Tipurile de personaltate ale unui copil dupa Myers-

Briggs
Autor: Dr. Simona Stiuriuc
Cind vreti sa intelegeti tendintele membrilor familiei puteti aprecia diferentele dintre
dumneavoastra si cei din jur. Soti si sotii, copii, adolescenti, bunici si alte rude, sunt toti
unici. Modelele de personalitate sunt atent legate de cele ale caracterului. Acestea sunt
caracteristici cu care o persoana se naste, influentind modul cum va trai. Sunt astfel
modelate asertivitatea si energia, stabilitatea emotionala, imiaginatia si receptivitatea
la instructiuni. Personalitatea are impact asupra modului cum persoana va raspunde la
disciplina si antrenamentul caracterului. Cunoasterea tipurilor de personalitate,
temperament si caracteristicile personale va va ajuta sa-i intelegeti pe altii si sa descoperiti
cai de a trai in armonie cu ei.
Cercetarile actuale arata ca la copiii sub 4-5 ani s-au definit doar aspectele extravertit vs.
introvertit si observator vs. judecator ale naturii lor. In timpul scolii elementare acestia
incep sa-si descopere functia dominanta - una dintre cele patru caracteristici care ramin:
intuitiv, sensibil, emotional sau ginditor. Doar peste 12 ani vor incepe sa-si arate natura
auxiliara mai clar.

Exista 8 tipuri de personalitate la copil:

- copilul extrovertit si ginditor
- copilul introvertit si ginditor
- copilul extrovertit sensibil
- copilul introvertit sensibil
- copilul extrovertit emotional
- copilul introvertit emotional
- copilul extrovetit intuitiv
- copilul introvertit intuitiv.

Copilul extrovertit ginditor:

Acest copil capabil, decisiv si organizat; va fi probabil un om de afaceri ca adult. Ii place
sa controleze lucrurile si se simte bine in situatiile care il provoaca si stimuleaza in
contextul de a interactiona cu diferiti oameni. Ambitios ca natura, acest copil isi doreste
competitie si laude publice. Este important sa introducem copilul in grupuri care sa-l ajute
sa-si canalizeze energia abundenta, pentru a nu escalada in agresiune. Acesti copii par a fi
mai maturi decit virsta lor, astfel incat atunci cind ii cautati o clasa scolara este mai bine
sa va orientati spre una cu copiii mai mici decit mai mari. Sporturile de echipa se
potrivesc natural acestor copii. Au un simt al criticismului constructiv bun si prefera
onestitatea si figurile autoritare. Totusi este important sa gasiti un profesor care sa-i
invete ce inseamna compasiunea la o virsta tinara, pentru a fi lideri buni ca adulti.
Copilul extrovertit ginditor artist va fi bun pentru a invata un instrument intr-un grup de
indivizi datorita naturii lor care le da capacitatea de a juca alaturi de alti muzicieni, fara a
avea probleme a cinta apoi solo sau in grup in fata unei audiente.
Asteptarile si regulile trebuie sa fie explicite si aplicate egal pentru toti copii din clasa pentru
a fi respectate de catre un astfel de copil. Cel mai bine pentru acesti copiii este sa intre intr-
o clasa cu un scop clar (exemplu gimnastica de competitie, recitalul, dansul, muzica de
concert, anumite jocuri). Este bine sa-l indepartati de situatiile in care figura autoritara in
clasa este un parinte sau copil. Cele mai bune complimente pentru acest copil sunt cele
specifice - le place sa auda exact ce au facut bine. "Bravo" nu le este indeajuns.
Copiii extrovertiti ginditori au frecvent provocari fata de noile situatii sau schimbari. Din
acest motiv este important ca atunci cind schimbati clasa sa-l aduceti in una similara. Daca
a avut un rol de conducere in vechea clasa le va placea sa faca acelasi lucru si in cea noua.

Copilul introvertit ginditor: Acesta rezolva rapid problema si este orientat spre
procesare, fiind rapid la a invata lucruri noi. Ii plac mediile independente si
neorganizate, in care pot descoperi moduri neconventionale de a analiza si rezolva
probleme complexe. Frecvent singuratici, acestor copii nu le place sa li se spuna ce sa
faca si nici sa spuna ei altora ce sa faca. Clasele de stiinta si tehnologie care permit
mintii intuitive a copilului sa infloreasca si favorizeaza tipul sau de personalitate. Clasele de
matematica si logica precum si cluburile de sah sunt de asemenea distractive pentru copil.
Acesti copii vor lucra cel mai bine in clase cu program nelimitat, neavind simtul trecerii
timpului si fiind rezistenti cind li se spune ce sa faca si cind. Este importanta
implicarea lor in procesul de ierarhizare a clasei. Este bine sa evitati clasele care au un
scop precis care trebuie atins la sfirsit, cum stresul ii face pe acesti copii sa reactioneze
extrem de emotional.
Copiii cu talent la muzica se simt bine studiind un instrument ca hobby, fara a fi obligati sa
cinte in fata audientei. Acestor copiii le place sa cinte la instrumente independent fara a fi
nevoiti sa se bazeze pe alti muzicieni. Le place sa aiba intrumentele in camera lor si sa
cinte cind sunt stresati. Este important sa nu fie obligati atunci cind sunt stresati sa cinte.

Copilul extrovertit sensibil:

Acesti copii sunt sensibili, curiosi, entuziasti, cu multa energie. Le place necunoscutul
si sa-si asume riscuri la care rasplata este pe masura. Tinjesc dupa adrenalina,
aventura si distractie fiind in general copiii foarte fizici. Nu le plac regulile sau restrictiile
preferind sa aiba libertatea de a raspunde situatiilor in moduri neconventionale. Populari si
placuti in grupurile sociale, acestor copii le place si accepta pe oricine. Sporturile de
echipa sunt innascute pentru acest tip de personalitate, ca si actoria improvizata in care
au oportuntatea de a fi centrul atentiei. Trebuie ca parinti sa cautate clase cu multi copii,
care sa le permita sa-si dezvolte talentul lor natural de a socializa.
Invata usor un instrument in grup sau individual, pentru ca natura lor extrovertita le da
capacitatea de a cinta intr-o banda cu alti muzicieni, neavind probleme de a peforma solo
sau in grup, in fata audientei. Deoarece sunt impulsivi cu durata a atentiei scurta, este mai
bine sa nu fie pusi in clase de copii linistiti, in care profesorii se bazeaza pe reguli si ordine.
Invata mai bine prin exemplu, iar profesorul ar trebui sa le fie model. Vor invata ceva mult
mai usor daca li se arata cum sa faca in loc sa li se spuna.

Copilul introvertit sensibil:

Acesti copii au o putere incredibila de concentrare si le place sa aiba timp indeajuns
sa lucreze independent intr-un mod logic. Frecvent nu prefera sa experimenteze si sa-
si asume riscuri. Le plac regulile si obiectivele explicite. Le place sa aiba timp sa-si
pregateasca si atinga scopul. Invatacei naturali, acestor copii le este bine in medii
traditional structurate in care atentia meticuloasa fata de detalii si organizare este
valoroasa. Persoane foarte private, sunt rezervati cind sunt prezentati in fata situatiilor
si a problemelor pe care nu stiu inca cum sa le rezolve. Din acest motiv clasele fara un
tel anume nu le sunt avantajoase.
Datorita naturii lor introvertite este mai bine ca acesti copii sa invete cu un singur profesor,
in privat sau intr-o clasa cu copii putini. Aceste clase vor avea probabil tema programarii
calculatoarelor sau muzicala. Le plac corurile sau orchestrele in care toti copiii au un
singur scop. Datorita dorintei lor pentru stabilitate, reguli si rutina, este bine sa nu
schimbati foarte des clasele si profesorii copilului.
Acesti copii au o dorinta puternica de a fi parte dintr-o comunitate mare. Cursurile de
gatit sunt un bun exemplu pentru a permite acestei personalitati sa infloreasca. Copiii cu
talent la muzica se descurca bine studiind la un instrument pentru propria lor placere, fara a
fi obligati sa cinte in fata unei audiente. Nu se descurca bine daca trebuie sa cinte solo dar
sunt buni intr-un grup musical. Le plac instrumentele individuale fara a trebui sa se bazeze
pe alti muzicieni. Nu trebuie presati sa cinte cind nu vor.

Copilul extrovertit emotional:

Desi sunt populari, prietenosi si le plac activitatile afar,a trebuie atentie fata de latura
lor foarte sensibila la critica si conflict. Le plac oamenii care ii lauda. Le place sa
incerce multe activitati dar prefera sa lucreze intr-un mediu relativ ordonat si
structurat. Este bine daca gasiti cursuri sau clase scolare in care se afla si prietenii lor de
bloc pentru a-I introduce in noile activitati si a se simti confortabil, mentinind o relatie
apropiata importanta pentru acesti copii. Le plac activitatile cu beneficii practice si in care
structura clasei este cooperanta - nu competitiva sau studiu independent.
In domeniul muzical se descurca bine invatind un instrument intr-un grup sau individual,
pentru ca natura lor extrovertita le permite sa cinte intr-o banda cu alti muzicieni si nu au
robleme in a performa solo sau in grup, in fata audientei. Sunt buni in coruri si cursuri de
dans. Le plac cursurile de pian sau chitara care includ si folosirea vocii. Sunt determinati sa
lucreze la o piesa dificila pina cind sunt pregatiti, pentru ca nu au probleme in a urma un
program si a practica regulat.
Simt nevoia sa vada ca profesorul il place pentru a se acomoda intr-o clasa. Daca este
posibil, invitati profesorul sa se intilneasca cu copilul 15 minute inainte de a incepe lectia.
Daca copilul nu formeaza o legatura cu acesta, exista riscul sa creada ca profesorul nu il
place. Cautati profesori care sunt generosi si iubitori fata de elevii lor.

