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FM","link":"/"}},"mindshift_62734":{"type":"posts","id":"mindshift_62734","meta":{"index":"posts_1591205157","site":"mindshift","id":"62734","score":null,"sort":[1700046055000]},"guestAuthors":[],"slug":"when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","title":"When Parents Only Focus on College Admissions, Essential Skills Can Slip Through the Cracks","publishDate":1700046055,"format":"standard","headTitle":"When Parents Only Focus on College Admissions, Essential Skills Can Slip Through the Cracks | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The transition from high school to college has become a rite of passage laden with expectations – chief among them is the assumption that admission to a prestigious college is the golden ticket to future success. However, \u003c/span>\u003ca href=\"https://twitter.com/anahomayoun?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Ana Homayoun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an academic advisor and early career development expert, challenges the belief that taking all AP classes, starting on the varsity team and being first string in orchestra guarantees the skills a student needs to thrive in college and beyond. “We all play a role in supporting students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">beyond grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test scores and college admission,” she said. “I started to think about what are the key skills that are not just crucial for our livelihood but also for social and economic mobility.” In her book \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission,\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Homayoun draws from over two decades of working with students to show how the narrow focus on competitive college admissions has inadvertently sidelined necessary skills like organization, planning, prioritization and non-transactional relationship building. These assets, she added, are essential for success not only in college but also in career paths and personal relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there have always been students who were not ready for college, Homayoun noted that the \u003c/span>\u003ca href=\"https://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/\">\u003cspan style=\"font-weight: 400\">pandemic has made this more common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Particularly after the last few years, I will say that students’ skill sets aren’t as developed as they were in the past,” she said. Today’s students may struggle with managing their time effectively, building meaningful connections, and adapting to the challenges of a dynamic post-high school environment. Homayoun helps families establish a new approach to academic success and overall well-being that will sustain children in their journeys after K-12 education. She advises moving away from the \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">relentless pursuit of accolades\u003c/a> and places a renewed emphasis on social well-being and emotional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given that there’s no one-size-fits-all path to success for any student, parents can support their child in \u003c/span>\u003cspan style=\"font-weight: 400\">building strong habits and refining skills that have a lasting impact on long-term success.\u003c/span>\u003cspan style=\"font-weight: 400\"> According to Homayoun, paying attention to kids’ energy levels, honing extracurricular commitments, and improving conversation skills yields benefits that extend far beyond gaining acceptance into college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pay attention to energy levels\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s common for parents to get caught up in a culture of comparison and wonder if their child is involved in enough activities for the college admissions process, especially during the transition from middle to high school, Homayoun pointed out. She urges parents to shift their perspective from time management, often driven by an unending to-do list, to \u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">energy management\u003c/a>. Being attuned to a child’s energy levels empowers parents to understand their behavior patterns and support them in recharging when necessary. Homayoun said it can be as simple as asking three key questions: “What energizes you? What drains you? And how do you recharge?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can monitor their child’s energy levels by assessing the activities they participate in and ensuring there is a healthy balance between activity and rest. For instance, a child might require more transition time when moving between activities or need solo time during the weekend to recover from a demanding week. A child’s energy profile may evolve over time. Circumstances such as an injury, breakup, or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59837/four-circles-of-self-care-a-tool-to-help-students-make-mental-health-a-daily-practice\">\u003cspan style=\"font-weight: 400\">mental health concerns can also have an impact on a child’s energy profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether temporarily or more permanently. Homayoun suggested that parents stay flexible and shift priorities accordingly.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s crucial to move away from the notion that there is something “wrong” with an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">introverted child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who doesn’t socialize in the same way as their extroverted siblings or parents, said Homayoun. Embracing and respecting individual energy profiles allows each child to thrive in their own way, ensuring that they have the space and support to develop the skills and self-awareness necessary for a successful journey through education and beyond. While the race to college acceptance can push children to keep going until they burn out, shifting the focus to energy management helps parents support their child in a more sustainable and balanced approach to life.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Determine what is going to “take the B”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Homayoun introduces the concept of “taking the B,” which means deciding which activities and obligations can take a back seat in one’s life. As children grow older, activities that were once minor commitments may start demanding more time and energy, leading to packed schedules that leave little room for rest, reflection and open-ended exploration. “I regularly see students who are in school from 8:30 a.m. to 3 p.m., and then have an activity from 3:30 to 6 p.m., and then need to commute home and complete one to three hours of homework,” wrote Homayoun. This kind of demanding schedule takes a toll on their energy, mood and motivation. It can foster a sense of never doing enough and an unceasing pressure to do more, which, in turn, can erode their self-esteem. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">Valuable sleep time is often sacrificed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as schedules become increasingly packed. “For students, the notion of “taking the B” shouldn’t be about grades or test scores but rather daily and weekly allocation of energy,” wrote Homayoun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental fears can often shape a student’s schedule, with concerns that reducing extracurricular involvement may limit future opportunities. However, Homayoun emphasizes that the “bigger, better” culture doesn’t necessarily benefit anyone. Rather than encouraging kids to do it all, she urged parents to help them assess their schedules and \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\">identify activities that can be scaled back\u003c/a>. This doesn’t necessarily mean quitting an activity entirely. For instance, if a student enjoys playing a sport but doesn’t want to commit to it at a high level, they can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">join a low-commitment recreational league\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reducing a child’s commitments can enable them to experience greater happiness, improved rest and less burnout.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Build conversation skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the students Homayoun has worked with who have achieved the professional or personal success they aspired to possess strong conversation and small talk skills. “We get stuck in this faulty finish line of college admissions and the test scores and grades. And we think, ‘Oh, well, this kid is getting great grades, then they clearly are doing fine,’ but they don’t have the ability to connect,\u003c/span>\u003cspan style=\"font-weight: 400\">” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Developing better small talk skills can boost a student’s confidence in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">navigating new social environments that might otherwise feel overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Homayoun encourages students to engage in conversations with people from different generations, because conversations with peers or family members can be limiting. “A lot of students are like, ‘Oh, I’m talking about college admissions with my classmates.’ And I’m like, ‘Well, none of them have applied to college yet,’\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003cspan style=\"font-weight: 400\"> said Homayoun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who are looking to build their child’s small talk skills, Homayoun suggested making it a game. During gatherings, whether they are family events or neighborhood barbecues, parents can challenge their child to initiate brief conversations with three new people. This practice not only helps in making eye contact, reading nonverbal cues, starting a conversation, asking questions, and wrapping up a conversation effectively but also improves their confidence in social situations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer jobs that involve interacting with the public, like working at a grocery store or lifeguarding at a local pool, can help teenagers build their conversation skills. Additionally, \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2120668119\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that the more small conversations and interactions a person engages in, the more likely they are to experience increased happiness, as they establish meaningful connections with others and build a foundation of positive social interactions. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many soft skills that children can benefit from developing. It may not require parents to add more activities to their schedule; rather, it could just mean fine-tuning their existing interests to help them thrive in the long run.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"What are the keys to success beyond college admissions? In her book, “Erasing the Finish Line,” Ana Homayoun teaches parents to nurture essential skills like energy management, strong habits, and effective conversations for lifelong well-being.","status":"publish","parent":0,"modified":1713534407,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1382},"headData":{"title":"When Parents Only Focus on College Admissions, Essential Skills Can Slip Through the Cracks | KQED","description":"Author and academic advisor Ana Homayoun says parents should nurture skills like energy management and small talk in their kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Author and academic advisor Ana Homayoun says parents should nurture skills like energy management and small talk in their kids.","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Parents Only Focus on College Admissions, Essential Skills Can Slip Through the Cracks","datePublished":"2023-11-15T11:00:55.000Z","dateModified":"2024-04-19T13:46:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The transition from high school to college has become a rite of passage laden with expectations – chief among them is the assumption that admission to a prestigious college is the golden ticket to future success. However, \u003c/span>\u003ca href=\"https://twitter.com/anahomayoun?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">\u003cspan style=\"font-weight: 400\">Ana Homayoun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an academic advisor and early career development expert, challenges the belief that taking all AP classes, starting on the varsity team and being first string in orchestra guarantees the skills a student needs to thrive in college and beyond. “We all play a role in supporting students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">beyond grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test scores and college admission,” she said. “I started to think about what are the key skills that are not just crucial for our livelihood but also for social and economic mobility.” In her book \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission,\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> Homayoun draws from over two decades of working with students to show how the narrow focus on competitive college admissions has inadvertently sidelined necessary skills like organization, planning, prioritization and non-transactional relationship building. These assets, she added, are essential for success not only in college but also in career paths and personal relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there have always been students who were not ready for college, Homayoun noted that the \u003c/span>\u003ca href=\"https://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/\">\u003cspan style=\"font-weight: 400\">pandemic has made this more common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Particularly after the last few years, I will say that students’ skill sets aren’t as developed as they were in the past,” she said. Today’s students may struggle with managing their time effectively, building meaningful connections, and adapting to the challenges of a dynamic post-high school environment. Homayoun helps families establish a new approach to academic success and overall well-being that will sustain children in their journeys after K-12 education. She advises moving away from the \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">relentless pursuit of accolades\u003c/a> and places a renewed emphasis on social well-being and emotional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given that there’s no one-size-fits-all path to success for any student, parents can support their child in \u003c/span>\u003cspan style=\"font-weight: 400\">building strong habits and refining skills that have a lasting impact on long-term success.\u003c/span>\u003cspan style=\"font-weight: 400\"> According to Homayoun, paying attention to kids’ energy levels, honing extracurricular commitments, and improving conversation skills yields benefits that extend far beyond gaining acceptance into college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pay attention to energy levels\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s common for parents to get caught up in a culture of comparison and wonder if their child is involved in enough activities for the college admissions process, especially during the transition from middle to high school, Homayoun pointed out. She urges parents to shift their perspective from time management, often driven by an unending to-do list, to \u003ca href=\"https://www.kqed.org/mindshift/60543/what-parents-need-to-monitor-about-teens-sleep-beyond-the-hour-count\">energy management\u003c/a>. Being attuned to a child’s energy levels empowers parents to understand their behavior patterns and support them in recharging when necessary. Homayoun said it can be as simple as asking three key questions: “What energizes you? What drains you? And how do you recharge?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can monitor their child’s energy levels by assessing the activities they participate in and ensuring there is a healthy balance between activity and rest. For instance, a child might require more transition time when moving between activities or need solo time during the weekend to recover from a demanding week. A child’s energy profile may evolve over time. Circumstances such as an injury, breakup, or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59837/four-circles-of-self-care-a-tool-to-help-students-make-mental-health-a-daily-practice\">\u003cspan style=\"font-weight: 400\">mental health concerns can also have an impact on a child’s energy profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether temporarily or more permanently. Homayoun suggested that parents stay flexible and shift priorities accordingly.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s crucial to move away from the notion that there is something “wrong” with an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students\">\u003cspan style=\"font-weight: 400\">introverted child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who doesn’t socialize in the same way as their extroverted siblings or parents, said Homayoun. Embracing and respecting individual energy profiles allows each child to thrive in their own way, ensuring that they have the space and support to develop the skills and self-awareness necessary for a successful journey through education and beyond. While the race to college acceptance can push children to keep going until they burn out, shifting the focus to energy management helps parents support their child in a more sustainable and balanced approach to life.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Determine what is going to “take the B”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Homayoun introduces the concept of “taking the B,” which means deciding which activities and obligations can take a back seat in one’s life. As children grow older, activities that were once minor commitments may start demanding more time and energy, leading to packed schedules that leave little room for rest, reflection and open-ended exploration. “I regularly see students who are in school from 8:30 a.m. to 3 p.m., and then have an activity from 3:30 to 6 p.m., and then need to commute home and complete one to three hours of homework,” wrote Homayoun. This kind of demanding schedule takes a toll on their energy, mood and motivation. It can foster a sense of never doing enough and an unceasing pressure to do more, which, in turn, can erode their self-esteem. