What Do We Know About Our Introverted Students?

I just got back from a weekend at EduCon. The conference created a great space to think and collaborate on pushing progressive ideas and tech integration further.  One of the sessions I went to gave me something entirely new to think about: my introverted students.  Tony Baldasaro (@baldy7) gave a lot of food for thought on the subject.  Here's what I learned.

• There is such thing as an introvert.  We are all somewhere on the spectrum, between extrovert and introvert, but introverts tend to be people who are shy and don't like to talk much, especially in large groups. 

• Extroverts are almost always up for talking about something. They talk to think. They come up with many of their best ideas in conversation.  When stressed, tired, upset, they tend to want to hang out with friends, talk about the problem, etc.

• Introverts' thought processing is actually neurologically distinct, according to new research (I don't have a source to cite, but Baldasaro recommended Quiet by Susan Cain).  Their problem solving process takes a longer pathway, involving recall of long term memory.  They need time to formulate their thoughts carefully this way and tend not to want to speak up until they have worked through the process. 

• When stressed, tired, upset, etc, introverts tend to want to be alone.  However, being alone doesn't mean something is wrong. They might just be thinking.

• Introverts are energized by solitude. Extroverts are energized by interactions with others.

How does this play out in school? At the conference we discussed whether school favors the introvert or the extrovert. 

I think traditional school doesn't particularly work for either type.  Extroverts are forced to be quiet and work independently most of the time.  Introverts are forced to formulate thoughts and answer questions on the spot without the time they need to process their responses.

Progressive education can often favor the extrovert because of the emphasis on cooperative learning and class participation. Do we have a responsibility to help introverts be a part of this kind of work?  Probably.  Do we also have a responsibility to make adaptations so that it is more comfortable for all students? I'd say so.

I came away with a few good suggestions from Tony and members of my discussion group.

1. Let introverts know in advance if you want to talk to them about something, or if you will expect them to speak about something in class. This is to give them time to work through their ideas.

2. Many introverts will speak up when asked to, but not always take the initiative themselves.  Invite introverted students to share their thoughts.  Especially if there's advanced notice of the discussion, find ways to equalize the airtime time, so that the extroverts don't dominate the conversation by their ever-willingness to raise their hands.

3. Many introverts take a while to get started on in-class writing tasks. Don't rush them, or assume they are being lazy or defiant.  They are probably thinking.  Fine to check in about it, though. And when possible, be generous about allowing extra time.

4. Many introverts in the session suggested allowing students to opt out of working in a group and complete the project on their own.  I don't think this could always be possible, but it's certainly something to consider when assigning group work.  Ask yourself, is it absolutely necessary that my studets work in groups on this?  Do I have any reason not to allow some students to work alone?

5. Finally, research has shown that introverts tend to be much more comfortable participating in discussions online.  This is probably because online is not time-based and takes away some of the built up perceptions of social pressure they've experienced in face to face groups.  They can be alone and part of a conversation or community at the same time. Find ways to allow students to initiate or extend discussions online--and watch the balance of who's communicating shift. 

Thank you, Tony Baldasaro, for bringing this topic to light!   

[image credit: theparentszone.com]

 

Comments

[Dave Orphal]

Thanks for sharing these tips, Ariel!

I totally agree about how important it is to allow for plenty of time to think.

I've been struggling with this a lot lately, thinking that my class has to move from topic to topic quickly to keep kids attentions engaged.

I'm thinking about taking us down a gear this semester and allowing more process time.

Frankly, what should be more important to me - the "buzz" of a highly engaged classroom - or deep learning?

[Bill Ferriter]

Alright: So I'm TOTALLY ticked that you were at Educon and I didn't know about it!

We were in the same city and at the same conference, Pal. I would have LOVED to hang out some more.

You introvert, you!

But I'm also TOTALLY jazzed that you wrote about Tony's session. It was one that I really wanted to get to but didn't because I made a different choice.

