11 minute read
Teaching Introverts
Teaching Introverts (Nearly Half of Us!) in an Extroverted World
Allowing for Solitude and Contemplation helps Sensory-Charged Students Shine
The New York Times bestseller “Quiet: The Power of Introverts in a World That Can’t Stop Talking” has many educators thinking about ways to maximize learning among students who are less inclined to speak their minds or to assume leadership roles. Susan Cain, author of the well-researched book, says that nearly half of us are introverts—people who tend to live in a world of ideas and who are prone to sensory overload. Her advice to educators is to help your less-gregarious students find their niche. Introverts (not to be confused with shyness, which is more of a social fear) tend to be highly passionate about pursing one or two interests. They often work well alone or in small groups, as opposed to in teams. An introvert “recharges her batteries by being alone and is most energized with working or learning in an environment with less stimulation, social or otherwise,” noted Education Week in a May 2012 article about Cain’s book. “I actually think our [science, technology, engineering and mathematics] shortages are a cultural problem as much as a pedagogical problem; the type An introvert ‘recharges her batteries by being of kid who likes to sit by himself and do math problems or science problems is not supported,” alone and is most Cain told Education Week. energized with working For more insight on the topic, or learning in an PAGE One turned to Milton environment with less West, Ed.D., lead psychologist for the Harris County School stimulation, social or District. Below, West fields our otherwise.’ questions drawn from ideas pre sented in “Quiet.” PAGE One: 1/3 to 1/2 of us
are introverts, but many schools are designed for extroverts. Cain encourages us to celebrate introverts and not view them as people who need to be fixed. Afterall, we have introverts to thank for big creative breakthroughs, from the theory of relativity to the Harry Potter books. Plus, research shows that you don’t need to be an extrovert to be happy or successful.
West: There is a bias that favors the extroverts in our society. On the other hand, introverts, in addition to bringing big ideas into being, can also foster long-lasting transformation in organizations by working quietly and effectively behind the scenes in ways that draw attention more to their ideas than to themselves.
PAGE One: Introverts tend to be slower to respond because they’re thinking deeply and making a lot of connections in their brains. They tend to work intensely. One recommendation is to wait a few minutes after asking questions to give introverts time to think and encourage reflectiveness.
West: Teachers who use rapid-fire Socratic questioning methods that allow little time for reflection often fail to give students time to consider their answers. Waiting five minutes or longer for a response is an excellent approach that benefits all students, regardless of their place on the extroversion-introversion continuum. Many students exhibit impulsive behaviors that can lead to poorly formed responses resulting in poor academic performance on classroom assessments.
PAGE One: Introverts tend to be highly sensitive. They take in more of the world around them. They experience information overload easily.
West: Children who tend toward introversion are simply wired differently than those with the characteristics of extroversion. All students benefit when they are encouraged by teachers to engage in higher-order thinking by limiting the amount of information to be
learned to manageable amounts during the course of instruction. Many introverted students may withdraw further into themselves when faced with too much information, while extroverted children may overreact when over exposed.
PAGE One: Some children like to work autonomously and socialize one on one. There’s nothing sacrosanct about learning in large group classroom. We organize students this way because it’s cost efficient.
West: The work world places high value on working groups and leadership teams. Working in relative solitude does not imply that a student is lonely, lacking adequate socialization skills or has poor leadership potential. Tending toward introversion is not a character flaw. Allowing for individual differences by permitting solitary work habits in the classroom is a best practice. ‘I actually think our [science, technology, engineering and mathematics] shortages are a cultural problem as much as a pedagogical problem; the type of kid who likes to sit by himself and do math problems or science problems is not supported.’ — ‘Quiet’ author Susan Cain in Education Week
Some children perform better working autonomously than in large or even small groups. Children who tend toward introversion can add immeasurably to an organization even when working in teams. Allowing them to self-select a role that suits their temperament can enhance the productivity of working groups by allowing some measure of autonomy in the process. n Milton West, Ed.D., is the lead psychologist for the Harris County School District. Previously, he was a school psychologist in Muscogee County and director of special education in Union City schools. He also served on the faculties at the University of Phoenix and Samford University.
2015 georgia teacher of the Year Finalists Named
Congratulations to the 10 finalists for the 2015 Georgia tors and community leaders, says State School Superintendent Teacher of the Year. Dr. John Barge.
