Summary
This YouTube video discusses strategies for validating introverted students and teachers. The speakers emphasize the importance of recognizing introverts’ unique contributions, which often go unnoticed in classroom settings geared toward extroverts. They advocate for alternative assessment methods, such as mini-whiteboards, to reduce pressure and allow introverts to shine. The conversation also highlights the need for teachers to understand and adjust their teaching styles to accommodate different learning preferences, celebrating quiet focus and thoughtful contributions. Ultimately, the speakers promote creating inclusive environments that value both introverted and extroverted learning styles.
Time-stamps
- 0:00-3:23: The speaker uses the example of “Billy” to illustrate how repetitive feedback about the need to contribute more can be draining for introverted students. They argue that schools are set up with an extrovert ideal, where verbal participation is the primary measure of contribution, which can be detrimental to introverts’ self-efficacy and motivation.
- 3:23- 5:31: The speaker highlights the amazing potential within introverted students, using the example of powerful writing produced by introverted students in English class. They also acknowledge the need to help introverted students find their voice in the classroom. They note the importance of considering how professional development is designed to give introverted teachers and leaders a voice as well. Finally, they mention Doug Lemov and Barack Obama as examples of successful introverts.
- 5:31-8:04: The speakers discuss how teachers often fall into the trap of focusing on the need for quiet students to contribute more during parent-teacher conferences. They point out that this can be the only message that sticks with students and parents, even if many positive things are said. They also discuss how “hands up” questioning favors extroverted students, and that while cold calling is an improvement, it can still be intimidating.
- 8:04-10:55: The speakers advocate for the use of “tools for mass participation,” such as mini whiteboards, to allow all students to contribute and shine. They highlight the importance of giving students wait time to think and articulate their thoughts before being asked to share verbally, particularly for introverted students who may need more processing time.
- 10:55-13:22: The speaker discusses the importance of silence in the classroom for all students, especially introverts who thrive in quiet environments. They challenge the notion that a noisy classroom is necessarily a sign of learning, citing cognitive load theory, working memory limitations, and the power of silent focus. They advocate for differentiating instruction to cater to the needs of introverted students, not just in terms of academic difficulty but also in terms of learning environment and participation style.
- 13:22-14:12: The speakers conclude by emphasizing the “sacred silence” in the classroom, suggesting that teachers can celebrate and acknowledge periods of focused silence as achievements rather than framing them as punishments or indicators of a lack of activity.
What are the key implications for teachers in the classroom?
- Teachers should validate and celebrate introverted students in their classrooms. Introverted students may not be as vocal as extroverted students, but they are often very hard-working and thoughtful. Their contributions to the class may be more subtle, but they are just as valuable.
- Teachers should avoid putting introverted students on the spot. Introverted students may feel uncomfortable being asked to answer questions in front of the whole class. Instead, teachers can use strategies like “Think-Pair-Share” or “Write-Pair-Share” to give introverted students time to think about their answers before sharing them with others.
- Teachers should provide introverted students with opportunities to express themselves in writing. Introverted students may be more comfortable expressing themselves in writing than verbally. Teachers can give introverted students opportunities to write essays, poems, or stories.
- Teachers should create a classroom environment that is conducive to both introverted and extroverted students. This means creating a balance between quiet work time and opportunities for collaboration.
- Teachers should be aware of the “extroversion domination” in schools. Schools are often designed to favor extroverted students. Teachers should be mindful of this and work to create a more inclusive environment for all students.
- Teachers should celebrate the “sacred silence” in the classroom. A quiet classroom does not necessarily mean that learning is not taking place. Introverted students may thrive in a quiet environment where they can focus on their work.
- Teachers should be patient with introverted students. Introverted students may need more time to process information and formulate their thoughts. Teachers should give them the time they need to succeed.
By following these suggestions, teachers can create a more inclusive and supportive learning environment for all students.
