Cutting off your Pness

[Beat Mango]

I am trying earnestly, and so far in vain, to complete these damned lesson plans for my high school teaching course. They are absolutely horrible - they require you to be meticulous with your planning of details, non-exploratory with your thinking and your being to be completely non-spontaneous. It's become more and more clear in my frustrations that the only way to succeed in this is to short-circuit my Pness for the time I'm working on them. See, a lesson plan starts of completely blank, and it is my job to fill it. But I can't seem to stay on one line of thought long enough to create a sustained, coherent lesson. And if I do come up with something, I immediately doubt it and try to think of something better, try to re-invent the wheel. With all the infinite directions that I could take, I get decision anxiety and end up doing nothing.

What I'm wondering is, short of drugs, can I somehow repress my P, and be a J long enough to muster up a lesson plan?

 

[NoID10ts]

The title of this thread makes me cringe.

As for the problem, maybe you can make an INTP experiment of getting inside the head of a J who has to complete this dreadful task. We make pretty good chameleons.

 

[polarmonk]

I would like some help with this too I hate highschool.
I'm a bit cautious in repressing it though; I don't want to lose spontaneity.
I hate having to analyze poetry in English. I do it anyway, and don't see the need in spending huge amounts of time having to learn how to do this. It's pointless. If we need to learn how to analzye, why don't we just learn in the context of an appropriate situation?

 

[ViS]

It's not about being a J as that involves reversing the direction of EVERY single one of your functions (Assuming that ENTJ is the ideal type to tackle these obstacles). Just learn about the Te function and attempt to actively use it. It comes with practice.

 

[Jennywocky]

It's not about being a J as that involves reversing the direction of EVERY single one of your functions (Assuming that ENTJ is the ideal type to tackle these obstacles). Just learn about the Te function and attempt to actively use it. It comes with practice.

Yeah, instead of using a more Ti approach to assess broad goals like strategy and approach and essence, you have to get into more a "geterdone" approach. Start with your specific goal, then brainstorm the task list you need to get there.

Write it down on paper, then break down those tasks into subtasks if necessary.

The goal is not to correctly describe the essence of the task per se, the goal is to create a concrete tangible "ladder" you can climb to go from where you are now to the tangible end result. Try to make the tasks thorough and specific enough that you won't "flex" off them easily, if you leave gray areas you will get stuck and spin your wheels.

Maybe building the basic skeleton, then breaking it down into subtasks as I suggest here will help?

If worst comes to worst, find a strong S or SJ to help you talk through things.

I find it sort of tedious but empowering in some ways, I guess.

 

[Fedayeen]

Careful, if you cut of your Pness you can't reattach it, and it might not grow back.

If you have to cut it off, beat people down with it.

 

[Ermine]

Think like a J, and you just might act like one. That's what I do in that kind of situation.

 

[Kuu]

Do you actually have to stick with the lesson plan? If not, it might be easy to just make one, knowing you won't actually be using it.

(Where I come from, there are lesson plans, but P teachers just ignore them and just do the course on the go... nobody seems to care much)

 

[Fedayeen]

nobody seems to care much

OBJECTION!

 

[Carnap]

With the lesson plan you must write it, but know in your head that when you are giving the lesson, it does not mean you must be teaching the past perfect from 2:15-2:30 and then right then hand out the worksheets (if grammar, not sure if you teach lit).

You will be able to be spontaneous a bit while interacting with the class. If they are interested in somehting, keep going with it a while.

The plan really does help, though.

Don't know if you've given any lessons yet, but I bet you will be great. Teaching is good for INTPs. We are reserved outside with others, but once in front of a class we come alive.


You just have to be vague on the plan but you can crack jokes in the class and go further.

 

[Kuu]

OBJECTION!

I swear, I will destroy you.

 

[Fedayeen]

I swear, I will destroy you.

Did you just threaten to destroy nobody?

How scary (heavy sarcasm)

 

[Felan]

What I'm wondering is, short of drugs, can I somehow repress my P, and be a J long enough to muster up a lesson plan?

I've not made a lesson plan but when listing I usually make a list of high level points and then interatively add details to each item in the high level list. Jumping around and adding a bit here and a bit there until I massage out what I need.

I don't know that I can make a list from a to z, in a straight shot.

Have you been wanting to say PNESS in the subject line of this thread for awhile and finally found a fit for it. Or did it come from starting the thread?

 

[Prof_Pointless]

Well my advice would be to take the subject matter which you are required to present to the students then extract from it a long term idea of what major points you want to impart on them by the end of the term/year/whatever your time frame is.

Once you have these final goals in place you can basically work backwards filling in the necessary details.

Another thing I find helpful in suppressing my PNess is to have a couple of drinks then tackle the problem. It seems to eliminate my constant need to reexamine every sentence/detail before continuing. This way I get my thought process out and can go back to edit it later (although it usually is quite sensible).

also, penis

 

[Tyria]

This thread reminds me of INTPness for some reason...