The finalists were chosen from among 156 applicants. The 2015 Georgia Teacher of the Year will serve as an ambasSelections were made based on the strength of essay responses. sador for the teaching profession and will be entered in the The judges include current and former classroom teachers, past National Teacher of the Year competition. Georgia Teacher of the Year winners and finalists, administra- The finalists are as follows:
Rita L. Simmons
Gifted K-5 Atlanta Public Schools Cleveland Avenue Elementary School
Rhonda Lokey
Sixth Grade Social Studies Cobb County Schools Campbell Middle School
Dr. Lyn Schenbeck
Film/Video Music, Business in Arts, Music in Medicine, String and Vocals Coweta County Schools Central Educational Center
Amanda Miliner
Michelle Peace
Spanish I, II, III Early County Schools Early County High School
Marc Pedersen
Sarah Ballew Welch
English, Oral/Written Communications and British Literature Fannin County Schools
Nick C. Crowder
Engineering Education Forsyth County Schools South Forsyth High School
Hyunjin Son
Physics and Foundations of Engineering & Technology Gwinnett County Schools, Gwinnett School of Mathematics, Science and Technology
Paul D. Mixon
Journalism and Economics Heard County Schools Heard County High School
4th Grade Houston County Schools Miller Elementary School
Fannin County High School
Biology, Biotechnology and Chemistry Paulding County Schools Paulding County High School
Students’ Free Speech Is Balanced Against the Authority to Maintain School Order
By Leonard D. Williams, PAGE Staff Attorney
For nearly a century, the U.S. Supreme Court has held that students do not lose their constitutional rights to free speech in the public school setting. However, those rights are not absolute; they’re balanced against the authority and duty of public school officials to maintain order at their schools. While it’s not always easy to determine what kinds of speech are permissible, there is some guidance that may assist. Much of what is known about the regulation of students’ speech arises from a couple of U.S. Supreme Court cases. In Tinker v. Des Moines Independent Community School District, a case that involved students who wore black armbands to school to protest the war in A school system may Vietnam, the court ruled that a school may discipline a student for his speech only if it reasonably restrict speech only if it reasonably believes it “would substanconcludes that it would substantially interfere with tially interfere with the work of the school or impinge upon the the school operations or rights of other stuviolate the rights of others. dents.” In Morse v. Frederick, a case in which a student, along with others, stood across the street from his school and unfurled a banner that read “Bong Hits 4 Jesus” at a school-sanctioned and school-supervised event, the court found that school officials may prohibit student speech when it can be reasonably construed as promoting illegal activities. The rule is that a school system may discipline a student for his speech only if it reasonably concludes that it would substantially interfere with school operations or violate the rights of others. The key word in the previous sentence is “substantially.” A desire to avoid controversy, inconvenience or annoyance is not enough to overcome a student’s right to freedom of expression. A showing of the likelihood of dangerous or illegal action may be necessary.
If confronted with a student’s speech issue, a public school official should not make any rash decisions. The first thing they should do is consult the superintendent or school board attorney. Counsel should be involved as early in the process as possible. If a determination is made that the student’s speech is not protected by the First Amendment (ie: credible threats of violence against students or staff), the official may discipline the student in accordance with the district’s student code of conduct. If the student’s speech is covered by the First Amendment, or if it’s unclear as to whether or not it’s protected speech, there are other alternatives that may be available to reach a resolution. The official could ask the student to voluntarily refrain from the activity. He may consent to or deny this request. If that doesn’t work, the school official could try to reason with the parent or legal guardian and ask them to tell the student to refrain from the activity. Similarly, they may consent to or deny this request. The district could also bargain with the student. If the student wants something, within reason, in exchange for voluntarily refraining from the speech, the district could explore resolving the matter that way. Individuals who are the targets of or adversely affected by the speech may also have civil or criminal remedies available to them.
For questions about this or any other legal issue, please contact the PAGE Legal Department. n
Now Showing on The Next PAGE
We invite you to view the “The Next PAGE,” a fast-paced video update on educational news, professional learning opportunities for current and future Georgia educators and PAGE Foundation academic programs. The Next PAGE stories include: • PAGE member and PAGE Foundation Trustee Dr. Michele Taylor named 2014 Georgia Superintendent of the Year • Principals involved in the PAGE Principal Leadership Network took a look at the future at Georgia Tech’s Robotics Institute • Tapping the power of educators that choose to vote
Access “The Next PAGE” by going to pageinc.org/ associations/9445/pagetv/?page=891&tab=1 or scanning this QR code.
