"Aren't you too shy to be a teacher?" (An introverted teacher's perspective.)

On more than one occasion, someone I sort of know, but not very closely, has asked me the above question. Sometimes, it's worded a little differently. 1. "You're a quiet person. How does that work, exactly?" 2. "I can't imagine you in a room full of kids." 3. "Do you have a hard time getting them to listen to you?"

My responses: 1. "It works like this: I teach, they learn." 2. "You don't have to imagine it; I do it daily." 3. "Sometimes, but that's because I'm fairly new at it and not because I'm shy." I also frequently add, "I'm not afraid of kids...In case that's what you're picturing in your head."


The truth is, during the school year, I rarely feel like my being an introvert is a handicap. The only week when I feel it like a devil on my shoulder, shouting "you don't fit in this profession" is during Professional Development week, when almost all of the presenters and my colleagues are extroverts. Sometimes I struggle to get through group activities, training, and socializing with colleagues, but here's the thing: the field of education may attract more extroverts than introverts, but students will be closer to a split right down the middle. This perceived "handicap" is actually beneficial in many ways, which I'll be getting to shortly.

I've been asked the title question by colleagues before. They might see me in the crowded cafeteria and think, "her classes must be a disaster." They might watch me hesitate to present our group's discussion points to the room and say, "how do you even hope to teach a room full of children?" They ask me to repeat something I've said and suggest I buy a whistle or microphone for my classroom, because I'm soft-spoken. (I've been in theatre most of my life. I have no issues projecting.)

In bullet form, let me write out the ways that my experience as an introverted student and teacher can actually benefit the learning environment that I create:

1. I understand that introverts need something to be meaningful before they will take risks and/or participate socially. 

As a student, I never raised my hand unless I had something unique to add to the discussion. Whenever a teacher demanded everyone speak, I shut down or stopped listening (and learning) to think up something good to say. As a teacher, it's much the same. In PD, why did I panic when they asked me to be the person to relay to the room what my group discussion concluded? Perhaps I didn't feel that strongly about it, or didn't fully reach my own personal conclusion. Either way, one of the worst things for me is publicly talking about something that isn't meaningful to me (or isn't yet). This is why, as a teacher, I never say things like "whoever spoke the least in your group is the one to present."

Do you know what IS meaningful to me? My job. My students. Therefore, I do not, I repeat DO NOT struggle to teach my students because I am an introvert.

2. I don't love the sound of my own voice, so the students don't learn to hate it.

Often, my teaching style utilizes my students' voices more than what I'd gather is typical. This comes out more in my theatre teaching than with band and choir. I may lead an opening lesson or warm up, and then break into groups. I enjoy walking around the room and teaching through direct, personal interaction. I encourage older students to lead the younger students, and to teach concepts we've covered in class to each other, in their own words.

When I do need to speak, the students generally want to hear what I have to say. I don't know if this is because I don't rant at them endlessly or because I teach a fun subject*, but I do know that I would never be able to teach a class in which I had to be the one and only source of leadership, thought, and opinion. (Also, by walking around the room and teaching to small groups, I form strong bonds with the introverted students, who are then able to find the meaningful aspects of the subject at hand without having to broadcast their opinions and questions to the full class.)

*Fun subject specification: I recognize that all subjects can be fun. I'm simply admitting that theatre is one subject that takes talent to make NOT fun, as opposed to the other way around. All you fun math and history teachers were my heroes growing up! 

3. I give introverted students space to grow as leaders. 

It's not uncommon for people to talk about introverts as though they are incapable of leading. This is a misconception. Let's go back to the word meaningful for a moment. Just like with social interactions and activities, introverted leaders will likely not step up to the plate unless an opportunity arises that is meaningful to them. Unlike their extroverted counterparts, they will not naturally take charge at every possible moment. That's why they can easily be overlooked. What I do is, after careful observation, approach the introverted students I believe could contribute positively as leaders. I tell them that I think they'd be great at X, Y, or Z. Sometimes, that's all they need - someone telling them they see potential - because, sometimes, seeing the potential in themselves isn't enough for them to take the leap. I've had successful plays with "quiet" students in major roles.

4. I only develop meaningful relationships with students, parents, and colleagues. 

There's that "m" word again. (I wonder why it keeps popping up?) I'm sincere to the bone. I don't do small talk well, nor can I flatter people. That can sometimes make life difficult, but it also means that all of the relationships I build are unique, real, compromising, sincere, straight-forward, and - well, to put that all under one umbrella word, meaningful.

Perhaps the biggest challenge from my introversion is the initial development of professional relationships, because I honestly don't want to bother anyone with anything I have to say unless it's pertinent. (And there's also some social anxiety in the mix - not gonna lie!) But in general, all I want is to do good by everyone, and have students learning in my classroom. Because of that, everything eventually sorts itself out...........But I still doubt I'll ever be 100% comfortable during Professional Development week. A challenge well worth the effort it takes on my end!

Also, here's a shout out to the Twitter education community! I've only just discovered Twitter as a PD resource, and it's one that is incredibly freeing to me as an introverted educator. 

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ARTICLES TO READ:

https://www.kqed.org/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood

https://mailchi.mp/5ab310736718/introversion-in-education-a-free-bonus-just-for-you

https://www.kqed.org/mindshift/43495/as-school-becomes-more-collaborative-how-do-introverted-teachers-cope

https://www.whatihavelearnedteaching.com/how-to-survive-introverted-teacher/

https://www.huffingtonpost.com/entry/7-strategies-to-survive-as-an-introverted-teacher_us_55f6dc53e4b042295e36cda6