Part 1: Teaching introverts…

| By: Committee for Children

There is such a buzz these days about the word “introvert”. Author Susan Cain has created a new awareness with her bestselling book, “Quiet”. She and other experts explain an introvert is not someone who is shy. It is someone who gains his or her energy from being alone. This is unlike an “extrovert” who gains their energy from being around others. And of course there is a spectrum from highly social to not at all.

Although there is beginning to be a lot of information on this topic, there seems to be less on what it means to teach a child who is an introvert. But the fact is, we teachers have children in our classrooms right now who are both introverts and extroverts. How are we understanding these introverts/extroverts, honoring their individual personalities, and teaching them to help reach their full potential academically, emotionally, and socially?  

This is a two-part blog. This blog is about the highly misunderstood introvert and how you as his or her teacher can adapt your instruction to support this type of personality.

1.WAIT TIME! All effective teachers know that wait time is crucial when we teach. We have a diversity of learners. We have students whose hands immediately go up.  Often times we think the quickest hand is the quickest thinking child with the best answer. This is not necessarily the case. Introverts may have the best answer but just need a little more time to think. Give them that time to think. It doesn’t mean they aren’t just as smart as the first child who first had his or her hand up. In fact, it is many times the introverted child who comes up with a response, an idea, or a thought that is so profound it may even stump the teacher.

LISTEN. This is important as we learn so much from our students. We don’t have to do all the talking. In fact, many times the learning is in the dialogue of our students. Don’t interrupt these introverted students. And make sure you are fair about this rule. This shows them that they are in a safe environment. When they are ready to talk, it is a risk. If they are interrupted constantly by you or other classmates, they may be less likely to add to classroom discussions, which then may lead to them learning less over time.

MODEL. Once again, modeling (I do, we do, you do) is what the most effective teachers do, especially when teaching new learning targets and lessons. This is even more important with introverts. Students who are introverts often want to observe new situations before they enter into them. Role-play (a key element in curriculum like Second Step) is also a great tool to use in your classroom.

PREPARE your students. I’ve always made it an important part of my morning to go through that day’s schedule and highlight any differences or changes in the routine. Giving notice of upcoming changes helps alleviate anxiety for many introverts. When the classroom is predictable and the directions/guidelines are provided clearly, these introverted learners especially may feel safer and be more successful.  

RESPECT their privacy. Introverts can be very private people.  For example, sharing a student’s writing with the class without asking may make a child very uncomfortable. Get into the routine of always asking the children first before sharing any work they did or a story they shared with you.  You also need to be okay if they would rather you not share their work or story.

RESPECT in public. “In public” for our learners means the classroom environment in front of their peers or in school, whether it is in library, PE, or the cafeteria. Their own home is where introverts usually feel most comfortable.  No matter how comfy and cozy you make your classroom it is still a public setting. Because of this, it once again is a reminder that they are out of their comfort zone. Even if these students really like school, they would much rather be at home. It is draining to them to be in a classroom of peers. Never embarrass them in public. You may think it would be fun to invite a student to read aloud or to speak in front of the class. But if there was little notice or preparation, the child may feel very uncomfortable and emotionally drained in doing so.

A QUIET WHISPER, a look, or close proximity (moving near to them) is all it takes. Students who are introverts are very aware of their choices, and are learning social cues and skills like all children. They may push boundaries and not make the best choices, like any child might. The introverted student will most likely know what happened right after the incident and instantly begin beating themselves up about it internally. There is no need to further discipline this type of child much further. A nice quiet talk, even a look, or just moving beside them will stop whatever was happening or get them to reflect right away. It is always best to reprimand privately and make it a teaching moment.

SOCIALLY help them to find a best friend with similar interests. There is no need for a child to have to be a “friend liked by everyone” or have several friends. One or two strong friends who share the same interests will help a child who is an introvert flourish socially. Be okay with this and as long as the child is kind, includes others, and gets along with other children, encouraging these close friendships is great for social development.

ACCEPT them “as is”. Remember that putting labels on children as “introvert” or “extrovert” is not what this awareness is about. We have all sorts of personalities in our classrooms so being aware that the personality is a factor that affects our learners is very important. Accepting each one as his or her own individual is most important.

It is wise to think about your own teaching practices throughout the day. Does your instructional time allow for whole group, cooperative small groups, and independent learning time equally? Maybe you find you have many children who are introverts one year, so possibly your structure would change. You may find yourself doing more independent reading or writing rather than whole group activities.

Think about your own self as a teacher. Are you an introvert or extrovert? Does the day at school being surrounded by people all day give you energy or drain you? If it drains you, do you have techniques throughout the day to find some of that “alone” time to recharge so you can be back “on” for your students? Share this with your students! There is so much to think about in teaching and being self-aware is a great beginning.