Exploring the Concept of Introverts in Classroom

Most teachers are aware of multiple intelligences theory and may have an interest in how personality frameworks translate to the classroom. One such personality dimension is the conception of extroversion and introversion. As it turns out, these concepts have a big effect on our students’ capacity for learning and enjoyment in class.

Understanding the difference

It’s essential to understand that extroverts are not all outgoing and introverts are not all shy. Rather, these distinctions associate to how we recharge and reenergize. Extroverts seek out the company of others to reenergize and feel drained alone. Introverts, on the other hand, feel drained by prolonged social situations and need alone time to recharge.

Introverts vs. Extroverts How They are Different

Extroverts are often unfairly stereotyped as overly talkative or attention-seeking. According to Jung, extroverts tend to be curious in the people and things around them.The thing is that they are sociable and often more outwardly confident and less fearful.?However, they may also be too eager to please, avoid time alone, and be less capable of self-reflection.

No matter how common traits associated with extroverts include an outgoing personality, an affinity for group work, action orientation, and distractibility. Remember they tend to be talkative and may experience feelings of isolation when spending time alone.

At the outset the difference between introversion and extroversion is more than just personality types—it turns out the brains of introverted and extroverted people are wired differently. Studies show that introverts tend to have more activity in the frontal lobes of their brains, where internal processing, problem-solving, and planning tend to take place. Extroverts tend to have higher brain activity in the temporal lobes and posterior thalamus, where sensory processing is thought to occur.

It is said that while introverts and extroverts are often positioned as being stark opposites, the reality is that personality types are more nuanced. You may find that being an introvert versus an extrovert is a spectrum—you aren’t necessarily one or the other. I also put here that students, as well as teachers and administrators, can fall somewhere in the middle, or experience some days where they feel extroverted and others where they feel more introverted.

Also now that you have a clearer understanding of what introverts are (and are not) and the common traits they may share, let’s consider methods to help introverted students succeed in the classroom.

Modifying Learning Formats and Content for Introverts in the Classroom

The statistics on how many pupils, and people in general, tend to display introverted characteristics are unclear, possibly due to the difficulty many people have in self-identifying as one or the other. However, Susan Cain, author of Quiet: The Power of Introverts and a recognized expert on introversion, suggests that between one-third and one-half of all people in the United States are introverts.

This means that the growing emphasis on group work and active learning classrooms may not make an optimal learning environment for a significant number of students.

But teaching introverts can represent a difficult challenge to teachers, as a large portion of instruction time in the modern classroom is spent in group activities and collaboration. You may find that this approach can be draining to introverts, who need quiet reflection time to recharge and refresh. Okay so some classroom markers, such as qualifying student engagement by raised hands, simply don’t work for introverts.

Yet, educational studies often show group work is beneficial to many students. Can such educational approaches be tailored to support introverted learning styles? Here are a few strategies teachers can employ:

Sure instead of continual group work, try moving back and forth between quiet, solitary work and group projects. As wonderful as you are this will give introverted students the time they need to quiet their brains and prepare for more interaction.

You might also try an approach called Think-Pair-Share,which provides the benefits of group work, such as collaboration, but still provides introverts with the quiet reflection time they need.

Think: Okay so ask students to provide a written response to a question related to a recent topic, a film clip, or new material.

Pair: Don’t hesitate by pairing students with another class member to share their thoughts and discuss their views.

Share: Each pair shares the main points of their paired discussion with the entire class.

You will find that in addition, teachers may test dimming the lights of the classroom, using white noise during quiet work times, and reducing overly bright colors and busy patterns, which may contribute to sensory overloads in some introverted students.

Classroom Teaching Techniques for Introverts at Different Grade Levels

Needless to say introverted students learn best when group work is balanced with individual study time where they can think and problem solve on their own. Here are a few best practices to assist introverted students in the classroom, broken down by grade level. Keep in mind that some of these techniques apply to all grade levels.

Introverts Who Are Elementary Students

Create a Quiet Space: It happens that introverted students may become overstimulated in a busy class environment. Well a quiet corner or reading niche can provide introverted students with a space to recharge and reset, allowing them to reenter and successfully engage in a more stimulating learning environment.

