How.

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).

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2. Acknowledge that introverts and extroverts construct knowledge differently, and provide opportunities for them to do so. 

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).

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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).

(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. 

-Not being afraid to change the tone and energy you use when approaching different children. Be aware of your children's still and calm disposition, or their flamboyant humorous nature and respond to this appropriately. 

-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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4. Find their passion. 

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). 

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.
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"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.

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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.