As an intuitive student
The story puts me in a situation to imagine and empathize with the little girl's situation. In her story, I clearly see the sufferings of the poor and cannot comprehend what it feels like to be poor and still be molested by the parent. It is so sad that the girl, at the thought of going home, is so much worried by the beatings or the type of punishment she is likely to get from her father upon going home without making any sales of the matches. Nonetheless, I am inspired by how the child maneuvers out of the situation to create a fantasy world that is enjoyable. Instead of giving up where all her hope could have been lost, she lights up matches from which she gets the warmth she needs to manage the cold night. In her own world where only beauty exists, she feels hope and love in the company of her grandmother. Eventually, the passersby are at no position to tell or imagine the better things the girl had for her new year.
On the other hand, a sensing student
Would not be drawn into the imagination and empathic nature of the story. Rather, he or she would deconstruct the text for in-depth understanding. The sensing student, unlike the intuitive one who is concerned with the future, sees more in the present day in all aspects of reality. As such, facts and elaborate details would help their conscious self to generate thoughts, meanings, and perceptions. The sensing student would rely more on the logics and the sequence of the facts of the little girl's story. Thus, from such a perception, it is lucid that a sensing student would not relate well with the morals of the story that teacher B intends to convey. Imagination and living in fantasy to solve a situation is never an option for them. The teacher would then have to deliberate on giving a more detailed and factual story to convince them.