Copilul introvertit emotional:

Sunt niste vizionari expresivi si se simt ca acasa in activitatile artistice. Iubesc sa
inteleaga ce ii face pe oameni prieteni si le plac relatiile profunde. Prefer sa nu imparta
produsul lor artistic pina cind nu este gata. Le place sa invete si au valori interne
profunde. Nu le place sa faca lucrurile in modul traditional sau de rutina. Au multa rabdare
pentru activitatile complexe si le sta in natura sa se indrepte spre motivatiile si nevoile
altora. Se descurca cel mai bine intr-un grup mic, sustinator, cooperant.
Iubesc animalele, copiii mici si pe cei care au nevoie de ajutorul lor. Nu le plac
conflictele si iau rolul de pacifist in clasa. Sunt extrem de sensibili, devin emotionali si
se apara cind sunt criticati, lasind emotiile negative sa creasca inauntrul lor, in loc sa le
exteriorizeze. Acesti visatori nu se descurca in fata orarelor si a timpului, iritind astfel
unii profesori prin intirzieri, teme facute cu incetineala. Profesorii alesi trebuie sa foloseasca
un sistem de recompensa si nu de pedeapsa, pentru a incuraja comportamentul adecvat.
Activitatile la care exceleaza sunt muzica, arta, scrisul, natura si stiinta - toate cu o
legatura umana clara. Au probleme in a urma proiectele pina la sfirsitul lor, iar incurajindu-i
sa ramina in clasa pentru toata sedinta ii va ajuta sa invete valoarea terminarii lucrului
inceput.
Vor studia un instrument pentru placerea lor, fara a trebui sa cinte in fata clasei. Nu se
descurca bine intr-un grup muzical. Le place sa aiba instrumentul in camera lor pentru a
cinta cind simt nevoia. Scoala de zi cu zi ii oboseste, streseaza si ii face sensibili, iar muzica
este ideala pentru a exterioriza aceste emotii.

Copilul extrovertit intuitiv:

Acesti copii sunt motivati de inspiratia creativa si par a fi curiosi in legatura totul. Au
nenumarate idei si le place sa viseze multiple rezolvari ale problemelor, apoi sa
lucreze pentru a face visul realitate. Nu le plac programele impuse ci mai degraba
cele inventate de catre ei. Le place distractia, provocarile si mediile de lucru variate
care le rasplatesc entuziasmul si imaginatia naturala. Adora sa intilneasca oameni noi si
sa invete aptitudini noi. Isi vor urma propriile dorinte si vise in ceea ce percep a fi o
aventura interesanta. Conducatori innascuti, acesti copii sunt simultan sociali si
independenti si nu vor urma pe altii. Au un nivel ridicat de energie cu dorinta puternica
de a fi in centrul atentiei si au tendinta de a fi dramatici. Aceasta energie ii poate
conduce spre terminarea propozitiilor altora sau chiar sa intrerupa frecvent. Firea lor
netematoare cuplata cu vocabularul exceptional, aptitudinile comunicative si
persuasiunea ii fac participanti innascuti la discutii.
Le place sa fie ocupati si au nevoie de multa stimulare. Nu se simt bine daca trebuie sa
urmeze regulile clasice. Lucreaza cel mai bine cu si in jurul altora, dar pot fi usor distrasi si
avea probleme in a termina proiectele incepute. Nu fiti frustrati ca parinti daca copilul nu mai
vrea sa urmeze un curs deja inceput si vrea sa incerce altceva. Este bine sa nu investiti
multi bani in echipament scump pentru ca acesti copii vor dori sa incerce tot ceeea ce le
ofera societatea. Copiii invata cel mai bine intelegind teoria din spatele practicii si lasati apoi
singuri pentru a gasi rezolvarea in felul lor.

Copilul introvertit intuitiv: Integritatea si independenta sunt valori profunde la

acesti copii. Sunt ingrijorati sa identifice caile de abordare ale problemelor care ii ajuta pe
altii si pe ei insesi sa se dezvolte si sa creasca. Orientati spre servicii, acesti copii sunt
interesati de idei de care sa beneficieze masele de oameni de la virste timpurii fiind adeptii
valorilor personale si a unui sistem de credinte mult mai devreme decit alti copii.
Frecvent viitori consilieri, psihologi, activisti sociali si profesori, prefera activitatile care
tintesc performanta individuala si nu pe cea a echipei. Perfectionisti care sunt frecvent
perceputi ca seriosi si intensi, acesti copii vor cauta un subiect care ii intereseaza si vor
continua sa-si dezvolte talentele pina cind ating nivelul de profesionist.
Clasele cu putini elevi sau doar cursurile individuale de arta sau muzica se aplica perfect
acestor copii, ca si sporturile individuale cum este alergatul, tenisul, inotul. Imaginatia lor
vivida si iubirea pentru carti fac cursurile de scris si lectura o alegere buna. Datorita
dorintei lor de a sti la perfectiune un subiect care ii intereseaza, vor dori sa urmeze aceleasi
cursuri an dupa an. De aceea profesorii trebuie sa poata sa indrume elevul spre surse
aditionale de informati de unde poate sa se perfectioneze asupra unui subiect.

Cum comunic prinii cu un adolescent introvertit

Postat n 27 octombrie 2015 de Posted in Diverse
Muli prini au probleme de comunicare cu adolescen ii, deoarece n aceast perioad copiii ncep s aib
secrete, s refuze s spun tot prinilor i s evite anumite subiecte. Atunci cnd, pe lng caracteristicile
vrstei, adolescentul are i o fire nchis, comunicarea poate deveni aproape o misiune imposibil pentru
printe.

Temperamentul introvertit la adolesceni

Copiii introvertii sunt uor de identificat de la cele mai mici vrste. Preferin a de a petrece timpul singuri,
evitarea grupurilor de copii, un numr redus de prieteni si preocupari solitare (lectura, de exemplu) sunt cateva
dintre caracteristicile unei persoane cu temperament introvertit.

n perioada adolescenei, temperamentul introvertit poate crea cele mai multe probleme copilului, pentru c la
aceast vrst devine important integrarea n mediul social. Iat cteva dintre aspectele dificile cu care
adolescentul introvertit se poate confrunta:
nu simte c aparine unui anumit grup de prieteni sau unui anumit mediu social i poate fi descurajat sau
deprimat din acest motiv
poate fi privit de ctre adolescenii din jur ca ciudat, timid sau retras, lucru care i creeaz dificult i n
interaciunea cu ei i care l poate determina s cread el nsui ca este altfel decat cei din jur
nu gsete timpul necesar pentru preocuprile sale, ntr-un mediu care ncurajeaz extraverti ii
ncurajrile prinilor sau ale celor din jur de a interaciona mai mult cu cei din jur, de a fi mai sociabili pot
fi resimite ca presiuni
poate aprea oboseala cronic dac adolescentului introvertit i se cere s se implice n prea multe activit i
care presupun interaciunea cu ali oameni.

Cum comunici cu adolescentul introvertit

1. Nu insista atunci cnd copilul tu nu pare dispus s comunice. Cei mai muli prini se simt sfidai sau
respini atunci cnd copilul lor refuz s le rspund la ntrebri sau s le ofere rspunsuri complete.
Insistenele ns l ndeprteaz i mai mult pe copilul introvertit, a a c o alternativ este s i spui c atunci
cnd va dori, poate s vin el la tine pentru a sta de vorb.

2. Alege momentul potrivit pentru a comunica cu adolescentul introvertit. Evit s ncepi o discuie
imediat dup ce se ntoarce de la coal deoarece mai mult ca sigur este obosit i simte nevoia s stea pu in
singur i n linite. Muli adolesceni introvertii prefer s realizeze activiti solitare atunci cnd vin acas de
la coal (s citeasc, s picteze/deseneze, s asculte muzica sau sa scrie).

3. Nu i reproa c nu dorete s vorbeasc cu tine. Adolescentii in general au nevoie sa simta ca pot alege
ce spun si ce nu spun parintilor. Adolescentii introvertiti, cu atat mai mult vor simti nevoia sa pastreze pentru ei
anumite aspecte, mai ales pe cele pe care le considera neimportante. De aceea, este posibil sa primesti
raspunsuri mai scurte decat ti-ai dori.

4. Evit discuiile lungi. Pentru c atunci cnd comunic, adolescentul introvertit consum energie, este bine
s nu prelungeti conversaiile dac observi c devine neatent sau mai puin comunicativ. Las-i copilului
ocazia s ncheie discuia i asigur-l c eti dispus s o relua i ori de cte ori simte nevoia.

5. Vorbete-i despre subiectele care l intereseaz. Un adolescent introvertit poate s tac o ora ntreag dac
se afla printre oamenii care nu discut lucruri care l intereseaz sau care i se par importante. Ofer-i ocazia s
i spun prerea despre ceva la care se pricepe sau care l pasioneaz i poi fi surprins de ct de dispus va fi s
comunice cu tine.

6. Ai rbdare. Multe persoane introvertite comunic mai greu n discuiile fa n fa, pot simi nevoia s i
caute cuvintele i s se gndeasc nainte de a rspunde. Nu interpreta acest lucru ca pe o lips de interes fa
de discuie.

Cum interacionezi cu adolescentul introvertit

Comport-te normal cu copilul tu i accept c exista diferene ntre copii, ntre modul lor de a gndi i de a
se comporta.

Evit s tratezi subiectul introversiunii ca pe o problem sau ceva ce trebuie neaprat schimbat/ modificat.

