1. Understanding how Students’Understanding how Students’
Adaptive Strategies are formedAdaptive Strategies are formed
by their Driversby their Drivers
How insights from theHow insights from the
Enneagram’s 9 personality typesEnneagram’s 9 personality types
helpshelps

2. 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 cannotINADEQUACY, the realisation that we cannot
survive on our ownsurvive on our own
We develop coping strategies to help us surviveWe develop coping strategies to help us survive
in this uncertain world. They probably have ain this uncertain world. They probably have a
genetic basis but are fine-tuned by ourgenetic basis but are fine-tuned by our
environmentenvironment

3. Head, Heart, or Gut?Head, Heart, or Gut?
• ‘‘Use your head’ – thinkingUse your head’ – thinking
• ‘‘Follow your heart’ – feelingFollow your heart’ – feeling
• ‘‘Gut feeling’ - instinctiveGut feeling’ - instinctive
The enneagram personality typology dividesThe enneagram personality typology divides
people broadly into 3 groups dependingpeople broadly into 3 groups depending
on which of these responses is theiron which of these responses is their
default position.default position.

4. Facing the Nameless DangersFacing the Nameless Dangers
• HEAD types – focus on locating and/orHEAD types – focus on locating and/or
avoiding the dangers, and thinking upavoiding the dangers, and thinking up
coping strategiescoping strategies
• HEART types – focus on finding allies byHEART types – focus on finding allies by
gaining approval; relationship focusgaining approval; relationship focus
• GUT types – seek to gain control of theirGUT types – seek to gain control of their
environment in some wayenvironment in some way

5. Personalities as coping strategiesPersonalities as coping strategies
• Nine personality types, 3 of each ‘centre’Nine personality types, 3 of each ‘centre’
(Head, Heart, Gut)(Head, Heart, Gut)
• Like a circular spectrum, in whichLike a circular spectrum, in which
personalities blend into each otherpersonalities blend into each other
• Types are named with numbers to keepTypes are named with numbers to keep
them neutralthem neutral

7. How Children Fail _ John HoltHow Children Fail _ John Holt
““Strategy is the outgrowth of character.Strategy is the outgrowth of character.
Children use the strategies they doChildren use the strategies they do
because of the way they feel, thebecause of the way they feel, the
expectations they have of the universe,expectations they have of the universe,
the way they evaluate themselves, thethe way they evaluate themselves, the
classroom, and the demands made onclassroom, and the demands made on
them.”them.”

8. Nine Basic StrategiesNine Basic Strategies
• The enneagram is like a toolkit, with toolsThe enneagram is like a toolkit, with tools
which provide insights into the behaviourwhich provide insights into the behaviour
and feelings of ourselves and thoseand feelings of ourselves and those
around usaround us
• It can be useful in the development ofIt can be useful in the development of
emotional intelligenceemotional intelligence

9. HEAD TYPES – FEARHEAD TYPES – FEAR
• FIVES cope with fear by withdrawing from the world, focus on usingFIVES cope with fear by withdrawing from the world, focus on using
their minds to gather information which will help them understandtheir minds to gather information which will help them understand
the frightening world…but they never have ‘enough’the frightening world…but they never have ‘enough’
• SIXES see danger everywhere and so may end up having troubleSIXES see danger everywhere and so may end up having trouble
trusting their own minds. The antidote could be looking outsidetrusting their own minds. The antidote could be looking outside
themselves for something to reassure them. They might turn tothemselves for something to reassure them. They might turn to
philosophies, relationships, jobs, authorities, etc. But no matter howphilosophies, relationships, jobs, authorities, etc. But no matter how
many security structures they create, Sixes still feel doubtful andmany security structures they create, Sixes still feel doubtful and
anxious.anxious.
• SEVENS are fearful about their inner world. There are feelings ofSEVENS are fearful about their inner world. There are feelings of
pain, loss, deprivation, and general anxiety that Sevens would likepain, loss, deprivation, and general anxiety that Sevens would like
to stay clear of as much as possible. To cope with these feelings,to stay clear of as much as possible. To cope with these feelings,
Sevens keep their minds occupied with exciting possibilities andSevens keep their minds occupied with exciting possibilities and
options…a sugar paste coating covering a frightening world.options…a sugar paste coating covering a frightening world.

10. GUT TYPES - ANGERGUT TYPES - ANGER
• EIGHTS act out their anger and instinctual energies. When EightsEIGHTS act out their anger and instinctual energies. When Eights
feel anger building in them, they immediately respond to it in somefeel anger building in them, they immediately respond to it in some
physical way, raising their voices, moving more forcefully.physical way, raising their voices, moving more forcefully.
• NINES deny their anger and instinctual energies as if to say, "WhatNINES deny their anger and instinctual energies as if to say, "What
anger? I am not a person who gets angry." Nines often feelanger? I am not a person who gets angry." Nines often feel
threatened by anger and instinctual energies. They go to greatthreatened by anger and instinctual energies. They go to great
lengths to maintain a harmonious balance around them.lengths to maintain a harmonious balance around them.
• ONES attempt to control or repress their anger and instinctualONES attempt to control or repress their anger and instinctual
energy, to the point of denial. They feel that they must stay in controlenergy, to the point of denial. They feel that they must stay in control
of themselves, especially of their instinctual impulses and angryof themselves, especially of their instinctual impulses and angry
feelings, at all times. They have a highly developed inner critic.feelings, at all times. They have a highly developed inner critic.

