1. Refuge: Introversion and Teaching
Tarn Wilson
EQ Conference
April 2017

2. REFUGE: Introversion and Teaching
Both

3. GOALS A better understanding of introversion.
Less shame or judgment around introversion.
A better sense of how to care for introverted teachers.
A better sense of how to care for introverted students. (I will give hints for instructional strategies throughout the presentation!)
Introverts think deeply. They like to know your goals.

4. “My name is Tarn Wilson, and I’m an introvert!”
A long time teacher.
A new teacher coach.
A creative writer.
A introvert, who has felt some shame about it, and have had to work to find a comfortable, effective teaching persona.
Introverts often want to know about their teacher to feel connected.

5. Introduce yourself to someone near you.
Name.
Share something you are passionate about.
Share why you were drawn to this session.
Diane: First part; Tarn: Teacher hint
To build comfort and community, try low-stakes, structured activities in small groups.

6. Agenda Mini-lecture on Introversion. Journal writing.
Small group sharing
Large group sharing
Handouts and commitments
Tarn: Agenda; Diane: Hint
Introverts like to know what to expect! Share your agenda.

7. Teaching trends: we teach for maximum engagement.

8. Quotes from my introverted creative writing students.
I can get very nervous around people I’m not comfortable with and it’s hard for me to act natural when I’m feeling that way. When school starts, I really don’t love those icebreaker games our teachers make us play. I’m also really nervous to play those theater games where you make noises and move in ways you wouldn’t normally.
I’d rather be tech than actor, advisor rather than king.
I don’t like speaking in front of the whole class, but I don’t mind speaking in small groups.
In general, I prefer individual projects.
As an introvert, I just can’t be on all the time.
Diane: Left; Tarn: Source for quotations

9. Quotes from my introverted creative writing students.
The times when I freak out are when I’m not rehearsed - when I’m asked to improvise. Then my brain sort of goes into overdrive and my thoughts don’t organize themselves coherently like they usually do.
I enjoy small group discussions, where I feel more comfortable sharing my opinions.
I don’t like it when teachers decide to take it upon themselves to “break me out of my shell,” something I heard yesterday.
I like being with people, but I need time to myself.
Diane: Left; Tarn: Source for quotations

10. “Introverts aren’t party poopers; they just get pooped by the party.”
In general, needs time alone to re-energize.
Can get over-stimulated by too much activity, noises, etc.
Often wants individual thinking and working time.
Likes calm environments.
Likes listening.
EXTROVERT
In general, needs to be with people to re- energize.
Feels energized by lots of activity.
Almost always prefers to work in groups.
Likes active environments.
Likes talking
Tarn: Title and Introvert; Diane: Extro

11. Our culture rewards extroverts
We are a culture that values and rewards extroversion.
Introverts often feel, on some level, that they are deficient.
Asian cultures – value introversion. Culture clash for immigrants.
Consciously point out the strengths introverts bring to the classroom community.

12. Strengths As leaders, listen to suggestions of team
Make well- reasoned decisions
Strong powers of concentration
Make innovative, creative connections.
Cartoon?
Tarn: Strengths

13. RECENT BRAIN RESEARCH Six Illustrations
Need less stimulation to stay awake or alert—easily over-stimulated.
Need less dopamine to feel happy. Feel energized reading a book or thinking!
Brains aren’t as strongly wired to receive rewards from gambling, risk-taking, or surprise.
Brains pay as much detail to objects in physical environment as to people – processing more.
Pull on long term memories. Slows down processing, but leads to well-thought out decisions.
Tarn: Summarize
Introverts enjoy lectures and learn from listening more than extroverts.

14. RECENT BRAIN RESEARCH
Longer neural pathways for processing stimuli: more complicated for introverts to process information.
Tarn: Diagrams

16. JOURNAL PROMPT Introverts like to write first, then talk.
If you are an introverted teacher/administrator, what are the signs that you are over-stimulated?
If you are an introverted teacher/administrator, what strategies have you implemented to take care of yourself?
What are the signs that your introverted students are over-stimulated?
What teaching strategies/classroom structures do you use to support introverted students?
Diane
Introverts like to write first, then talk.
Extroverts talk first, then write.

17. Small group sharing
Share most meaningful ideas that came from your writing.
The person who drove the farthest to get here begins, and then chooses the next person.
I might time the sharing, so all participants have equal time.
Diane
Hint: structure for groups can help introverts feel more comfortable and have equal voice. Many introverts don’t like to interrupt others.

18. Share handouts. Put checkmarks next to what you already do.
Put stars next to the strategies that you think would work for you.
Share something you already do and something you want to try with your group.
Diane
Hint: structure for groups can help introverts feel more comfortable and have equal voice.

19. COMMITMENTS Write a commitment to yourself:
One tangible action you could take in the next month to better take care of yourself as an introverted teacher or administrator.
One tangible action you could take in the next month to support your introverted students.
OPTION: Commit to someone in class. Maybe even exchange info and check in!
Tarn: Commitments
Diane: Optional (if time)

20. WHOLE GROUP SHARE OUT
Share your most important insight or a commitment you will make to yourself or to your students.
When introverts feel a safe sense of belonging, they can push the edges of their comfort zone!