Nu l fora s se integreze n grupuri de adolesceni. Grupurile sociale deseori consum enorm energia
introvertiilor i astfel, n loc s se bucure de avantajul de a tri ntr-un grup, ei se vor simi mai degrab
epuizai. i poi recomanda grupuri cu aceleai interese ca i el, pentru c este posibil s ntlneasc mai mul i
adolesceni introvertii, cu care se va nelege mai uor.

Ajut-l s-i exprime emoiile i gndurile ntr-o manier artistic: multor adolescen i le place de exemplu s
asculte muzica, dar de ce nu ar compune chiar ei versurile? Altora le place s picteze, s creeze jocuri pe
calculator ori s fac tot felul de obiecte din lemn. ncurajeaz astfel de iniiative fiindc ele pot fi de mare
folos.

nvarea prin competiie vs. nvarea prin colaborare

Se spune despre competiie i competitivitate c n-ar fi tocmai secretul succesului

n relaiile cu ceilali. Dimpotriv, colaborarea primete de pretutindeni doar cuvinte
de laud pentru beneficiile sale. Dilema devine mai apstoare atunci cnd vine
vorba de educaia propriilor copii pe de-o parte, i-am vrea premianii clasei, cu
cele mai bune note i cele mai strlucite performane la concursuri, dar pe de alt
parte n-am vrea parc s ncurajm spiritul de competiie cu ceilali colegi

Care s fie soluia? Exist oare i o cale de mijloc?

Surs foto

tim cu toii c coala romneasc este prin definiie orientat ctre ierarhie i clasificare
copiii sunt notai, premiai i poate chiar grupai n funcie de rezultatele lor, ntr-o
permanent curs cu ceilali pentru locul I. n acest mediu destul de competitiv, opiniile
sunt de regul polarizate ori susii aceast competiie, ori ba.

n acelai timp, tot mai multe voci se ridic mpotriva competiiei, promovnd ideea de
nvare prin colaborare i lucru n echip ca soluie pentru dezvoltarea echilibrat a
copiilor, urmnd exemplul unor sisteme mai performante cum este cel finlandez. n
vltoarea discuiilor, promotorii nvrii prin colaborare uit totui ceva esenial:
competiia nu e neaprat un lucru ru, atta timp ct este orientat n direcia
corect, iar colaborarea are i ea pri negative, spre surprinderea multora. S le
tratm pe rnd.

Fascinaia modelului de nvare prin colaborare

Dac ne oprim i trecem n revist toate argumentele care vin n sprijinul colaborrii,
tindem s le dm dreptate celor care promoveaz aceast idee. Pe scurt, colaborarea vine
cu o mulime de beneficii, dintre care cele mai importante se refer la:

mbuntirea capacitilor de comunicare i relaionare cu ceilali;

Dezvoltarea capacitilor de argumentare i mediere a conflictelor;

Fixarea unor principii solide: disciplin, ncredere n sine, toleran, solidaritate, empatie,
responsabilitate;

Dezvoltarea creativitii n grup;

Autocunoatere, nvare i creativitate prin relaionarea cu ceilali;

Posibilitatea de specializare ntr-un anumit subiect, n vederea ndeplinirii scopului comun.

Lista e lung i fiecare ar putea s vin cu propriile argumente.

Pe de alt parte, lucrul n echip i nvarea prin colaborare nu sunt cea mai fericit
alegere pentru copiii introvertii, care se integreaz mai greu, mai ales c n grup apar de
regul persoane care domin discuia. i cum rmne cu cei care sunt mai eficieni sau
care se concentreaz mai bine atunci cnd lucreaz singuri?

Toate acestea sunt surse de frustrare care contravin obiectivului fundamental al nvrii.
Sigur, cu efort i mult exerciiu, emoiile negative pot fi inute sub control, dac nu depite,
dar s fie oare asta calea fireasc de dezvoltare pentru un copil?

Competiia poate fi bun?

Surs foto

Un adversar declarat al competiiei i-ar justifica poziia vorbind despre consecinele

nefavorabile pe care aceasta le are asupra abilitilor de comunicare i socializare, despre
izolarea sau excluderea din grup a copiilor competitivi sau despre incapacitatea lor de a
lega prietenii autentice cu colegii i toate strile negative care rezult din asta.
Adevrul este c, n ciuda acestor minusuri, competiia are i pri bune pe care nimeni
nu poate s le conteste. Atunci cnd este neleas i folosit corect, poate duce la:

Motivaia de a da tot ce-i mai bun pentru a ctiga (respect, aprecierea celorlali, simpatii,
premii, examene, titulatura de cel mai bun, stima de sine);

Stimularea nvrii pentru a obine cele mai bune rezultate sau pentru a obine rezultate
mai bune comparativ cu rezultatele proprii anterioare;

Diminuarea i eliminarea stresului i a anxietii pentru viitoarele examinri, competiii;

nelegerea i acceptarea nfrngerilor;

nsuirea unei atitudini potrivite, adecvate n ntregul ciclu de nvare evaluare, pentru
viitoarele competiii, concursuri, teste, examene, viaa real antreprenorial sau
corporatist.

Trgnd linie, dac nvarea prin colaborare este benefic, dar nici competiia nu e chiar
att de rea, care ar fi atitudinea potrivit fa de cele dou direcii pe care din comoditate le
considerm opuse?

Nu exist o soluie universal

Un prim rspuns ar fi c nu exist o soluie universal pe care o putem aplica tuturor i

pretutindeni, spernd s dea rezultate.

Dac Finlanda sau alte ri practic nvarea prin colaborare i cooperarea, nu nseamn
c putem transforma peste noapte o societate n care acestea nu sunt valori definitorii,
cum este cazul rii noastre. Dac anumite metode de parenting i educare descurajeaz
competitivitatea ntre copii, nu nseamn c e total nepotrivit i-ar trebui eliminat
definitiv. Una peste alta, suntem diferii i-ar fi mai bine s folosim aceste diferene n
avantajul, nu mpotriva noastr. Sau a copiilor notri, dup caz.
Surs foto

n al doilea rnd, e important s acceptm competiia ca pe o component fireasc a

vieii vrem s fim promovai la serviciu, vrem s facem impresie bun ntr-un grup, sau
vrem, de ce nu?, s ctigm un concurs ntre prieteni. S-l ferim un copil de competiie ar
nsemna s-l privm de anumite experiene care l pregtesc pentru ntreaga via de adult
de mai trziu.

n schimb, am putea s folosim competiia n mod constructiv. Cum? Fcnd diferena

ntre competiia rea, care ne arunc n cursa spre victorie uitnd c cei cu care ne
ntrecem ne sunt prieteni, rude sau colegi, oameni i nu adversari, i competiia bun,
care ne permite s ne evalum mai corect, s ne automotivm i s gestionm mai bine
provocrile.

Ba chiar putem s practicm o form aparte de competiie, pe care o vom numi

competiia personal. Altfel spus, s ne msurm nu cu ceilali, ci cu noi nine, devenind
astfel mai contieni de propriul progres, mai buni n ceea ce facem i mai ncreztori.

Calea spre reconciliere

Acestea fiind spuse, ajungem la concluzia final, i anume c nvarea prin competiie i
cea prin colaborare nu ar trebui i chiar nu se exclud. Alegnd-o pe una sau pe alta,
pornim din start de la o premis greit.

ntrebarea pe care trebuie s ne-o punem este cum le mbinm astfel nct s nvm mai
bine i s fim mai buni pe plan personal i n comunitate. Iar rspunsul poate lua forma
unui nou model, de colaborarea competitiv, n care explorm toate beneficiile pe care i
una i alta le au fr a trece cu vederea peste trsturile personale care ne apropie sau ne
separ de ceilali. Un model pe care doar practicndu-l noi nine mai nti vom putea s-l
explicm celor mici.

Participation Penalizes
Quiet Learners
Making the Case for Standards-Based
Grading
By Emily J. Klein and Meg Riordan
This story is one of three that were featuring on the question of class participation.
For other perspectives, see Class Participation: Lets Talk About it and
Encouraging Introverts to Speak Up in School.

Stop counting participation as part of a students grade.

As a professor of teacher education at Montclair State University, every time I teach

our unit on assessment, I begin class with this statement. Usually, theres a nervous
giggle that spreads around the room, and my students wait for me to say, Just
kidding. But Im not, and neither is my colleague Meg Riordan, who for years has
been supporting Expeditionary Learning leaders and teachers to implement a clear
vision for students learning that includes standards-based grading: separating
academic achievement from the habits that support itsuch as participation, effort,
or timeliness.

Imagine two students. They both receive an 80 as their final course grade. Ideally,
that number should reveal what each student did or did not understand about the
content and demonstrate her ability to perform particular skills. But what happens
when the teacher includes class participation as 25% of the grade? Student A
might have received a 90 on the final comprehensive exam or project, which
assesses content and skills. Or maybe Student A received a 65 but, due to constant
participation in class, benefited from a boost to her grade.

When a grade combines evidence of learning with class participation, its meaning is
distortednot only for students, but also for teachers, parents, and institutes of
higher education. If grades should primarily communicate student achievement,
how is one grade that includes participation and achievement to be clearly
interpreted?

We suggest that teachers stop counting class participation as part of a students

gradea move that not only increases transparency about actual learning but also
acknowledges introverted students.

We realize that this approach may challenge assumptions. Many of us have

encountered grading policies during our K-12 schooling and higher education where
up to 25% of a grade rests upon participation. At the highly regarded Harvard
Business School, participation often accounts for 50% of the total course grade.
Why might including participation as a portion of a students grade be tricky and
particularly difficult for introverted learners? Lets explore.

