Our Extroverted Classroom.

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Our schools are overcrowded, spontaneous, unpredictable, and fast paced - the perfect environment for an extroverted child (Burress and Kaenzig, 1999). On the other hand, for an introverted child, a school day can seem like a magnificent feat, which conflicts with the traits of their introverted personality. They can feel overwhelmed, over stimulated, and continually out of their comfort zone, as they are pushed to contribute to group or whole-class discussions, participate in a socially intense environment and have minimal alone or explorative time (Burress and Kaenzig, 1999). Cain (2012) explains that when we "look at the class on mass they look like a room of joyfully squirming puppies" (p. 251), which makes missing the reserved, gentle, and quiet children, easy. 

One approach to learning is known as humanism. This approach prioritizes social and emotional domains, as well as valuing the individual child and their unique needs (Krause, Bochner, Duchesne and McMaugh, 2010). Typically humanist teachers seek to create a warm, pleasant and caring environment where children feel safe and worthy as themselves. They remind us that our role as a teacher stretches beyond the exchanging of content knowledge and into the need to develop and care for the human beings in front of us (Krause et al, 2010)

Maslow, an influential humanist theorist, invented the hierarchy of needs. He explains that human beings do not simply have survival needs, but also require a sense of belongingness, acceptance, self-respect and esteem (Krause et al, 2010). His theory challenges us to consider whether our current education system is fulfilling these needs of our introverted children.

Through continuing to establish classroom environments that do not suit introverted personalities, are we unintentionally discriminating against, and denying the introverted children? Are we using a one-size-fits all model, and using an approach which works for only some of the personalities within our class?

Humanists challenge us to consider how we can change our classrooms so that school is not a place that introverts must seek to survive, but a place where they can grow and flourish as individuals (Cain, 2012). It seems that we must no longer simply differentiate the content we teach, but change our teaching approach to cater to the different personalities within our classrooms (Eysenck, 1996). This is particularly so for the extroverted teacher, who finds it difficult to comprehend the demands a school day places on an introverted child (Hodgson, 2012).

If we are to cater to the introverted children within our class, we must adopt a humanist philosophy. We, as teachers, need to look beyond the way we view the world, and try to understand and value the individual and unique needs of our introverted students. We must try to see the world as they do.  

Introvert or Extrovert?

Isla and Xanthe represent two distinct personality types, introversion and extroversion. These terms were derived by Jung (1923), as cited by Burruss and Kaenzig (1999), and on the simplest level refer to where we gain our energy from (Hodgson 2012).

Introverts typically gain their energy from within themselves, retreating to quiet solitude to recharge. Extroverts, on the other hand, are energized from social interaction (Silverman, 1999).  This is why Isla prefers to retreat to her dreamland rather than play hopscotch with Xanthe.

Although most people draw on traits from both personality types, we usually identify more strongly with one, over another (Burruss & Kaenzig, 1999). By clicking  here, you can answer a few questions to determine which personality type you associate more strongly with. This quiz was created by Cain (2011) based on characteristics of introversion commonly accepted by contemporary researchers. 

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Adjectives derived from Cain (2012, p. 269) and Hodgson (2012, p. 60)

While introverts like to reflect on their thoughts, ideas and feelings, and process their words before speaking, extroverts gain clarity from talking and acting before thinking (Alcock, 1998). Silverman (1999) explains that introverts often fear public humiliation and are far more sensitive to the consequences or impact that their words or actions have. For this reason they often prefer to show the world their finished products, and like to carefully rehearse before they speak or act (Alcock, 1999). 

In 1967 Eysenck intended on discovering whether introversion and extroversion was related to our genetics. He discovered, as cited by Furnham and Strbac (2002), that compared to extroverts, introverts have higher cortical arousal levels within their brain, making them more sensitive to stimulation. This means that their cortical arousal levels will peak easily with change, interruption, large social interactions, jumping between activities and background music (Eysenck, 1996). As a result, they may find themselves needing to close off from the outside world and seek peaceful solitude in order to avoid being overwhelmed and over stimulated (Eysenck, 1996). The description of Isla shows this when it describes that Isla found the class noisy, too fast, and that she often got lost in discussions or expectations.

Lower levels of cortical arousal within extroverts means that, in comparison, they are often found intentionally seeking stimulation to avoid underarousal (Eysenck, 1996). They are bored by routines, easily engage in multiple, simultaneously occurring activities and pursue risk taking, excitable experiences. This explains why Xanthe enjoys going to different extra-curricular activities, with different people, everyday after school.

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According to Western culture, Xanthe, an extrovert, represents the ideal citizen, employee and student (Hodgson 2012). We want our children to have lots of friends, enjoy going to parties, greet new experiences with ease. We hold the belief that success and power lies in confidence, assertiveness, dominance, volume, and quick thinking (Cain, 2012).  And we translate these preferences onto our children (Hodgson, 2012).

Have we become so caught up in a need and desire to educate children into becoming this extrovert ideal that we have we have lost an ability to recognise and value the Islas's? The quiet, deep, gentle, creative, dreamers known as introverts? As teachers, are our group seating arrangements, noisy classrooms, rapid lessons, minimum wait time, charismatic natures, and negative perceptions surrounding introverts harming our Isla's and breeding a population of Xanthe's?

Isla&Xanthe.

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Isla (left) Xanthe (right). 

Isla was a sweet and cheerful girl. She had a serene stillness and gentle nature, a quiet and calm approach. At a glance, Isla blended into the crowd, but her classmates spoke with warmth and admiration towards her. She was always one to notice when someone was upset, and the first to be confided in. She listened with ease, and comforted with empathy and wisdom. Isla enjoyed playing hopscotch with her best friend Xanthe, but she loved retreating to her dreamland even more. She had a particular fascination with drawing exquisite and beautiful garments that she hoped to be in fashion week one day. 

Although Isla said that she enjoyed school, her teacher thought her to be removed, sensitive and shy. Her reports often read, "Isla has plenty of potential, if only she contributed more". She found the class noisy, and too fast, often getting lost in discussions or explanations. Not because she wasn't bright, but because she was engrossed in a concept her teacher mentioned last Tuesday. She felt flustered when the teacher spontaneously altered the classroom timetable, or rearranged the desks.

Isla found herself lost in the playground at lunchtime. Her brow line furrowed as she battled the overwhelming nature with which her friends bounced from one activity to the next. When her mum collected her, at the end of the day, she would have a rather quiet and emotional disposition. But after retreating to her room and snuggling up with a book, she seemed to return to her usual chirpy self. 

Isla seemed to live a rich inner life, that made her different from other girls her age. Especially Xanthe. The large red bow upon the top of Xanthe's head summed up her character quite nicely. She was bold and outgoing, confident and assertive. She liked to talk, rather than think, and found staying still rather boring. Monday was a long and tedious day for her, because it was the only day she didn't have either ballet, brownies, gymnastics, hockey or any other one of her many extra curricular activities on. Xanthe was funny, charming, exuberant, and one of the most popular girls at school, and she liked it that way. Her school reports described her as "an obvious leader, full of energy and relational skills. Xanthe's confidence and 'let's do it attitude' prepares her for a bright and successful future". She was an ideal student. 

Note: Any descriptions of children within this blog are entirely fictional, unless otherwise stated. They are, however, informed by relevant and contemporary research.

Hodgson (2012), Cain (2012), Alcock (1998) and Silverman (1999) informed my introverted and  extroverted descriptions of Isla and Xanthe.