My Inquiry Project

BACKGROUND & HISTORICAL INFORMATION

The background and historical context of my inquiry question was very limited. While doing my research I found that the research subdivided itself into three broad categories from which I utilized information to come to my conclusions. The three broad categories consisted of society and how different personalities are perceived, teacher vs. student personalities and teaching strategies geared towards introvert students. Here is a list of terms that come across my research along with their definitions (Merriam-Webster Dictionary). 

  • Introvert: a shy person, a quiet person who does not find it easy to talk to other people
  • Shy: feeling nervous and uncomfortable about meeting and talking to people
  • Extrovert: a friendly person who likes being with and talking to other people: an outgoing person

NEW UNDERSTANDINGS

Society

In conducting my research, I found that society also plays a factor in how we view people with different personalities. Murberg perfectly puts into words what society is like today and how it impacts students: “in western schools today, it is expected that students are academically active, take part in learning activities, as well as participating and being interactive with their fellow students and teachers” Murberg (2010). This is evident in today’s society as many individuals and teachers today have some kind of extroverted personality. In classrooms we expect students to speak up and participate in class. With that being said many schools today are designed in mind with their learning catered towards extroverts, however “introverts need different kinds of instruction from extroverts” (Cain, pg. 253). As a result the school can be an uncomfortable and highly unnatural environment, “especially from the perspective of an introverted child who loves to work intensely on projects they care about and hang out with one or two friends at a time” (Cain, pg. 253). In relating the societal aspect to my experience, for my practicum school I am at a school that is highly academic and that consists of a high Asian immigrant student population. At the school most of the extra curricular activities are geared towards outgoing students who part-take in school activities year round. Yet students that are shy and introverted are expected to part-take in these activities as well but they do not because it makes them feel uncomfortable and the activities may not be of their interests so they do not feel the need to participate.

Figure 1: Ways in which Introverts & Extroverts Act (Mint Condition)

ExtrovertVSIntrovertCHART

Teacher’s Behaviours

Teachers often treat all their students in the same way because “when it comes to the classroom setting, the teacher is seen as a leader and leadership is a means of direction and a product of interaction” (Andabi 2013). As a teacher it is often easier and less time consuming to direct everyone with the same methods than to individualize learning for students. Students who are often shy and do not interact much are thought to have not understood the material being taught. Especially in our province where class sizes are too big and it is hard to create individualized instruction for students. Teachers end up catering their teaching to the masses rather than the individual. In a classroom once these shy students have been identified “teachers need to examine their own patterns of behaviour towards these children” (Byrnes 1984). This is extremely important because if teachers do not realize the way in which they are interacting with these students it could further cause them to become more uncomfortable and shy. These students may then not feel comfortable being in the classroom environment. Often teachers may become frustrated with these types of students because they find them “perplexing and frustrating because they rarely raise their hands in class, or engage in conversation afterword. It is difficult for educations to discern where they are reading such students or where they are engaged or bored” (Condon 2013). Teachers and future teachers like myself need to learn that students with introvert personalities are not a cause of frustration. Due to the fact that introvert students may not feel comfortable raising their hand in class does not necessarily mean that they are not taking in the material that is being taught.

Figure 2: Caring for Student’s with Different Personality Types (Techniques in Learning & Teaching)

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Characteristics of Introvert Students

Many people may not recognize the fact that introverted students comprise a large percentage of the student body, approximately 40% (Condon 2013). Teachers can change their behaviour around these students “by being partially aware of ever critical, disregardful or impatient signs in their own reactions, and by building a consistent and encouraging relationship with the student” (Byrnes 1984). One of the key identifying issues is to realize that introverted and extroverted students learn in different ways. They differ in ways in which they process information; they exhibit different classroom behaviour and they have different preferences in regards to assignments and activities (Condon 2013). Putting aside the differences between the two, teachers also need to “develop a sense of trust in students within the classroom by being fair, reasonable, respectful and consistent” (Collinson 1996). This includes not treating the students with introvert personalities any differently than the students they would connect with.

Personal Experience & Opportunities to Learn

My feelings prior to my research in regards to dealing with introvert students was that introverted students may not connect with me because they do not think of me as an authoritative figure. In their eyes I am a temporary adult figure that is conducting their class. “From the pupil’s point of view, student teachers lack the legitimate authority of regular teachers” (Bowd, pg. 37). However, even though I am seen as a temporary adult figure I feel as though I can develop relationships with these students by helping them learn in ways that work best for them. Despite being a temporary adult figure I found key strategies that I can incorporate in my classroom to help connect with introverted students.

