Daily Excerpt: Understanding the Entrepreneur (Quinelle) - The Entrepreneur at School
Excerpt from Understanding the Entrepreneur by Quinelle -
Chapter 7
The Entrepreneur at School
The Entrepreneur at school is not
all that different from the Entrepreneur at home. Where the Entrepreneur is the
teacher, the relationship is not that dissimilar from that of a parent. Where
the Entrepreneur is a student, the relationship is not all that different from that
of being a child.*
The Entrepreneur as Teacher
The Entrepreneur can make a
marvelous teacher for the Entrepreneur student if the teacher remembers that
while they themselves are natural leaders, so are their Entrepreneur students. Therefore,
they must rein in their innate tendencies to lead and provide opportunities for
their Entrepreneur students to lead.
Not the parlayer of rules and
regulations by nature, like the Seeker teacher, the Entrepreneur teacher looks
to find ways to help students understand the underlying systems behind
phenomena, the reasons behind rules, and the supporting theories behind
conceptual structures. They move learning into a Socratic mode, or a debate, or
a discussion, or a hypothesis to be tested, or the creation of a new
construct—anything that goes beyond rote learning of fact and form and into the
exploration of the known and the creation of something new.
The Entrepreneur teacher for other
students, though, can be an immense challenge. Those who want to know what the
rules are (of the subject being studied or even for the course or classroom)
will never be fully satisfied by an Entrepreneur teacher. Those who want facts,
forms, statistics, and data won’t receive them, at least not in a
straightforward manner. The Entrepreneur teacher might ask a student to analyze
them, rewrite them, or re-think the underlying source of them, but the Entrepreneur
teacher is very unlikely to present them as fait accompli. Nothing is fait
accompli to the Entrepreneur.
Those students who are shy and not
intellectually inquisitive may feel overwhelmed by an Entrepreneur teacher.
Those looking for a teacher to guide and lead them, though, will find a
supportive environment in the classroom of an Entrepreneur teacher.
Unfortunately, those students who
want a warm fuzzy from their school experience, such as praise for effort,
harmony within the classroom, or social development, won’t receive any of that
unless the Entrepreneur teacher is self-aware. The Entrepreneur teacher will
instead withhold praise until an accomplishment warrants it, strike discord as
a learning tool, and be oblivious to social development. These kinds of things,
which are sought by the non-Entrepreneur (typically Feeling) student, rarely engender
a response in the Entrepreneur, who is not good at intuiting what others think
about him or her or need from him or her. (The Entrepreneur is, however, good
at intuiting the ability, including untapped potential, of his or her student, and
therefore will push those who are not working to their full potential—sometimes
to the student’s increased dismay, not understanding why the teacher is pushing
so hard.)
The Entrepreneur as Student
For Entrepreneur students, the Entrepreneur
teacher is inspiring, makes sense, and earns respect. Seeker students welcome
the intellectual games and challenges presented by the Entrepreneur teacher.
They do not seek the kinds of encouragement that non-Entrepreneur students
generally look for.
For Entrepreneur students, other
teachers can be difficult. At the very least, they are usually perceived as
boring and restrictive. Entrepreneur students want to lead, and few
non-Entrepreneurial teachers will let them do that. The same can be said for
courses and course content. Entrepreneurs tend to find the precise
sciences—unless they can come up with some radical new theory that changes the
dynamics of the science—to be boring. They tend to prefer leadership,
organizational development, business, and political studies. For those wishing
to dig deeper into school subject interests and choices of college majors, a
good resource would be Silver, Strong, and Hanson, who put together an
inventory, based on the MBTI parallel to socionics, which looks at student preferences
from the stance of personality type.
About the Age of the Student
Whether students are in elementary
school, high school, college or university, or are in some form of on-the-job
training, the same dynamics are at play: Entrepreneur to Entrepreneur, Entrepreneur
to non-Entrepreneur, or non-Entrepreneur to Entrepreneur, discomfort rules. Little
Entrepreneurs can be considered bossy by their playmates.
Something to Think About
Do you believe that you are an Entrepreneur?
Take the test at the end of this book and determine if you are. If so, answer
the questions in Section A below. If you are not an Entrepreneur, but you work,
live, or play with Entrepreneurs, answer the questions in Section B. Both are
intended to provide real-life insight into the Entrepreneur and those with whom
he or she associates. There are no right and wrong answers; these are questions
that are individualized to you, the reader, and you will have to decide which
of the suggestions that these questions coach you into developing might work
for you.
Section A. Questions about Yourself
as an Entrepreneur
If you are an Entrepreneur and you
find yourself in the class of a Feeling teacher (any one of the 8 Feeling
types), what might you expect to be the difficulties you will face, and how
will you cope with them? Think, for example, about the following:
· A Feeling teacher will want a personal relationship (professional,
of course) with you;
· A Feeling teacher will give you praise when you feel you don’t
deserve it, even before you have completed your work; and/or
· A Feeling teacher may express discomfort if you question them,
express skepticism, or attempt to debate, closing off your typical approach to
learning.
Which of these things can you
accept?
What can you do to adapt yourself?
What can you do to adapt the
teacher? (Can you, for example, have a discussion with your teacher where you
talk about socionics and you explain the conflict between your Thinking and the
teacher’s Feeling?)
Section B. Questions about an Entrepreneur
Teacher
If you are a non-Entrepreneur and
your teacher is an Entrepreneur, what difficulties might you expect to face,
and how might you cope with them? Think, for example, about the following:
· An Entrepreneur will avoid developing personal relationships,
focusing instead on topic and content;
· An Entrepreneur Seeker will not praise you, no matter how hard you
try, unless you accomplish something worth a high grade; and/or
· An Entrepreneur will often bring discord into the classroom in the
form of skepticism and debate to get you to consider all angles of an issue.
Which of these things can you
accept?
What can you do to adapt yourself?
What can you do to adapt the
teacher? (Can you, for example, have a discussion with your teacher where you
talk about socionics and you explain the conflict between your psychological
type and the teacher’s Entrepreneur traits? You might be surprised that the
Entrepreneur is already aware of these differences but has paid insufficient
attention to adapting himself or herself.)
*Socionics considers psychological
types ceteris paribus (i.e. as though all other conditions were equal or
negligible), which we know, in reality, is not the case. Therefore, the
descriptions, explanations, and discussions above and throughout this book may,
in individual readers’ cases, not ring true because there are other
complicating factors for a given situation that lie outside the realm of
psychological type or even psychology, be that financial, environmental,
biological, chemical, social, legal, or some other external factor.
Happy reading! Happy discovery!
Read more posts about Quinelle and her books HERE/
Read more posts about socionics HERE.
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