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Personality Diversity: Extrovert and Introvert Temperaments

2016; Wiley; Volume: 15; Issue: 3 Linguagem: Inglês

10.1111/1541-4329.12091

1541-4329

Diverse Educational Innovations Studies

Journal of Food Science EducationVolume 15, Issue 3 p. 73-74 EditorialFree Access Personality Diversity: Extrovert and Introvert Temperaments First published: 15 June 2016 https://doi.org/10.1111/1541-4329.12091Citations: 3AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL A while back a dear friend of mine recommended a book for me to read entitled “Quiet: The Power of Introverts in a World That Can't Stop Talking” by Susan Cain (Cain 2012a). I soon ordered “Quiet” and began reading it like I always do, during spare minutes throughout my day. This requires that I carry the book with me as I go from place to place, which I don't mind doing, since, though I have tried tablet reading, I am still a physical book person. I must admit, it wasn't long before someone saw the title of the book and asked me what in the world I was doing with a book called “Quiet.” It is true - quiet is probably not the first word that comes to mind when people think of me. But, the book is not about being quiet, but about understanding, appreciating, and valuing the wonderful qualities that introverts bring to the canvas of life. The book has caused me to see yet another facet of teaching and learning that I can actively work on – differences in teaching and learning related to introvert and extrovert temperaments. Though there are a large number of varied definitions of introverts and extroverts, psychologists today tend to agree on a number of points regarding differences between introverts and extroverts (based on Cain 2012a and b): 1) Level of outside stimulation needed to function well – Introversion is different than being shy (fear of social judgment), it is more about how one responds to stimulation, including social stimulation. Introverts feel more content with less outside stimulation (for example, talking with a close friend or reading a book) compared to extroverts who enjoy more outside stimulation (for example, going to parties and listening to loud music). 2) Work habits – Extroverts tend to tackle assignments quickly, making fast decisions and are comfortable with multitasking and risk-taking. Introverts, on the other hand, work more slowly and deliberately, preferring to focus on one task at a time. 3) Social styles – Introverts can enjoy attending a party or business event, but after a while they would prefer to head home to relax. Introverts devote their social energies to close friends or family, listen more than talk, think before they speak, express themselves better in writing than in conversation, tend to dislike conflict and small talk, but enjoy a deep discussion. Extroverts are often thought of as those who add life to the party. Extroverts lean toward being assertive, dominant, and prefer being with people rather than alone. Extroverts think out loud, are rarely at a loss for words, prefer talking to listening, and sometimes speak before they think. Extroverts are comfortable with conflict, but not solitude. Though many people recognize themselves as an introvert or extrovert, it is probably better to think of there being an introvert to extrovert spectrum and that we all fall at different points along this spectrum, rather than into the introvert or extrovert “bin.” This above list of characteristics is not intended as a guide for stereotyping introverts and extroverts, but rather to provide a backdrop for the question: How can I bring out the best in my students with both extrovert and introvert temperaments? One of the key aspects underlying this question is one of value – the need to equally value both introvert and extrovert temperaments. As discussed extensively by Cain (2012a), extroversion is currently the cultural ideal, especially in modern America. Extroverts are often seen as possessing the desirable set of personality traits for success in today's fast-paced world. But, as Cain (2012a) passionately and persuasively argues, this view is very short sighted. Introverts bring a whole host of desirable personality traits to the table, which need to be equally valued, nurtured, and utilized. Perhaps the best way to think of it is that neither set of traits is better or more valuable than the other – rather, they are different, often complementary, and both are needed to make the world go round, so-to-speak. And, as far as numbers go, Cain (2012a) estimates that a third to a half of all people are introverts, that translates into one of every two or three people you meet! However, it doesn't take long to see that many of today's new teaching and learning techniques (for example, collaborative learning, project-based-learning, and the flipped classroom), as well as classroom configurations (such as interactive classrooms with tables and white boards to facilitate group interaction), primarily accommodate the leanings of the extrovert temperament (Godsey 2015). These are good teaching techniques and settings for learning, don't get me wrong, but using them exclusively could neglect the needs and talents of students with introvert temperaments that work better in quiet settings, for example. If both temperaments are truly of value, then we need to balance the use of teaching techniques and settings so as to serve all of the students in our class. At the same time, helping students realize that being adaptable – that is, learning how to operate out of their comfort zone – is a very valuable quality, important for their future success. However, this adaptability should go both ways, for introverts and extroverts. The basis of the differences between introverts and extroverts is far more than a list of characteristics or preferences; rather, research shows that introverts and extroverts process information differently, using different parts of the brain and different neurotransmitters (Isaacs 2009 and Granneman n.d.). For example, extroverts use a small amount of information from the short-term memory for developing thoughts, whereas, introverts recall thoughts located in the long-term memory to create more complex associations, which requires more time. The result of these different processing strategies is observed in the classroom on a daily