Currently featured on PAGE TV: • FEA Today highlights the 2014 FEA Spring Training—or
FEAST • 2014 PAGE STAR Banquet Report (in Breaking News section)
Fancy Nancy Visits Fairyland To celebrate Nancy Burton’s 47 years of teaching, PAGE Membership Representative Nancy Ratcliffe— dressed in her finest finery—visited Fairyland Elementary School in Walker County to read to Ms. Burton’s Pre-K students. Her book choice? “Fancy Nancy” of course! The kids thought the celebration was stupendous. (That’s a fancy word for great.)
Officers President Dr. Emily Felton President-Elect Leslie Mills Secretary Chris Canter Treasurer Lamar Scott Past-President Dr. Tim Mullen
DirectOrs District 1 District 8 Amy Denty Lindsey Raulerson District 2 District 9
Dr. Todd Cason TBA
District 3 District 10
Allison Scenna Shannon Hammond District 4 District 11
Rochelle Lofstrand Dr. Sandra Owens District 5 District 12 Stephanie Davis-Howard Donna Graham District 6 District 13
Dr. Susan Mullins Dr. Hayward Cordy
District 7
Kelli De Guire Ex-Officio Megan King The articles published in PAGE One represent the views of the contributors and do not necessarily represent the views of the Professional Association of Georgia Educators, except where clearly stated.
Contact the Editor: Tim Callahan; tcallahan@pageinc.org, PAGE One magazine; PAGE; P.O. Box 942270; Atlanta, GA 31141-2270; 770-216-8555; 800-334-6861.
Contributions/gifts to the PAGE Foundation are deductible as charitable contribution by federal law. Costs for PAGE lobbying on behalf of members are not deductible. PAGE estimates that 7 percent of the nondeductible portion of your 2013-2014 dues is allocated to lobbying.
PAGE One magazine (ISSN 1523-6188) is mailed to all PAGE members, selected higher education units and other school-related professionals. An annual subscription is included in PAGE membership dues. A subscription for others is $10 annually. Periodicals class non-profit postage paid at Atlanta, Georgia, and additional mailing offices. (USPS 017-347) Postmaster: Send address changes to PAGE One, P.O. Box 942270, Atlanta, GA 31141-2270.
PAGE One magazine is published five times a year (January, March, May, August and October) by New South Publishing, Inc.; 450 Northridge Parkway, Suite 202; Atlanta, GA, 30350; 770-650-1102. Copyright ©2014
Mercer University
TIFT COLLEGE OF EDUCATION
Mercer University, one of the South’s premier institutions of higher learning, brings academic excellence to over 20 undergraduate and graduate education programs. With locations in Macon, Atlanta, Henry County, Douglas County, Eastman, Newnan and Savannah, Mercer’s Tift College of Education proudly prepares more educators than any other private university in Georgia. For more information, please visit: education.mercer.edu
TIFT COLLEGE OF EDUCATION
TIFT COLLEGE OF EDUCATION education.mercer.edu/ MERCER.BUILDING LEADERS IN EDUCATION.
Offering Over 20 Education Programs B.S. in Education
• The Holistic Child • Early Care and Education • Early Childhood /Special Education • Middle Grades Education • Secondary Education
Master of Education
• Early Childhood Education • Middle Grades Education • Secondary Education • Reading Specialist • Independent & Charter School Leadership • Higher Education Leadership
Education Specialist (Ed.S.)
• Early Childhood Education • Teacher Leadership • Educational Leadership
Master of Arts in Teaching
• Early Childhood Education • Middle Grades Education • Secondary Education
Doctor of Philosophy (Ph.D.)
• Curriculum & Instruction • Educational Leadership (P-12) • Educational Leadership (Higher Ed)
School Counseling Programs* • M.S. School Counseling • Ed.S. School Counseling
Initial Certification Programs
Mercer’s Tift College of Education is one of only 14 institutions currently approved by the Georgia Professional Standards Commission to offer initial certification programs for Georgia’s school leaders.
*Offered jointly with Mercer’s College of Continuing and Professional Studies – ccps.mercer.edu/
