Any impression we choose to make, leaves a permanent mark.

Eli was a soft-spoken, delicate, thoughtful child in Mrs B's class. Mrs B, was an extrovert who couldn't understand why Eli was so reserved. His 'shyness' concerned her, and with the very best intentions, she made it her mission to help him grow out of it. She deliberately made sure he contributed to classroom discussion by calling on him, even if his hand wasn't up, she gave him the opportunity to be the presenter at assembly for their class item, and placed him in groups with the louder and more boisterous boys, with the hope that they would rub off on him. Like many introverts, Eli feared public ridicule, and doing things wrong (Silverman, 1999). Mrs B's attempts to 'help him out of his introversion', encroached on Eli's confidence, leading him to feel shameful and ridiculed by his teacher (Silverman, 1999).

Eli.
Picture from here.

"And the first step, as you know, is always what matters most, 

particularly when we are dealing with those who are young and tender. 

That is the time when they are easily moulded and 

when any impression we choose to make leaves a permanent mark." 

Plato - The Republic (Plato, 1987, p. 133).

Not only do our classrooms tend to discriminate against the introverted child, according to Burress and Kaenzig (1999), the majority of teachers view introversion as a problem that needs to be fixed. Like Mrs B, they seek to shape children into behaving like extroverts, hoping that they become friendlier, work in larger groups, release their inhibitions, and talk more often and more spontaneously (Burress & Kaenzig, 1999).

This idea of shaping children to behave a certain way relates to the psychological theory of behaviourism. Behaviourism refers to the effects that external events have on our behaviour (Krause, Bochner, Duchesne and McMaugh, 2010). When teachers use the strategy of shaping, they notice behaviours expressed by the child which resemble the target behaviour, and then use positive reinforces, such as praise, to gradually strengthen this desired behaviour (Krause et al, 2010).

For example, a teacher may draw explicit attention and praise to an introverted child when they contribute to classroom discussion. They would do so with the hope that this 'extroverted' behaviour would continue, and over time the introverted behaviour would become extinct. Although with good intentions, and perhaps even unconsciously, strategies that shape children into becoming extroverts is not uncommon within our schools (Hodgson, 2012).  

Have we forgotten the delicate and beautiful contributions that the introverted child makes to this world (Silverman, 1999)?

They offer introspection, sensitivity towards situations and others, calmness, and higher moral development (Silverman, 1999).

Nussbaum (2002) goes on to explain that introverts have an ability to think deeply and reflectively. This draws on Csikszentmihalyiʼs flow where one is wholly invested, captivated and engaged in a task (Nakamura & Csikszentmihalyi, 2001). Introverts tend to enter flow easily, and as a result are more creative, innovative, productive, motivated, and inspired (Nakamura & Csikszentmihalyi, 2001).

Cain (2012) continues to reiterate this idea by saying that great things happen when introverts tune into their inner worlds. Without introversion we wouldn't have the theory of Gravity, Google, Harry Potter, Animal Farm, or The Cat in the Hat (Cain, 2012).

There is no doubt that introverts have something incredible to offer this world.

In Plato's Republic he says that 'any impression we choose to make leaves a permanent mark' (Lee, 1987, p. 133). Behaviourist theory has proven controversial as it can seem as if teachers are leaving such an impression, that they begin to control who their students become (Krause et al, 2010). As we eduate our children into becoming the extroverted ideal, are we really manipulating them into becoming the best they can be?  

Or do we want to reinforce and encourage the beautiful contributions that both personalities can make, and unleash our children's true inner-selves? Whether that be introverted or extroverted personas.