A classroom participation grade generally rewards students who are active

communicators. Sometimes, it even includes a teachers perception of students
behavior. It may help teachers to manage the class and perhaps compensate for
students who struggle in other areas; thus, the student who works hard, but
continues to fall short on tests, may find a grade increase when class participation
factors in. What for many expressive students provides a boost, for introverted
students creates a barrier. The quiet learner who finds traditional classroom
discussion challenging may be penalized by a teacher who interprets introversion as
disinterest or silence as confusion about the content.

However, introverted or quiet learners may have various reasons why they dont
participate as actively as their more extroverted counterparts. Some quiet learners
include students from cultures that do not expect them to challenge their teachers
ideas, ask questions, speak without prompting, or debate with peers. Other students
might simply value listening and thinking as much as participating in discussions.
The spontaneous nature of some discussions may be difficult for introverted
learners who need time to process ideas before sharing them with a group.

When class participation becomes mixed into one grade with academic
achievement, overall academic grades no longer communicate what we believe
they should communicate: evidence of learning. Instead, participation becomes a
motivator for a portion of expressive, extroverted students and a roadblock for less
verbally communicative, but no less knowledgeable or interested, learners.

The solution we propose in order to honor all learnersthe extroverted and

introvertedis standards-based grading, in which the academic grade reflects what
students have learned about the content, what students know and understand
about a topic, and what students are able to demonstrate about skills or knowledge
through multiple assessments.

Usually, this is when my student teachers go nuts. They argue that the qualities
measured in class participationengagement and communication of ideasmatter
in the real world. And we agree! What concerns us is confusing these qualities with
evidence of learning. We suggest, therefore, that qualities that support learning be
evaluated with a separate gradea grade for what Expeditionary Learning calls
Habits of Scholarship.

In Leaders of Their Own Learning, Expeditionary Learning authors Ron Berger, Leah
Rugen, and Libby Woodfin explore how a standards-based grading system provides
clarity for students, teachers, and families. Curriculum is guided by standards called
learning targets, which support all instruction and assessment. Students progress
towards learning targets is assessed separately from habits of scholarship
(sometimes called habits of work), which include qualities like responsibility,
revision, participation, or preparedness. These habits are articulated so that
students know what behaviors are expected and what they look and sound like in
the classroom. In this way, all learners have a clear vision of how achievement is
determined and an understanding of their roles in contributing to their successes.

Including participation into a grade that is intended to reflect evidence of learning

results in a murky understanding of students achievement. What part of the grade
reflects actual knowledge or skill, and what part is participation or effort? The
traditional approach to including participation into one letter or number grade also
reinforces classroom participation that supports superficial conversationtalking for
the sake of earning points. It penalizes the quiet, introverted student, who might
be listening and creating space for thinking and reflection. When we grade learning
separately from participating, we offer teachers the opportunity to create a
classroom structure where listening is as valuable as speaking and where the
meaning of a grade becomes clear to students, teachers, and families.

Encouraging Introverts to
Speak Up in School
By John Spencer
This story is one of three that were featuring on the question of class participation.
For other perspectives, see Participation Penalizes Quiet Learners and Class
Participation: Lets Talk About it.

As a student, I was an eager hand-raiser. I spoke up. I shared my opinions. I wasnt

particularly quiet. Inside, though, I was terrified. I didnt want to be caught off-
guard, forced to share my thoughts to an entire class without having the chance to
think through things on my own. For this reason, I developed a strategy. When a
teacher first started talking about a particular topic, Id jot down five of the best
questions I could conjure up. I would rehearse them in my head until the words
sounded right. This allowed me to speak up without being put on the spot.

If I wasnt prepared when a teacher called on me, Id freeze up. Id shake and sweat,
stammering and sputtering over my words. A few kids would mock me, but most
students would stare in shock as I struggled. In most cases, the teachers would
assume I hadnt been paying attention, when the truth was I needed to work
through my responses alone before sharing my thoughts with the class.
When I became a teacher, I promised myself that I wouldnt put my students
through that same experience. I wouldnt call on students who didnt raise their
hands. I wouldnt force a shy student to speak up. I would allow introverts the time
to process information and decide on their own terms if they wanted to speak in
front of the class.

Then, in my sixth year of teaching, a student challenged this practice. He wrote me

a note that read, Dont let me get away with being too quiet. Make me talk even if
its hard for me. You ask loud kids to stop interrupting and blurting out, right? So ask
me to speak up, please.

I realized that choosing to speak up or remain quiet was a complicated issue that
required a nuanced solution. There was an inherent tension between respecting a
students temperament and challenging a student to conquer an uncomfortable
task. This is why, although I still dont grade students for participation, I do require
my students to speak up in front of a group.

The Dark Side of Participation Points

In her story for the Atlantic, Jessica Lahey explained her stance on grading students
in participation. This is a common practice, but one that I find concerning.

Too often students are criticized for being too loud or too quiet. The ideal is a happy
medium that doesnt square with who students actually are as people. This problem
is most obvious when teachers shame the overly social student. However, its just
as damaging for the quiet student who, when trying to process information
internally, is told to just pay attention or to get over the fear of speaking up.
Students internalize the message that being quiet is a problem they need to
overcome instead of a unique quality they can embrace.

Pushing for participation

While we must respect student identity, this doesnt mean introverts should never
be challenged. Just as I expect extroverted students to engage in quiet self-
reflection, I also require introverted students to speak up in front of the class. Public
speaking is a valuable life skill, uncomfortable as it might make certain students
feel. That said, I tailor class participation requirements so that introverts and
extroverts alike can thrive. Here are a few strategies I use:

1. I allow students time to prepare, and even rehearse, what they want to say. It
isnt simply a matter of a student being shy or outgoing. Introverted students
 often need the chance to process their ideas and thoughts before expressing
them to a group.

2. I understand that equity and equality arent the same in class discussions.
While I require all students to participate at some point, I give students the
permission to decide the frequency and timing of participation.

3. I start with partner or small group discussions before moving into a whole
class discussion. This allows introverts to think through the ideas in a safe
place before moving toward the whole group.

4. I explore alternative methods of speaking up. I might allow introverted

students to prepare, record, and edit a podcast. Or Ill let students develop
questions for a social media chat.

5. I recognize that active listening (the kind that quiet students often engage in)
is also a vital part of participation.

6. I let students ease into participation. Many introverts need time to see what
the group dynamics are before transitioning into discussion mode. This is why
I avoid ice breakers at the beginning of the year. Most extroverts have
broken the ice the minute they walked through the door, and many of the
introverts are perfectly comfortable letting the ice melt slowly. I dont usually
require introverted students to speak up in class until the third or fourth
week.

7. I conference ahead of time with students who are anxious. I affirm their
courage in speaking up and allow them to share their frustrations with the
situation.

8. I allow students to be uncomfortable. Even after I help students adapt, I may

have some who resent speaking up. Then again, I may have students who
hate silence. Nobody said learning was supposed to be comfortable.

9. I let students decide when they want to speak up. I tell students, I want you
to say something in our discussion. I let them know what the topic will be
ahead of time. When theyre ready, they raise their hands to speak up.

10.I give them an out. While participation is expected in my class, I will

ultimately have a few students who simply refuse to talk in front of a group. I
realize, though, that this is not an act of defiance. It is fear. I do what I can to
make it safe for students to speak up. However, in the long run, I know that a
student can only find his or her voice when motivated by desire and not
compulsion.

Ultimately, schools should be adapting the system to student identity rather than
requiring students to change who they are to fit the system. By being flexible and
providing accommodations, I have attempted to create in my classroom a safe place
for introverts to speak up. It doesnt always work perfectly, and it isnt always
 comfortable. I hope, though, that my students feel affirmed in who they are while
being challenged to grow.

Introverted Kids Need to Learn to

Speak Up at School
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Every child should be graded on class participation -- and parents

don't help their children when they argue otherwise.
Adapted from Sylverarts and PILart/Shutterstock

Next week marks the beginning of parent-teacher conferences. I can

count on a few issues to come up: how I calculate grades, the
degree to which I am willing to chase students for late work, and
individual parents' expectations about the flow of information
between school and home. But this year, I am hearing lot of
questions about how to best educate introverted students and,
specifically, the fairness of class participation grades.

I have experimented with many different grading strategies over the

years, but class participation remains a constant in my grade book.
It counts for a lot because we spend a large percentage of our of
class time in dialogue. How does Pip change once he receives his
Great Expectations? What does Edmund mean when he says, "Thou,
nature, art my goddess; to thy law / My services are bound"?

When it comes time to assess my students' engagement with these

questions, I could quiz them daily and force them to write reams
about the topics I want them to consider. Or I can ask them to open
their mouths, turn on their brains, and share their ideas with the rest
of the class. I opt for a happy medium, and require a little bit of
both.

Related Story
Caring for Your Introvert

This is no problem for the extroverts, who live for the opportunity to
talk about their ideas. However, I also teach introverts, who live in
fear of being asked these sorts of questions. There are a lot of
students populating the middle ground, of course, but I don't tend to
hear from those students' parents at conference time. The parents
of introverts complain that I am not meeting their child's unspoken
educational needs, or that I am causing serious emotional trauma by
requiring their child to speak up in school.

I am aware that as an extrovert, I naturally teach to and understand

the needs of extroverts. Consequently, I have worked very hard to
research and implement teaching strategies that work for
introverted students. I have a personal interest in the subject as
well, as I am married to one introvert and mother to another.

Thankfully, there's more information on introverts out there than

ever before. I tapped into my amazing personal learning network of
educators and gathered a towering pile of books on my nightstand,
topped by Susan Cain's book Quiet: The Power of Introverts in a
World that Can't Stop Talking. In her book, Cain champions the
often-overlooked talents and gifts of introverts, and offers parents
and educators strategies for communication and evaluation. This
year, I drew on this advice and made a number of changes to my
classroom in order to improve learning opportunities for my
introverted students.

