Today’s issue of Education Week has an article by Sarah D. Sparks about quiet, shy, and introverted students in the classroom. It’s gist is that current pedagogy (and teachers themselves) favor the extraverted child. Teachers commonly perceive quiet children as less intelligent than talkative ones, according to studies cited here. The article distinguishes (up to a point) between introversion and shyness.
A 2011 study found teachers from across K-12 rated hypothetical quiet children as having the lowest academic abilities and the least intelligence, compared with hypothetical children who were talkative or typical in behavior.
Interestingly, teachers who were identified as and who rated themselves as shy agreed that quiet students would do less well academically, but did not rate them as less intelligent.
As many as half of Americans are introverts, according to the Center for Applications of Psychological Type, located in Gainesville, Fla.
There’s a distinction between shyness—generally associated with fear or anxiety around social contact—and introversion, which is related to a person’s comfort with various levels of stimulation.
A shy student, once he or she overcomes the fear, may turn out to be an extrovert, invigorated by being the center of attention.
By contrast, an introverted child may be perfectly comfortable speaking in class or socializing with a few friends, but “recharges her batteries” by being alone and is most energized when working or learning in an environment with less stimulation, social or otherwise, according to Mr. Coplan and Ms. Cain.
I was interviewed for the article, but some of my points didn’t make it in. I find the denominations “introvert,” “shy” and even “quiet” limiting. There are students who speak very little in class on the whole but liven up when particularly interested in a topic. There are students who speak a lot but are not necessarily “extraverts”; they enjoy the exchange of ideas in the classroom. Many students who might classify as “introvert” do not desire “lower” levels of stimulation; rather, they find certain intellectual activities highly stimulating. And, of course, there are students who seem quiet in class but are social ringleaders outside.
What’s important is to stay alert to the students and to do what will bring out the subject matter. Most subjects require a good deal of focus and quiet thought. Even a class discussion can set the tone for that. Ideally, all students would learn to both speak and listen, to grapple with problems out loud and in quiet. But for this to have meaning, there must be things worth thinking and talking about.
As to whether teachers consider quieter students less intelligent, my experience says no, but this may be because my trachers, especially in high school, recognized the importance of thinking about the subject and not rushing to speak.