• Use White Noise in Background: You may find that many introverts are better able to focus when white noise is used in the background. This helps them block out distracting sounds and may allow introverts to think and recall information more easily.
• Add Contemplative Exercises that Benefit: The thinking introvert prefer to think before responding, which is a trait that many extroverts can benefit from. However consider offering an image, question, or prompt and asking students to reflect on their thoughts quietly for five minutes before starting a group discussion.
• Explore the Concept of Introverts and Extroverts in Grade: Believe it or not younger students may not be familiar with the concepts of introverts and extroverts and what that may mean for the way they learn. Explain that others may perceive and learn in various ways and that is okay.
• Be Cautious Not to Typecast Students: You may find that introversion and extroversion are a spectrum of personality traits. Students may oscillate between the two personality types day to day and week to week. Again some students may display traits of both personality types.

Middle School Students Who Are Introverts

• Designing Flexible Seating Arrangements: In addition to creating a quiet space, consider the needs of introverted students when scheming your classroom layout. Mobile or flexible seating such as stools, yoga balls, and floor seating options permit the classroom to easily switch back and forth from a group setting to individual work stations.
• How to Use Think-Pair-Share: Never hesitate to consider using hybrid group work strategies such as “think-pair-share”, where students write down their thoughts, discuss it in pairs, then enter a class-wide discussion. Believe it or not this can help balance the educational needs of both introverts and extroverts.
• Giving Students Choices: It is a good idea when possible, allow students to choose how to complete certain tasks. For example, let students to choose between writing, drawing, or talking about their thoughts on a topic.
• Give Warnings for Transitions:Needless to say introverted students perform best when they know what to expect. Be mindful of transition periods and give five- or ten-minute countdown warnings before switching gears.
• Allow Noise Canceling Headphones:You may find that introverts enjoy diving deep into their thoughts and their work. Noise-canceling headphones can let them to focus, even in a busy or crowded classroom environment.
• Thank Students for Participating and Learning: You may compliment students who participate in discussions, ask questions, or contribute to open discussions. It happens that participation often does not come naturally to introverted students and positive reinforcement may give them the courage to participate more often.

High School Students Who Are Introverts

• Provide a Day-to-day Class Schedule: Too often some introverted students struggle with unfamiliar situations and fast transitions. As a teacher posting a daily schedule or sharing a syllabus can reduce surprises, providing students with much-needed time to adjust and prepare for these changes.
• Reconsidering Class Participation: Many curriculums use class engagement rates as a portion of students’ grades. It is often seen that introverts may not be comfortable raising their hand to answer a question. Calling on students who haven’t shared recently or requesting eager students to allow other students to speak before sharing again can prevent extroverted students from dominating classroom conversations.
• After Asking a Question, Wait: It happens that after posing a question in a group discussion, give the class five to ten seconds before calling on a student. Also introverts often spend longer thinking, and waiting can give them time to gather their thoughts.
• Importance of Alone Time: Too often in high school classrooms, a “quiet corner” may not be feasible. Allow students to work outside, in the library, or in a meeting room where they can focus more deeply on their work.
• Pay Attention to Your Language: It is important not to look at introversion as a challenge or negative trait that must be get over. It’s an aspect of personality, not a pathology. A good idea is providing introverts with a supportive learning environment can help them flourish.

Teaching Tips for Reaching Introverts:

• Use multiple modalities in your instruction: As a teacher balance class time between lecture, ‘circled discussions’, group work, and independent work and thought.? I can’t believe I am saying this but this will allow all students to thrive and push them beyond their comfort zones.
• Making time for reflection:Sometimes to learn, each student needs time to integrate new ideas and concepts into what they already know.?Whether it’s a pause moment in a lecture, or a minute to ‘think’ before sharing with a partner, build in time for students to write out or think about their own ideas.
• Create multiple avenues for engagement: While many courses contain significant discussion components, beginning larger class discussions with smaller pair conversations provides chance for more students to articulate their thoughts. Faculty can also consider how to provide credit for listening and respondingg in non-verbal ways,how to provide credit for listening and including the use of classroom-response-systems (clickers or poll everywhere) and allowing students time to write responses to questions.
• Analyze your assumptions about students:?No matter some settings may prompt students from minoritized groups to act introverted out of fear of being judged on their identity.?Sometimes social factors, such as a student’s sense of belonging, may contribute to how introverted or extroverted a student may act in the classroom. While selecting pedagogical practices, it is critical to foster an inclusive environment that allows all students to build upon their strengths.