In the end, I have decided to retain my class participation

requirement. As a teacher, it is my job to teach grammar,
vocabulary, and literature, but I must also teach my students how to
succeed in the world we live in -- a world where most people won't
stop talking. If anything, I feel even more strongly that my
introverted students must learn how to self-advocate by
communicating with parents, educators, and the world at large.

Dr. Kendall Hoyt -- introvert, assistant professor of medicine at

Dartmouth Medical School -- agrees. "You don't get a pass for your
personality type. I understand that social anxiety is a real thing - I
am an introvert, and my mother used to actually faint if she had to
do public speaking - but part of my job as a teacher is to teach
people how to articulate and be heard."

Hoyt applies this same philosophy to her own children, both

introverts. She and her babysitter have constructed elaborate social
scavenger hunts for the children, games that require them to
approach strangers, look them in the eye, and ask for whatever the
game requires - directions, information, or signatures.

When I asked her why she puts so much effort into her children's
ability to communicate with strangers, she answered, "In order to be
effective in this world, you must be able to communicate. If you
can't speak up for yourself, if you can't muster the courage to tell
the person you love that you love them, if you can't advocate for
your own safety, the world will be a very intimidating and
frightening place. I don't want my kids to be intimidated by the
world."

When a parent tells me that his or her child is simply not capable of
communicating educational and emotional needs, I see a child even
more in need of mastering interpersonal communication. I'm not
talking about the value of communication as it relates to grades
here; I am talking about the value of communication as it relates to
personal health, happiness, and safety. A student who is unwilling to
stand up for herself and tell me that she does not understand the
difference between an adverb and a verb is also less likely to stand
up for herself if she is being harassed or pressured in other areas of
her life.
 Thanks to my students, Hoyt, and the reams of literature and
research on introverts, I have a newfound respect for the people in
my life who are less apt to jump into the fray of class discussion. But
I also know that sometimes it's important - even imperative - to
speak up for one's self. Cain starts her book Quiet with the example
of Rosa Parks and the historic "No" she gave the bus driver who
asked her to move to the back of the bus. Cain reports that,
according to her obituary, Parks was an introvert. And yet that
introvert spoke up and claimed her rightful place in the world. In
honor of Rosa Parks, Susan Cain, and the many introverted students
under my tutelage, I will continue to encourage them to find their
voices.

Introverted Kids Need to Learn to

Speak Up at School
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FEB 7, 2013

U.S.

Share

Tweet

Text Size
Like The Atlantic? Subscribe to The Atlantic Daily, our free weekday email
newsletter.

7581216 Sign up

Every child should be graded on class participation -- and parents

don't help their children when they argue otherwise.
Adapted from Sylverarts and PILart/Shutterstock

Next week marks the beginning of parent-teacher conferences. I can

count on a few issues to come up: how I calculate grades, the
degree to which I am willing to chase students for late work, and
individual parents' expectations about the flow of information
between school and home. But this year, I am hearing lot of
questions about how to best educate introverted students and,
specifically, the fairness of class participation grades.

I have experimented with many different grading strategies over the

years, but class participation remains a constant in my grade book.
It counts for a lot because we spend a large percentage of our of
class time in dialogue. How does Pip change once he receives his
Great Expectations? What does Edmund mean when he says, "Thou,
nature, art my goddess; to thy law / My services are bound"?

When it comes time to assess my students' engagement with these

questions, I could quiz them daily and force them to write reams
about the topics I want them to consider. Or I can ask them to open
their mouths, turn on their brains, and share their ideas with the rest
of the class. I opt for a happy medium, and require a little bit of
both.

Related Story
Caring for Your Introvert

This is no problem for the extroverts, who live for the opportunity to
talk about their ideas. However, I also teach introverts, who live in
fear of being asked these sorts of questions. There are a lot of
students populating the middle ground, of course, but I don't tend to
hear from those students' parents at conference time. The parents
of introverts complain that I am not meeting their child's unspoken
educational needs, or that I am causing serious emotional trauma by
requiring their child to speak up in school.

I am aware that as an extrovert, I naturally teach to and understand

the needs of extroverts. Consequently, I have worked very hard to
research and implement teaching strategies that work for
introverted students. I have a personal interest in the subject as
well, as I am married to one introvert and mother to another.

Thankfully, there's more information on introverts out there than

ever before. I tapped into my amazing personal learning network of
educators and gathered a towering pile of books on my nightstand,
topped by Susan Cain's book Quiet: The Power of Introverts in a
World that Can't Stop Talking. In her book, Cain champions the
often-overlooked talents and gifts of introverts, and offers parents
and educators strategies for communication and evaluation. This
year, I drew on this advice and made a number of changes to my
classroom in order to improve learning opportunities for my
introverted students.

In the end, I have decided to retain my class participation

requirement. As a teacher, it is my job to teach grammar,
vocabulary, and literature, but I must also teach my students how to
succeed in the world we live in -- a world where most people won't
stop talking. If anything, I feel even more strongly that my
introverted students must learn how to self-advocate by
communicating with parents, educators, and the world at large.

Dr. Kendall Hoyt -- introvert, assistant professor of medicine at

Dartmouth Medical School -- agrees. "You don't get a pass for your
personality type. I understand that social anxiety is a real thing - I
am an introvert, and my mother used to actually faint if she had to
do public speaking - but part of my job as a teacher is to teach
people how to articulate and be heard."

Hoyt applies this same philosophy to her own children, both

introverts. She and her babysitter have constructed elaborate social
scavenger hunts for the children, games that require them to
approach strangers, look them in the eye, and ask for whatever the
game requires - directions, information, or signatures.

When I asked her why she puts so much effort into her children's
ability to communicate with strangers, she answered, "In order to be
effective in this world, you must be able to communicate. If you
can't speak up for yourself, if you can't muster the courage to tell
the person you love that you love them, if you can't advocate for
your own safety, the world will be a very intimidating and
frightening place. I don't want my kids to be intimidated by the
world."

When a parent tells me that his or her child is simply not capable of
communicating educational and emotional needs, I see a child even
more in need of mastering interpersonal communication. I'm not
talking about the value of communication as it relates to grades
here; I am talking about the value of communication as it relates to
personal health, happiness, and safety. A student who is unwilling to
stand up for herself and tell me that she does not understand the
difference between an adverb and a verb is also less likely to stand
up for herself if she is being harassed or pressured in other areas of
her life.
 Thanks to my students, Hoyt, and the reams of literature and
research on introverts, I have a newfound respect for the people in
my life who are less apt to jump into the fray of class discussion. But
I also know that sometimes it's important - even imperative - to
speak up for one's self. Cain starts her book Quiet with the example
of Rosa Parks and the historic "No" she gave the bus driver who
asked her to move to the back of the bus. Cain reports that,
according to her obituary, Parks was an introvert. And yet that
introvert spoke up and claimed her rightful place in the world. In
honor of Rosa Parks, Susan Cain, and the many introverted students
under my tutelage, I will continue to encourage them to find their
voices.

Help Shy KidsDon't Punish Them

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All children should learn how to make their voices heard. But
grading them on class participation may not be the answer.
 r
zymuR/Shutterstock

Jessica Lahey, author of the piece "Introverted Kids Need to Learn to

Speak Up at School," is a teacher who obviously cares deeply for her
students. She's absolutely right that reticent children need to be
sensitively encouraged to push through their fears so they can make
their voices heard when they have something to say, and so they
can face the world with confidence and joy.

As others have pointed out in the comments, however, her article is

primarily about shy children who fear social judgment, not introverts
who simply prefer quieter environments and think before speaking.
And grading shy kids based on class participation may not be the
best way to help them.

Here are some alternative ideas for helping shy children:

1) Use the "Think, Pair, Share" technique. The teacher poses a

question to the class and asks students to first reflect on or write
down their answer, and then share it with a peer. Sometimes a shy
student can find confidence through the encouragement of a single
peer before sharing his idea with the larger classroom.
2) Wait before calling on students. After posing a question to the
class, the teacher waits five or ten seconds before calling on
students for an answer. This gives reflective kids a chance to think
and shy ones time to gather their courage.

3) Use social media in the classroom. Shy children may feel

more comfortable advancing their ideas in the form of an online
response or blog entry. Once their written thoughts have been
validated by the class and/or the teacher, they may gain the
confidence to discuss them "in real life."

4) Strategize with the student. Both parents and teachers can

work with a child one-on-one, offering strategies for participation --
such as offering a comment early in class, before anticipatory
anxiety grows too strong.

5) Create groups for adolescents who are anxious about

public speaking. In a classroom swirling with social and sexual
politics, practicing public speaking can be so frightening that it
becomes counter-productive. Desensitizing the fear in small,
supportive settings is critical for students who are afraid of the
spotlight.

All of these approaches can help achieve Lahey's aim of giving shy
students the confidence to speak up for themselves. But none of this
necessarily means we should grade students based on their class
participation, since that effectively penalizes children for their fears.
In other words, shy kids should be helped with a carrot, not a stick.

I'm also old-fashioned enough to believe that grades should assess a

child's proficiency at math or science or history, not their ability to
speak in front of a large group. Knowledge matters. Deep thought
matters. Mastery of a subject matters -- even in a world that can't
stop talking. It is not irrelevant that American schools, which value
verbal confidence at least as highly as quiet study, are falling behind
their international peers.
But here's an idea, recently advocated by the Montclair State
University education professor Emily Klein: What about giving one
grade for mastery of the material, and a separate grade for
character? These character-based grades would reward students
who contribute meaningfully to class discussion (not just speaking
up to hear themselves talk). They would also value other personal
characteristics such as empathy, courage, persistence, listening
skills, and respect for others.

