Color Me Concluded: My Final Musings on the True Colors Personality Test

This post is part of a series of posts on teaching to different personality types as found in the True Colors Personality Test. To see more, head here.

If you’ve gotten to the end of my True Colors Personality exploration, you might be asking yourself “Now what? How can I apply this knowledge to better myself as a teacher/parent/student/friend?” Ultimately, that is up to you. I know a lot of people think personality tests can be gimmicky, and when it comes to the “What Kind of Cheese Are You on the Weekends?” sort of test, I can agree. But I do think there are some personality tests that can propel you toward valuable introspection. McKenzie did a great job of covering a few of these with her deep dives of the Myers-Briggs, Enneagram , and the Child Whisperer personality tests.

As noted on Better Help, “The true colors personality test provides a method of understanding ourselves and others. The test uses the colors orange, gold, blue and green to represent four different personality types. The four colors combine in different ways to make up different personality spectrums. For most people, one of the four types is more dominant than the others. Learning about our personalities offers insights into our different behaviors, motivations and more.

“By using colors instead of labels, the true colors personality test aims to improve global understanding. The intuitive classification makes it easier for us to identify and remember the four personality types.”

These tests aren’t meant to serve as definitive labels for yourself and others; they are merely guideposts that can help you make sense of human nature. It can be easy to see your results in black and white when they should be used to recognize all the shades of gray within your personality and the personality of those around you. I could tell myself, “As someone with a blue personality, I shouldn’t be friends with gold personalities because we are too different.” And sure, there are some personalities that might clash a little more with others, but the whole point of these tests is to prove that anyone can get along with everyone if you take the time to understand them.

Another benefit of knowing different personality tests is that you can use your results to identify opportunities for growth. As a blue, maybe you need a lesson on resolving conflict instead of avoiding it. If you are a gold, you might consider trying to live in the moment rather than planning for the future. For those with a green personality, practice identifying your emotions and giving yourself permission to feel them. Perhaps an orange needs to train themselves to think before acting. 

Think of personality test a healthy reminder that we all have strengths, weaknesses, quirks (endearing or otherwise), and something unique to bring to the table. Personality tests can be a wonderful reference point in learning how to get along with others, regardless of what their results indicate. Don’t let someone’s True Color dictate to you how you think that person will act, allow them to show you. 

As a teacher, you should distribute at least one personality test within the first week of school. If your students are too young to answer questions themselves, send the test to their parents and have them answer it. Not only is it a fun activity for your class, but it allows you to better plan lessons and activities. It opens up lines of communication and sparks meaningful conversations.

Do you know your True Color? How has this knowledge helped you as a teacher?

Labeling Emotions In Kids VS. Feeling Empathy

I was sitting in my economics class in high school, it was finals week. This class was a college credit for me so it was important that I did well. I studied the material and came prepared to get a good grade on my test, I knew the content and was prepared to show it. 

My teacher walked around the quiet room passing out the tests. He placed a one on my desk, and then put his hand on my shoulder. 

“You seem anxious,” he whispered, “Do you want to take this test in the resource room where you can sit in a quiet corner and focus better? It may help your anxiety.” 

Right away, I started to panic, was I anxious? Did I need a quiet room to test in? I was confident in my testing ability before, but this went out the window faster than my thoughts could finish processing. He told me I was anxious, so obviously I was. 

I truly know that my teacher meant well and that he never wanted to cause me more harm or anxiety. He was looking out for me, as well as other students, and tried feeling empathy and create genuine relationships with his students in order to teach us how we needed to be taught. 

But this experience made me think a lot about labeling a child’s emotions for them versus feeling empathy. What’s the difference? 

Labeling emotions is telling kids what they are feeling before they have the chance to tell you what they are feeling. 

Feeling empathy is giving a child the chance to process their own emotions, tell you what they are feeling, and then helping them feel those emotions. 

Emotions must be taught and understood so that students can label their feelings themselves before we create unnecessary labels for them, even if we are doing it out of the goodness of our hearts. 

Looking back on my experience of having a teacher label my emotions, I have thought many times about what a better approach might have been for him to take. 

Instead, he could have said: “How are you feeling about this test?” and waited to hear if I was confident, or worried. 

He could have also given me affirmation about my testing ability by saying, “I know you have worked hard in this class and to study for this test, especially when you came in during lunch to ask further questions on material you didn’t understand. You will do great.” 

It was a learning moment for me to watch what I was saying to my own students so that they can feel and process their own emotions, instead of me placing the burden of what I thought they were feeling on them. 

It took time, practice, and dedicated effort, but the results were worth it. 

What do you do to make sure you are genuinely feeling empathy instead of labeling emotions in your students?