Silent revolution: how teachers should behave with shy children and introverted children

Parents of shy children or introvert children are not familiar with the problem when a child, having learned his homework, brings a deuce from school just because he could not answer the teacher's question because of shyness. Or, as at the parent's meeting, the class teacher says to his mother that the child is inactive, he does not raise his hand, and therefore the teacher concludes that the child does not know the lesson. In the US, teachers are already beginning to talk quietly about this problem, and some even want to create special schools for introverted children and for shy children.

The teacher and writer Jessica Lachey published quite convincing material in the Atlantic magazine, where she stressed how important it is for the titans to learn to express and defend their opinion.In the article, she explained her decision by saying that her students get marks for being active. "Silent, inactive children must learn to speak out in a world where people have forgotten how to remain silent."

But two years later, her opinion changed.

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Last summer, she published an article about her new, unusual approach to learning on the Quiet Revolution website, the brainchild of another well-known writer and author of Silence: The Power of Introverts in an Uninterrupted World (Quiet: The Power of Introverts in a World). That Can't Stop Talking) Susan Kane.

The article talked about the fact that there are other ways to involve children in activities during the lesson, besides discussion, and silence is an incredibly important means of teaching and keeping the teacher calm.

This idea is based on the idea of ​​the Network of silent schools (quiet-schools-network), a new initiative, ready for launch this summer in the framework of the non-profit campaign Silent Revolution. This network will consist of 50 teachers who will help both private and public schools in summer seminars and workshops to learn how to properly relate and evaluate quiet children.The founders of this initiative hope so - former teacher Heidi Kasevich and Susan Kane (schoolchildren will pay membership fees for participation in the school program, although the initiative has a certain fund)

The basis is the idea that introverts are very different from extroverts, not only in behavior, but the difference at the psychological level can even be measured. Research60'syears reinforce this idea: a classic example, when 100 children on the tongue dripped a couple drops of lemon juice. Those with an introvert level were higher, or reacted to a sour taste - increased salivation.

A psychologist at the University of Cambridge, the author of the book "About me and about us: the Science of Personality and the Art of Well-being" (MeWell-Being) released in 2013, Brian Little talks about introverts and extroverts:

«From the biological point of view, this difference can be explained by the level of excitation of certain areas of the cerebral cortex: extroverts have a low level of excitation, in introvert - high. To accomplish all the tasks on the agenda, extroverts are looking for ways to increase the excitation of that part of the cerebral cortex, which is responsible for activity, and introverts, on the contrary, try to lower it.».

As Professor Kane explains, the nervous system of every single persondifferentlyresponds to stimulation, so that we all need a unique approach to ensure the productivity of the learning process and to disclose the individuality.

Returning to classroom work: the Quiet Schools Network program is partially aimed at encouraging teachers to reorganize classroom work, taking into account new, different from the old ways of assessing knowledge and learning of materials by students, exceptaccording to principle"who will speak louder and more".

Many children, not only introverts, need more time to prepare before delivering their thoughts to listeners.

"Such children prefer to learnsomethingby deep thinking. They may also want to speak if they haveanythingmindful, but they are haunted by the thought that there is nothing to be an upstart. ”

Now Miss Lahey gives students a mandatory minute to think about the answer after the question asked. "I noticed that most extroverts are beginning to speak, still not knowing what to say, so they, too, will not be hurt by an extra minute of reflection."

Nowadays, many teachers are already beginning to move away from the standard organization of work in the classroom, using social networks. Children publish their thoughts via Twitter, Facebook or a class blog: thus, often those who shyly sit with arms folded are more active and free using the keyboard.

In addition, Kane and Kasevich talk about changes and outside the class, wider. For example, the meaning of change for kids and older children is for them to rest and start studying with new forces. But remember any school: noise, din, brightly lit classrooms. If the child wants a break from this, then the choice is small: either the toilet or the library.

Kasevich says: “Change is noise, the dining room is noise, and the light is too bright. Surrounded by a million eyes and mouths inbrightly litindoors, Introves feel mildly uncomfortable. And that, in my opinion, is our unconscious bias. ” At the break in your dream school, an introvert sits quietly on a windowsill and looks out the window.

It is necessary to indicate that Kasevich is not against the fact that shy children should be pushed to get rid of their fear of speaking, rather the opposite - the changes they mention with Miss Kane are one of the ways to provide comfortable conditions for quiet talking.

Another novelty of two ideological teachers is the so-called technique"I-we-they" - inTime for independent thinking, discussion with another student, joint presentation of thoughts for others.

In addition, there is what Lahey calls "classmate training classmate." According to this technique, the teacher appoints two students — a quiet one and an activist — to prepare the necessary paragraph. "It's interesting, and I think that they are very much helped by joint preparation for the lesson. I give them answers and often discuss with them how the material under study should be presented. More time for reflection and reflection yields results. "

“Most teachers also know. What do you yourselfsomethinguntil the end do not understand until you begin to explain it to another. Thus, the students realized that learning is a much more laborious and deep process. ”
All these strategies are in no way aimed at protecting too loud children from being too quiet. Simply this will help to understand introverts that their opinion is also important and appreciated.

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