Shy kids are often brimming with these qualities -- to the benefit of
us all. According to recent studies from the University of Michigan
and San Diego State University, young people today are less
empathetic, more narcissistic, and more self-centered than their
predecessors. In a me-first world, shyness can be a civilizing force.

The author praises Rosa Parks for her courage in saying no to

oppression. But Rosa Parks didn't change history through a rousing
speech. She spoke with her actions, not her words.

The Power of Introverts: An Essential

Understanding for Teachers
N OV E MB ER 25, 2013

Elena Aguilar

Transformational Leadership Coach from Oakland, California

follow:

https://www.facebook.com/theartofcoachingforschooltransformationhttps://twitter.com/artofcoach
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About a year ago, I read Susan Cain's Quiet: The Power of Introverts in a World that Can't Stop Talking. I wanted to
tell everyone about this book right away, but I also wanted to let what I'd learned sink in. I wanted to sit alone
with my new self-awareness, process my experience, and absorb the revelations I'd had -- all in true introverted
fashion. See, as I'd read Cain's book, my predominant thoughts were, "She's describing me! I'm an introvert!
And there's nothing wrong with that!" The margins of my copy are littered with stars, exclamation points, and
scribbles that, as I look back, reflect my profound relief and gained understandings.

Reading this book was a healing experience that has given me a tremendous confidence boost. It has also
yielded insights into myself as a teacher, educator, and mother. If you suspect you're an introvert, strongly
consider buying this book. If you love an introvert, definitely buy this book. And if you work in schools, you will
also want to get this book right away.

Introverts Defined
Susan Cain writes, "At least one third of the people we know are introverts. They are the ones who prefer
listening to speaking, reading to partying; who innovate and create but dislike self-promotion; who favor
working on their own over brainstorming in teams." At the core of the definition of introversion and extroversion
is how we get our energy. Introverts are energized when they're alone or in small groups; extroverts are the
opposite. Contrary to popular belief, introverts are not necessarily shy.

Cain suggests that those who answer yes to the following questions are most likely introverts:

Do you have a horror of small talk?

Do you do your best work on your own?

Do you feel energized by being alone or with one or two other close friends?

Do you express yourself well in writing?

Do you like to focus on one task at a time and tend to work slowly and deliberately?

Would you prefer a vacation reading on the beach to partying on a cruise ship?

In Quiet (and on on her website) there's a quick self-assessment to help you determine where you fall on the
introvert-extrovert spectrum.

There are such things as ambiverts or those who are an introvert in some situations and an extrovert in others.
Introversion and extroversion also intersect with other personality traits and personal histories. Some introverts
are shy while others are charismatic public speakers; and some introverts are also "highly sensitive" -- a
description I found to be such a relief that I burst into tears. Yes, I'm a highly sensitive introvert who'd never
heard such a description.

For most of my life, I thought that my introversion was something I needed to change and something that made
others uncomfortable. Just about every report card from my childhood included a comment like, "Elena needs
to talk more in class." Cain's book helped me see how my introversion has contributed to my successes and
helped me redefine effective leadership (Rosa Parks and Gandhi were introverts). An expanded definition of
introversion is necessary.

Advice for Teachers

Last week I attended my son's fall parent-teacher conference. His kind, extroverted teacher, Bob, mentioned
that my fourth grader doesn't participate a lot in whole class discussions. "Other kids raise their hands
immediately, and he listens but doesn't volunteer to speak. So I let him know that I want to hear from him and
then I'll ask him a question and he responds thoughtfully. Do you have to draw him out at home?" No, I said. In
fact, usually on Saturday mornings my son and I take a long walk together and he talks non-stop for an hour
and a half. "I think he might just be a bit of an introvert," I said. Bob nodded, "That's good to know." We talked a
bit about strategies for teaching introverted children, which Bob was familiar with.

Here's a nugget of Cain's advice for teachers: "If you're a teacher, enjoy your gregarious and participatory
students. But don't forget to cultivate the shy, the gentle, the autonomous -- the ones with single-minded
enthusiasm for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers,
and thinkers of tomorrow." She also writes a lot about how teachers can work with introverted students.

Considerations for Introverted Teachers

Quiet made me reflect on something I'd never considered when I decided to leave the classroom: that my
introversion simply wasn't compatible with teaching 70 kids each day. Teaching always exhausted me -- by the
end of each day, I felt like I'd been run over by a truck, and by Friday evening, I'd crawl into bed at 7:30 and be
unable to form a sentence for at least 18 hours. That was what I wanted to do, but with a husband and young
child, I couldn't. So I left full-time teaching for a job as an instructional coach.

I really wanted to coach and soon realized that it suited my personality. Sitting with one person or working with
a small team of three or four teachers didn't exhaust me -- in fact, it energized me. Coaching is cognitively and
emotionally demanding, but I now see how my introverted tendency makes coaching a much more compatible
role for me.
In Quiet, Susan Cain asks: Does your job suit your temperament? If not, what could you do to change things?
I've seen a number of deeply committed but struggling teachers (who I suspect are introverts) for whom I
believe classroom teaching might not be the best fit. I've encouraged some to think about teaching in smaller
settings, for example in a special education context, or tutoring or counseling. There are many ways we can
participate in the education world without being with 130 kids every day.

For those of us who often need to show up as extroverts, Cain suggests we create "restorative niches" for
ourselves. I've definitely found ways to create time and places where I can recharge my batteries after, for
example, a long meeting with dozens of people. Many people I meet never guess that I'm an introvert -- I can
confidently and charismatically speak to an audience of hundreds or facilitate a three-day workshop alone -- but
afterwards every single cell in my body feels like it's been ironed flat. I've discovered ways to release that
exhaustion and refuel my energy and I can temporarily transform into an extrovert.

And when it's over, I'm so happy to return to my introverted, quiet, writer-self. I'm so grateful to finally feel fine
with who I am -- and profoundly grateful to Susan Cain for her research, writing, and introversion.

Shyness in the
Classroom . . . A Page For
Educational Professionals

Tips For Dealing With Shyness

Shy Celebrities

Parenting the Shy Child

Beating Shyness in the Business World

Recommended Readings

Shyness Websites

Home Page
 Disclaimer*

Welcome to the Shyness in the Classroom page of the Shake Your Shyness website. I envision this page
as being a constant work in progress and, with your help, my hope is that it will come to serve as an
clearinghouse for information about shyness that can be of use to educational professionals. When
completed this page will contain an overview of shyness as it pertains to children, tips for working with shy
children in the classroom, a forum for discussing issues and sharing ideas, as well as links to additional
resources on the internet. While the page is not nearly complete, I felt it was far enough along to be help,
so I decided to publish it and expand it's contents as time permits. I welcome whatever input you might
have to help me make it better meet your needs (email me).

Shyness in the Classroom . . . An Overview of the Issues

Tips For Working With Shy Children

Classroom Exercises

Helpful Websites

Shyness in the Classroom . . . An Overview of the Issues

Definitions--What is shyness? Because shyness is a lay term, it has no single standardized

definition. And while existing definitions differ from expert to expert, I think you will find that most definitions
incorporate elements of the following:

Shyness is the act of feeling uncomfortable in social situations in ways that

interfere with our ability to enjoy ourselves, to perform at the level we're
capable of or,
that cause us to avoid social situations altogether.

Setting the stage for helping by changing the way we think about shyness. Notice that
I define shyness as an " act of feeling" uncomfortable-- not as a personality trait or temperament, but as a
"feeling." In this regard, my definition may differ somewhat from others--and it is an important difference.
While I do think there is such a thing as a " shy person " (i.e. a person who " feels " shy much of the time),
I've found it both more accurate and more helpful to think of shyness as a feeling with varying degrees of
frequency and intensity that comes and goes depending on circumstances.

Let me explain what I mean with an example. Let's take a totally different feeling hunger, for instance
and compare it to shyness. We feel hunger when the absence of food in our stomach triggers a reaction
that tells us it's time to eat. Similarly, we feel shy when a threatening social situation triggers an anxious
reaction that tells us it's time to fight or flee (i.e., the Fight or Flight Reaction). When we satisfy our
stomachs with food, our hunger goes away, just as when we satisfy our fear with safety, our anxiousness
goes away. The hungrier we are, the more food it may take to satisfy us, and the more frightened we are,
the more emotional reassurance we may require.

When we don't address our body's need for food in a responsible way, we can develop an eating disorder,
just as when we don't address our body's need for social safety in a way that works, we can learn to feel
shy. Repeated over time, these shy feelings can become a habit of sortsand voil we have what most
people would think of as a shy person.

But isn't this just a bunch of semantics? Aren't we just splitting hairs?

The answer is "no"at least not in the eyes of a shy person.

You see, shyness viewed as a " feeling" is difficult, but manageable, whereas shyness viewed as an "
enduring personality trait " can be overwhelming. Had I, as a shy child, believed that I had a shy "
personality," I might easily have gotten discouraged and given up. But because I viewed my shyness as a
feeling, as something I could do something about, I always felt there was hope. I knew that if I could just
figure out what to do to fit in and muster the courage to do it, everything would be OK--and it was.

My motivation for sharing this here with you, is to help you understand how important it is for shy children to
know that they're OK---that there's hope and a chance that they can fit in---that just because they feel shy
at one point in time, doesn't mean that they have to feel shy in all places at all times for the rest of their
lives.

As this page develops, I hope to provide you with information that can help you distinguish between the
different kinds of shyness children feeli.e., shyness born out of disappointing experiences, shyness born
out of a biological predisposition to anxiety, shyness born out of learning disabilities that make it hard for
them to read social cues and more . . .

But it the meantime, please know that it is the feelings that children have in the here and now that are most
important to themthat by helping children through those feelings you are giving them the gift of the hope
that they can belong,
How can you help? For starters, know that you really can helpsmall things make a huge difference in
a shy child's world. The simple act of recognizing and understanding a child's feelings can create an
environment that feels safe---or at least sa fer to a shy child.

