Susan Cain, author of Quiet (above), speaks specifically and at length in this interview about the educational implications of her ideas. She addresses the problems introverts face with how our schools currently operate and provides excellent advice for teachers to empower the introverts in their classrooms.
Introversion and shyness are often confused. The author of this article makes a clear distinction between these attributes and discredits the idea that introversion is something that should be "overcome." The author then goes on to describe the needs of introverts, including space, processing time, and the ability to recharge alone.
The ideas from Susan Cain's Quiet (above) are applied to the classroom in practical ways. The author of this article gives advice to help teachers understand and connect with their introverted students. She also addresses teachers who are themselves introverted, which can be a struggle.
Susan Cain's powerful and well-researched book argues that as a society, we tend to overlook and undervalue introverts. The book challenges readers to rethink introversion and embrace its positive attributes. It has applications well beyond the classroom, but it can be a powerful tool to help teachers understand their introverted students and help them grow by embracing who they are rather than trying to force them into an unnatural extroversion.
The modern classroom- one that tends to be focused heavily on cooperative learning- often neglects the needs of introverts. The author of this article speaks of creating a balance between interactive collaboration and quiet, individual work time.
Quiet students- those that say little and don't cause trouble- tend to become invisible in schools, especially in the teenage years as teachers are dealing with multiple large classes of students. The author of this article challenges teachers to make an effort to connect with these students and to expand their definition of classroom participation well beyond oral contributions to large-group discussions.