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.

Our Extroverted Classroom.

Picture from here

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. 

Picture from here
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.

Picture from here

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?