Dealing with Introverted Students

Research Paper Class

Drs. H. Sofian, M.Sc

Adela Zakiyatunnisa
F12111067
Semester IV, Class A
DPNA No.

English Education Study Program

Teacher Training and Education Faculty
Tanjungpura University
2014
 Dealing with Introverted Students

Ill be honest with you, Im a little bit of a loner. Its been a big part of my
maturing process to learn to allow people to support me. I tend to be very
self-reliant and private. And I have this history of wanting to work things out
on my own and protect people from whats going on with me.
Kerry Washington

Teachers usually encourage their students to be actively involved in class discussions by asking

and answering questions. In English class, there can be discussions to promote students learning.

Teachers might grades class participation often. Even if the teachers do not include class

participation in their grades, how a student behaves in class does influence teachers perception

of the students abilities. However, students of a certain personality might be at a disadvantage in

this situation unless teachers recognize, appreciate, and foster their unique skills. These students

are introverts.

In order to create an effective teaching and learning process, teachers need to know the art of

dealing with introverted students; how to bring the best of them. There are three main points that

will be covered. First, defining introverts; teachers should understand who introverted students

are. Second, strategies to engage introverted students; teachers should know how to make

introverted students get involve in teaching and learning process. And the last, recommendations;

teachers should know how to give the best school environment for introverted students.
Defining Introverts

One factor in evaluating students that has been ignored is personalities. To better understand a

students personality, we need to examine whether the student is an extrovert or an introvert.

Introvert and extrovert are basic personality types which are proposed and developed by the

20th-century Swiss psychologist Carl Jung. According to his theories, an introvert is a person

whose interest is directed inward toward his own feelings and thoughts, in contrast to an

extrovert, whose attention is directed toward other people and the outside world.

Generally, introverts expend energy in social situations and must spend time alone to recharge.

Extroverts gain energy from being social. Introverts may be misunderstood as shy, but this is not

quality of introversion. Shy is a fear of social interaction. Anyone can be shy, introvert or

extrovert. Fear of speaking in front of people could be considered shy, and since probably 90%

of people have this fear, introverts are not considered as shy.

Introverts have a rich inner life. They may not make small talk, but may be able to speak at

length about topics that interest them. Introverts value a few close and nurturing friendships; they

like being with people, but also enjoy time alone.

Evidence shows extroverts and introverts think differently. According to an article by Tami

Isaacs, PhD. in Teaching and Learning as presented on the Family Focus Website, Research has

shown that extroverts and introverts process information differently using different parts of the

brain and different neurotransmitters. The extrovert draws upon small amounts of information in

his short term memory in developing his thoughts, while the introvert recalls thoughts stored in

his long term memory to build more complex associations. The introvert needs more time,

therefore, to develop his ideas and express them.

Based on these differences, teacher should see that the extroverted students and the introverted

students perform differently in the classroom. In a lively classroom the extrovert appears excited

by the discussion and eager to participate, while the introvert may seem unenthusiastic and

unsociable. These perceptions are not presenting a complete picture of our students. The introvert

is so busy reflecting on the ideas that it does not occur to him to volunteer to answer questions.

Extroverts and introverts also vary in their response to external stimulation. An extrovert thrives

in an active setting and wants variety in the material presented. The introvert tries to reduce the

amount of outside stimulation by behaving in a passive manner and prefers fewer topics

presented in more depth.

More characteristics of introverted students are listed below:

Prefer to study alone with little noise or interruption

Participate less in class, since they prefer to process ideas by thinking to themselves

rather than by speaking to others

Take more time to process information because they process more deeply
Choose to spend their free time reading
Generate ideas from internal sources
Prefer to listen, watch and reflect
Like to observe others before attempting a new skill
Focus on internal thoughts, feelings, or impressions
Draw their energy from their inner experience
Do best in a safe and supportive environment
Involved in observing and processing information
Prefer to work independently or in small groups
Speak in class only when they have processed an idea, rehearsed it, and prepared

themselves to offer their idea to the group

Strategies to Engage Introverted Students

Kendra Cherry, the author of the Everything Psychology Book (2nd Edition), said that

approximately 40% of learners are introverted teachers. They are still sociable, yet they prefer to

solve problems on their own. Introverted teachers enjoy generating energy and ideas from

internal sources, such as brainstorming, personal reflection, and theoretical exploration. These

learners prefer to think about things before attempting to try a new skill.

How can teachers provide support for introverted students in their classroom? First teachers

should be aware that the student sitting in the back may be an interested introvert and not an

unmotivated student. The introvert is comfortable when allowed to observe and uncomfortable

when pressured to perform. In order to get this student involved, special teaching strategies is

needed. To help introverted students get involve in class discussions:

Assign material for an upcoming discussion in advance.

Pause after asking a question. Several seconds of silence may encourage introverted

students to answer.
Notice whether extraverted students are dominating discussion.
At a crucial point in discussion, have students pause to write their thoughts. Resume

discussion by first calling on students, then taking volunteers.

Make eye contact with introverted students during discussion. Notice posture and facial

expressions, which may indicate their level of engagement.