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59625/three-reasons-teens-need-later-school-start-times\">\u003cspan style=\"font-weight: 400\">Valuable sleep time is often sacrificed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as schedules become increasingly packed. “For students, the notion of “taking the B” shouldn’t be about grades or test scores but rather daily and weekly allocation of energy,” wrote Homayoun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental fears can often shape a student’s schedule, with concerns that reducing extracurricular involvement may limit future opportunities. However, Homayoun emphasizes that the “bigger, better” culture doesn’t necessarily benefit anyone. Rather than encouraging kids to do it all, she urged parents to help them assess their schedules and \u003ca href=\"https://www.kqed.org/mindshift/61739/when-should-you-let-your-kid-quit\">identify activities that can be scaled back\u003c/a>. This doesn’t necessarily mean quitting an activity entirely. For instance, if a student enjoys playing a sport but doesn’t want to commit to it at a high level, they can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">join a low-commitment recreational league\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Reducing a child’s commitments can enable them to experience greater happiness, improved rest and less burnout.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Build conversation skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the students Homayoun has worked with who have achieved the professional or personal success they aspired to possess strong conversation and small talk skills. “We get stuck in this faulty finish line of college admissions and the test scores and grades. And we think, ‘Oh, well, this kid is getting great grades, then they clearly are doing fine,’ but they don’t have the ability to connect,\u003c/span>\u003cspan style=\"font-weight: 400\">” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Developing better small talk skills can boost a student’s confidence in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58462/how-to-help-anxious-students-re-adjust-to-social-settings\">\u003cspan style=\"font-weight: 400\">navigating new social environments that might otherwise feel overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Homayoun encourages students to engage in conversations with people from different generations, because conversations with peers or family members can be limiting. “A lot of students are like, ‘Oh, I’m talking about college admissions with my classmates.’ And I’m like, ‘Well, none of them have applied to college yet,’\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003cspan style=\"font-weight: 400\"> said Homayoun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who are looking to build their child’s small talk skills, Homayoun suggested making it a game. During gatherings, whether they are family events or neighborhood barbecues, parents can challenge their child to initiate brief conversations with three new people. This practice not only helps in making eye contact, reading nonverbal cues, starting a conversation, asking questions, and wrapping up a conversation effectively but also improves their confidence in social situations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer jobs that involve interacting with the public, like working at a grocery store or lifeguarding at a local pool, can help teenagers build their conversation skills. Additionally, \u003c/span>\u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2120668119\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that the more small conversations and interactions a person engages in, the more likely they are to experience increased happiness, as they establish meaningful connections with others and build a foundation of positive social interactions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many soft skills that children can benefit from developing. It may not require parents to add more activities to their schedule; rather, it could just mean fine-tuning their existing interests to help them thrive in the long run.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks","authors":["11721"],"categories":["mindshift_21482","mindshift_21694","mindshift_21280","mindshift_21385"],"tags":["mindshift_21188","mindshift_21189","mindshift_21177","mindshift_21100","mindshift_21736","mindshift_21732","mindshift_21416","mindshift_21707","mindshift_21230","mindshift_146","mindshift_21735","mindshift_20970","mindshift_52","mindshift_21213","mindshift_21234","mindshift_20725"],"featImg":"mindshift_62736","label":"mindshift"},"mindshift_62119":{"type":"posts","id":"mindshift_62119","meta":{"index":"posts_1591205157","site":"mindshift","id":"62119","score":null,"sort":[1690884022000]},"guestAuthors":[],"slug":"how-extroverted-teachers-can-engage-introverted-students","title":"How extroverted teachers can engage introverted students","publishDate":1690884022,"format":"audio","headTitle":"How extroverted teachers can engage introverted students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Middle school English teacher \u003ca href=\"https://twitter.com/theVogelman\">Brett Vogelsinger\u003c/a> wasn’t always attuned to the needs of introverts. As an extrovert himself, he found it easy to raise his hand and be vocal in school. So when he \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">became a teacher\u003c/a>, he believed those were the hallmarks of a good student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would even see a student in an honors class who wasn’t super participatory, and I’d think to myself, ‘What are they doing in an honors class?’ They don’t seem that into English class,” he said. “I don’t really like that I thought that, but I did.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62135\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62135\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg\" alt=\"\" width=\"250\" height=\"347\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-800x1109.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1020x1414.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-768x1065.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1108x1536.jpg 1108w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1477x2048.jpg 1477w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1920x2663.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-scaled.jpg 1846w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Brett Vogelsinger reads a passage from Shakespeare’s Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger has taught at Central Bucks School District – a large, suburban district outside Philadelphia – for 20 years. In that time, the concepts of introversion and extroversion have become more widely known. As author Susan Cain explained in a \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_cain_the_power_of_introverts\">\u003cspan style=\"font-weight: 400\">viral Ted Talk in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “extroverts really crave large amounts of stimulation, whereas introverts feel at their most alive and their most switched-on and their most capable when they’re in quieter, more low-key environments.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an education landscape where speaking up often \u003c/span>\u003ca href=\"https://quietrev.com/class-participation-lets-talk-about-it-2/\">\u003cspan style=\"font-weight: 400\">counts towards grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and collaboration is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">highly valued\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, today’s classrooms are sometimes noisy and stimulating places to learn. That can be draining for introverted students, who may do their best thinking solo or in calmer settings. Teaching strategies that build in think time, encourage students to listen to each other’s ideas, and include options for written responses can help make space for introverted voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those kinds of things help to move towards 100% participation without making introverts feel cornered,” said Vogelsinger, who uses all these methods.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While popular understanding of introversion was rising, Vogelsinger was getting a personal education. Because he married an introvert, he began to see the strengths that come from introverts’ propensity for quiet reflection. Just as importantly, he noticed that some of the most powerful writing assignments in his classes came from students who rarely spoke in class. These observations raised questions for how he structured classes in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject\">\u003cspan style=\"font-weight: 400\">a subject where conversation is king\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It took me a while to realize that someone can engage rigorously mentally with what’s going on in the classroom, and you might not hear it as a teacher,” Vogelsinger said. “So then how do we make that learning visible? How do we give them chances to share what they’re learning?”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Summer Reading Series: “Quiet” by \u003ca href=\"https://twitter.com/susancain?ref_src=twsrc%5Etfw\">@SusanCain\u003c/a> \u003ca href=\"https://t.co/tZ8TNdLmU3\">pic.twitter.com/tZ8TNdLmU3\u003c/a>\u003c/p>\n\u003cp>— Mr. John Curtis (@curtiswords) \u003ca href=\"https://twitter.com/curtiswords/status/1676198396736991232?ref_src=twsrc%5Etfw\">July 4, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Adding more voices to the conversation with colored index cards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Vogelsinger’s English class at Holicong Middle School was discussing whether fate or decision-making played a bigger role in the tragic outcome of Shakespeare’s \u003ci>Romeo and Juliet\u003c/i>. Each student had a white index card and a yellow index card on their desk. At the start, he reminded students that a white card “means a fresh new idea no one’s brought up yet,” and a yellow card means you’re building on someone’s line of thinking, “just like yellow snow means someone’s been there before.” He calls this discussion format “white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students spoke, classmates raised a white or yellow card to be called on, shuffling between cards after hearing peers’ comments. Vogelsinger devised this strategy to create more on-ramps to class discussions for introverted students, who might take a beat (or several) before volunteering, and by the time they do, their more voluble classmates have gone in a different direction.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62136\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62136\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">In a “white snow/yellow snow” discussion, students raise a white index card to share a new idea or a yellow index card to build on a classmate’s idea. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">About halfway through the \u003ci>Romeo and Juliet\u003c/i> discussion, a student named Mary tentatively raised a yellow card about halfway. Another classmate took a turn, and Mary raised her card higher. Vogelsinger nodded to her, giving her the floor, and she softly shared a counterpoint to her classmates’ claims about Romeo’s bad choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger said his introverted students usually speak up more when using the index cards. Plus, his extroverted students are reminded to listen and reflect a little more than usual. “Instead of just raising your hand, which you’re doing all day, now you have this other element and you have to think about how [what you want to say] connects to other things with the white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The index cards also help Vogelsinger monitor the flow of conversation and redirect when things go off track or one idea drags on too long. And they aren’t the only way Vogelsinger invites introverts to participate in class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discussion boards and think time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before classroom discussions start, Vogelsinger also builds in opportunities for students to engage with ideas on their own. Online message boards are one of those opportunities. Though some teachers used online discussion boards before the COVID-19 pandemic, their popularity surged during distance learning. Many teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">heard from new voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through those forums.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids who had been really quiet were responding really well on discussion boards in that last part of the spring from March to June [2020],” Vogelsinger said of his classes. Now he uses message boards as an introvert-friendly form of participation throughout the semester. Sometimes he highlights comments from the boards in class before moving on to another activity. Other times, the message boards lead into a verbal discussion, like the white snow/yellow snow discussion of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve already done some thinking about it online. They’ve even interacted with [ChatGPT] and how it wrote about [the play’s themes],” Vogelsinger said. That preparation gives students “roots to the conversation.” Plus, he carved out several minutes before the discussion for students to revisit what they wrote and read each other’s responses. That “think time” is especially helpful for introverted students, who may not want to \u003c/span>\u003ca href=\"https://quietrev.com/encouraging-introverts-to-speak-up-in-school/\">\u003cspan style=\"font-weight: 400\">speak on the spot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as soon as a teacher throws out a question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Introversion is not about being quiet, shy or reserved,” Vogelsinger said. “It’s about feeling recharged and energized by quiet time, reflective time. … And in English class that’s really valuable. And in learning, that’s really valuable.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">🕒 Wait time 🕒 between asking a question and calling on someone for an answer — as well as waiting to respond to an answer — is an important strategy to include all learners.\u003c/p>\n\u003cp>Sketchnote via \u003ca href=\"https://twitter.com/ValentinaESL?ref_src=twsrc%5Etfw\">@ValentinaESL\u003c/a> \u003ca href=\"https://t.co/I510pm7x5u\">pic.twitter.com/I510pm7x5u\u003c/a>\u003c/p>\n\u003cp>— MindShift (@MindShiftKQED) \u003ca href=\"https://twitter.com/MindShiftKQED/status/1683090835917664258?ref_src=twsrc%5Etfw\">July 23, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Engagement as a continuum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Vogelsinger, learning about introversion helped him move from deficit thinking to tackling a creative challenge. “I’ve learned not to see an introverted student as someone who’s not engaging as much as I think they should, and rather to see my responsibility as giving a variety of ways to engage,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He uses the word “engage” intentionally. While “participation” when used in grading usually emphasizes talking in class, engagement encompasses a range of learning behaviors. Education researcher Amy Berry developed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">\u003cspan style=\"font-weight: 400\">a continuum of student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates this concept.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61940 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from Reimagining Student Engagement by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Berry’s continuum, responding to teacher questions is considered a passive form of engagement, whereas more active engagement includes habits such as asking questions, setting goals, and seeking feedback. These behaviors can occur in both extroverted and introverted ways. What’s essential, according to Berry, is to find out from students themselves what these things look like. “That’s when you’re really going to get somewhere when both teacher and student are able to use the continuum as kind of a foundation and anchor for their conversations about engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger showed his students the engagement continuum for the first time last year. But he and the other English teachers at Holicong Middle School were asking students what engaged learning looks like well before that. A few years ago, as part of a rethinking process around grades, Vogelsinger and his colleagues created a quarterly self-reflection for students. Students are encouraged to look at patterns in their homework completion, class participation and assignment feedback before responding to several prompts. One of those prompts is: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ci>\u003cspan style=\"font-weight: 400\">Engagement and participation are vital to success, but can look different to different students. Explain how you participate and engage in class.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions like that can help teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">see strengths in all students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – and spark ideas for how to help them learn. Two decades into his career, it’s not just the idea of an extrovert as the model student that Vogelsinger has shed; it’s the entire concept of a model student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I think I’m much better at seeing the individual students,” he said. “I’m looking more for growth.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6014610124&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Taking a shot\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the same day as the white snow/yellow snow discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Vogelsinger took a different approach in one of his classes. For third period, he went with a basketball discussion. To kick things off, students ripped a page out of their notebooks and answered one question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If you could tell one character one thing that might fix this whole play (apart from how it ends), what would it be?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several minutes of scribbling, Vogelsinger instructed students to crumple their page into a ball. The ideas they’d written would be the launching point for the discussion. The paper balls would be launched into a plastic blue crate at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students raised their hands to speak, and three times during the period, Vogelsinger paused the conversation. At those moments, everyone who’d spoken up so far could stand and take a shot with their paper ball. By the end, only three class members hadn’t participated. Vogelsinger collected the crumpled papers from those students before they exited.