11. HEART TYPES –HEART TYPES –
INADEQUACYINADEQUACY
• TWOS attempt to reassure themselves by making themselvesTWOS attempt to reassure themselves by making themselves
indispensable, getting other people to like them, and trying to be thought ofindispensable, getting other people to like them, and trying to be thought of
as good people.as good people.
• THREES attempt to deny their feelings of inadequacy by trying to becomeTHREES attempt to deny their feelings of inadequacy by trying to become
what they believe a valuable, successful person is like. They may be drivenwhat they believe a valuable, successful person is like. They may be driven
relentlessly in their pursuit of success, whether it is accumulating awards,relentlessly in their pursuit of success, whether it is accumulating awards,
climbing a career ladder, collecting committee memberships, or anythingclimbing a career ladder, collecting committee memberships, or anything
else they regard as achievement.else they regard as achievement.
• FOURS make an asset out of their liability of feelings of inadequacy. TheyFOURS make an asset out of their liability of feelings of inadequacy. They
may focus on how unique and special their particular talents, feelings, andmay focus on how unique and special their particular talents, feelings, and
personal characteristics are. This focus may extend to a particular empathypersonal characteristics are. This focus may extend to a particular empathy
for those who are ‘missing’ something or are in pain. Fours highlight theirfor those who are ‘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.

12. Temperament and PersonalityTemperament and Personality
• 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 to 28Found 9 temperaments in children aged 3 to 28
months.months.
• Close correspondence with enneagram types.Close correspondence with enneagram types.
• Temperaments are probably the geneticTemperaments are probably the genetic
element, and personality develops as a result ofelement, and personality develops as a result of
interaction with the environmentinteraction with the environment

13. ‘‘HEAD’ COPING STRATEGIESHEAD’ COPING STRATEGIES
• FIVES observe the world and gather information, whilstFIVES observe the world and gather information, whilst
being as stand-offish as possible. Sometimes called thebeing as stand-offish as possible. Sometimes called the
‘Observer’‘Observer’
• SIXES have a love/hate relationship with authority,SIXES have a love/hate relationship with authority,
judged largely by whether authority figure takes theirjudged largely by whether authority figure takes their
concerns seriously and proves themselves trustworthy.concerns seriously and proves themselves trustworthy.
Sometimes called the ‘Questioner’.Sometimes called the ‘Questioner’.
• SEVENS feel pain acutely and so their energies becomeSEVENS feel pain acutely and so their energies become
focused on avoiding any kind of unpleasantness, ‘charmfocused on avoiding any kind of unpleasantness, ‘charm
to disarm’. Sometimes called the ‘Adventurer’ orto disarm’. Sometimes called the ‘Adventurer’ or
‘Epicure’.‘Epicure’.

14. ‘‘HEART’ COPINGHEART’ COPING
STRATEGIESSTRATEGIES
• TWOS focus on gaining approval from others by beingTWOS focus on gaining approval from others by being
kind or helpful. Sometimes called the ‘Helper’.kind or helpful. Sometimes called the ‘Helper’.
• THREES focus on gaining respect by theirTHREES focus on gaining respect by their
accomplishments. Sometimes called the ‘Achiever’accomplishments. Sometimes called the ‘Achiever’
• FOURS feel special because they know they areFOURS feel special because they know they are
particularly aware of what is missing in life, and they mayparticularly aware of what is missing in life, and they may
strive to fill the void with beauty. Sometimes called thestrive to fill the void with beauty. Sometimes called the
‘Romantic’ or ‘Individualist’.‘Romantic’ or ‘Individualist’.

15. ‘‘GUT’ COPING STRATEGIESGUT’ COPING STRATEGIES
• EIGHTS feel they need to gain respect, assureEIGHTS feel they need to gain respect, assure
protection, and hide vulnerability in a hard, unjust worldprotection, and hide vulnerability in a hard, unjust world
by becoming strong, powerful, and confrontational.by becoming strong, powerful, and confrontational.
Sometimes called the ‘Challenger’.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 ofconfrontational and may compromise to the extent of
losing themselves. Sometimes called the ‘Mediator’.losing themselves. Sometimes called the ‘Mediator’.
• ONES strive to create little islands of perfection aroundONES strive to create little islands of perfection around
them where they are insulated from the imperfect worldthem where they are insulated from the imperfect world
that makes them angry. Sometimes called thethat makes them angry. Sometimes called the
‘Perfectionist’.‘Perfectionist’.

