So how do we, as teachers, cultivate the gentle, quiet, soft spoken children, in an education system that favours the loud, participatory, sociable students?
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1. Know your students, and honor their unique personalities.
Within Steiner Education the teacher follows
her children for the first 7 or 8 years of their education, gaining deep
relationships, and understandings of her children's personalities (Simpson,
2004). Although we don't all have the opportunity to get to know our children
over 8 years, we can show interest in every child, every day. Interact
with your students, observe them, notice their decisions, actions and words,
and in doing so be aware that there are both extroverts and introverts among
them (Eysenck, 1996).
Students at primary school already know that the world often views introversion as a negative thing, so they may already be wearing an extroverted face (Burress & Kaenzig, 1999). Give them permission to be themselves, and let them know they are supported and valued as they are. Show them what they offer the world, and the great accomplishments famous introverts have reached (Burress & Kaenzig, 1999). Remember Maslow and his hierachy of needs? He reminds us that as human beings we need to have a sense of confidence, esteem and freedom to be ourselves (Krause et al, 2010). Instill this in your children.
Simple, child friendly, personality testing can also be a fun way to find out about your children and a way for them to explore personalities. It not only provides you with an insight into your children but also encourages them to be more open, kind, accepting and tolerant of both themselves and others personalities (Hodgson, 2012).
As children discover more about their personality, they will extend their metacognitive awareness. This relates to cognitive approaches to learners and refers to our ability to think about and control our cognitive processes (Krause et al, 2010). As children come to understand their introversion or extroversion they begin to notice situations, environments and experiences that are both positive and negative for them. In developing this awareness we, as teachers, can encourage children to take responsibility for developing their own learning environment, that best suits their needs. This relates to Maria Montessori's philosophy towards education. She believed that children learn best when they choose the learning environment they want to work in (Gibbs, 2006).
Students at primary school already know that the world often views introversion as a negative thing, so they may already be wearing an extroverted face (Burress & Kaenzig, 1999). Give them permission to be themselves, and let them know they are supported and valued as they are. Show them what they offer the world, and the great accomplishments famous introverts have reached (Burress & Kaenzig, 1999). Remember Maslow and his hierachy of needs? He reminds us that as human beings we need to have a sense of confidence, esteem and freedom to be ourselves (Krause et al, 2010). Instill this in your children.
Simple, child friendly, personality testing can also be a fun way to find out about your children and a way for them to explore personalities. It not only provides you with an insight into your children but also encourages them to be more open, kind, accepting and tolerant of both themselves and others personalities (Hodgson, 2012).
As children discover more about their personality, they will extend their metacognitive awareness. This relates to cognitive approaches to learners and refers to our ability to think about and control our cognitive processes (Krause et al, 2010). As children come to understand their introversion or extroversion they begin to notice situations, environments and experiences that are both positive and negative for them. In developing this awareness we, as teachers, can encourage children to take responsibility for developing their own learning environment, that best suits their needs. This relates to Maria Montessori's philosophy towards education. She believed that children learn best when they choose the learning environment they want to work in (Gibbs, 2006).
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Cognitive explanations to learning explain that
we construct information in two ways, psychologically and socially. Social
constructivism involves social interaction as a means to construct knowledge,
whereas psychological constructivism is about the individual learner reflecting
and constructing their knowledge alone (Krause et al, 2010).
We all use both means of construction, but it has been discovered that introverts prefer to construct their knowledge alone, whereas extroverts prefer to do so in a social environment (Hodgson, 2012). Instead of having a program that favours independent or group work, aim for a balance in your lessons.
Create opportunities for the extroverts to work with a partner and build their ideas socially, before moving into independent work (Alcock, 1998). Have open discussions, healthy debate, group problem solving activities, team challenges, and performance opportunities (Burress & Kaenzig, 1999).
Provide the introverted children with the choice to work independently, create small quiet spaces, allow thinking time and encourage journalling (Burress & Kaenzig, 1999). Remember, also, that introverts like to present their final product, rather than their draft workings. Honor this, but also show them that feedback can be non-confrontational and supportive. Because of this, sometimes letters, post-it notes, and emails work better than face-to-face feedback for introverts (Alcock, 1998).
Both introverts and extroverts should learn to construct knowledge socially and psychologically. It is important that introverts translate their thinking into language (Cain, 2012). We as teachers need to make it safe for them to do so. Allow them to share with just their closest one or to friends, give them a role and purpose during group work, such as note taker, and encourage them to jot their ideas down before sharing with others so that they gain clarity and confidence (Cain, 2012).