Introverts are on my mind right now because we've got several on my learning team. I picked up Quiet right before #educon and am really enjoying it right now.

Your suggestions are a ton more practical though.

Thanks for sharing -- even if I am mad at you.

#grins
Bill

[Ariel Sacks]

Bill, I am just as ticked I didn't know you were there! I posted a query at the forum about going to EduCon but didn't hear from you there. Anyway, it was a great conference. I was there with my school's director and four colleagues, including one of my co teachers. It was a great chance to think and learn together. Sorry we missed each other!

[Nancy Toes]

Check out Time Magazine's cover story on THE POWER OF (shyness).
The ARE YOU AN INNIE Or OUTIE? quiz is fun to take. And the idea that there is an upside to be an introvert as well as the notion that being an extrovert is overrated makes for an interesting read.
Timely blog on your part.

[Ariel Sacks]

Dave, interesting thoughts about pacing. At Bank Street they really emphasized depth over breadth. But I have also found it's sometimes like swimming upstream because students are so accustomed to fast-paced, and usually surface level learning.

We just completed a neighborhood study which we began in November and which culminated in their writing original feature articles based on their original research on a topic related to their neighborhood. It was a mammoth study and by the end, many kids were about ready to throw their topics out the window. But I didn't let them and I think it led to a much richer deeper learning experience.

My students now have the opportunity apply the entire process to a new topic of their choosing. Many have chosen to try it, which tells me how much they learned.

Some days there is a happy buzz, and that's appropriate. Other days there is a lot of feet dragging. I notice by refining my planning over the years, I can often anticipate this and head it off at the pass, but I'm pretty sure this is sometimes going to be my students' reaction to intellectual challenge, especially when I'm trying something for the first time. And I'm okay with that.

[August Merz (Sandy)]

Thank you for your post on introverted students. I have “Quiet” on reserve at the library. Here are a lot of comments and observations based on my experience in the classroom and as someone self-identified as shy and introverted.
Regarding the extrovert – introvert continuum and the comment that introverts’ thought processes are neurologically distinct: Do you mean distinct as in a threshold which once passed leads always to the longer pathway or do you suppose that, too, falls on a continuum?
Introverts’ behavior over time may fall on a continuum – very quiet for a while, asking for help or making a comment, and little by little finding their most comfortable level of outward expression.
Their behavior may also fall on a continuum depending on context. The quiet kid in class can be extremely expressive in sports, acting, and music, for example.
Sometimes introverts are just polite – waiting their turn, not shouting out answers, and controlling their impulses. In a well-managed classroom they participate fully.
People often judge extroverts as being annoying and disruptive when, as you say, they process by talking.
People often assume introverts have something wrong with them and need to be brought out of their shell. Introverts may see attempts at drawing them out as condescending (and are often right).
I find cold-calling effective in getting responses from my quieter students, rather than letting them know in advance that I’m going to call on them. By cold-calling they see that I’m not just calling on students who raise their hands and that they need to be prepared. I call on several students first and then start with fairly easy questions.
Group calling is also effective. For example, I’ll say, “Everyone answer on the count of three,” and observe if quiet students are participating or not.
Group work can be safe for shy students because a small group is less threatening. Of course care should be given in selecting their group.
We often see extroverts as being indiscreet.
We are energized by solitude, comfortable in our own company, and happy on our own terms.
Thanks again for blogging on this topic.
Sandy Merz

[Lara Z]

I have been reading "Quiet" since reading Brian Walsh's article in Time magazine. The impact on teaching of the introvert vs the extrovert had immediately occurred to me. I'm still processing, being an introvert myself (laugh), but I am hoping to develop some classroom strategies that will engage my introverts on a level that is meaningful and effective.

[Sandy Merz]

I "stumbled upon" this and thought I'd pass it along; http://jerrybrito.org/post/6114304704/top-ten-myths-about-introverts?1d4ef638