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the empty classroom, he smoothed the pages, and his eyes tracked over the penciled words. One student wrote: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I would tell Romeo that Lady Capulet is sending an assassin after him, because she’s going to send someone with poison to Mantua to kill him\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62134\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62134\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/basketball2-160x120.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1920x1440.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Students in Brett Vogelsinger’s English class at Holicong Middle School shoot paper balls into a basket during a discussion of Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was a great observation. I kind of wish it would have come up in class, but I can still respond to the student now this way,” Vogelsinger said. That’s key. In the basketball discussion, the chance to shoot the ball may motivate kids who like to move, whether introverted or extroverted. But the written responses ensure that Vogelsinger gets a window into the thinking of students who opt out of speaking.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In just a regular classroom conversation, I wouldn’t have heard anything from them, so I wouldn’t have known they had these thoughts,” he said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher Brett Vogelsinger said his introverted students speak up more when using colored index cards for different types of responses. Plus, his extroverted students are reminded to listen and reflect a little more than usual.","status":"publish","parent":0,"modified":1711035493,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1944},"headData":{"title":"How extroverted teachers can engage introverted students | KQED","description":"Colored index cards give introverts more ways to speak up in class. Plus, extroverted students are reminded to listen and reflect.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Colored index cards give introverts more ways to speak up in class. Plus, extroverted students are reminded to listen and reflect.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How extroverted teachers can engage introverted students","datePublished":"2023-08-01T10:00:22.000Z","dateModified":"2024-03-21T15:38:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6014610124.mp3?updated=1690828652","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Middle school English teacher \u003ca href=\"https://twitter.com/theVogelman\">Brett Vogelsinger\u003c/a> wasn’t always attuned to the needs of introverts. As an extrovert himself, he found it easy to raise his hand and be vocal in school. So when he \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">became a teacher\u003c/a>, he believed those were the hallmarks of a good student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would even see a student in an honors class who wasn’t super participatory, and I’d think to myself, ‘What are they doing in an honors class?’ They don’t seem that into English class,” he said. “I don’t really like that I thought that, but I did.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62135\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62135\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg\" alt=\"\" width=\"250\" height=\"347\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-800x1109.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1020x1414.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-768x1065.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1108x1536.jpg 1108w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1477x2048.jpg 1477w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1920x2663.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-scaled.jpg 1846w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Brett Vogelsinger reads a passage from Shakespeare’s Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger has taught at Central Bucks School District – a large, suburban district outside Philadelphia – for 20 years. In that time, the concepts of introversion and extroversion have become more widely known. As author Susan Cain explained in a \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_cain_the_power_of_introverts\">\u003cspan style=\"font-weight: 400\">viral Ted Talk in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “extroverts really crave large amounts of stimulation, whereas introverts feel at their most alive and their most switched-on and their most capable when they’re in quieter, more low-key environments.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an education landscape where speaking up often \u003c/span>\u003ca href=\"https://quietrev.com/class-participation-lets-talk-about-it-2/\">\u003cspan style=\"font-weight: 400\">counts towards grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and collaboration is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">highly valued\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, today’s classrooms are sometimes noisy and stimulating places to learn. That can be draining for introverted students, who may do their best thinking solo or in calmer settings. Teaching strategies that build in think time, encourage students to listen to each other’s ideas, and include options for written responses can help make space for introverted voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those kinds of things help to move towards 100% participation without making introverts feel cornered,” said Vogelsinger, who uses all these methods.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While popular understanding of introversion was rising, Vogelsinger was getting a personal education. Because he married an introvert, he began to see the strengths that come from introverts’ propensity for quiet reflection. Just as importantly, he noticed that some of the most powerful writing assignments in his classes came from students who rarely spoke in class. These observations raised questions for how he structured classes in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject\">\u003cspan style=\"font-weight: 400\">a subject where conversation is king\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It took me a while to realize that someone can engage rigorously mentally with what’s going on in the classroom, and you might not hear it as a teacher,” Vogelsinger said. “So then how do we make that learning visible? How do we give them chances to share what they’re learning?”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Summer Reading Series: “Quiet” by \u003ca href=\"https://twitter.com/susancain?ref_src=twsrc%5Etfw\">@SusanCain\u003c/a> \u003ca href=\"https://t.co/tZ8TNdLmU3\">pic.twitter.com/tZ8TNdLmU3\u003c/a>\u003c/p>\n\u003cp>— Mr. John Curtis (@curtiswords) \u003ca href=\"https://twitter.com/curtiswords/status/1676198396736991232?ref_src=twsrc%5Etfw\">July 4, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Adding more voices to the conversation with colored index cards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Vogelsinger’s English class at Holicong Middle School was discussing whether fate or decision-making played a bigger role in the tragic outcome of Shakespeare’s \u003ci>Romeo and Juliet\u003c/i>. Each student had a white index card and a yellow index card on their desk. At the start, he reminded students that a white card “means a fresh new idea no one’s brought up yet,” and a yellow card means you’re building on someone’s line of thinking, “just like yellow snow means someone’s been there before.” He calls this discussion format “white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students spoke, classmates raised a white or yellow card to be called on, shuffling between cards after hearing peers’ comments. Vogelsinger devised this strategy to create more on-ramps to class discussions for introverted students, who might take a beat (or several) before volunteering, and by the time they do, their more voluble classmates have gone in a different direction.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62136\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62136\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">In a “white snow/yellow snow” discussion, students raise a white index card to share a new idea or a yellow index card to build on a classmate’s idea. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">About halfway through the \u003ci>Romeo and Juliet\u003c/i> discussion, a student named Mary tentatively raised a yellow card about halfway. Another classmate took a turn, and Mary raised her card higher. Vogelsinger nodded to her, giving her the floor, and she softly shared a counterpoint to her classmates’ claims about Romeo’s bad choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger said his introverted students usually speak up more when using the index cards. Plus, his extroverted students are reminded to listen and reflect a little more than usual. “Instead of just raising your hand, which you’re doing all day, now you have this other element and you have to think about how [what you want to say] connects to other things with the white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The index cards also help Vogelsinger monitor the flow of conversation and redirect when things go off track or one idea drags on too long. And they aren’t the only way Vogelsinger invites introverts to participate in class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discussion boards and think time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before classroom discussions start, Vogelsinger also builds in opportunities for students to engage with ideas on their own. Online message boards are one of those opportunities. Though some teachers used online discussion boards before the COVID-19 pandemic, their popularity surged during distance learning. Many teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">heard from new voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through those forums.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids who had been really quiet were responding really well on discussion boards in that last part of the spring from March to June [2020],” Vogelsinger said of his classes. Now he uses message boards as an introvert-friendly form of participation throughout the semester. Sometimes he highlights comments from the boards in class before moving on to another activity. Other times, the message boards lead into a verbal discussion, like the white snow/yellow snow discussion of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve already done some thinking about it online. They’ve even interacted with [ChatGPT] and how it wrote about [the play’s themes],” Vogelsinger said. That preparation gives students “roots to the conversation.” Plus, he carved out several minutes before the discussion for students to revisit what they wrote and read each other’s responses. That “think time” is especially helpful for introverted students, who may not want to \u003c/span>\u003ca href=\"https://quietrev.com/encouraging-introverts-to-speak-up-in-school/\">\u003cspan style=\"font-weight: 400\">speak on the spot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as soon as a teacher throws out a question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Introversion is not about being quiet, shy or reserved,” Vogelsinger said. “It’s about feeling recharged and energized by quiet time, reflective time. … And in English class that’s really valuable. And in learning, that’s really valuable.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">🕒 Wait time 🕒 between asking a question and calling on someone for an answer — as well as waiting to respond to an answer — is an important strategy to include all learners.\u003c/p>\n\u003cp>Sketchnote via \u003ca href=\"https://twitter.com/ValentinaESL?ref_src=twsrc%5Etfw\">@ValentinaESL\u003c/a> \u003ca href=\"https://t.co/I510pm7x5u\">pic.twitter.com/I510pm7x5u\u003c/a>\u003c/p>\n\u003cp>— MindShift (@MindShiftKQED) \u003ca href=\"https://twitter.com/MindShiftKQED/status/1683090835917664258?ref_src=twsrc%5Etfw\">July 23, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Engagement as a continuum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Vogelsinger, learning about introversion helped him move from deficit thinking to tackling a creative challenge. “I’ve learned not to see an introverted student as someone who’s not engaging as much as I think they should, and rather to see my responsibility as giving a variety of ways to engage,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He uses the word “engage” intentionally. While “participation” when used in grading usually emphasizes talking in class, engagement encompasses a range of learning behaviors. Education researcher Amy Berry developed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">\u003cspan style=\"font-weight: 400\">a continuum of student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates this concept.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61940 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from Reimagining Student Engagement by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Berry’s continuum, responding to teacher questions is considered a passive form of engagement, whereas more active engagement includes habits such as asking questions, setting goals, and seeking feedback. These behaviors can occur in both extroverted and introverted ways. What’s essential, according to Berry, is to find out from students themselves what these things look like. “That’s when you’re really going to get somewhere when both teacher and student are able to use the continuum as kind of a foundation and anchor for their conversations about engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger showed his students the engagement continuum for the first time last year. But he and the other English teachers at Holicong Middle School were asking students what engaged learning looks like well before that. A few years ago, as part of a rethinking process around grades, Vogelsinger and his colleagues created a quarterly self-reflection for students. Students are encouraged to look at patterns in their homework completion, class participation and assignment feedback before responding to several prompts. One of those prompts is: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ci>\u003cspan style=\"font-weight: 400\">Engagement and participation are vital to success, but can look different to different students. Explain how you participate and engage in class.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions like that can help teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">see strengths in all students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – and spark ideas for how to help them learn. Two decades into his career, it’s not just the idea of an extrovert as the model student that Vogelsinger has shed; it’s the entire concept of a model student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I think I’m much better at seeing the individual students,” he said. “I’m looking more for growth.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6014610124&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Taking a shot\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the same day as the white snow/yellow snow discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Vogelsinger took a different approach in one of his classes. For third period, he went with a basketball discussion. To kick things off, students ripped a page out of their notebooks and answered one question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If you could tell one character one thing that might fix this whole play (apart from how it ends), what would it be?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several minutes of scribbling, Vogelsinger instructed students to crumple their page into a ball. The ideas they’d written would be the launching point for the discussion. The paper balls would be launched into a plastic blue crate at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students raised their hands to speak, and three times during the period, Vogelsinger paused the conversation. At those moments, everyone who’d spoken up so far could stand and take a shot with their paper ball. By the end, only three class members hadn’t participated. Vogelsinger collected the crumpled papers from those students before they exited.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the empty classroom, he smoothed the pages, and his eyes tracked over the penciled words. One student wrote: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I would tell Romeo that Lady Capulet is sending an assassin after him, because she’s going to send someone with poison to Mantua to kill him\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62134\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62134\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/basketball2-160x120.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1920x1440.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Students in Brett Vogelsinger’s English class at Holicong Middle School shoot paper balls into a basket during a discussion of Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was a great observation. I kind of wish it would have come up in class, but I can still respond to the student now this way,” Vogelsinger said. That’s key. In the basketball discussion, the chance to shoot the ball may motivate kids who like to move, whether introverted or extroverted. But the written responses ensure that Vogelsinger gets a window into the thinking of students who opt out of speaking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In just a regular classroom conversation, I wouldn’t have heard anything from them, so I wouldn’t have known they had these thoughts,” he said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students","authors":["11487"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21693","mindshift_21737","mindshift_21741","mindshift_21739","mindshift_20646","mindshift_21736","mindshift_21734","mindshift_21777","mindshift_21735","mindshift_20970","mindshift_21733","mindshift_21132","mindshift_21740","mindshift_21742","mindshift_20616","mindshift_21692","mindshift_20852","mindshift_20971"],"featImg":"mindshift_62130","label":"mindshift_21847"},"mindshift_52669":{"type":"posts","id":"mindshift_52669","meta":{"index":"posts_1591205157","site":"mindshift","id":"52669","score":null,"sort":[1545030477000]},"guestAuthors":[],"slug":"themes-this-year-school-culture-student-behavior-and-inspirational-teaching","title":"Themes This Year: School Culture, Student Behavior And Inspirational Teaching","publishDate":1545030477,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Looking back at the most popular articles published on MindShift offers an interesting glimpse into the concerns, aspirations and focus areas for educators. Every year is different; sometimes readers favor outlier ideas or something \u003ca href=\"https://www.kqed.org/mindshift/38938/unexpected-tools-that-are-influencing-the-future-of-education\" target=\"_blank\" rel=\"noopener\">inspiring\u003c/a> that caught the collective fancy. Other years, the most popular articles \u003ca href=\"https://www.kqed.org/mindshift/47195/ten-issues-capturing-the-minds-of-educators-and-parents-this-year\" target=\"_blank\" rel=\"noopener\">cluster around themes\u003c/a>. This is one of those years: trauma in the classroom, building school culture, strategies to handle difficult student behaviors, teacher self-care and ideas to reach every learner all resonated with MindShift readers.