basis. For example, as stated by Isaacs (2009), “In a lively classroom the extrovert appears excited by the discussion and eager to participate, while the introvert may seem unenthusiastic and unsociable. These perceptions are not presenting a complete picture of our students. The introvert is so busy reflecting on the ideas that it does not occur to him to volunteer to answer questions.” Both students are participating in the discussion; however, only one may be receiving credit. How can we level the discussion playing field? There are a number of ways to enhance discussions that would actually be of benefit for both introverts and extroverts, four of which are discussed below [generated with the assistance of the following references, Isaacs (2009), Cain (2012a), and Schwegman (2013a and b)]: After a question is asked, wait five or ten seconds before calling on a student to share his/her response. This wait time gives introverts time to think about and formulate their response. This also encourages extrovert students to be more reflective about their response. An extension of this idea is to actually have students write down their responses to a question asked in class, before the class discussion ensues. After the discussion is over, all students can submit their written response as “evidence’ of their participation in the discussion. This is similar to the one-minute paper idea that has been around for a long time (for more about the minute paper see Angelo and Cross 1993 and Schmidt and others 2002). Use the Think-Pair-Share technique, where a question is posed to the students and instead of engaging in a full class discussion, students first think about the question (could even jot down some ideas on a piece of paper) and then turn and share their responses with a neighbor. After this mini-discussion, students could be invited to share their responses with the entire class. The introverted students may now feel more comfortable contributing to the larger class discussion and raise their hands, since they have already shared their ideas with a neighbor, but even if they don't, they have already voiced their opinion during the mini-discussion. In addition, the extrovert students get an opportunity to experience the creativity and depth of conversation that a smaller, quieter setting may afford. Expand the definition of class discussion to go beyond the classroom walls. These days there are numerous online communication tools – from course blogs to TodaysMeet to Twitter to a myriad of other free and reasonably priced tools – that can be used to foster both synchronously and asynchronously discussions. Students who might not raise their hand in a live class discussion might be willing to share their thoughts instead in a “virtual” discussion. In addition, participation via online avenues may also prompt participation during live class discussion times, but remember, it doesn't have to. We also need to expand the definition of class discussion to go beyond the talking part of the discussion. Perhaps having students submit a brief summary of the discussion would be a means of giving credit for being good listeners. Requiring a summary of the discussion would also help extroverts focus on honing their listening skills. Design rotations so that all students are required to respond to questions. At first, this may sound like it would make the introverts feel more uncomfortable not less, however, making responding a requirement for all will make the introvert more of a part of the class. If you employ this rotation approach, it would be helpful to assign the questions in plenty of time to allow students to prepare their responses. In addition, it would be important to not only assess the quantity of what was shared, but also the quality. I view the above list as a start at thinking about how to accommodate personality diversity in our classrooms. There are, of course, many more teaching and learning areas and aspects to think about. The good news is that just knowing we need to make adjustments for temperament and that introversion is not something that needs to be cured, but rather cultivated is half the battle. We need to foster the talents of all the students in our classroom – the extroverts and the introverts, as discussed herein, as well as all other types of diversity – gender, racial, ethnic, cultural, socioeconomic, disability, age, language, and so on. To me, devising ways of bringing these talents out, student-by-student, is one of the greatest callings and privileges of being a teacher. Shelly J. Schmidt Scientific Editor, JFSE Univ. of Illinois, Urbana-Champaign References Angelo TA and Cross KP. 1993. Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p. 148- 53. Cain S. 2012a. Quiet: The Power of Introverts in a World That Can't Stop Talking. Crown Publishers, New York, New York, pp. 352. Cain S. 2012b. The power of introverts. TED Talk: https://www.ted.com/talks/susan_cain_the_power_of_introverts?language=en. Last accessed May 13, 2016. Godsey M. 2015. When schools overlook introverts. The Atlantic, Sept 28th: http://www.theatlantic.com/education/archive/2015/09/introverts-at-school-overlook/407467/. Last accessed May 7, 2016. Granneman J. n.d. Why introverts and extroverts are different: The science. http://www.quietrev.com/why-introverts-and-extroverts-are-different-the-science/. Last accessed May 16, 2016. Isaacs T. 2009. Introverted students in the classroom: How to bring out their best. Faculty Focus, July 27th http://www.facultyfocus.com/articles/teaching-and-learning/introverted-students-in-the-classroom-how-to-bring-out-their-best/. Last accessed May 7, 2016. Schmidt SJ, Parmer MS, and Javenkoski JS. 2002. Sharing our experiences with writing-for-learning techniques in a large introductory course: The daily microtheme. J Food Sci Educ 1: 28- 33. Schwegman J. 2013a. Engaging introverts in class discussion – Part 1. Stanford Teaching Commons, Dec 5th https://teachingcommons.stanford.edu/teaching-talk/engaging-introverts-class-discussion-part-1. Last accessed May 11, 2016. Schwegman J. 2013b. Engaging introverts in class discussion – Part 2. Stanford Teaching Commons, Dec 5th https://teachingcommons.stanford.edu/teaching-talk/engaging-introverts-class-discussion-part-2. Last accessed May 11, 2016. Citing Literature Volume15, Issue3July 2016Pages 73-74 ReferencesRelatedInformation