I can still remember that day in Calculus class in high school when I finally mustered the courage to raise
my hand to answer a question in the mostly male classroom with the male teacher who had to have been
able to see my hand exposed in the air as plain as day, but who chose to call on someone else. I can safely
say that his response did little to help me overcome shynessparticularly when it happened more than
once. He just didn't know how badly I needed for him to call on me.

Now my memories are of my own mistakesof teaching classes to people who, much like myself, struggle
with shyness and, like my Calculus teacher, inadvertently making the wrong move saying the wrong thing
or overlooking a valiant effort. Doing the right thing is harder than it looks, even when you're the expert.

Small things do make difference in a shy child's lifea compliment, acknowledgement of an effort,
structured exercises that help them interact can make all a difference in a shy child's ability to participate in
your classroom.

What follows are tips, classroom exercises and links to additional resources on the internet. Because I
would like this site to serve as a forum for educational professionals and I'm still learning how to access the
software, please email your questions, thoughts, tips, etc to me and I will do my best to review and post
them as time permits. Your input and feedback are critical to the success of this site and will be greatly
appreciated.

Tips For Working With Shy Children

1. Normalize shyness and depict it in a positive light. "Normalizing" shyness should be

pretty easy. Given that nearly fifty percent of the adult population in the United States is believed to
be shy, shyness really is normal.

The problem is that most people are embarrassed by their shyness and keep it to themselves. As a result
they go through life thinking they're different from everyone one else when nothing could be farther from the
truth. As educational professionals, you are in a position to dispel this notion by showing your students just
how "normal" shyness is and that shyness doesn't have to hold them back.

Compare shy children to other shy children who have grown up to be successful adults: "You're just
like Abraham Lincoln. Did you know that he was afraid of girls, too?" or "I
guess you're going to be a great movie star like Tom Hanks. He used to be
really shy!" I can't tell you how reassuring it was for me to learn the number of shy children who grew
up to be uncommonly successful adults. Try asking your fellow teachers how many of them used to be shy.
 You may be surprised by the results. It you used to be shy, you may want to share that with your shy
students as well.(Check out the Shy Celebrities page of this website for more information).

Be sure to mention great leaders, inventors, entertainers and politicians who were once shy when reviewing
their lives.

Portray shy people as more courageous than the average person, because it takes more energy for them to
do the same things that an outgoing person would do.

2. Make regular contact. It's easy for shy children to fall through the cracks and the farther they
fall, the harder it is for them to accept attention when it's given. Making contact with shy children on
a regular basisdaily, if possiblehelps keep shy children connected. You don't have to do much
a comment, question or smile can make a big difference. The key is to make contact in a way
that doesn't single shy children out as being different.

3. Give shy children a job to do. Much like shy adults, shy children do better when they have
something to do that allows them to: 1) feel like they're making a contribution and 2) have a reason
to interact with othersin this case, their fellow students. The trick is to match the level of social
interaction of a task with the tolerance level of each child. Some children thrive with no more than a
little push. These children often lack the confidence to get started or, in some cases, simply don't
know how to approach other children. Any assignment that helps them break the ice may be all
they need to get the social ball rolling. Other children require much more support. They are terrified
just to be in the classroom and you will need to proceed more cautiously. For these children
something as simple as a brief encounter with their teacher is enough to send them reeling.

I've listed some tasks below in order of increasing difficultyalthough sometimes it's hard to tell what will or
won't be difficult for a particular child.

Closing the classroom door when the bell rings

Straightening up the room after class

]Passing out/collecting papers

Working in a small group on a teacher assigned project

Taking a survey of other students during down times (e.g., recess, study periods, etc) requiring that shy
children go up to and interact with other children in a teacher assigned role.

to your regular classroom regimen.

As you can see, the first task requires little or no interaction with anything but the door. This is quite deliberate as it
allows a child to participate in class without having to interact with other children or the teacherbut even this task
may be too threatening for particularly anxious children. At the other extreme, is the last task which requires that a
child go up to his/her fellow classmates and initiate a question and answer period. As I'm sure you know, it's best to
come up with tasks that fit into your normal classroom routine and can be maintained with little or no disruption

One word of caution before you beginassigning tasks to shy children works best when you also assign
tasks to other children who are not shy. Shy children may be uncomfortable, but they're rarely dumb. They
can usually spot a job that was created just for them and so can their classmatesfurther drawing attention
to the shy child's self-consciousness and classroom agony. Properly executed, however, tasks such as
these can make a lifetime of difference in a shy child's world.

4. Comment on their successes and post their work. Most shy children crave attention,
but dread it at the same time.; They want to feel special, but have difficulty being in the limelight.
Posting their work in prominent places in the classroom can be a big boost to their self-esteem, just
as commenting on their accomplishments in front of the class can make a huge difference.

Compliments, however, must be given with care. When dealing with children that shun attention, it's best to
use a hit and run approach to complimentsthat is, to offer a compliment, then immediately move to
another subject.& Don't give them the opportunity to struggle or even think about what they need to do to
respond or, if the compliment was made in front of the entire class, don't leave enough time for the class to
turn and look at the student. Simply move forward knowing that a good deed has been done.

Example:

A student comes up to your desk to ask a question. You notice they have an interesting item of clothing or
their hair looks particularly nice. Simply compliment them and move on to the business at hand.

"Great sweatshirt. I really like it. So what can I do for you?"

When dealing with very shy children, it may be best to avoid eye contact until you sense that the child is
able to respond comfortably. This may take anywhere from one to several encounters. And by all means,
don't wait for a response to your compliment! If they give one, fine. Go with it. But don't wait. That
defeats the purpose of this exercise.

Finally, never compliment children about things you don't mean. It only confuses them in the long run.

5. Help Children Learn To Initiate Contact With Others. Walking up to a stranger or

even a friend can be difficult for an adult, ut for a shy child, it's nothing less than torture. Most shy
children dream of being able to run up to a group of kids on the playground and join in, but they
literally don't know how. Instead, they wait for someone to ask them to play or pretend that they're
not interested.
Anything you do to promote a shy child's ability to initiate contact with others can make a huge difference in
their life. For starters, I've linked you to the Chit-Chat page of the Shykids.com website (a resource you will
want to become more familiar with over time). This particular page offers simple suggestions kids can use
to start conversations on the bus or standing in the school lunch line.

Additionally, I've included some exercises you might try in the classroom ( Classroom Exercises). As you
will see, there's nothing particularly special about them. What's more, I'm confident that, armed with an
increasingly better understanding of shyness and the principles that help children overcome it, you will
come up with exercises that are better suited to your particular classroom on your own. I include these
exercises largely, because we need to start somewhere and, because things as simple as these can make
a huge difference in a shy child's life.

I will be adding more tips and references to this section as time permits. I would like to include your ideas
as much as possible. Please email your suggestions. I thank you in advance for your help.

6. Educate Parents. One of the most important the things educational professionals can do to
help shy children is to educate parents about the skills shy children can practice at home that are
directly applicable to the classroom situation. I've listed a few below just to get you started.

Playing games where family members raise their hand to speak.

Having children read stories to their parents instead of parents reading the stories to them.

Encouraging children to speak for themselves whenever possible (i.e., when ordering at restaurants, around
guests)

Putting on plays and skits for other family members at home on a regular basis.

Practicing social skills.

For more information on things parents can do to help shy children, see the Parenting The Shy Child page
of this website.

7. Reward Small Improvements. Most shy children blossom when challenges are broken into
manageable chunks. It's their anxiety not their intelligence that gets in their way of their learning.
When we break things down into small enough chunks that allow shy children to succeed most of
the time and fail some of the time (making it clear that failing is a part of learning) many children
learn to gradually overcoming their fears.

8. Keep an eye out for teasing. We all know that shy children are more likely to be teased
than their more outgoing counterparts. But kids are smart. They know better than to tease and bully
another child in front of adults. It should come as no surprise that educational professionals are
 often the last to know what's going on. What is surprising is that parents and even counselors of
children who are being teased are often unaware. While some children are comfortable enough to
tell all, scared and/or embarrassed by what's happening to them, many children keep their suffering
to themselves---forcing the adults in their lives to pry it out of them after they become increasingly
sullen at prospect of going school.

Given that much of the teasing is likely to occur outside of your view, it is unrealistic to think that you will
always be able to intervene. All that I ask is that you keep an eye out for the possibility that a shy child is
being teased and that you do whatever you can to help should you discover that there is a problem. Many
of the shy adults I in my practice, still describe the emotional scars from their youth as is they were reliving
the teasing today.

While I don't know of a sure fire solution to the problem of teasing, I did stumble on one book that I think is
particularly helpful. Sticks and Stones: 7 Ways Your Child Can Deal With Teasing, Conflict, and
Other Hard Times by Scott Cooper (see Recommended Readings) provides parents with specific
examples of things they can do to help their children become less attractive to bullies.

Because teasing is such a difficult topic and because I certainly don't have all the answers, I'd like to enlist
your help gathering tips to share with parents and other educational professionals so that we can begin to
del with teasing more constructively. Please email your suggestions to me at Teasing Tips so that I can
collate them and pass them on to others.

Classroom Exercises

The key to developing exercises to help shy children is to choose activities that provide a structure for shy
children to interact with other children without having to worry about what it is they are supposed to do.
Exercises best suited for this this tend to 1) teach simple skills that are easy for children to learn, 2) involve
small groups that promote rapid turn taking, 3) require that everyone take turns playing each role, and 4)
allow more than one child to be active at a time. Note--shy children become particularly vulnerable to
anxiety while waiting to take their turn.