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL CULTURE\u003c/strong>\u003c/p>\n\u003cp>Building a\u003ca href=\"https://www.kqed.org/mindshift/51746/what-makes-a-good-school-culture\" target=\"_blank\" rel=\"noopener\"> strong school culture\u003c/a> is at the foundation of many innovative teaching and leadership strategies, so it’s no surprise that educators want to know how school leaders do it. A strong school culture helps students and teachers feel that they belong to a \u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\" target=\"_blank\" rel=\"noopener\">positive community with an identity\u003c/a>. It helps retain good teachers and makes students feel safe enough to be vulnerable with teachers and \u003ca href=\"https://www.kqed.org/mindshift/52150/why-ninth-grade-can-be-a-big-shock-for-high-school-students\" target=\"_blank\" rel=\"noopener\">take risks in the classroom in front of peers\u003c/a>. Schools with a strong culture enable students to feel known, heard and cared for by the community and by their teachers.\u003c/p>\n\u003cp>Creating that kind of positive school culture at a school that hasn’t traditionally had it is hard work. It often requires a visionary leader who is willing to set aside the supposed “truths” of education and think differently about the situation. And sometimes the most surprising tactics work. That’s probably why \u003ca href=\"https://www.kqed.org/mindshift/50874/what-happens-to-student-behavior-when-schools-prioritize-art\" target=\"_blank\" rel=\"noopener\">readers were so drawn to an excerpt\u003c/a> from Sir Ken Robinson’s new book, \"\u003cem>\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\" target=\"_blank\" rel=\"noopener\">You, Your Child, and School: Navigating Your Way to the Best Education\u003c/a>.\"\u003c/em>\u003c/p>\n\u003cp>Robinson highlights a principal at a high-poverty school in a rough neighborhood who came up with a surprising strategy to turn his school around. Instead of spending $250,000 a year on security guards for his elementary school, this principal spent those funds on arts programs. That was the first step in a multi-year effort that focused on arts-integration, data-informed school improvement efforts and individual supports for students. Now the school is doing much better. Robinson uses this to make the case that visionary creative thinking can change education. He writes:\u003c/p>\n\u003cblockquote>\u003cp>“The problem is not usually the students; it is the system. Change the system in the right ways and many of the problems of poor behavior, low motivation, and disengagement tend to disappear. It can be the system itself that creates the problems.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\" target=\"_blank\" rel=\"noopener\">Some schools are turning to a “house-system,”\u003c/a> a bit like Hogwarts, to create smaller communities within schools. Members of a house support one another to create an instant family at school. Houses are multi-age and provide opportunities for older students to mentor younger ones. They often also allow teachers to get to know a smaller group of students, making it easier to collaborate on interventions and supports as a team.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The houses are not just a thing that you do,” said Jennifer Kloczko, principal of Stoneridge Elementary School in Roseville, California. “It’s really your whole school culture.”\u003c/p>\n\u003cfigure id=\"attachment_50650\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://www.kqed.org/mindshift/50580/making-comfort-dogs-an-everyday-part-of-school\">\u003cimg class=\"wp-image-50650 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-on-Railsplitters-avenue-e1519629175521.png\" alt=\"\" width=\"1920\" height=\"1081\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nina, a boxer/beagle comfort dog, spends most days socializing, sitting with students during counseling sessions and lightening the mood at Abraham Lincoln High School in Brooklyn. \u003ccite>(Courtesy of David Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other \u003ca href=\"https://www.kqed.org/mindshift/50580/making-comfort-dogs-an-everyday-part-of-school\" target=\"_blank\" rel=\"noopener\">schools are experimenting with using comfort dogs\u003c/a> to make students feel more at home with challenging academic and emotional tasks. Some counselors have found students more willing to open up about their lives when a dog is present. And teachers are seeing students who hate reading \u003ca href=\"https://www.kqed.org/mindshift/47522/how-reading-aloud-to-therapy-dogs-can-help-struggling-kids\" target=\"_blank\" rel=\"noopener\">happily sounding out words to a doe-eyed dog\u003c/a> who isn’t judgmental and doesn’t get frustrated at their pace.\u003c/p>\n\u003cp>“They don’t care if you’re good at basketball, or a great reader, or popular,” said Jeff Sindler, head of school at Burgundy Farm Country Day School. “They just want to be loved—equal opportunity.”\u003c/p>\n\u003cp>Of course, bringing dogs to school raises questions about allergies and ensuring those who have a fear of dogs also feel comfortable. Educators are dealing with that by choosing hypoallergenic breeds, restricting dogs to certain predetermined spaces, and making sure pups are always on a short leash and accompanied by an owner.\u003c/p>\n\u003cp>\u003cstrong>STUDENT BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>Although there are many factors that influence how students behave in the classroom, often behavior is tied to school culture. Each student is an individual with a personal history and story unique from his or her peers, making the challenge of responding to disruptive student behavior one of the hardest parts of teaching. And as educators begin to realize how many of their students have experienced significant trauma, they’re quickly realizing the job can no longer be solely about imparting content.\u003c/p>\n\u003cp>The medical community has begun to document significant and often chronic negative effects of trauma on a person’s health. Dr. Nadine Burke Harris, a San Francisco pediatrician, has been a leader in this area -- using her clinical experiences to \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener\">connect the health and educational challenges she sees in patients to the adversity they have faced in their young lives\u003c/a>.\u003c/p>\n\u003cp>Her book, \u003cem>\u003ca href=\"https://www.amazon.com/Deepest-Well-Long-Term-Childhood-Adversity/dp/0544828704/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr=\" target=\"_blank\" rel=\"noopener\">The Deepest Well: Healing the Long-Term Effects of Childhood Adversity\u003c/a>\u003c/em>, Burke Harris chronicles the history of trauma studies, highlighting that the initial study correlating trauma with negative health outcomes took place in a mostly white, mostly middle-class community. She has helped educators realize that a trauma-informed approaches to teaching are needed everywhere, not only in schools serving high-poverty populations. To reach all children, this is where teaching needs to go.\u003c/p>\n\u003cfigure id=\"attachment_50731\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\">\u003cimg class=\"wp-image-50731 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-9-1-e1520545659287.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien helps ensure a smooth passing period at Martin Luther King Jr. Academic Middle School, which included temporarily confiscating a ball from a student. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Martin Luther King, Jr. Middle School in San Francisco, Principal Michael Essien has taken a hard look at how trauma has touched the lives of his students. He and his staff have \u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\" target=\"_blank\" rel=\"noopener\">reimagined their support services\u003c/a> in recognition that teachers needed more help in the classroom to deal with disruptive behaviors that made it hard to teach. Rather than sending disruptive students out of class, \u003ca href=\"https://www.kqed.org/mindshift/49123/a-whole-school-approach-to-behavior-issues\" target=\"_blank\" rel=\"noopener\">counselors “push-in” to the classroom\u003c/a>, either helping to run class while the teacher talks with the student, or working to deescalate the situation and get the student back on task.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien said. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.”\u003c/p>\n\u003cp>The push-in system has helped teachers feel supported and less burned out, but has also brought counselors and teachers closer; they’re learning from one another. Students have learned that acting out in class won’t get them out of a tough lesson anymore and behavior issues have gone down. Even better, it has helped make the whole school staff feel like they are on the same team when it comes to helping students handle their emotions and keeping them in class learning.\u003c/p>\n\u003cp>While educators are eager for strategies like the one used at MLK Middle School because it could be replicated elsewhere, they also recognize the crucial role parents play when it comes to student behavior. Adults often complain that children’s behavior has changed over the years, pointing to changes in society and parenting as potential culprits.\u003c/p>\n\u003cp>Katherine Reynolds Lewis wrote a book about what she calls a “crisis of self-regulation” that she’s seeing in her own children and in schools around the country. She blames a decrease in play, an explosion of technology and social media use, and says children need to feel like contributing members of a larger community.\u003c/p>\n\u003cp>\"They're not asked to do anything to contribute to a neighborhood or family or community,\" Lewis said. \"And that really erodes their sense of self-worth — just as it would with an adult being unemployed.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/51329/why-children-arent-behaving-and-what-you-can-do-about-it\" target=\"_blank\" rel=\"noopener\">Lewis contends there are simple things parents can do\u003c/a> to help children build self-regulation and have more of a sense of control over their own lives. Giving them time to play with friends in an unprogrammed way, making sure they have chores that contribute to the work of the family, giving them a little \u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">more power over their lives\u003c/a>, and \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\" target=\"_blank\" rel=\"noopener\">resisting the lure of rewards\u003c/a> for behaving well are just a few strategies she recommends.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\">\u003cimg class=\"alignnone size-full wp-image-52292\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/iStock-869452690-e1538974227788.jpg\" alt=\"\" width=\"1920\" height=\"1401\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SELF CARE\u003c/strong>\u003c/p>\n\u003cp>Creating community at the school and classroom level, teaching content in effective and engaging ways, and recognizing student behaviors as symptoms of other issues are all emotionally draining tasks. And, for some teachers, these types of caregiving aren’t what they thought teaching would be about, so taking on those roles requires an identity shift. It all takes a toll on teachers, who care deeply about their students.\u003c/p>\n\u003cp>Many teachers are experiencing the kind of secondary post-traumatic stress disorder documented in other caregiving professions like nursing, firefighting and social work. Symptoms include withdrawing from friends and family; feeling unexplainably irritable or angry or numb; inability to focus; blaming others; feeling hopeless or isolated or guilty about not doing enough; struggling to concentrate; being unable to sleep; overeating or not eating enough; and continually and persistently worrying about students, when they’re at home and even in their sleep.\u003c/p>\n\u003cp>When educators read that list in \u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\" target=\"_blank\" rel=\"noopener\">Jessica Lander’s article about secondary post-traumatic stress in schools \u003c/a>there was a \u003ca href=\"https://www.facebook.com/MindShift.KQED/posts/1846379128731331?__xts__%5B0%5D=68.ARDo-4-At3sdpHQJDzka9G2GaRo3XIxMuhRQdkORuXAdJ6XeH3LBujagKtjy4xUxRxVNdqhMFa8OF_ZoYJMYXOH20YyH4gYXnHm1isrIOm1KdvgciM-7p5FMOg61xkTTG3fhi9b3kpc7gRHy5gsHQX4_g7BF5Y6U4rwmjisueiwHnOZ6oslu4uANgdMWyk3pm6-tWjNTgt36pcRb9UiM0ILTSsgKd6nXmidImlzw2jKLGoPZgv-tTiBeel8MrUGhnodpFclaV960BZ5aYDN5FbNRHTWLKMaWXyaKrX4BefgKxeCQK1aSIRuSwGyRVG0tcCqlnWV9iOwhLx8hj8uVfGSdLQ&__tn__=-R\">collective “ah-ha” on social media\u003c/a>. Many people wrote they finally had a name for what they’d been feeling and expressed a sense of relief that these are common reactions to working with children who have experienced trauma over a long period of time.\u003c/p>\n\u003cp>Recognizing the problem is the first step, followed by strategies to create supportive communities and mitigate the effects. Educators must take care of themselves in order to continue being a positive force in the lives of students.\u003c/p>\n\u003cp>\u003cstrong>INNOVATIVE TEACHING STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>MindShift readers are always looking for new ideas to push their practice and up their game. That showed in many of the most popular posts from this year highlighting specific strategies to make students feel welcome in the classroom and to take on new challenges -- \u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\" target=\"_blank\" rel=\"noopener\">starting with learning the correct way to pronounce their names\u003c/a>.\u003c/p>\n\u003cp>Teachers have to learn names quickly at the start of the year, and some have over a hundred students. Taking the extra time to correctly pronounce all student names can go a long way to validate their cultures and identities. In school, many children will not see their culture reflected in the history and reading materials; they won’t see teachers and administrators who look like them; and they may not hear their first language spoken. All of these are not-so-subtle signs to kids that the space doesn’t belong to them. When teachers can’t be bothered to learn how to pronounce their names correctly, that can exacerbate that feeling of isolation.\u003c/p>\n\u003cp>“How would you like me to say your child’s name?” is the specific wording Dr. Rita Kohli recommends for parents, and the following for students:\u003c/p>\n\u003cp>“I don’t know how to say your name yet, can you explain it to me? I’m working on learning it, and it’s important to me to say it the way it’s meant to be said, the way your parents say it.”\u003c/p>\n\u003cp>Then try the name. Ask if you’re right. Try again, “no matter how long it takes.” Once you’ve got the proper pronunciation, repeat it aloud. Eighth-grade science teacher Carry Hansen, who also coaches cross-country and track as well as coordinating the advisory program for Trinity Valley School in Fort Worth, Texas, recommends using kids’ names as much as possible, almost as obnoxiously as a telemarketer would, until they sink in.\u003c/p>\n\u003cp>But student identities aren’t only defined by their culture. Personalities also differ, with the introvert-extrovert divide topping the list of ways that students interact differently in the classroom. School is a social place, heaven to an extrovert, but full of potential minefields for an introvert. There are \u003ca href=\"https://www.kqed.org/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood\" target=\"_blank\" rel=\"noopener\">many strategies teachers can use to ensure introverted students feel safe\u003c/a>, comfortable and able to participate in the life of the classroom.\u003c/p>\n\u003cp>But even as educators seek to make students feel that the classroom belongs to them, that they are welcome and that they belong, it’s also important for teachers to push students to try new things. In many schools, educators are recognizing that their students have lacked the opportunity to direct their own learning and have become accustomed to following directions. That makes for a quiet and orderly classroom, but it isn’t necessarily the best way to prepare students for a world in which the problems are complex and the jobs require self-starters to identify problems and work collaboratively to develop solutions.\u003c/p>\n\u003cp>Many teachers are building in opportunities for students to ask questions they’re interested in, investigate the answers, and create demonstrations of what they’ve learned that excites them. But the move from a teacher-led classroom to a more student-directed one isn’t always easy. That’s why Trevor MacKenzie and Rebecca Bathurst-Hunt \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">recommend a gradual release of responsibility so students gain the skills\u003c/a> they need to “dive into inquiry” without getting so frustrated along the way that they give up.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If this year has taught us nothing else, it has reaffirmed the complexity and difficulty of great teaching. The array of issues educators must think about to meet the needs of students is staggering, and the fact so many show up in the classroom every day with grace, humor, and compassion is an inspiration to all of us at MindShift.