16. No type is ‘Better’ or ‘Worse’No type is ‘Better’ or ‘Worse’
best Three worst Threebest Three worst Three
optimistic deceptiveoptimistic deceptive
industrious pretentiousindustrious pretentious
confident narcissisticconfident narcissistic
energetic vindictiveenergetic vindictive

17. No type is ‘Better’ or ‘Worse’No type is ‘Better’ or ‘Worse’
best Eight worst Eightbest Eight worst Eight
direct controllingdirect controlling
authoritative rebelliousauthoritative rebellious
energetic domineeringenergetic domineering
loyal insensitiveloyal insensitive
self-confident aggressiveself-confident aggressive

18. No type is ‘Better’ or ‘Worse’No type is ‘Better’ or ‘Worse’
best Six worst Sixbest Six worst Six
loyal paranoidloyal paranoid
caring controllingcaring controlling
compassionate judgmentalcompassionate judgmental
helpful testyhelpful testy
responsible self-defeatingresponsible self-defeating
practical defensivepractical defensive

19. Safe? Under threat?Safe? Under threat?
• We are at our best when we feel safe, and at ourWe are at our best when we feel safe, and at our
worst when we feel under threat.worst when we feel under threat.
• Even if the environment is ‘safe’, people tend toEven if the environment is ‘safe’, people tend to
be responding primarily to unnamedbe responding primarily to unnamed
assumptions. Blame lies outside themselves.assumptions. Blame lies outside themselves.
• The tragedy is that the ‘worst’ behaviours thenThe tragedy is that the ‘worst’ behaviours then
create an unsafe atmosphere by alienatingcreate an unsafe atmosphere by alienating
others so a self-fulfilling prophecy is createdothers so a self-fulfilling prophecy is created

20. NOT ‘pigeon-holing’NOT ‘pigeon-holing’
• The 9 types are arranged in a circularThe 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 personalitiesEach type has 2 ‘wings’ – the personalities
either sideeither side
• Under stress each type moves predictablyUnder stress each type moves predictably
into fourth typeinto fourth type
• When in or seeking security each typeWhen in or seeking security each type
moves predictably into a fifth typemoves predictably into a fifth type

21. Each personality moves betweenEach personality moves 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’

22. 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

23. A ‘NINE’ TeacherA ‘NINE’ Teacher
• People were struck by how calm John’s classes seemedPeople were struck by how calm John’s classes seemed
to be (9).to be (9).
• He seemed to command respect effortlessly, thoughHe seemed to command respect effortlessly, though
John knew it was by understanding his students andJohn knew it was by understanding his students and
being clear with boundaries (8).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 classHe was acutely aware of anything that made a class
seem ‘unbalanced’ and would not rest until he hadseem ‘unbalanced’ and would not rest until he had
rooted out the underlying issues (6)rooted out the underlying issues (6)
• He quietly gets on with work and has produced someHe quietly gets on with work and has produced some
impressive stuff – without a fanfare (3)impressive stuff – without a fanfare (3)

24. 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

25. How Wings affect Core PersonalityHow Wings affect Core Personality
For example, all these are personality typesFor example, all these are personality types
in which ‘Two’ (‘Helper’) appears:in which ‘Two’ (‘Helper’) 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

26. 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.

27. Stress in the Classroom (negative)Stress in the Classroom (negative)
• 7 becomes 1 – the class clown is finally cornered7 becomes 1 – the class clown is finally cornered
and gets down to work: almost immediately s/heand gets down to work: almost immediately s/he
makes a mistake, the work is angrily screwed upmakes a mistake, the work is angrily screwed up
and put into the binand put into the bin
• 3 becomes 9 – the hard worker flips into being3 becomes 9 – the hard worker flips into being
passive, for instance after being sat next to thepassive, for instance after being sat next to the
class clownclass clown
• 8 becomes 5 – teacher ‘sits hard’ on a8 becomes 5 – teacher ‘sits hard’ on a
challenging student who then refuses tochallenging student who then refuses to
cooperate with passive aggressioncooperate with passive aggression

28. Stress in the Classroom (positive)Stress in the Classroom (positive)
• 2 becomes 8 – conscientious student keen2 becomes 8 – conscientious student keen
to win approval takes over and leadsto win approval takes over and leads
group in group workgroup in group work
• 5 becomes 7 – quiet stand-offish student5 becomes 7 – quiet stand-offish student
produces an amusing videoproduces an amusing video
• 7 becomes 1 – chatty unfocused student7 becomes 1 – chatty unfocused student
surprises everyone with a brilliantlysurprises everyone with a brilliantly
insightful piece of workinsightful piece of work

29. Why the Enneagram for Teachers?Why the Enneagram for Teachers?
• Toolkit to understand differentToolkit 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

30. Classroom Behaviour (4th ed, 2015)Classroom Behaviour (4th ed, 2015)
- Bill Rogers- Bill Rogers
"Do we use our leadership, experience and"Do we use our leadership, experience and
legitimate role authority to lead and guide younglegitimate role authority to lead and guide young
people towards increasing self-discipline andpeople towards increasing self-discipline and
respect for others' rights? Our leadership,respect for others' rights? Our leadership,
management, teaching and discipline are notmanagement, teaching and discipline are not
aimed merely at controlling others but at helpingaimed merely at controlling others but at helping
them to control themselves and managethem to control themselves and manage
themselves, their learning and their socialthemselves, their learning and their social
relationships at school." p144relationships at school." p144