‘core’ personality and each ‘wing’

• we tend to favour one wing, but this can change as time passes

How Wings affect Core How Wings affect Core PersonalityPersonalityFor example, all these are personality For example, all these are personality

types in which ‘Two’ (‘Helper’) types in which ‘Two’ (‘Helper’) appears:appears:

• 1 with wing of 2: the advocate1 with wing of 2: the advocate• 2 with wing of 1: the servant2 with wing of 1: the servant• 2 with wing of 3: the host/hostess2 with wing of 3: the host/hostess• 3 with wing of 2: the charmer3 with wing of 2: the charmer

Stress ArrowsStress Arrows

The arrows point TOWARDS the personality type that appears in stress, eg 2 becomes more like 8.Can be ‘good’ or ‘bad’ stress.

Stress in the Classroom Stress in the Classroom (negative)(negative)• 7 becomes 1 – the class clown is finally 7 becomes 1 – the class clown is finally

cornered and gets down to work: almost cornered and gets down to work: almost immediately s/he makes a mistake, the work immediately s/he makes a mistake, the work is angrily screwed up and put into the binis angrily screwed up and put into the bin

• 3 becomes 9 – the hard worker flips into 3 becomes 9 – the hard worker flips into being passive, for instance after being sat being passive, for instance after being sat next to the class clownnext to the class clown

• 8 becomes 5 – teacher ‘sits hard’ on a 8 becomes 5 – teacher ‘sits hard’ on a challenging student who then refuses to challenging student who then refuses to cooperate with passive aggressioncooperate with passive aggression

Stress in the Classroom Stress in the Classroom (positive)(positive)• 2 becomes 8 – conscientious student 2 becomes 8 – conscientious student

keen to win approval takes over and keen to win approval takes over and leads group in group workleads group in group work

• 5 becomes 7 – quiet stand-offish 5 becomes 7 – quiet stand-offish student produces an amusing videostudent produces an amusing video

• 7 becomes 1 – chatty unfocused 7 becomes 1 – chatty unfocused student surprises everyone with a student surprises everyone with a brilliantly insightful piece of workbrilliantly insightful piece of work

Why the Enneagram for Why the Enneagram for Teachers?Teachers?

• Toolkit to understand different Toolkit to understand different personalities and underlying driverspersonalities and underlying drivers

• Young people want to feel understoodYoung people want to feel understood• Enables reflective teachingEnables reflective teaching• Emotional intelligenceEmotional intelligence• Constructive context for mindfulnessConstructive context for mindfulness• Compassion and cooperationCompassion and cooperation

Classroom Behaviour (4th ed, Classroom Behaviour (4th ed, 2015) - Bill Rogers2015) - Bill Rogers

"Do we use our leadership, experience and "Do we use our leadership, experience and legitimate role authority to lead and guide legitimate role authority to lead and guide young people towards increasing self-young people towards increasing self-discipline and respect for others' rights? Our discipline and respect for others' rights? Our leadership, management, teaching and leadership, management, teaching and discipline are not aimed merely at controlling discipline are not aimed merely at controlling others but at helping them to control others but at helping them to control themselves and manage themselves, their themselves and manage themselves, their learning and their social relationships at learning and their social relationships at school." p144 school." p144