1. What do we have in common?

I've listed three exercises below to give you a feel for the kinds of exercises that tend to benefit shy
children while having merit for the classroom as a whole. However, some shy children---
particularly those struggling with Social Phobia---may even find these exercises too threatening
and you may need to start with something smaller.

Purpose: To help students learn to recognize things they have in common.

Instructions: Pair up students and give them the job of finding out what they have in common. When working with
younger children, it's a good idea to give them some ground rules (e.g., only positive comments are allowed) as well
as potential topic areas to explore (e.g., favorite food, hobbies, places they've been, etc) or they're likely to come up
with typical kid-like responses like "We both think Suzie's got a fat face" or "We both like to squish bugs with our
teeth." Creative responses aside, this exercise is particularly useful because it challenges children (shy and non-shy
alike) to see what they have in common and is the precursor to more adult versions of small talk.

2. Chiefs & Indians . . .

Purpose: Create a situation where shy children are challenged to participate in both a leadership and a follower role.

Instructions: Assign students to groups of two and then pick an age appropriate task or game (e.g., building
a fort, playing pickup sticks, painting a picture, planning a trip, etc). Assign one person in the group the role
of Chief and the other person as the role of Indian. The Chief's job will be to be a leader/participant while
motivating the Indian. The Indian's job will be to be a constructive follower. Periodically blow a whistle, beat
on a drum or whatever moves you to signal that it's time for group members to change roles (i.e., the Indian
becomes the Chief and the Chief becomes the Indian). Repeat as often as time allows, having children
change partners from time to time. Note - when asking children to change partners, make sure you have a
rule for how they will be assigned as shy children tend to be left behind---obviously defeating the purpose of
the exercise.

3. Introduction Time . . .

Purpose: To provide shy students with the opportunity to feel more comfortable with their fellow students
while learning social skills that benefit everyone.

Instructions: Set aside a social skills training time as part of your monthly and/or weekly classroom
routine. Teach the entire class how to shake hands, introduce themselves to others and introduce other
students to each other. The key is to structure your lessons in a way that everyone has a task to do---that
way shy children can't h avoid participating. Let me give you some examples.

Introducing yourself to a group . . . Break the class into groups of four to six students and have
each student introduce him/herself to the other students as follows:

Choose one student in each group to start. Have that student introduce him/herself to everyone else in the
group as follows: Say "Hi, my name is _____," extend his/her hand to each person in the group one by one
and shake hands. Meanwhile everyone everyone else in the group, will respond, "I'm ______," followed by a
reciprocal handshake. Rotate around the group until each student has had a chance to introduce him/herself
to everyone else.

Introducing others. . . Assign each student to a buddy by randomly breaking up students into
groups of two (note one group may need to have three buddies if there is an odd number of
 students in the classroom). Make larger groups of four to six students by combining groups of
buddies. Next, have each buddy introduce his/her buddy to the rest of the group.

"John, I'd like you to meet Harry." John's buddy points to Harry and Harry and John extend their
hands and shake hands while Harry says "Nice to meet you." "I'd like you to meet Susan." Buddy
points to Susan. Susan says "It's a pleasure to meet you." and they both shake hands and so on
until everyone has been introduced to John.

The process is then repeated until each person has had an opportunity to introduce his/buddy to the entire
group.

Helpful Websites . . .

I myself am disappointed in this section, but I hope to improve it over time. The problem is, there presently
aren't very many good sites addressing shyness in the classroom on the internet. As with other aspects of
this site, I welcome your input regarding sites you would recommend. In the meantime, you may want to
check out some of the sites listed on the Shyness in Children & Teens section of the Shyness Websites
page of this website.

BullyingStop.com I'm not sure who sponsors this site, but it's packed with links to references on a problem
that can be particularly devastating for shy children. Those of you have the patience to sort through the vast
array links presented here, may be alarmed to learn about the magnitude and severity of bullying that takes
place in the schools.

Education World Overall a wonderful site full of teaching resources from lesson plans and subject
resources to message boards and an international school directory. They even have a career center. I've
linked you to a page that lists ten simple classroom games, at least three of which are likely to help you
promote class participation by shy children. These include Silence, Piecing the Puzzle and Four
Corners. Games to avoid include games in which children have the opportunity to pick other children to
involve in the game, like Seven Corners and Password .

Helping shy pupils break out of shelll Recognizing the importance of helping young children build
confidence early in their educational experience, this British program strives to help shy and quiet children
feel more comfortable in classroom settings.

Helping Young Children Overcome Shyness by John Malouff This article offers a nice reminder of small
common sense things we can do that make a big difference in the lives of shy children.

How Can Teachers Help Shy Students? Interview with shyness expert, Lynn Kelly, emphasizing tips for
helping shy children become more communicative in the classroom.
LDOnline A great find, Learning Disabilities Online provides a wealth of information on learning disabilities
of all kinds. I've linked you to the Social Skills page of the site and while, technically, being shy is not
considered a learning disability, it clearly sets children apart from their peers and makes learning that much
harder. Besides, children with learning disabilities often become shy as they struggle with embarrassment
over their failures in class. I've also linked you to a sample of what dyslexic children see when they struggle
to read (dyslexia sample), as I found it to be an excellent reminder of hard school can be for children who
are different in any way.

Quiet Children in the Classroom: On Helping Not Hurting A real food for thought piece by James C.
McCroskey, this article outlines ways in which teachers' efforts to help "quiet children" in the classroom may
actually do harm. While his cautions and recommendations for helping "quiet children" may be overly
restrictive for the enterprising teacher (i.e., I encourage you to read additional references and explore a
more proactive approach than he recommends in many cases), McCroskey's concerns about lumping
"quiet children" into one homogeneous group and thoughts about the kinds of diagnostic categories these
children may fall into are well worth the read.

Shyer Than Perceived Katie Meyer, summarizes research conducted by Ann Evans, Renata Bzdrya and
Andrea Spooner comparing fifth and sixth graders' perceptions of their shyness and self-esteem with the
perceptions of their parents and teachers confirming what so many of us already know, that it's not always
easy to spot a shy child. But sadly, their findings also suggest that children whose shyness goes unnoticed
are more likely to develop a lower self-esteem."

Shykids.com This website is a gift. Staffed by, and I quote, "former shy kids, blossoming shy kids and
parents helping them along the way," this website is filled with a wealth of information that shy kids, and
adults for that matter, can relate to. However, I do take exception with one very important premise of the
website to which Shykids devotes an entire page which they entitle "Stop The Lablels." PLEASE DON'T!
It's not the labels that are the problem. It's our interpretation of the labels. For now, please see the
discussion on the Tips For "Shaking Your Shyness" page of this website. I will be adding a separate section
addressing labels as they apply to shy children as time permits. In all other respects, I think this is a
fabulous must visit site.

Shyness and Children's Vocabulary This research study conducted by Cozier at Cardiff University speaks
to the concern frequently brought to me by parentse.g., "My son's teacher says he can't read, but he
reads just fine at home. He's just scared." Accurately assessing academic achievement of shy children is a
difficult task as their performance is sometimes compromised by their anxiety. Be sure to scroll down to the
bottom of the abstract for the link to the full article (note--this is a PDF file so my link may not work for you
and you will need to go to the article with the above link).

StopBullying.gov "The 2011 Youth Risk Behavior Surveillance System (Centers for Disease Control and
Prevention) indicates that, nationwide, 20% of students in grades 9-12 experienced bullying," and that's just
grades 9 - 12. Managed by the U.S. Department of Health & Human Services, this site provides a great
place to start learning about bullying and how to manage it in academic settings and beyond.

Teaching Shyness Takes Centre Stage I found this article on the TeacherNeworkBlog and really wanted to
include it as it incorporates so many of the kinds of things that make a difference in a shy child's life. The
program, based in London, offers children a safe playful environment where shy children can develop the
skills and confidence they need to come out of their shells. Many shy or high functioning autistic spectrum
children lack the skills to interact with their peers, skills that can be difficult for them to learn in traditional
classroom settings. As the author says, he's a bit "nervous" to describe the program, in part, because it
does require a higher staff to student ratio than most educational settings have the resources to provide,
and, in part, because over time the school staff "developed their skills and now have the confidence to plan,
deliver and evaluate small group drama sessions themselves" and may no longer need him. My hope is
that it could become the kind of program that schools with fewer resources might be able to develop with
the help of local drama programs in their communities or integrated some highschool drama programs as
student projects. More work definitely, but a great learning opportunity for those of you who have the
resources to pull it, or something like it, off.

Teaching Students Who Are Shy or Withdrawn This short summary presented by the Kinder Art website
offers a convenient reminder of the key points offered by Brophy listed above.

Tips for Teachers: Working with Younger Children Who Are Shy This site is presented by Barbara and
Gregory Markway, authors of Painfully Shy, one of the better books that has been written on shyness. The
page I've directed you to includes tips for teachers, but you may want to take a look at some of their other
pages as well---particularly their Links page.

Twitter in the Classroom Ways Teachers Can Help Young Students Overcome Shyness Who would have
thought? Enrique Legaspi, a history teacher in Los Angeles, did. He's been incorporating Tweets in his
lesson plans as a way to engage students class discussions. While it might not work for all shy students, it
seems to help some students find a voice they might not otherwise have had. Check this CNN video and
see for yourself.

What if a Lion Won't Roar? Ways Teachers Can Help Young Students Overcome Shyness Another article
by John Malouff (see Helping Young Children Overcome Shyness above) specifically designed for
teachers, offering tips to help shy children in your classroom, as well as insight into other conditions that
can masquerade as shyness.

Working with Shy or Withdrawn Students by Jere Brophy Another great article from Eric Education &
Information Resources, offering tips for teaching shy children and references for additional information.

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ensure the accuracy of the information contained in on this site, the author assumes no responsibility for
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