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Updated 03/17/19
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How Schools can Better Accommodate Introverts
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Extrovert-dominated educators can apparently do much more to accommodate
confirmed key differences in how introvert brains process new information and respond to testing. |
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Young introverts might be scoring poorly because of some misunderstood learning issues
which have fairly simple resolution. “Counselors can help parents and teachers accept that introversion is perfectly normal, and not in need of curing…..” Linda Silverman, Ph.D., the author of “Introversion and Giftedness” is a licensed psychologist and Director of the Gifted Development Center in Denver, Colorado… https://cfbisd.edu/wp-content/uploads/2016/08/IntrovertsandExtraverts.pdf http://www.gifteddevelopment.com/about-our-center/our-services “Introvert? Extrovert? Tips for a Balanced Classroom” Below are several excerpts from an insightful Canadian Teacher Magazine article by a teaching professional indicating certain physiological differences can be accommodated more appropriately in today’s extrovert-dominated classrooms and testing platforms. Shawn Thompson is an assistant professor of journalism and communication at Thompson Rivers University in Kamloops, BC. "Tips for a Balanced Classroom" https://canadianteachermagazine.com/2012/01/12/introvert-extrovert-tips-for-a-balanced-classroom/ "The differences begin in biology" "The main neurotransmitter used by introverts is acetylcholine, (the main neurotransmitter used by extroverts is dopamine), which also stores information during sleep, and there are biological differences in the ways the brains of introverts and extroverts work…..” “Eventually the introverted students need to learn extroverted skills, but the extroverted students need to learn introverted skills too, and so do teachers....” “Here are some strategies for helping introverted students, from "The Introvert Advantage and People Types and Tiger Stripes", with a few tweaks….” "Give the students options in assignments and classroom activities that allow introverts and extroverts to choose which helps them learn and develop best. One option is allowing students to choose whether to work in groups or individually. Give introverts the time to process information and respond later. They need time to process information at their own speed and a private space without distractions and overwhelming stimulus. Allow written dialogue and interaction, which now work well with computers, cell phones, the Internet and social media. Break the assignments into multiple, staged smaller assignments, since introverts can be overwhelmed by deadlines and the way they think at length about large tasks. Give introverts (solitude) breaks to restore their energy. Give the introverts privacy by letting them keep the results of their work private. Be aware that tests favor extroverts, and disadvantage introverts. Introverts need conditions that allow them to focus and concentrate without distractions, tasks that allow them time to process information, which suggests they learn better with long-term assignments than tests with surprise questions. (I remember that when I was a university student I adjusted for this situation by trying to predict questions before a test and writing out the answers beforehand.) Give the introverts strategies for interacting with people, such as preparing a script beforehand. Introverts are stressed by having to interact with others verbally in spontaneous situations, including talking on the phone, and by having to attend long meetings with large groups. Being able to take notes helps them adjust. Give the students work with cameras. Like taking notes, cameras allow introverts to mediate with the world in a separate, reflective way and, at the same time, give them a framework for developing interaction and social skills. Empower introverts with the awareness that they have the right to set boundaries that make them feel comfortable dealing with others......" “.....There are those who might argue that giving introverts some introverted options undermines the challenges they need in order to grow and avoids the kind of conditions in the outer world where they have to cope with situations that favor extroverts." “My response is that we want to create the best conditions possible for learning. “We can be optimistic and believe that, given the right support, students will naturally take challenges and develop when they are ready. " "In the end, we want to bolster the strengths of introverted students without them being disadvantaged in the classroom, but at the same time, to give them strategies for adjusting to an extroverted world.” https://canadianteachermagazine.com/2012/01/12/introvert-extrovert-tips-for-a-balanced-classroom/ -- End of excerpts from Shawn Thompson's "Tips for a Balanced Classroom". “Why Introverts shouldn’t be Forced to Talk in Class" Katherine Schultz is associate professor of education at the Graduate School of Education at the University of Pennsylvania. Her books include "Listening: A Framework for Teaching Across Differences" and "School’s Out: Bridging Out-of-School Literacies with Classroom Practice" (edited with Glynda Hull). http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/12/why-introverts-shouldnt-be-forced-to-talk-in-class/ “……Rather than working to fix or change 'introverts' I suggest we understand the various reasons students choose to participate verbally in classrooms or to refrain from such participation." "Shouldn’t our goal as educators be to rethink our classroom as places that support all students to learn?” "Note: I elaborate these ideas in my book, "Rethinking Classroom Participation: Listening to Silent Voices": https://www.tcpress.com/rethinking-classroom-participation-9780807750179 |
