How extroverted teachers can engage introverted students
Strategies to Ensure Introverted Students Feel Valued at School
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FM","link":"/"}},"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_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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