\u003c/p>\n\n","blocks":[],"excerpt":"Building strong school culture that supports students to be intrinsically motivated and self-driven, while taking care of teachers' mental health, are themes that caught the imaginations of educators this year.","status":"publish","parent":0,"modified":1545030477,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2362},"headData":{"title":"Themes This Year: School Culture, Student Behavior And Inspirational Teaching | KQED","description":"Building strong school culture that supports students to be intrinsically motivated and self-driven, while taking care of teachers' mental health, are themes that caught the imaginations of educators this year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Themes This Year: School Culture, Student Behavior And Inspirational Teaching","datePublished":"2018-12-17T07:07:57.000Z","dateModified":"2018-12-17T07:07:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52669 https://ww2.kqed.org/mindshift/?p=52669","disqusUrl":"https://ww2.kqed.org/mindshift/2018/12/16/themes-this-year-school-culture-student-behavior-and-inspirational-teaching/","disqusTitle":"Themes This Year: School Culture, Student Behavior And Inspirational Teaching","path":"/mindshift/52669/themes-this-year-school-culture-student-behavior-and-inspirational-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Looking back at the most popular articles published on MindShift offers an interesting glimpse into the concerns, aspirations and focus areas for educators. Every year is different; sometimes readers favor outlier ideas or something \u003ca href=\"https://www.kqed.org/mindshift/38938/unexpected-tools-that-are-influencing-the-future-of-education\" target=\"_blank\" rel=\"noopener\">inspiring\u003c/a> that caught the collective fancy. Other years, the most popular articles \u003ca href=\"https://www.kqed.org/mindshift/47195/ten-issues-capturing-the-minds-of-educators-and-parents-this-year\" target=\"_blank\" rel=\"noopener\">cluster around themes\u003c/a>. This is one of those years: trauma in the classroom, building school culture, strategies to handle difficult student behaviors, teacher self-care and ideas to reach every learner all resonated with MindShift readers.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL CULTURE\u003c/strong>\u003c/p>\n\u003cp>Building a\u003ca href=\"https://www.kqed.org/mindshift/51746/what-makes-a-good-school-culture\" target=\"_blank\" rel=\"noopener\"> strong school culture\u003c/a> is at the foundation of many innovative teaching and leadership strategies, so it’s no surprise that educators want to know how school leaders do it. A strong school culture helps students and teachers feel that they belong to a \u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\" target=\"_blank\" rel=\"noopener\">positive community with an identity\u003c/a>. It helps retain good teachers and makes students feel safe enough to be vulnerable with teachers and \u003ca href=\"https://www.kqed.org/mindshift/52150/why-ninth-grade-can-be-a-big-shock-for-high-school-students\" target=\"_blank\" rel=\"noopener\">take risks in the classroom in front of peers\u003c/a>. Schools with a strong culture enable students to feel known, heard and cared for by the community and by their teachers.\u003c/p>\n\u003cp>Creating that kind of positive school culture at a school that hasn’t traditionally had it is hard work. It often requires a visionary leader who is willing to set aside the supposed “truths” of education and think differently about the situation. And sometimes the most surprising tactics work. That’s probably why \u003ca href=\"https://www.kqed.org/mindshift/50874/what-happens-to-student-behavior-when-schools-prioritize-art\" target=\"_blank\" rel=\"noopener\">readers were so drawn to an excerpt\u003c/a> from Sir Ken Robinson’s new book, \"\u003cem>\u003ca href=\"https://www.penguinrandomhouse.com/books/315396/you-your-child-and-school-by-sir-ken-robinson-phd-and-lou-aronica/9780670016723/\" target=\"_blank\" rel=\"noopener\">You, Your Child, and School: Navigating Your Way to the Best Education\u003c/a>.\"\u003c/em>\u003c/p>\n\u003cp>Robinson highlights a principal at a high-poverty school in a rough neighborhood who came up with a surprising strategy to turn his school around. Instead of spending $250,000 a year on security guards for his elementary school, this principal spent those funds on arts programs. That was the first step in a multi-year effort that focused on arts-integration, data-informed school improvement efforts and individual supports for students. Now the school is doing much better. Robinson uses this to make the case that visionary creative thinking can change education. He writes:\u003c/p>\n\u003cblockquote>\u003cp>“The problem is not usually the students; it is the system. Change the system in the right ways and many of the problems of poor behavior, low motivation, and disengagement tend to disappear. It can be the system itself that creates the problems.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\" target=\"_blank\" rel=\"noopener\">Some schools are turning to a “house-system,”\u003c/a> a bit like Hogwarts, to create smaller communities within schools. Members of a house support one another to create an instant family at school. Houses are multi-age and provide opportunities for older students to mentor younger ones. They often also allow teachers to get to know a smaller group of students, making it easier to collaborate on interventions and supports as a team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The houses are not just a thing that you do,” said Jennifer Kloczko, principal of Stoneridge Elementary School in Roseville, California. “It’s really your whole school culture.”\u003c/p>\n\u003cfigure id=\"attachment_50650\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://www.kqed.org/mindshift/50580/making-comfort-dogs-an-everyday-part-of-school\">\u003cimg class=\"wp-image-50650 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Nina-on-Railsplitters-avenue-e1519629175521.png\" alt=\"\" width=\"1920\" height=\"1081\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nina, a boxer/beagle comfort dog, spends most days socializing, sitting with students during counseling sessions and lightening the mood at Abraham Lincoln High School in Brooklyn. \u003ccite>(Courtesy of David Robinson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other \u003ca href=\"https://www.kqed.org/mindshift/50580/making-comfort-dogs-an-everyday-part-of-school\" target=\"_blank\" rel=\"noopener\">schools are experimenting with using comfort dogs\u003c/a> to make students feel more at home with challenging academic and emotional tasks. Some counselors have found students more willing to open up about their lives when a dog is present. And teachers are seeing students who hate reading \u003ca href=\"https://www.kqed.org/mindshift/47522/how-reading-aloud-to-therapy-dogs-can-help-struggling-kids\" target=\"_blank\" rel=\"noopener\">happily sounding out words to a doe-eyed dog\u003c/a> who isn’t judgmental and doesn’t get frustrated at their pace.\u003c/p>\n\u003cp>“They don’t care if you’re good at basketball, or a great reader, or popular,” said Jeff Sindler, head of school at Burgundy Farm Country Day School. “They just want to be loved—equal opportunity.”\u003c/p>\n\u003cp>Of course, bringing dogs to school raises questions about allergies and ensuring those who have a fear of dogs also feel comfortable. Educators are dealing with that by choosing hypoallergenic breeds, restricting dogs to certain predetermined spaces, and making sure pups are always on a short leash and accompanied by an owner.\u003c/p>\n\u003cp>\u003cstrong>STUDENT BEHAVIOR\u003c/strong>\u003c/p>\n\u003cp>Although there are many factors that influence how students behave in the classroom, often behavior is tied to school culture. Each student is an individual with a personal history and story unique from his or her peers, making the challenge of responding to disruptive student behavior one of the hardest parts of teaching. And as educators begin to realize how many of their students have experienced significant trauma, they’re quickly realizing the job can no longer be solely about imparting content.\u003c/p>\n\u003cp>The medical community has begun to document significant and often chronic negative effects of trauma on a person’s health. Dr. Nadine Burke Harris, a San Francisco pediatrician, has been a leader in this area -- using her clinical experiences to \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener\">connect the health and educational challenges she sees in patients to the adversity they have faced in their young lives\u003c/a>.\u003c/p>\n\u003cp>Her book, \u003cem>\u003ca href=\"https://www.amazon.com/Deepest-Well-Long-Term-Childhood-Adversity/dp/0544828704/ref=tmm_hrd_swatch_0?_encoding=UTF8&qid=&sr=\" target=\"_blank\" rel=\"noopener\">The Deepest Well: Healing the Long-Term Effects of Childhood Adversity\u003c/a>\u003c/em>, Burke Harris chronicles the history of trauma studies, highlighting that the initial study correlating trauma with negative health outcomes took place in a mostly white, mostly middle-class community. She has helped educators realize that a trauma-informed approaches to teaching are needed everywhere, not only in schools serving high-poverty populations. To reach all children, this is where teaching needs to go.\u003c/p>\n\u003cfigure id=\"attachment_50731\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\">\u003cimg class=\"wp-image-50731 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Essien-9-1-e1520545659287.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Principal Michael Essien helps ensure a smooth passing period at Martin Luther King Jr. Academic Middle School, which included temporarily confiscating a ball from a student. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Martin Luther King, Jr. Middle School in San Francisco, Principal Michael Essien has taken a hard look at how trauma has touched the lives of his students. He and his staff have \u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\" target=\"_blank\" rel=\"noopener\">reimagined their support services\u003c/a> in recognition that teachers needed more help in the classroom to deal with disruptive behaviors that made it hard to teach. Rather than sending disruptive students out of class, \u003ca href=\"https://www.kqed.org/mindshift/49123/a-whole-school-approach-to-behavior-issues\" target=\"_blank\" rel=\"noopener\">counselors “push-in” to the classroom\u003c/a>, either helping to run class while the teacher talks with the student, or working to deescalate the situation and get the student back on task.\u003c/p>\n\u003cp>“We were asking teachers to do too many things,” Essien said. “They need to be rigorous in their instruction; they need to be big brother/big sister; they need to be counselors; they need to be therapists. And how are teachers supposed to do all of that and still deliver a quality lesson? There was just too much.”\u003c/p>\n\u003cp>The push-in system has helped teachers feel supported and less burned out, but has also brought counselors and teachers closer; they’re learning from one another. Students have learned that acting out in class won’t get them out of a tough lesson anymore and behavior issues have gone down. Even better, it has helped make the whole school staff feel like they are on the same team when it comes to helping students handle their emotions and keeping them in class learning.\u003c/p>\n\u003cp>While educators are eager for strategies like the one used at MLK Middle School because it could be replicated elsewhere, they also recognize the crucial role parents play when it comes to student behavior. Adults often complain that children’s behavior has changed over the years, pointing to changes in society and parenting as potential culprits.\u003c/p>\n\u003cp>Katherine Reynolds Lewis wrote a book about what she calls a “crisis of self-regulation” that she’s seeing in her own children and in schools around the country. She blames a decrease in play, an explosion of technology and social media use, and says children need to feel like contributing members of a larger community.\u003c/p>\n\u003cp>\"They're not asked to do anything to contribute to a neighborhood or family or community,\" Lewis said. \"And that really erodes their sense of self-worth — just as it would with an adult being unemployed.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/51329/why-children-arent-behaving-and-what-you-can-do-about-it\" target=\"_blank\" rel=\"noopener\">Lewis contends there are simple things parents can do\u003c/a> to help children build self-regulation and have more of a sense of control over their own lives. Giving them time to play with friends in an unprogrammed way, making sure they have chores that contribute to the work of the family, giving them a little \u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">more power over their lives\u003c/a>, and \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\" target=\"_blank\" rel=\"noopener\">resisting the lure of rewards\u003c/a> for behaving well are just a few strategies she recommends.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\">\u003cimg class=\"alignnone size-full wp-image-52292\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/iStock-869452690-e1538974227788.jpg\" alt=\"\" width=\"1920\" height=\"1401\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SELF CARE\u003c/strong>\u003c/p>\n\u003cp>Creating community at the school and classroom level, teaching content in effective and engaging ways, and recognizing student behaviors as symptoms of other issues are all emotionally draining tasks. And, for some teachers, these types of caregiving aren’t what they thought teaching would be about, so taking on those roles requires an identity shift. It all takes a toll on teachers, who care deeply about their students.\u003c/p>\n\u003cp>Many teachers are experiencing the kind of secondary post-traumatic stress disorder documented in other caregiving professions like nursing, firefighting and social work. Symptoms include withdrawing from friends and family; feeling unexplainably irritable or angry or numb; inability to focus; blaming others; feeling hopeless or isolated or guilty about not doing enough; struggling to concentrate; being unable to sleep; overeating or not eating enough; and continually and persistently worrying about students, when they’re at home and even in their sleep.\u003c/p>\n\u003cp>When educators read that list in \u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\" target=\"_blank\" rel=\"noopener\">Jessica Lander’s article about secondary post-traumatic stress in schools \u003c/a>there was a \u003ca href=\"https://www.facebook.com/MindShift.KQED/posts/1846379128731331?__xts__%5B0%5D=68.ARDo-4-At3sdpHQJDzka9G2GaRo3XIxMuhRQdkORuXAdJ6XeH3LBujagKtjy4xUxRxVNdqhMFa8OF_ZoYJMYXOH20YyH4gYXnHm1isrIOm1KdvgciM-7p5FMOg61xkTTG3fhi9b3kpc7gRHy5gsHQX4_g7BF5Y6U4rwmjisueiwHnOZ6oslu4uANgdMWyk3pm6-tWjNTgt36pcRb9UiM0ILTSsgKd6nXmidImlzw2jKLGoPZgv-tTiBeel8MrUGhnodpFclaV960BZ5aYDN5FbNRHTWLKMaWXyaKrX4BefgKxeCQK1aSIRuSwGyRVG0tcCqlnWV9iOwhLx8hj8uVfGSdLQ&__tn__=-R\">collective “ah-ha” on social media\u003c/a>. Many people wrote they finally had a name for what they’d been feeling and expressed a sense of relief that these are common reactions to working with children who have experienced trauma over a long period of time.\u003c/p>\n\u003cp>Recognizing the problem is the first step, followed by strategies to create supportive communities and mitigate the effects. Educators must take care of themselves in order to continue being a positive force in the lives of students.\u003c/p>\n\u003cp>\u003cstrong>INNOVATIVE TEACHING STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>MindShift readers are always looking for new ideas to push their practice and up their game. That showed in many of the most popular posts from this year highlighting specific strategies to make students feel welcome in the classroom and to take on new challenges -- \u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\" target=\"_blank\" rel=\"noopener\">starting with learning the correct way to pronounce their names\u003c/a>.\u003c/p>\n\u003cp>Teachers have to learn names quickly at the start of the year, and some have over a hundred students. Taking the extra time to correctly pronounce all student names can go a long way to validate their cultures and identities. In school, many children will not see their culture reflected in the history and reading materials; they won’t see teachers and administrators who look like them; and they may not hear their first language spoken. All of these are not-so-subtle signs to kids that the space doesn’t belong to them. When teachers can’t be bothered to learn how to pronounce their names correctly, that can exacerbate that feeling of isolation.\u003c/p>\n\u003cp>“How would you like me to say your child’s name?” is the specific wording Dr. Rita Kohli recommends for parents, and the following for students:\u003c/p>\n\u003cp>“I don’t know how to say your name yet, can you explain it to me? I’m working on learning it, and it’s important to me to say it the way it’s meant to be said, the way your parents say it.”\u003c/p>\n\u003cp>Then try the name. Ask if you’re right. Try again, “no matter how long it takes.” Once you’ve got the proper pronunciation, repeat it aloud. Eighth-grade science teacher Carry Hansen, who also coaches cross-country and track as well as coordinating the advisory program for Trinity Valley School in Fort Worth, Texas, recommends using kids’ names as much as possible, almost as obnoxiously as a telemarketer would, until they sink in.\u003c/p>\n\u003cp>But student identities aren’t only defined by their culture. Personalities also differ, with the introvert-extrovert divide topping the list of ways that students interact differently in the classroom. School is a social place, heaven to an extrovert, but full of potential minefields for an introvert. There are \u003ca href=\"https://www.kqed.org/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood\" target=\"_blank\" rel=\"noopener\">many strategies teachers can use to ensure introverted students feel safe\u003c/a>, comfortable and able to participate in the life of the classroom.\u003c/p>\n\u003cp>But even as educators seek to make students feel that the classroom belongs to them, that they are welcome and that they belong, it’s also important for teachers to push students to try new things. In many schools, educators are recognizing that their students have lacked the opportunity to direct their own learning and have become accustomed to following directions. That makes for a quiet and orderly classroom, but it isn’t necessarily the best way to prepare students for a world in which the problems are complex and the jobs require self-starters to identify problems and work collaboratively to develop solutions.\u003c/p>\n\u003cp>Many teachers are building in opportunities for students to ask questions they’re interested in, investigate the answers, and create demonstrations of what they’ve learned that excites them. But the move from a teacher-led classroom to a more student-directed one isn’t always easy. That’s why Trevor MacKenzie and Rebecca Bathurst-Hunt \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">recommend a gradual release of responsibility so students gain the skills\u003c/a> they need to “dive into inquiry” without getting so frustrated along the way that they give up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If this year has taught us nothing else, it has reaffirmed the complexity and difficulty of great teaching. The array of issues educators must think about to meet the needs of students is staggering, and the fact so many show up in the classroom every day with grace, humor, and compassion is an inspiration to all of us at MindShift.