Notify an introverted student that you will invite them to comment on a specific thing in

several minutes. The student has time to prepare without feeling pressured.
Design rotations for responses so students can expect to answer without feeling singled

out.
Discuss introverted students interests with them one-on-one outside of class. They may

be encouraged to contribute in the classroom.

Other strategies for teachers to engage introverted students are listed as follow:
 Give introverted students the ability to learn and share in their own way.
Do not force group work; rather, let introverted students choose their best path for

optimal performance.
Give introverted students a way to express themselves in their comfort zone. It is known

that introverted students prefer to write rather than to speak. Ask them to summarize their

ideas by writing it online, for example on Facebook groups or blogs.

Do not force the introverted student to be a spoken person or refer to him/her as socially

challenged. There is nothing socially, emotionally, or developmentally wrong with them.

Provide them with the opportunities to explore and encourage their interests, in their own

ways.
Celebrate the differences in personalities within the class.
Respect who they are, show it, and mean it.
Foster a safe learning environment. Students need to feel both secure and respected in the

classroom. They have to know that a wrong answer will not be laughed at by the students

or the teacher.
Give them space and time to grow. Let them find their own path within the classroom to

create better result.

Make the lesson deep and meaningful. Introverted students are often quiet because they

are deep thinkers. They enjoy lessons that challenge their world view and force them to

really chew on a concept in their brains. At the same time, introverts tune out things they

view as shallow or meaningless. If the teacher is trying to encourage more participation

from introverted students, they need to fill the lesson with a lot of substantial material.
Dont try and change the introverted student, as this comes with great consequence.

Forcing highly apprehensive young people to perform orally is harmful, writes

communications professor James McCroskey. It will increase apprehension and reduce

self-esteem.

Recommendations
To create the best school environment that will work for introverted students, teacher might

apply the following recommendations:

Balance teaching methods to serve all students in class. Extroverts tend to like

movement, stimulation, and collaborative work. Introverts prefer lectures, downtime, and

independent project. Therefore teacher needs to mix it up fairly.

It is very important that the teacher listen when an introverted student raise his/her hand.

If an introverted student step out of his/her comfort zone to raise their hand, it means they

have given great thought to what they want to say and genuinely want to be heard. If it is

possible to honor that request, please do so. As mentioned earlier, it may be well after the

teacher have introduced a thought because an introverted student needed time to think it

through, and the teacher may be ready to move on to something else. However, if the

teacher can take that extra minute to give the introverted student a chance to contribute, it

will go a long way toward encouraging future participation and to the introverted student

feeling valued in class.

Introverts often have one or two deep interests that are not necessarily shared by their

friends. Sometimes they were made to feel weird for their hobby, but research suggests

that this is actually the beginning of talent development.

Some collaborative work is fine for introverts, even beneficial. But it should be take place

in small groups or pairs, and carefully structured so that each student knows his/her role.

Roger Johnson, co-director of the Cooperative Learning Center at the University of

Minnesota, says that introverted students benefit especially from well-managed small-

group work because they are usually very comfortable talking with one or two of their

classmates to answer a question or complete a task, but would never think of raising their
 hand and addressing the whole class. It is very important that these students get a chance

to translate their thoughts into language.

Conclusion

After teacher understand who introverted students are, know how to engage introverted students

in class, and know how to create the best school environment for introverted students, teacher

would make teaching and learning process effective for both introverted and extroverted

students. Determining how to engage all students in meaningful learning activities, whether it is

discussion, group work or other, will require further research and exploration. The starting point

of dealing with introverted students is to see them in a different perspective, not as a passive,

unresponsive individual but as a student with something to say and contribute in their preferred

ways.

References

Cain, Susan. Quiet. England: Penguin Books, 2013.

Richardson, Rita Coombs, and Emily Arker. Personalities in the Classroom: Making the Most of

Them. Kappa Delta PI Record, 2010.

Jewell, Natalie. "Definition of Introvert." Thoughtful-Self-Improvement. <http://thoughtful-self-

improvement.com/Definition-of Introvert.html#sthash.EGeXc7Gy.dpbs>

Introvert and Extravert. The Encyclopdia Britannica. Encyclopdia Britannica, Inc.

<http://global.britannica.com/EBchecked/topic/292139/introvert-and-extravert>
Cherry, Kendra. Learning Styles Based on Jung's Theory of Personality. About.

<http://psychology.about.com/od/educationalpsychology/ss/jung-styles_3.htm>

Isaacs, Tami. Introverted Students in the Classroom: How to Bring Out Their Best. Faculty

Focus. Magna Publications. <http://www.facultyfocus.com/articles/teaching-and-

learning/introverted-students-in-the-classroom-how-to-bring-out-their-best/>

Sloan, Barbara Jane. Do You Know Your Introverted Students? Ave Maria Press. Ave Maria

Press. <https://www.avemariapress.com/engagingfaith/2011/08/do-you-know-your-

introverted-students/>

Shulman, Robyn. Understanding, Embracing & Celebrating The Introverted Student. Chicago

Now. CTMG - A Chicago Tribune. <http://www.chicagonow.com/educators-

diary/2012/09/understanding-embracing-celebrating-the-introverted-student/>

Dahl, Diane. The Introverted Student. For The Love of Teaching.

<http://www.fortheloveofteaching.net/2010/07/introvert-student.html>