On the other hand, encourage extroverts to be reflective, and to focus on their inner thoughts. Ask them to think on paper during whole class discussions. This involves them drawing or writing their thoughts as they arise, rather than blurting them out. Not only does this mean they don't dominate the conversation, but it also forces them to reflect on their idea, and judge whether it is worth contributing, and when it would be appropriate to do so (Alcock, 1998).
We all use both means of construction, but it has been discovered that introverts prefer to construct their knowledge alone, whereas extroverts prefer to do so in a social environment (Hodgson, 2012). Instead of having a program that favours independent or group work, aim for a balance in your lessons.
Create opportunities for the extroverts to work with a partner and build their ideas socially, before moving into independent work (Alcock, 1998). Have open discussions, healthy debate, group problem solving activities, team challenges, and performance opportunities (Burress & Kaenzig, 1999).
Provide the introverted children with the choice to work independently, create small quiet spaces, allow thinking time and encourage journalling (Burress & Kaenzig, 1999). Remember, also, that introverts like to present their final product, rather than their draft workings. Honor this, but also show them that feedback can be non-confrontational and supportive. Because of this, sometimes letters, post-it notes, and emails work better than face-to-face feedback for introverts (Alcock, 1998).
Both introverts and extroverts should learn to construct knowledge socially and psychologically. It is important that introverts translate their thinking into language (Cain, 2012). We as teachers need to make it safe for them to do so. Allow them to share with just their closest one or to friends, give them a role and purpose during group work, such as note taker, and encourage them to jot their ideas down before sharing with others so that they gain clarity and confidence (Cain, 2012).
On the other hand, encourage extroverts to be reflective, and to focus on their inner thoughts. Ask them to think on paper during whole class discussions. This involves them drawing or writing their thoughts as they arise, rather than blurting them out. Not only does this mean they don't dominate the conversation, but it also forces them to reflect on their idea, and judge whether it is worth contributing, and when it would be appropriate to do so (Alcock, 1998).
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3. Teach introverted children coping strategies, and develop your own.
Often introverted children need to be provided with strategies
that help them to cope with the demands of a school day (Cain, 2012). Teach and
rehearse phrases with them for when they get into certain situations.
These may include:
-"I've enjoyed working with you, but I've got to go and do something else now."
-"I'll be the note taker."(when working in groups)
-"I will let you know my answer to that question in a while, I just need to think about it first".
-"I would like to work with (name) today"
-"I really enjoy playing with you, but today I have to help Mrs N with the gardening/in the library" (etc: safe places and activities within the school with fewer children).
These may include:
-"I've enjoyed working with you, but I've got to go and do something else now."
-"I'll be the note taker."(when working in groups)
-"I will let you know my answer to that question in a while, I just need to think about it first".
-"I would like to work with (name) today"
-"I really enjoy playing with you, but today I have to help Mrs N with the gardening/in the library" (etc: safe places and activities within the school with fewer children).
(Alcock, 1998), (Cain, 2012).
Develop your
own strategies to help the introverted children cope with the school day as
well. Some ways you may make your classroom more introvert friendly could
include:
-Ensuring the
class schedule is always on the whiteboard, and you make changes to it when
they arise. Introverts like structure and to be prepared for what is happening
(Burress and Kaenzig, 1999).
-Not seating quiet
children in high interaction areas. Give them the space they need to learn in a
comfortable, compatible way (Alcock, 1998).
-Being
intentional about wait time. Hodgson (2012) found that the majority of teachers
pause, on average, for less than one second. Introverts like to fully
gather their thoughts before speaking. Give them time to do this.
-Draw upon the principle of whanau, hapu and iwi, not only for Maori and Pasifika students, but all cultures (McGee and Fraser, 2007). These people know their children well, and will be safe, comfortable and secure. Seek advice and tips from them of effective strategies that they have used with their introverted children, information on situations their children find difficult, and invite them into the classroom. This will help you to support the children in a more informed way.
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Extroverts, compared to introverts, tend to have a diverse and broad range of interests, which they show little commitment to. Introverts, however, often have one or two deep interests and engage in these with extreme perseverance and dedication (Hodgson, 2012).
Cain (2012) explains that as teachers we need to learn about the interests of our introverted children. We need to praise them, nurture them, draw upon them, and stimulate their passion for them. Most importantly, we need to listen when they tell us about their interests.
Their passion for these interests can release them of their inhibitions, build their self-confidence, and transform their lives. Their dedication will take them far (Cain, 2012).
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5. Finally.
"We know from myths and fairy tales
that there are different kinds of powers in this world.
One child is given a light saber, another a wizard's education.
The trick is not to amass all the different kinds of available power,
but to use well the kind you've been granted".
(Cain, 2012, p. 266).
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