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52669/themes-this-year-school-culture-student-behavior-and-inspirational-teaching","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21198","mindshift_21027","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20970","mindshift_486","mindshift_20999"],"featImg":"mindshift_52672","label":"mindshift"},"mindshift_51811":{"type":"posts","id":"mindshift_51811","meta":{"index":"posts_1591205157","site":"mindshift","id":"51811","score":null,"sort":[1534140317000]},"guestAuthors":[],"slug":"six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","title":"Six Strategies to Help Introverts Thrive at School and Feel Understood","publishDate":1534140317,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In every classroom, teachers try to engage students who have a variety of temperaments: extroverts, introverts and ambiverts. They work with children who crave sensory stimulation and with those who are \u003c/span>\u003ca href=\"http://hsperson.com/pdf/JPSP_Aron_and_Aron_97_Sensitivity_vs_I_and_N.pdf\">\u003cspan style=\"font-weight: 400\">highly sensitive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to noise and \u003c/span>\u003ca href=\"https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html\">\u003cspan style=\"font-weight: 400\">visual distraction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While one temperament is not better than any other, \u003c/span>\u003cspan style=\"font-weight: 400\">introverted students are often “overlooked, undervalued and overstimulated in our schools,” said Heidi Kasevich, a 20-year teaching veteran and \u003c/span>\u003cspan style=\"font-weight: 400\">director of education for\u003c/span>\u003ca href=\"https://www.quietrev.com/team/heidi-kasevich/\">\u003cspan style=\"font-weight: 400\"> Quiet Revolution,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an outgrowth of Susan Cain’s best-selling \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-the-book/\">\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the power of introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich was a student, she was often told, “Just come out of your shell” and “Just speak up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had no idea I had an inborn temperament,” she said, “and I often felt unsafe in school environments.” A person’s basic \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=http-3A__www.child-2Dencyclopedia.com_temperament_according-2Dexperts_temperament-2Dand-2Dits-2Dimpact-2Dchild-2Ddevelopment-2Dcomments-2Drothbart-2Dkagan&d=DQMFaQ&c=RAhzPLrCAq19eJdrcQiUVEwFYoMRqGDAXQ_puw5tYjg&r=Gqje-yG6AEEsDePoSmvJRc9NfE-sQUcOkTuPaL2oojY&m=yYO_li6qqKmwIuy0ZXWfBuJThOb_eAa5G90xrvwIBlY&s=L-r4opRoGbi9sl1lecERPrAh66b-LFc6Amkzd0PDECU&e=\">temperament\u003c/a> is \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1188235/\">rooted in biology\u003c/a>, with differences emerging in \u003ca href=\"http://ideas.time.com/2012/01/26/dont-call-introverted-children-shy/\">infancy and early childhood\u003c/a>. For example, some babies are more sensitive than others to stimuli such as loud noises; and some toddlers are more cautious when presented with novel objects, such as a robotic toy. Many of these careful and sensory-sensitive children grow up to be introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, as a leader of the \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-schools-network/\">\u003cspan style=\"font-weight: 400\">Quiet Schools Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Kasevich has worked with Cain to develop accessible techniques to help introverted students “hit the ground running, with a sense of well-being instead of the feeling that ‘there’s something wrong with me.’ ” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>What Do Teachers Need to Know About Introverted Students?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all fall somewhere on the introvert/extrovert spectrum, said Kasevich. In schools -- which are highly stimulating environments -- introverts are often “expected to fit into the extrovert ideal, and this leads to the danger zone of self-negation, turning inward or withdrawing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To better understand the needs of students, teachers can spend some time at the beginning of the year getting to know students’ preferred work and communication styles. For example, said Kasevich, introverts tend to prefer: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conversing one-on-one or in small groups\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Thinking before sharing aloud\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weighing options before making decisions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Looking (and assessing risk) before leaping\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Recharging in a quiet, calm environment \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thoughtful teachers can help children see their preferences as adding value to the classroom environment and as opportunities for growth. For example, a disposition toward caution can be nurtured into \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">prudence\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> -- or, as Kasevich defines it, “risk-taking that is rooted in practical wisdom, that takes the time to consider the ‘what-if’s.’ ” Similarly, a proclivity toward listening and reflection supports \u003c/span>\u003ca href=\"https://behavioralscientist.org/the-benefits-of-admitting-when-you-dont-know/\">\u003cspan style=\"font-weight: 400\">intellectual humility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a preference for small-group conversation can bolster perspective-taking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Six Classroom Strategies that Help Introverts Thrive\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich works with schools and educators, she shares several strategies for creating temperament-inclusive classrooms, including the following. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Make Space for Quiet Reflection: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can take an inventory of the \u003c/span>\u003cspan style=\"font-weight: 400\">“silence-talk continuum” in their teaching methods, making room for both quiet reflection and active discourse. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provide opportunities for one-on-one conversation within the classroom -- such as \u003ca href=\"http://pz.harvard.edu/resources/think-pair-share\">think-pair-share\u003c/a>. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Ask students to first respond to questions on a Post-it note before inviting verbal responses. This primes the pump for students who need more think time. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Try a “One-Minute Paper”: Pause in the middle of class and ask students to reflect on what they are learning. Prompts might include: “What’s striking me? What’s challenging me? Why is this relevant? How can I connect this to something else I’m learning?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Count to 10 in your head before calling on students. According to Kasevich, “studies show that three to 10 seconds of wait time helps introverted students and increases the complexity of responses for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Integrate purposeful silence. For example, put up an image, a painting or a line from a book and ask students to carefully observe and think about it for four minutes. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Consider the Physical Environment: \u003c/b>\u003cspan style=\"font-weight: 400\">Because introverts can become overstimulated by the action-packed pace of a school day, “they need time and space to restore their nervous system.” Think about providing niches for quiet reading or mind-wandering. Explore inclusive lunchroom and playground options, such as a coloring table or open library time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Provide Previews: \u003c/b>Some introverted students instinctively avoid unfamiliar challenges, said Kasevich, “so give them a long runway.” This might take the form of\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An essential question on the board as class starts\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An agenda before a meeting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A detailed calendar or syllabus (middle and high school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A posted daily schedule (elementary school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A thorough preview of a unit, project or assessment\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb> Watch Your Language:\u003c/b>\u003cspan style=\"font-weight: 400\"> Introverts are sometimes labeled negatively by peers and teachers. The \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Friendly-Comments.pdf\">\u003cspan style=\"font-weight: 400\">Quiet-Friendly Comment Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers with alternatives to common phrases that they can use when providing feedback to students or talking with parents. For example, instead of noting a deficit (e.g. “She needs to speak up more in class discussion”), frame a student’s strengths (e.g., “She is an insightful student who thinks deeply and thoughtfully before responding”).\u003c/span>\u003c/p>\n\u003cp>\u003cb> Scaffold Meaningful Stretching: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can help introverts stretch outside their comfort zones and take comfortable risks. Since “they won’t take a risk for risk’s sake,” tie needful actions to their passions and interests -- to something \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">meaningful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Framing risks in this way “is the ticket for helping introverts stretch.” Kasevich gives the example of a student who wants to bring sustainability initiatives to his high school -- a passion that might require becoming a club officer or giving a speech or presentation. Teachers can remind such a student to “keep your mission in mind. Go to auditorium beforehand to practice, and remember a time in the past when you spoke with confidence and conviction.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Structure Temperamentally Inclusive Group Work:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you simply put kids into groups with no training, a minority of members will likely do the majority of the talking. Train students in techniques such as \u003c/span>\u003ca href=\"https://www.smashingmagazine.com/2013/12/using-brainwriting-for-rapid-idea-generation/\">\u003cspan style=\"font-weight: 400\">brainwriting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.designthinkinginschools.com/\">\u003cspan style=\"font-weight: 400\">design thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Establish \u003c/span>\u003ca href=\"https://www.berea.edu/brushy-fork-institute/establishing-group-norms/\">\u003cspan style=\"font-weight: 400\">group\u003c/span>\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\">\u003cspan style=\"font-weight: 400\">norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for inclusive conversation and stick to them. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a temperament-inclusive classroom takes time, said Kasevich. It’s about striking the balance between collaboration and individual work, creating a classroom culture that values deep listening, reflective pauses and \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Student-Engagement-Rubric.pdf\">\u003cspan style=\"font-weight: 400\">multiple forms of engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We are not waging war on group work,” said Kasevich. “We want educators to think more broadly about classroom participation and engagement,” creating an environment where all students can thrive.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Designing experiences that give kids time to think on their own before sharing out to the class can go a long way in helping introverted kids feel valued and understood.","status":"publish","parent":0,"modified":1534172826,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1123},"headData":{"title":"Six Strategies to Help Introverts Thrive at School and Feel Understood | KQED","description":"Designing experiences that give kids time to think on their own before sharing out to the class can go a long way in helping introverted kids feel valued and understood.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Strategies to Help Introverts Thrive at School and Feel Understood","datePublished":"2018-08-13T06:05:17.000Z","dateModified":"2018-08-13T15:07:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51811 https://ww2.kqed.org/mindshift/?p=51811","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/12/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood/","disqusTitle":"Six Strategies to Help Introverts Thrive at School and Feel Understood","path":"/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In every classroom, teachers try to engage students who have a variety of temperaments: extroverts, introverts and ambiverts. They work with children who crave sensory stimulation and with those who are \u003c/span>\u003ca href=\"http://hsperson.com/pdf/JPSP_Aron_and_Aron_97_Sensitivity_vs_I_and_N.pdf\">\u003cspan style=\"font-weight: 400\">highly sensitive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to noise and \u003c/span>\u003ca href=\"https://www.psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html\">\u003cspan style=\"font-weight: 400\">visual distraction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While one temperament is not better than any other, \u003c/span>\u003cspan style=\"font-weight: 400\">introverted students are often “overlooked, undervalued and overstimulated in our schools,” said Heidi Kasevich, a 20-year teaching veteran and \u003c/span>\u003cspan style=\"font-weight: 400\">director of education for\u003c/span>\u003ca href=\"https://www.quietrev.com/team/heidi-kasevich/\">\u003cspan style=\"font-weight: 400\"> Quiet Revolution,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> an outgrowth of Susan Cain’s best-selling \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-the-book/\">\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the power of introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich was a student, she was often told, “Just come out of your shell” and “Just speak up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had no idea I had an inborn temperament,” she said, “and I often felt unsafe in school environments.” A person’s basic \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=http-3A__www.child-2Dencyclopedia.com_temperament_according-2Dexperts_temperament-2Dand-2Dits-2Dimpact-2Dchild-2Ddevelopment-2Dcomments-2Drothbart-2Dkagan&d=DQMFaQ&c=RAhzPLrCAq19eJdrcQiUVEwFYoMRqGDAXQ_puw5tYjg&r=Gqje-yG6AEEsDePoSmvJRc9NfE-sQUcOkTuPaL2oojY&m=yYO_li6qqKmwIuy0ZXWfBuJThOb_eAa5G90xrvwIBlY&s=L-r4opRoGbi9sl1lecERPrAh66b-LFc6Amkzd0PDECU&e=\">temperament\u003c/a> is \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1188235/\">rooted in biology\u003c/a>, with differences emerging in \u003ca href=\"http://ideas.time.com/2012/01/26/dont-call-introverted-children-shy/\">infancy and early childhood\u003c/a>. For example, some babies are more sensitive than others to stimuli such as loud noises; and some toddlers are more cautious when presented with novel objects, such as a robotic toy. Many of these careful and sensory-sensitive children grow up to be introverts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, as a leader of the \u003c/span>\u003ca href=\"https://www.quietrev.com/quiet-schools-network/\">\u003cspan style=\"font-weight: 400\">Quiet Schools Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Kasevich has worked with Cain to develop accessible techniques to help introverted students “hit the ground running, with a sense of well-being instead of the feeling that ‘there’s something wrong with me.’ ” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>What Do Teachers Need to Know About Introverted Students?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all fall somewhere on the introvert/extrovert spectrum, said Kasevich. In schools -- which are highly stimulating environments -- introverts are often “expected to fit into the extrovert ideal, and this leads to the danger zone of self-negation, turning inward or withdrawing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To better understand the needs of students, teachers can spend some time at the beginning of the year getting to know students’ preferred work and communication styles. For example, said Kasevich, introverts tend to prefer: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Conversing one-on-one or in small groups\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Thinking before sharing aloud\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Weighing options before making decisions\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Looking (and assessing risk) before leaping\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Recharging in a quiet, calm environment \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thoughtful teachers can help children see their preferences as adding value to the classroom environment and as opportunities for growth. For example, a disposition toward caution can be nurtured into \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">prudence\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> -- or, as Kasevich defines it, “risk-taking that is rooted in practical wisdom, that takes the time to consider the ‘what-if’s.’ ” Similarly, a proclivity toward listening and reflection supports \u003c/span>\u003ca href=\"https://behavioralscientist.org/the-benefits-of-admitting-when-you-dont-know/\">\u003cspan style=\"font-weight: 400\">intellectual humility\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a preference for small-group conversation can bolster perspective-taking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Six Classroom Strategies that Help Introverts Thrive\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Kasevich works with schools and educators, she shares several strategies for creating temperament-inclusive classrooms, including the following. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Make Space for Quiet Reflection: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can take an inventory of the \u003c/span>\u003cspan style=\"font-weight: 400\">“silence-talk continuum” in their teaching methods, making room for both quiet reflection and active discourse. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Provide opportunities for one-on-one conversation within the classroom -- such as \u003ca href=\"http://pz.harvard.edu/resources/think-pair-share\">think-pair-share\u003c/a>. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Ask students to first respond to questions on a Post-it note before inviting verbal responses. This primes the pump for students who need more think time. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Try a “One-Minute Paper”: Pause in the middle of class and ask students to reflect on what they are learning. Prompts might include: “What’s striking me? What’s challenging me? Why is this relevant? How can I connect this to something else I’m learning?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Count to 10 in your head before calling on students. According to Kasevich, “studies show that three to 10 seconds of wait time helps introverted students and increases the complexity of responses for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">students.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Integrate purposeful silence. For example, put up an image, a painting or a line from a book and ask students to carefully observe and think about it for four minutes. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Consider the Physical Environment: \u003c/b>\u003cspan style=\"font-weight: 400\">Because introverts can become overstimulated by the action-packed pace of a school day, “they need time and space to restore their nervous system.” Think about providing niches for quiet reading or mind-wandering. Explore inclusive lunchroom and playground options, such as a coloring table or open library time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Provide Previews: \u003c/b>Some introverted students instinctively avoid unfamiliar challenges, said Kasevich, “so give them a long runway.” This might take the form of\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An essential question on the board as class starts\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">An agenda before a meeting\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A detailed calendar or syllabus (middle and high school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A posted daily schedule (elementary school)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">A thorough preview of a unit, project or assessment\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb> Watch Your Language:\u003c/b>\u003cspan style=\"font-weight: 400\"> Introverts are sometimes labeled negatively by peers and teachers. The \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Friendly-Comments.pdf\">\u003cspan style=\"font-weight: 400\">Quiet-Friendly Comment Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers with alternatives to common phrases that they can use when providing feedback to students or talking with parents. For example, instead of noting a deficit (e.g. “She needs to speak up more in class discussion”), frame a student’s strengths (e.g., “She is an insightful student who thinks deeply and thoughtfully before responding”).\u003c/span>\u003c/p>\n\u003cp>\u003cb> Scaffold Meaningful Stretching: \u003c/b>\u003cspan style=\"font-weight: 400\">Teachers can help introverts stretch outside their comfort zones and take comfortable risks. Since “they won’t take a risk for risk’s sake,” tie needful actions to their passions and interests -- to something \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">meaningful\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Framing risks in this way “is the ticket for helping introverts stretch.” Kasevich gives the example of a student who wants to bring sustainability initiatives to his high school -- a passion that might require becoming a club officer or giving a speech or presentation. Teachers can remind such a student to “keep your mission in mind. Go to auditorium beforehand to practice, and remember a time in the past when you spoke with confidence and conviction.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Structure Temperamentally Inclusive Group Work:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you simply put kids into groups with no training, a minority of members will likely do the majority of the talking. Train students in techniques such as \u003c/span>\u003ca href=\"https://www.smashingmagazine.com/2013/12/using-brainwriting-for-rapid-idea-generation/\">\u003cspan style=\"font-weight: 400\">brainwriting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.designthinkinginschools.com/\">\u003cspan style=\"font-weight: 400\">design thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Establish \u003c/span>\u003ca href=\"https://www.berea.edu/brushy-fork-institute/establishing-group-norms/\">\u003cspan style=\"font-weight: 400\">group\u003c/span>\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\">\u003cspan style=\"font-weight: 400\">norms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for inclusive conversation and stick to them. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a temperament-inclusive classroom takes time, said Kasevich. It’s about striking the balance between collaboration and individual work, creating a classroom culture that values deep listening, reflective pauses and \u003c/span>\u003ca href=\"https://www.quietrev.com/wp-content/uploads/2018/03/Quiet-Student-Engagement-Rubric.pdf\">\u003cspan style=\"font-weight: 400\">multiple forms of engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We are not waging war on group work,” said Kasevich. “We want educators to think more broadly about classroom participation and engagement,” creating an environment where all students can thrive.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood","authors":["11087"],"categories":["mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_20970"],"featImg":"mindshift_51839","label":"mindshift"},"mindshift_45735":{"type":"posts","id":"mindshift_45735","meta":{"index":"posts_1591205157","site":"mindshift","id":"45735","score":null,"sort":[1467806150000]},"guestAuthors":[],"slug":"how-schools-can-help-notice-and-serve-the-quiet-kids","title":"How Schools Can Help Notice and Serve the 'Quiet Kids'","publishDate":1467806150,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Lily Shum was little, she dreaded speaking up in class. It wasn't because she didn't have anything interesting to say, or because she wasn't paying attention or didn't know the answer. She was just quiet.\u003c/p>\n\u003cp>\"Every single report card that I ever had says, 'Lily needs to talk more. She is too quiet,' \" recalls Shum, now an assistant director at Trevor Day School in Manhattan.\u003c/p>\n\u003cp>She doesn't want her students to feel the pressure to speak up that she felt.\u003c/p>\n\u003cp>That's why she's joined more than 60 educators in New York City recently at the Quiet Summer Institute. The professional development workshop was based on Susan Cain's bestseller \u003cem>Quiet: The Power of Introverts In A World That Can't Stop Talking.\u003c/em>\u003c/p>\n\u003cp>The book has been a national phenomenon, and it's the inspiration behind a curriculum developed by Heidi Kasevich for teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It was a lens through which I could view my entire life, and really feel the license to be myself,\" says Kasevich, a teacher for more than 20 years who now works for the company Cain co-founded to promote the book's message about introverts.\u003c/p>\n\u003cp>This training workshop uses this book — and Cain's \u003ca href=\"http://www.npr.org/sections/ed/2016/02/18/465999756/how-parents-and-teachers-can-nurture-the-quiet-power-of-introverts\">latest book written for middle-schoolers\u003c/a> — to help teachers notice, and serve, those quiet kids.\u003c/p>\n\u003cp>\"There are expectations on our kids to ... be a charismatic extrovert,\" says Kasevich. Even if it's unconscious, she says, teachers tend to give more attention to the louder students.\u003c/p>\n\u003cp>Kasevich admits she did it too: calling on the kids who raised their hands first.\u003c/p>\n\u003cp>The two-day course started with re-imagining class participation, which in some schools can count for a big portion of students' grades. Kasevich would prefer it be called classroom engagement.\u003c/p>\n\u003cp>\"Being present and connecting doesn't have to take place through lots of speech,\" she says. Why not try drawing, writing or working in pairs?\u003c/p>\n\u003cp>Or, Kasevich suggests, have students walk around the room, writing ideas on tacked up pieces of paper. They can respond to each other's ideas — like a sort of silent dialogue.\u003c/p>\n\u003cp>Educators at the summit heard from Cain herself and also Amy Cuddy and Priscilla Gilman — writers who've touched on the subject of introverts.\u003c/p>\n\u003cp>Principals and administrators mixed with school psychologists, guidance counselors and teachers. They met in small groups to discuss ideas and tips.\u003c/p>\n\u003cp>At one session, Erica Corbin, the director of community life and diversity at a private girls' school in Manhattan, told her team that focusing on introverts also means reigning in the extroverts.\u003c/p>\n\u003cp>She offered up this tip for handling students who dominate the discussion: W-A-I-T. Sure, it means wait. But, Corbin explains, it also stands for: \"Why Am I Talking?\"\u003c/p>\n\u003cp>\u003cstrong>Below The Surface\u003c/strong>\u003c/p>\n\u003cp>With shy kids, says Corbin, it's not just about paying attention to them. Teachers need to think about \u003cem>why\u003c/em> they're quiet.\u003c/p>\n\u003cp>\"Personality might be some of it,\" she explains, \"and we also might have kids who are quiet because they have been shut down. We might have kids that are quiet because they anticipate being shut down whether they have been or not.\"\u003c/p>\n\u003cp>Shutting down for all kinds of reasons, she adds. Stereotypes. Biases. Trouble at home: \"When we're thinking about students who are quiet, how does that also connect with their race ... their gender ... their sexuality?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By understanding how to reach introverts, she said, teachers can get at those other issues. Because if they don't start to look past the students with their hands up, \"we're all gonna miss out on a lot of brilliant ideas.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Teachers+Can+Help+%27Quiet+Kids%27+Tap+Their+Superpowers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Remember that quiet kid in class who never spoke up? In New York, teachers are learning how to make sure the ideas of introverts don't get overlooked.","status":"publish","parent":0,"modified":1467806150,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":623},"headData":{"title":"How Schools Can Help Notice and Serve the 'Quiet Kids' | KQED","description":"Remember that quiet kid in class who never spoke up? In New York, teachers are learning how to make sure the ideas of introverts don't get overlooked.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Can Help Notice and Serve the 'Quiet Kids'","datePublished":"2016-07-06T11:55:50.000Z","dateModified":"2016-07-06T11:55:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45735 http://ww2.kqed.org/mindshift/?p=45735","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/06/how-schools-can-help-notice-and-serve-the-quiet-kids/","disqusTitle":"How Schools Can Help Notice and Serve the 'Quiet Kids'","nprImageCredit":"dave van patten","nprByline":"Elissa Nadworny ","nprImageAgency":"for NPR","nprStoryId":"483272807","nprApiLink":"http://api.npr.org/query?id=483272807&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/07/06/483272807/how-teachers-can-help-quiet-kids-tap-their-superpowers?ft=nprml&f=483272807","nprRetrievedStory":"1","nprPubDate":"Wed, 06 Jul 2016 07:37:00 -0400","nprStoryDate":"Wed, 06 Jul 2016 05:00:00 -0400","nprLastModifiedDate":"Wed, 06 Jul 2016 05:20:18 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2016/07/20160706_me_how_teachers_can_help_quiet_kids_tap_their_superpowers.mp3?orgId=1&topicId=1013&d=197&p=3&story=483272807&t=progseg&e=484894598&seg=8&ft=nprml&f=483272807","nprAudioM3u":"http://api.npr.org/m3u/1484894716-c96fa8.m3u?orgId=1&topicId=1013&d=197&p=3&story=483272807&t=progseg&e=484894598&seg=8&ft=nprml&f=483272807","path":"/mindshift/45735/how-schools-can-help-notice-and-serve-the-quiet-kids","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2016/07/20160706_me_how_teachers_can_help_quiet_kids_tap_their_superpowers.mp3?orgId=1&topicId=1013&d=197&p=3&story=483272807&t=progseg&e=484894598&seg=8&ft=nprml&f=483272807","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Lily Shum was little, she dreaded speaking up in class. It wasn't because she didn't have anything interesting to say, or because she wasn't paying attention or didn't know the answer. She was just quiet.\u003c/p>\n\u003cp>\"Every single report card that I ever had says, 'Lily needs to talk more. She is too quiet,' \" recalls Shum, now an assistant director at Trevor Day School in Manhattan.\u003c/p>\n\u003cp>She doesn't want her students to feel the pressure to speak up that she felt.\u003c/p>\n\u003cp>That's why she's joined more than 60 educators in New York City recently at the Quiet Summer Institute. The professional development workshop was based on Susan Cain's bestseller \u003cem>Quiet: The Power of Introverts In A World That Can't Stop Talking.\u003c/em>\u003c/p>\n\u003cp>The book has been a national phenomenon, and it's the inspiration behind a curriculum developed by Heidi Kasevich for teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It was a lens through which I could view my entire life, and really feel the license to be myself,\" says Kasevich, a teacher for more than 20 years who now works for the company Cain co-founded to promote the book's message about introverts.\u003c/p>\n\u003cp>This training workshop uses this book — and Cain's \u003ca href=\"http://www.npr.org/sections/ed/2016/02/18/465999756/how-parents-and-teachers-can-nurture-the-quiet-power-of-introverts\">latest book written for middle-schoolers\u003c/a> — to help teachers notice, and serve, those quiet kids.\u003c/p>\n\u003cp>\"There are expectations on our kids to ... be a charismatic extrovert,\" says Kasevich. Even if it's unconscious, she says, teachers tend to give more attention to the louder students.\u003c/p>\n\u003cp>Kasevich admits she did it too: calling on the kids who raised their hands first.\u003c/p>\n\u003cp>The two-day course started with re-imagining class participation, which in some schools can count for a big portion of students' grades. Kasevich would prefer it be called classroom engagement.\u003c/p>\n\u003cp>\"Being present and connecting doesn't have to take place through lots of speech,\" she says. Why not try drawing, writing or working in pairs?\u003c/p>\n\u003cp>Or, Kasevich suggests, have students walk around the room, writing ideas on tacked up pieces of paper. They can respond to each other's ideas — like a sort of silent dialogue.\u003c/p>\n\u003cp>Educators at the summit heard from Cain herself and also Amy Cuddy and Priscilla Gilman — writers who've touched on the subject of introverts.\u003c/p>\n\u003cp>Principals and administrators mixed with school psychologists, guidance counselors and teachers. They met in small groups to discuss ideas and tips.\u003c/p>\n\u003cp>At one session, Erica Corbin, the director of community life and diversity at a private girls' school in Manhattan, told her team that focusing on introverts also means reigning in the extroverts.\u003c/p>\n\u003cp>She offered up this tip for handling students who dominate the discussion: W-A-I-T. Sure, it means wait. But, Corbin explains, it also stands for: \"Why Am I Talking?\"\u003c/p>\n\u003cp>\u003cstrong>Below The Surface\u003c/strong>\u003c/p>\n\u003cp>With shy kids, says Corbin, it's not just about paying attention to them. Teachers need to think about \u003cem>why\u003c/em> they're quiet.\u003c/p>\n\u003cp>\"Personality might be some of it,\" she explains, \"and we also might have kids who are quiet because they have been shut down. We might have kids that are quiet because they anticipate being shut down whether they have been or not.\"\u003c/p>\n\u003cp>Shutting down for all kinds of reasons, she adds. Stereotypes. Biases. Trouble at home: \"When we're thinking about students who are quiet, how does that also connect with their race ... their gender ... their sexuality?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By understanding how to reach introverts, she said, teachers can get at those other issues. Because if they don't start to look past the students with their hands up, \"we're all gonna miss out on a lot of brilliant ideas.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Teachers+Can+Help+%27Quiet+Kids%27+Tap+Their+Superpowers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45735/how-schools-can-help-notice-and-serve-the-quiet-kids","authors":["byline_mindshift_45735"],"categories":["mindshift_192"],"tags":["mindshift_1028","mindshift_20784","mindshift_1040","mindshift_20970"],"featImg":"mindshift_45736","label":"mindshift"},"mindshift_43783":{"type":"posts","id":"mindshift_43783","meta":{"index":"posts_1591205157","site":"mindshift","id":"43783","score":null,"sort":[1455868839000]},"guestAuthors":[],"slug":"strategies-to-ensure-introverted-students-feel-valued-at-school","title":"Strategies to Ensure Introverted Students Feel Valued at School","publishDate":1455868839,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Susan Cain wrote \u003cem>Quiet: The Power of Introverts in a World That Can't Stop Talking \u003c/em>in 2012, it was a big success. The book made the cover of \u003cem>Time\u003c/em> magazine, spent weeks on the \u003cem>New York Times\u003c/em> best-sellers list and was the subject of one of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/14/fostering-the-power-of-introverts/\" target=\"_blank\">most-watched TED Talks\u003c/a>, with more than 13 million views.\u003c/p>\n\u003cp>From that grew \u003ca href=\"http://www.quietrev.com/\">The Quiet Revolution\u003c/a>, a company Cain co-founded that continues to produce and share content about, and for, introverts. The site offers an online training course for parents and stories submitted by readers about being introverted. There's even \u003ca href=\"https://itunes.apple.com/us/podcast/quiet-power-introverts-susan/id1065074566?mt=2&ign-mpt=uo%3D4\">a podcast\u003c/a>.\u003c/p>\n\u003cp>Kids, Cain says, \"are at the heart and center of it.\"\u003c/p>\n\u003cp>\"Introverts often are really amazing, talented, gifted, loving children, and they feel like there's something wrong with them,\" she says. \"And our mission is to make it so that the next generation of kids does not grow up feeling that way.\"\u003c/p>\n\u003cp>In her latest book, \u003cem>Quiet Power: The Secret Strengths of Introverts, \u003c/em>she's taking her message about introverts to teenagers. Though the book is written for young adults, it's also a tool for teachers and parents.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I talked with Cain about her mission of supporting introverts, and asked her advice on how to teach them.\u003c/p>\n\u003cp>\u003cstrong>So what does it mean to be an introverted child?