EDUCATING THE INTROVERTED CHILD

“Introversion is the state or tendency toward being wholly or predominantly concerned with one’s own mental life.”

“Extraversion is the state or habit of seeking gratification from outside the self.”

Carl Jung popularised the terms introvert and extravert to refer to temperaments.

Hans Eysenck presumed the differences to be the result of brain chemistry.

The importance of genetics in determining temperament is controversial.

Personality questionnaires (Myers-Briggs, Keirsey, Minnesota Multiphasic) help employers and career counsellors to determine appropriate traits but are not the whole picture.

The celebrity, me-too culture disadvantages introverts. Parents can sometimes think there is something wrong

with their introverted child. Introvert children can be the subject of bullying if they

do not fit in or conform. Introverted pupils can be easily overlooked. Introversion and extraversion are normal temperaments

at opposite ends of a spectrum. Introversion can be misdiagnosed as Asperger

Syndrome, Avoidant, Anti-social disorder or highly sensitive.

Introverts constitute about 25% of the population but 65-70% of gifted and talented students.

The main difference between an introvert and extravert is how they source their energy.

Introverts are energy conservers.Extraverts are energy spenders.

Introverts look within for their rewards.Extraverts look outside for theirs.

Children are born with a natural temperament disposition.

There is no way of knowing if a child will be introvert or extravert before birth.

Introvert and extravert brains access different neurotransmitters into different habitual pathways.

Temperament can not be changed at will. Understanding innate traits allows us to emphasise strengths and minimise stress, however.

Introverts and extraverts display different behaviours because of brain chemistry.

Skilled at listening and observing.Caring, thoughtful, focused.Self-contained, independent.Make lasting relationships.Set a good example.Have a deep, long-term influence on groups.Notice subtleties, changes and details.Loyal. Explore facts, feelings and how things work.

Too sensitive, reclusive and closed.Stay quiet even if they have the best idea.Are uncertain of how to act and speak.Trouble expressing themselves.Get tired easily in social situations.Appear awkward, aloof.Blurt out the truth sometimes cruelly.Difficult to figure out. Hard work. High maintenance.Can unsettle extraverts.

Easily fit in.Energetic. Get a lot done.Confident in their own abilities.Communicate freely.Put others at ease.Can spread enthusiasm.Lively and up-front.Good rapport. Bring people together.

Constantly seek attention and external rewards.

Require too much stimulation.People and crowd-pleasers.Compromise their values to gain acceptanceShowy, loud, overbearing.Anxious about how they appear to others.Short attention span.Rely on society’s values as moral compass.Overpower others with their ideas even if wrong.

Loud. Lots of distractions. Group work. Need to fit in/conform. Little time to self or being self. Few opportunities to regenerate. Constant dynamics. Conflict of time, space, expectations and

temperament. Introverts need to learn coping strategies.

Introvert pupils need time to think. Large groups can overwhelm them. They require opportunities to contribute without

being in the spotlight. They will perform better with individual project

work. School should have quiet study areas. Introverts should give themselves permission to

be who they are. ‘Conforming’ and ‘fitting in’ can contribute to

adult neurosis later in life. The pressure to process information quickly puts

introverts at a disadvantage. Parents/carers should be involved in the process.

Introverts attend to what interests them. They receive and process information through

slower pathways in their brains. Complex perceptions and ideas are synthesised

during periods of rest. They thrive with acceptance and patience. They require a sense of ownership of the problem. They like clear instructions and information. They enjoy polishing their ideas. (Perfectionism). They believe rewards should come to those who

wait.

Introverts can be forgotten. Introverts can get lost in the crowd. They are frequently misunderstood. They can be labelled and typecast. Classrooms can be too loud and distracting. Introverts can feel rejected if their effort is

not acknowledged. Introverts are not good at quick responses. Only a tiny fraction of an introvert’s talents

can be seen in a conventional class.

Use visual keys, music, metaphors. (Abstract) Prefer unstructured creative time. Like to make connections with the familiar. Synthesise new concepts from diverse

sources of information. Excel with private coursework/projects. Are naturally curious. Need flexibility to pursue pathways of

thought. Take in and adapt new information with ease.

Need clear instructions and expectations. Want grading criteria explained in advance. Want to know what it takes to pass/succeed. Work best with words and numbers.

(Concrete). Like logical problem-solving. Prefer critical analysis to abstract

conceptualisation. Wish to use investigative skills independently. Prefer written, structured reports.

Steven Spielberg George LucasAlbert Einstein MichelangeloHarrison Ford Johnny DeppAbraham Lincoln Mahatma GandhiClint Eastwood Michael JordanCharles Schulz Florence NightingaleJane Austin Mary ShelleyGwyneth Paltrow Michele PfeifferLouis Pasteur Charles Darwin Bruce Lee Aung San Suu KyiSir Alec Guinness Sir Anthony Hopkins

“Democracy survives because of the watchful guidance of a minority.”

“Without the few, the many are nothing.”

“If we can not now end our differences, at least let us make the world safe for diversity.”