Most people agree humans fit into two categories: introverts and extroverts. See that quiet kid sitting in the corner of a classroom? That’s me. I’m what one might call an introvert, someone of reticent nature. Alternately, extroverts, the more praised of the two, are outgoing and even voraciously expressive. Both types endure struggles and are additionally impacted by their obstacles in unique ways. School, for instance, can be difficult for both extroverts and introverts: papers pile, sleep is lost, brains scatter, and stress accumulates. However, even when considering each student’s individuality, introverts tend to find stress in common class activities that extroverts embrace. For example, I’ve never liked being called on for class discussions. Like many introverts, I can plan a well thought out answer in my head, but as my mouth opens, the words are filtered through an invisible grate, leaving shredded fragments as my oral response.
Vanessa Barford, author of “Do We Really Give Introverts a Hard Time,” quotes psychologist Felicity Lee who highlights key traits of introversion and author Susan Cain who incorporates introverted figures like President Barack Obama. “Cautious and temperate” are two words Cain uses to exemplify President Obama’s surprising introversion in her article, “Must Great Leaders be Gregarious?” Among these traits is the observation that introverts can act as extroverts (and many do), but at the end of the day, it will only drain them.
I was one of many who became a statistic of this observation. As a student often asked why I’m so quiet, I began seeing introversion as a bad thing, and so I prioritized following a more extroverted lifestyle; however, this only left me tired and reclusive. Many quiet-natured people find themselves struggling in a world revolving around extroverts. In fact, it's this struggle that pushes them to feel as if extroversion is the only way to get by. So, the question then becomes: if introverts feel the need to become extroverts, what does that say about our society and, more specifically, our school system?
Extroverted teacher, Jessica Lahey, offers a unique view of introverts in The Atlantic’s article, “Introverted Kids Need to Learn to Speak Up at School”. As an extrovert with numerous introverted students and even more concerned parents, Lahey took the time to educate herself. Newly informed, Lahey’s resolute belief in providing communication skills through her classes only intensified with her research. Today, Lahey continues to teach communication's importance with class participation as a requirement. Wanting what's best for the kids, Lahey opts for a median of out loud discussion and individual work. Lahey’s decision not only allows for needed communication skills, but also creates a chance for introverts to feel comfortable.
While the need for communication is generally agreed upon, introverted students are often mentally tired or stressed out over activities graded on the quantity of one’s ideas as opposed to the quality of one’s contributions; however, this can lead to a lack of communication skills. Here, is where a median like Lahey's comes in.
Teachers and schools should consider the benefits of grading participation based on qualitative ideas or offering medians of spoken and written work. Many introverts hold important, in-depth ideas, but find themselves unable to orally communicate them. By focusing on qualitative ideas in both written and spoken means, students can be graded based on their ideas, not just what comes out their mouths.
Ultimately, the debate between introversion and extroversion is long and ambiguous. While some believe an introvert’s comfort in social situations are insignificant, others argue for implementing an onslaught of alternative teaching styles. Whatever the opinion, the debate should not be ignored. Considering the large introvert population, the issues they struggle with should not be left in the dark, but openly disputed.
Given these points, an introvert’s ideal school consists of teachers educated on introversion with a general understanding that our minds don’t work the same as extroverts. This combined with qualitative graded assignments will allow for less frustration and more positive feedback for introverted students. Everyone deserves to be graded on their knowledge, not what they say in a panicked state. From our willingness to listen to our ability in thinking things through, introverts have a lot to offer their communities. If only we were given a better chance to prove it. This goal is far from impossible, but it will take work. Together, we can change the outlook of introverts.
