Susan Cain and Emily Klein in "Engaging the Quiet Kids: Brain Science and the Teaching of Introverts" in Independent School, Fall 2015. Link to article.
"Why do so many introverts look back on high school as the worst time of their lives -- and why do we accept this as normal and 'OK'?"
"Do professional educators have a full understanding of how tough a place an American high school can be for introverts? Do we realize what an extroverted act it is, in the first place, to go to school all day long in a classroom full of people, with constant stimulation, precious few breaks, and almost no quiet time or alone time? Even for introverted kids who like school, it's still an over-stimulating environment -- not unlike an all-day cocktail party for an introverted adult (but without the alcohol)."
"From grading students for participation (almost exclusively defined as raising one's hand and speaking, rather than engaging quietly with the material), to an emphasis on cooperative learning and group discussion, to subtle and informal but powerful incentives for being well liked and socially active, schools reward outgoing students and penalize quiet ones."
How can schools right the imbalance?
1. Rethink grading for participation. Grades should accurately assess students' learning, not how much they talk in class.
2. Teachers should orchestrate engagement/participation. Cold calling, random calling, speaking partners, think, pair, share...
3. Wait five or ten seconds before calling on students.
4. Use social media in the classroom
5. Practice public speaking in small groups
9. Have some quiet time, for at least part of the day
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