\u003c/strong>\u003c/p>\n\u003cp>It's really not different for a child than for an adult. It's a person who feels at their best and at their most alive when they're in quieter, more mellow environments. And it stems from a neurobiological difference between introverts and extroverts. Literally, different nervous systems. Introverts have nervous systems that simply react more to everything that's going on around them, and that means they feel more in their sweet spot when there's less stuff happening. And extroverts have nervous systems that react less, which means that they don't get to their sweet spot until there's more stuff happening. And so this is why you see these different behavioral preferences. An introverted kid would rather draw quietly or would rather play their favorite sport with one or two other kids. A more extroverted child would rather be part of a big gang and a big noisy birthday party, and not only not be fazed by it but seem to really relish all that stimulation.\u003c/p>\n\u003cp>\u003cstrong>And it's different from being shy?\u003c/strong>\u003c/p>\n\u003cp>It is different. Shyness is much more about the fear of being judged. It's a kind of self-consciousness and not wanting people to look at you and feeling easily embarrassed or easily shamed. These are all the feelings that a shy child would have. And in practice, many introverted children are also shy, but many are not, and you can also have children that are quite extroverted but who are shy, and as soon as they overcome their shyness, you see them being in the middle of the big gang. So it's really important when you're working with children to understand what is actually happening inside them so that you make sure that you're responding to the right thing.\u003c/p>\n\u003cp>\u003cstrong>So let's talk about schools. Where do they come in?\u003c/strong>\u003c/p>\n\u003cp>You know, lots of schools are really hungry for information on how they can do a better job of working with these kids.\u003c/p>\n\u003cp>They're asking good questions: What indeed are the right ways to think about class participation? And are we over-evaluating as an educational culture? We overvalue the person who raises their hand all the time. Why is that important? Do we overvalue in quantity, as opposed to quality, of participation? Are there ways to think about class participation differently? Like we [at Quiet Revolution] have been encouraging schools to think in terms of classroom engagement rather than participation. Take a more holistic way of looking at how a child is engaging with this material or with their classmates.\u003c/p>\n\u003cp>\u003cstrong>One of the anecdotes I loved in the book was when the teacher had her students think for a minute before answering. What other kind of good ideas or tips can teachers use like that?\u003c/strong>\u003c/p>\n\u003cp>Another idea is the think/pair/share technique, which I think many teachers are familiar with already, but may not realize the power of it within a population of students. This is a technique where the teacher asks the students a question; asks them to think about the answer. They pair up with another student to talk about their reflections. And then, once they're paired, once they've articulated it with that partner, then you ask each pair to share their thoughts with the room as a whole. And this does a lot of great things for introverted kids. No. 1, it gives them the time to process. No. 2, it allows them to get the experience of articulating their thoughts out loud. But in front of only one other student, they don't have to do it in front of the whole class. And then, often, once they have had that warmup period with one other student, they're then much more likely to want to share with the whole class.\u003c/p>\n\u003cp>So this is a technique that works, it works equally well for introverts and extroverts. It's great for the extroverts, too, but it just happens to work well with the more reticent kids.\u003c/p>\n\u003cp>\u003cstrong>What do you think about using social media or technology in the classroom? Helpful for introverts? Harmful?\u003c/strong>\u003c/p>\n\u003cp>Helpful. Well, of course social media is such a big thing, so for introverts, there are pros and cons. But my first impulse is to say helpful, and there are teachers now who are starting to incorporate social media into their classrooms and report that the more reticent children are much more likely to participate when their means of expression is through their screens. They can type their answer into a screen, the other students then see what they have written or typed or whatever, and then \"real life\" dialogue begins based on the initial ideas that were contributed through the screen.\u003c/p>\n\u003cp>So in general I'm a big fan of social media. I think incorporating it creatively into the class can work. If we're talking about it as an educational technique, then I am all for it.\u003c/p>\n\u003cp>\u003cstrong>This brings me to another school-related trauma: the public speech. Should teachers kind of push introverts along, out of their comfort zone?\u003c/strong>\u003c/p>\n\u003cp>Yeah, so I think that it's important, of course. The key, if we're talking about public speaking or really anything that kids are fearful of, is to think of anxiety levels on a scale of 1 to 10, and to make sure you're pushing kids within a zone of 4 to 6.\u003c/p>\n\u003cp>If you have a kid who is really freaking out, they're really in that 7-to-10 zone, it's just too dangerous to push them at that point. They might succeed, they might, you know, do well and feel this is great. But there's too big a risk of it backfiring and the experience going poorly and the fear being further codified in their brain.\u003c/p>\n\u003cp>So you're much better off meeting a fear in small steps. The answer is not: 'OK, you never have to do ... ' The Answer is: \"OK. You're afraid of public speaking. Why don't you prepare your speech and work on it first with your best friend?\"\u003c/p>\n\u003cp>Give the speech to your friend. And then, when you've done that, maybe you can give it to another, smaller group. From there, you work up in stages, to finally giving the all out speech. You look for ways to make the experience less anxiety producing.\u003c/p>\n\u003cp>\u003cstrong>In the book, you mention that loving the topic can help kids get into their speech. \u003c/strong>\u003c/p>\n\u003cp>Making sure that the child is speaking about a subject that they're truly passionate about and excited to speak about is important. Because again, this is ... biochemical. If you tap into your body's behavioral activation system by speaking about something you're excited about, then that overcomes the body's behavioral inhibition system. Which is the system in your body telling you, stop. Slow down. Get the heck off the stage. So it does require extra work on the part of the teacher and an extra degree of thought and care, which I recognize is not always easy, you know, for overburdened teachers. But it goes a long way.\u003c/p>\n\u003cp>\u003cstrong>What about group work? Is that good for introverts?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In my experience, it depends a lot on how the group is structured. How carefully it's structured. Because I've seen group work where it works really well, you've got kids who work well together, everybody knows their role. That can be a really positive experience. And then I've seen big free-for-all groups where it's \u003cem>Lord of The Flies\u003c/em> and you've got the most dominant kids taking over. Everyone else is checked out. So it can really go both ways.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Parents+And+Teachers+Can+Nurture+The+%27Quiet+Power%27+Of+Introverts&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"A new book looks inside the minds of introverted kids and teens, with lessons for schools on class participation, groupthink and public speaking.","status":"publish","parent":0,"modified":1455868839,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1535},"headData":{"title":"Strategies to Ensure Introverted Students Feel Valued at School | KQED","description":"A new book looks inside the minds of introverted kids and teens, with lessons for schools on class participation, groupthink and public speaking.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Strategies to Ensure Introverted Students Feel Valued at School","datePublished":"2016-02-19T08:00:39.000Z","dateModified":"2016-02-19T08:00:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43783 http://ww2.kqed.org/mindshift/?p=43783","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/19/strategies-to-ensure-introverted-students-feel-valued-at-school/","disqusTitle":"Strategies to Ensure Introverted Students Feel Valued at School","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny ","nprImageAgency":"NPR","nprStoryId":"465999756","nprApiLink":"http://api.npr.org/query?id=465999756&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/18/465999756/how-parents-and-teachers-can-nurture-the-quiet-power-of-introverts?ft=nprml&f=465999756","nprRetrievedStory":"1","nprPubDate":"Thu, 18 Feb 2016 11:28:00 -0500","nprStoryDate":"Thu, 18 Feb 2016 06:40:00 -0500","nprLastModifiedDate":"Thu, 18 Feb 2016 11:28:25 -0500","path":"/mindshift/43783/strategies-to-ensure-introverted-students-feel-valued-at-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Susan Cain wrote \u003cem>Quiet: The Power of Introverts in a World That Can't Stop Talking \u003c/em>in 2012, it was a big success. The book made the cover of \u003cem>Time\u003c/em> magazine, spent weeks on the \u003cem>New York Times\u003c/em> best-sellers list and was the subject of one of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/14/fostering-the-power-of-introverts/\" target=\"_blank\">most-watched TED Talks\u003c/a>, with more than 13 million views.\u003c/p>\n\u003cp>From that grew \u003ca href=\"http://www.quietrev.com/\">The Quiet Revolution\u003c/a>, a company Cain co-founded that continues to produce and share content about, and for, introverts. The site offers an online training course for parents and stories submitted by readers about being introverted. There's even \u003ca href=\"https://itunes.apple.com/us/podcast/quiet-power-introverts-susan/id1065074566?mt=2&ign-mpt=uo%3D4\">a podcast\u003c/a>.\u003c/p>\n\u003cp>Kids, Cain says, \"are at the heart and center of it.\"\u003c/p>\n\u003cp>\"Introverts often are really amazing, talented, gifted, loving children, and they feel like there's something wrong with them,\" she says. \"And our mission is to make it so that the next generation of kids does not grow up feeling that way.\"\u003c/p>\n\u003cp>In her latest book, \u003cem>Quiet Power: The Secret Strengths of Introverts, \u003c/em>she's taking her message about introverts to teenagers. Though the book is written for young adults, it's also a tool for teachers and parents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I talked with Cain about her mission of supporting introverts, and asked her advice on how to teach them.\u003c/p>\n\u003cp>\u003cstrong>So what does it mean to be an introverted child?\u003c/strong>\u003c/p>\n\u003cp>It's really not different for a child than for an adult. It's a person who feels at their best and at their most alive when they're in quieter, more mellow environments. And it stems from a neurobiological difference between introverts and extroverts. Literally, different nervous systems. Introverts have nervous systems that simply react more to everything that's going on around them, and that means they feel more in their sweet spot when there's less stuff happening. And extroverts have nervous systems that react less, which means that they don't get to their sweet spot until there's more stuff happening. And so this is why you see these different behavioral preferences. An introverted kid would rather draw quietly or would rather play their favorite sport with one or two other kids. A more extroverted child would rather be part of a big gang and a big noisy birthday party, and not only not be fazed by it but seem to really relish all that stimulation.\u003c/p>\n\u003cp>\u003cstrong>And it's different from being shy?\u003c/strong>\u003c/p>\n\u003cp>It is different. Shyness is much more about the fear of being judged. It's a kind of self-consciousness and not wanting people to look at you and feeling easily embarrassed or easily shamed. These are all the feelings that a shy child would have. And in practice, many introverted children are also shy, but many are not, and you can also have children that are quite extroverted but who are shy, and as soon as they overcome their shyness, you see them being in the middle of the big gang. So it's really important when you're working with children to understand what is actually happening inside them so that you make sure that you're responding to the right thing.\u003c/p>\n\u003cp>\u003cstrong>So let's talk about schools. Where do they come in?\u003c/strong>\u003c/p>\n\u003cp>You know, lots of schools are really hungry for information on how they can do a better job of working with these kids.\u003c/p>\n\u003cp>They're asking good questions: What indeed are the right ways to think about class participation? And are we over-evaluating as an educational culture? We overvalue the person who raises their hand all the time. Why is that important? Do we overvalue in quantity, as opposed to quality, of participation? Are there ways to think about class participation differently? Like we [at Quiet Revolution] have been encouraging schools to think in terms of classroom engagement rather than participation. Take a more holistic way of looking at how a child is engaging with this material or with their classmates.\u003c/p>\n\u003cp>\u003cstrong>One of the anecdotes I loved in the book was when the teacher had her students think for a minute before answering. What other kind of good ideas or tips can teachers use like that?\u003c/strong>\u003c/p>\n\u003cp>Another idea is the think/pair/share technique, which I think many teachers are familiar with already, but may not realize the power of it within a population of students. This is a technique where the teacher asks the students a question; asks them to think about the answer. They pair up with another student to talk about their reflections. And then, once they're paired, once they've articulated it with that partner, then you ask each pair to share their thoughts with the room as a whole. And this does a lot of great things for introverted kids. No. 1, it gives them the time to process. No. 2, it allows them to get the experience of articulating their thoughts out loud. But in front of only one other student, they don't have to do it in front of the whole class. And then, often, once they have had that warmup period with one other student, they're then much more likely to want to share with the whole class.\u003c/p>\n\u003cp>So this is a technique that works, it works equally well for introverts and extroverts. It's great for the extroverts, too, but it just happens to work well with the more reticent kids.\u003c/p>\n\u003cp>\u003cstrong>What do you think about using social media or technology in the classroom? Helpful for introverts? Harmful?\u003c/strong>\u003c/p>\n\u003cp>Helpful. Well, of course social media is such a big thing, so for introverts, there are pros and cons. But my first impulse is to say helpful, and there are teachers now who are starting to incorporate social media into their classrooms and report that the more reticent children are much more likely to participate when their means of expression is through their screens. They can type their answer into a screen, the other students then see what they have written or typed or whatever, and then \"real life\" dialogue begins based on the initial ideas that were contributed through the screen.\u003c/p>\n\u003cp>So in general I'm a big fan of social media. I think incorporating it creatively into the class can work. If we're talking about it as an educational technique, then I am all for it.\u003c/p>\n\u003cp>\u003cstrong>This brings me to another school-related trauma: the public speech. Should teachers kind of push introverts along, out of their comfort zone?\u003c/strong>\u003c/p>\n\u003cp>Yeah, so I think that it's important, of course. The key, if we're talking about public speaking or really anything that kids are fearful of, is to think of anxiety levels on a scale of 1 to 10, and to make sure you're pushing kids within a zone of 4 to 6.\u003c/p>\n\u003cp>If you have a kid who is really freaking out, they're really in that 7-to-10 zone, it's just too dangerous to push them at that point. They might succeed, they might, you know, do well and feel this is great. But there's too big a risk of it backfiring and the experience going poorly and the fear being further codified in their brain.\u003c/p>\n\u003cp>So you're much better off meeting a fear in small steps. The answer is not: 'OK, you never have to do ... ' The Answer is: \"OK. You're afraid of public speaking. Why don't you prepare your speech and work on it first with your best friend?\"\u003c/p>\n\u003cp>Give the speech to your friend. And then, when you've done that, maybe you can give it to another, smaller group. From there, you work up in stages, to finally giving the all out speech. You look for ways to make the experience less anxiety producing.\u003c/p>\n\u003cp>\u003cstrong>In the book, you mention that loving the topic can help kids get into their speech. \u003c/strong>\u003c/p>\n\u003cp>Making sure that the child is speaking about a subject that they're truly passionate about and excited to speak about is important. Because again, this is ... biochemical. If you tap into your body's behavioral activation system by speaking about something you're excited about, then that overcomes the body's behavioral inhibition system. Which is the system in your body telling you, stop. Slow down. Get the heck off the stage. So it does require extra work on the part of the teacher and an extra degree of thought and care, which I recognize is not always easy, you know, for overburdened teachers. But it goes a long way.\u003c/p>\n\u003cp>\u003cstrong>What about group work? Is that good for introverts?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In my experience, it depends a lot on how the group is structured. How carefully it's structured. Because I've seen group work where it works really well, you've got kids who work well together, everybody knows their role. That can be a really positive experience. And then I've seen big free-for-all groups where it's \u003cem>Lord of The Flies\u003c/em> and you've got the most dominant kids taking over. Everyone else is checked out. So it can really go both ways.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Parents+And+Teachers+Can+Nurture+The+%27Quiet+Power%27+Of+Introverts&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43783/strategies-to-ensure-introverted-students-feel-valued-at-school","authors":["byline_mindshift_43783"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20970","mindshift_20971"],"featImg":"mindshift_43784","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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