Every classroom has extroverts and introverts. Approximately one-third of students are introverts. There may be an unconscious bias in the classroom against kids who are more reserved because they don’t participate as much and may seem less engaged.
The Western world tends to cater to extroverts but some of the greatest contributions to society have been made by introverts. Teachers need to support introverts in the classroom and this requires rethinking how to support them.
Draw out their best qualities
Introverts can be quiet and sensitive but they can also be observant, imaginative, good listeners, deep thinkers, and tuned into the feelings of others. They listen carefully and don’t jump to conclusions. They tend to think before they speak so they make thoughtful contributions to discussions. Teachers who draw out these qualities will experience what an asset introverts can be in the classroom.
Labeling introverts as shy or nervous can impact their self-esteem. Introverts who are expected to fit into the extrovert ideal are in danger of withdrawing and feeling anxious. Youth counselling in Burnaby can help introverts to develop a strong self-image. Counsellors will help them to make changes that are tangible and noticeable in their lives.
Find the best ways to connect with them
Introverts can tend to fade into the background so it’s important for teachers to find ways to connect with them. They generally don’t like to be put on the spot or singled out in class. Subtle communication, like a smile or making eye contact, lets them know that a teacher is aware of them.
A teacher saying something quietly as they leave the classroom can help to create a connection and make them feel appreciated. Handwritten notes on their homework can also help.
Create private places for having a quiet time
A classroom that has only large, communal areas with a focus on collaborative activities and group work can be difficult for introverts. Some small sequestered corners that encourage a quieter atmosphere give them a chance to find the solitude they need in the classroom setting.
After participating in communal activities, introverts need to have some time alone to recharge. Instead of continual group work, teachers should try to move back and forth between group projects and solitary work. This gives the introverts time to quiet their brains after all the stimulation and prepares them for more interaction.
Focus on the quality and not the quantity of participation
If teachers grade participation, they should grade on quality and not quantity. Introverts may participate far less than extroverts, but their answers are usually more thoughtfully considered.
Not calling on students for at least a minute or two after posing a question gives introverts the time they need to gather their thoughts and prevents extroverts from blurting out the first answer that comes to mind. Teachers could also ask students to first respond to questions in note form before inviting verbal responses.
Don’t overprotect them
Overprotecting introverts in the classroom isn’t helpful for them. They sometimes have to feel uncomfortable and take risks, even if it means making mistakes. They need to learn how to express their ideas and benefit from the perspectives of others. While exposure to attention and potential criticism may be hard for introverts, it is necessary for them if they are to stretch and develop.
A supportive environment encourages them to participate and take risks outside of their comfort zone. As they won’t want to take risks just for the sake of it, teachers should try to tie them to something meaningful, like their interests or passions. When teachers frame risks in this way, it gives introverts a good reason for participating.