Figure 3: Personality Characteristics of Introvert & Extrovert’s (Aurora Computer Studies)

introvert-Vs-extrovert

Teaching Strategies

In conducting my research I found two resources that provided helpful teaching strategies and techniques when teaching and engaging introvert students in a classroom environment.

The first few strategies are from Dagley’s article Making the Invisible Visible: a methodological and substantive issue. These are described below (Dagley, pg. 626-627):

  • Appropriate Pedagogy à includes asking questions personally or through written responses rather than publicly
  • Recognition of context à understanding that students may have the tendency to have a quieter personality but this can vary with the situation and change over time
  • Developing learning conversations à includes helping set goals and developing clear vocabulary that students will understand
  • Foregrounding the individual à realizing that even though students with introvert personalities have many commonalties it is the differences between them and their individualities that make them unique

The second resource that I found in dealing with introvert students comes from New York’s Best selling author, Susan Cain. Cain writes several techniques that a teacher can use in creating an ideal learning environment for introvert students. Those techniques are:

  • “Don’t think of introversion as something that needs to be cured” (Cain, pg. 255). In doing my research, I never though that introvert students needed to be cured.
  • “Studies show that one third to one half of us are introverts” (Cain pg. 255). Rather than creating lessons geared to the extrovert students, teachers should create a balance of teaching methods to reach all students.
  • “Introverts often have one or two deep interests that are not necessarily shared by their peers. Praise these kids for their interests, encourage them, and help them find like-minded friends, if not in the classroom, then outside it” (Cain, pg. 255). This can be done through about me-forms at the beginning of the term and incorporating their interest into your lessons throughout the term.
  • “Some collaborative work is fine for introverts, even beneficial. But it should take place in small groups – pairs or threesomes – and be carefully structured so that each child knows their role” (Cain, pg. 255). Starting off with think-pair shares before going into group discussions is always a good idea when wanting introvert students to speak out in class, also giving them a heads up that you may call on them will give them sufficient time to prepare themselves.
  • “Don’t seat quiet kids in “high-interaction” areas of the classroom” (Cain, pg. 255) Introverted students will be inclined to feel more threatened if you seat them in those areas and as a result will have trouble concentrating.

IMPLICATIONS & POTENTIAL APPLICATIONS TO PRACTICE

After conducting research on my inquiry question, I know for a fact that it will definitely impact my teaching practice. I have learned that students with introvert personalities are no different than those with extrovert personalities. As a result, my teaching methods will have to incorporate an alternating range of activities that appeal to both personality types. I plan on implementing these methods through having activities geared towards each personality group. For example, having a think-pair share activities rather than class discussion one day that way introverted students will feel comfortable talking in smaller groups. Below is a figure of various activities that can be implemented in the classroom that appeal most to introverted personalities. For me this is particularly useful because I often teach by using activities that make the most sense to me. Which means that by knowing these different learning habits of introverts I can be mindful of implementing them during my practicum.

Figure 4: Thompson (2012)

Introverted Students

  • Give the students options in assignments and classroom activities that allow introverts to choose which helps them learn and develop best.
  • Allow written dialogue and interaction, which now work well with computers, cell phones, the Internet and social media.
  • Break the assignments into multiple, staged smaller assignments, since introverts can be overwhelmed by deadlines and the way they think at length about large tasks.
  • Give introverts breaks to restore their energy.
  • Give the introverts privacy by letting them keep the results of their work private.
  • Be aware that tests favour extroverts, and disadvantage introverts. Introverts need conditions that allow them to focus and concentrate without distractions, tasks that allow them time to process information, which suggests they learn better with long-term assignments than tests with surprise questions.
  • Give the introverts strategies for interacting with people, such as preparing a script beforehand. Introverts are stressed by having to interact with others verbally in spontaneous situations, including talking on the phone, and by having to attend long meetings with large groups. Being able to take notes helps them adjust
  • Give the students work with cameras. Like taking notes, cameras allow introverts to mediate with the world in a separate, reflective way and, at the same time, give them a framework for developing interaction and social skills
  • Empower introverts with the awareness that they have the right to set boundaries that make them feel comfortable dealing with others.
  • Give introverts the time to process information and respond later. They need time to process information at their own speed and a private space without distractions and overwhelming stimulus.

Additional Resources:

1) Susan Cain  – TED Talk

2) BuzzFeed Video – Introvert vs. Extroverts