Introverted Students, Positive Learning Environments, and Classroom Management
This journal entry gives insights on introverted students. How do we create a positive learning environment for them? How do we manage the classroom so that they are included and recognized? After completing this entry, I actually found an additional related resource that would be worth visiting: http://www.transformativeclassroom.com/more.php?axi
Objective
“In the Ted Talks video,(http://www.ted.com/talks/susan_cain_the_power_of_introverts.html), Susan Cain shares her insight on introversion. Here’s the summary from the Ted Talks website:
In a culture where being social and outgoing are prized above all else, it can be difficult, even shameful, to be an introvert. But, as Susan Cain argues in this passionate talk, introverts bring extraordinary talents and abilities to the world, and should be encouraged and celebrated.
Cain discusses how school and work environments are geared towards stimulating extroverts, and ignore the low-key stimulation that introverts need.
Here’s the full video:
Reflective
Upon watching the video above, I thought, “Oh, thank goodness! Someone has finally said it!”
Interpretive
Much like Cain, I am more introverted, and have felt the pressures to be more extroverted. For instance, once upon a time, I was once in an impromptu meeting with senior executives to discuss the development of a training program. After the meeting, I emailed them some additional thoughts I had on what was said. Their reply was a professional scolding for not sharing these thoughts during the meeting. The senior executives used negative reinforcement to promote extroversion when I felt that I should have been given positive feedback for further exploring the ideas in a deeper manner– a natural activity for an introvert.
I didn’t always identify myself as an introvert. For a long time, I was in denial about this characteristic. This denial came from my need to be accepted in a society that values extroverts. I did everything I could to be a social and personable individual and ignored the uncomfortable feeling of being in a high-stimulation environment.
Because of the pressures to be extroverted, I chose to study Marketing and Communication in university. I thought that if I were surrounded by extroverts (typical of the Marketing and Communication disciplines) that I would somehow transform into a social butterfly. I also thought that I could become an outgoing individual if I studied these disciplines because the subject matter was about about interacting with the public and strangers.
When I obtained my degree, and started my career, I ended up being an educator (software trainer). The pressure to build rapport with strangers (i.e. my clients/learners) was so great that I had gone as far as Googling, “how to make small talk”. I suppose this search itself demonstrates how much of an introvert I am — engaging in research and deep thought ABOUT socializing versus taking the more extroverted approach and heading into a crowd and thriving from the energy and potential experience.
I believe at this point I realized that I was more of an introvert than an extrovert. The evidence was surmounting:
- I prefer individual activities in my free time like reading, knitting, running, and yoga.
- I find that I am mentally exhausted after socializing. Even being around large crowds of people is tiresome.
- I find high-stimulation environments distracting.
- I tend not to ask others about themselves as I feel that I would be intruding.
Now that I’ve watched Cain’s talk and have recognized the pressures that society has put on introverts, I feel the need to modify my teaching approach to create a positive learning environment that fosters both extroverts and introverts.
Currently, in my training sessions, introverted students are pressured to be extroverted in order to be considered good performers. All class activities are collaborative in nature. There are no activities where learners are independent (unless you get a session with one student). In the sessions, the trainers are constantly passing mouse control to students and facilitating group discussions.
Decisional
In creating a balanced menu of learning activities, my department will need to adopt and create tasks that stimulate introverts and extroverts. For example, we could pose a discussion question for learners to take with them to think about outside of the training session. In the next session, we would have students communicate their findings. The chance to reflect and think critically outside of class would satisfy the yearning of introverts to engage in deep thought, and the presentation of information in the following session would satisfy the stimulation that extroverts need. This is just one example. I feel my training team will need an arsenal of these activities. I will set up a brainstorming meeting. (By the way, I like how these journals give me so many great ideas for my team. My team members are often excited when I let them know my findings from these entries.)
However, what I should point out is that no individual is completely introverted or completely extroverted. So likely, these activities would not cause severe cases of anxiety in students.
Another action item would be to create a pre-course quiz that would actually let students know if they are more on the introverted or extroverted side. I know that many assume they are more of one over the other, but sometimes these results can be surprising. This information can be revealing because students who are actually more introverted may discover that they are actually behaving like extroverts because of societal pressures (which can be stressful for introverts). This can provide them with insight about how they learn best and give them a sense of ownership in helping the trainers mold the session to their needs. This empowers students to learn the way they want – which is an intrinsic motivator.