In Defense of the Introvert Student
This post is from guest contributor Anthony Westcott.
photo by Shayla Beley
In the last few years, a good deal of dialogue has been generated in the media about the idea of introverts navigating a society that values extroversion. A best selling book by Susan Cain from 2012 called Quiet: The Power of Introverts in a World That Can’t Stop Talking spotlighted the issue, and it was followed by a popular “TED Talk” of hers, as well as a raft of other books in its wake such as Laurie Helgoe’s Introvert Power: Why Your Inner Life is Your Hidden Strength, and Jennifer Kahnweiler and Douglas Conant’s The Introverted Leader: Building on Your Quiet Strength; just in the last month, there was a New York Times op-ed piece written by Vanessa Barbara about living as an introvert in the highly extroverted culture of Brazil. And this has been good news for introverts such as yours truly. While I think my passions for reading and writing led me to a career teaching English, it may seem ironic to others that an introvert should choose to spend each day interacting with classes of high school students. However, as these books will tell you, many introverts learn how to develop a form of extroverted behavior to fit into a role that demands it. Just think of famous actors like Harrison Ford and Clint Eastwood who light up movie screens but are soft-spoken, even reticent individuals offstage. Indeed, many of my students would characterize my teaching personality in a classroom as dynamic but it’s the work of a performer, not the true self on display. The tradeoff for my psyche is daily lunch periods spent away from both colleagues and students solitarily plowing through books, recharging for an afternoon of more face time with kids.
Despite the new awareness due to all the media coverage on the topic of introversion, there has also been the requisite backlash. One particular piece in The Atlantic called “Introverted Kids Need To Learn To Speak Up At School” by writer and language arts teacher Jessica Lahey, has brought up an idea I’ve found myself taking issue with. In the piece, the author touts the importance of classroom participation and explains how this is a significant factor in the grading of her students. Specifically what Lahey means by “classroom participation” is a verbal exchange of ideas in the classroom setting, with a lack of this reflecting poorly on a student’s grade. Her rationale is based on her worry that if introverted students don’t develop the skills to speak up in places such as classrooms, they may suffer as a result in college, workplaces and beyond. She makes the point that this is an extroverted society in which we live and catering too much to introverted personality types in classrooms can inhibit personal growth.
At one point in her article, Lahey states:
“In the end, I have decided to retain my class participation requirement. As a teacher, it is my job to teach grammar, vocabulary, and literature, but I must also teach my students how to succeed in the world we live in — a world where most people won’t stop talking. If anything, I feel even more strongly that my introverted students must learn how to self-advocate by communicating with parents, educators, and the world at large.”
While I admire the genuine caring that Lahey clearly possesses for her students as support for her claim, I ultimately reject her position. For example, I would state that I care equally about my female students as I do my male students but I also would acknowledge that our society is patriarchal and that the majority of positions of power in our country are maintained by men. In order to prepare my female students for eventually having to face this reality, should I adapt my classroom atmosphere to reflect this? Would Lahey agree with a position such as the following?
In the end, I have decided to retain my requirement that the female students defer to the males. As a teacher, it is my job to teach grammar, vocabulary, and literature, but I must also teach my students how to succeed in the world we live in — a world where the majority of positions of power are held by men. If anything, I feel even more strongly that my female students must learn how to successfully navigate this world where men dominate women, in college, their careers, and the world at large.
I also would have a hard time supporting this line of logic:
In the end, I have decided to retain my position that the literature taught at our school be considered ‘classic,’ which traditionally is the work of white male authors. As a teacher, it is my job to teach grammar, vocabulary, and literature, but I must also teach my students how to succeed in the world we live in — a world where white males have historically dominated the field of classic literature. If anything, I feel even more strongly that my students of color must learn how to communicate using the white male voice in order to ensure success in college, their careers, and the world at large.
If equating introversion with the oppression of women and people of color in our society is a stretch, I hope I’m at least making the point that justifying any kind of discrimination is wrong, especially when it affects one’s grade, even if it is done with the best intentions.
Lahey does touch on the idea that “participation” can take various forms beyond the typical verbal expression within a classroom. She brings up the mode of writing, for instance, albeit through the dismissively pejorative statement “I could… force them to write reams about the topics.” However, writing is often an area of strength for introverts and I would argue is not just an alternate form of expression but also affords those who process information more slowly to assemble and organize their thoughts before expressing them. In other words, it’s not just about verbal vs. written but also about giving students the opportunity to take time to ponder ideas in the classroom, which is not exactly feasible when questions are tossed out by teachers to a classroom of students raising hands, eager to satisfy whatever quotient is necessary to earn a decent classroom participation grade.
It’s not that I feel that speaking up or developing one’s ability to communicate with others verbally are unimportant, or that written expression is superior to talking out one’s ideas in class but rather that teachers maintain a balance of modes of expression. And that a grading policy should take this balance into account.
Finally, I’d like to leave you with a classroom technique that I hit upon in the last few years of teaching that satisfies several objectives related to this issue. Sometimes I’ll simply ask a comprehension question in the middle of class and have students answer verbally, as is the norm in many classrooms. And at other times, I’ll have students answer a question in written form for homework, which is also a common practice. But more than ever, I now find myself asking a question and having each student in the room answer it in written form (with no penalties for or concern given to grammar or spelling issues) right there at their desks, taking as much time as possible for the given lesson. This method has opened up a wealth of value for immediate assessment. The classic introvert does not feel pressured to respond verbally. No student in the room needs to feel anxious that they will embarrass themselves with an incorrect answer shared with class. Slower processors get to take the time they need to come up with an answer. I simply walk around the room reading answers over shoulders as students come up with them. What I most often find is a variety of answers, which is useful not only for getting a snapshot of each student’s understanding but this multitude of answers can also further the discussion of the topic. The traditional experience of asking one question and getting one right answer has been turned on its head. Having employed this method more over time has also allowed me to support students who need encouragement in answering questions with whispered guidance while also pushing those who often come up with quick, accurate answers to consider alternate responses to the question so that even if students are working at different speeds, I can still manage each one’s progress whereas this is not possible with the old ‘I ask a question, you raise your hands, and I select one responder’ method. Again, I don’t mean to diminish that method entirely, only to suggest this other method as one that has merits that many other teachers may well find quite valuable. I don’t ever recall any of my own teachers using this method but the quiet introvert in the back of the room who naturally took time to ponder ideas before committing to expressing his understanding of them would’ve appreciated it.
I appreciate your perspective and agree. There are many (me included) who like to think about questions and mull them over from different angles prior to answering. “Answering” is less desirable that “sharing” and having a round table discussion. Tackling an issue or idea from multiple view points. Utilizing different approaches to encouraging thoughtful thinking is also appreciated. I know of many a writer who feels they can think better through writing than by speaking out loud. Their inner dialogue often times existing in a nebulous cloud within seeks form and clarity through written word- from the heart through the fingers- rather than through speech. Thank you for sharing.
Thanks, Barbara. We really appreciate your input.
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