SUMMARY Educators sometimes can misconstrue the introverted and shy students as being not focused or interested in learning. Such students may suffer when their biologically and environmentally-based personalities are misinterpreted by peers and faculty. Educators and advisors who understand the nature of introversion and shyness can make the classroom a more pleasant place for the quiet students to learn. In this article, introversion, extroversion and shyness are compared and contrasted conceptually in terms of social and academic behaviours. Introverted and shy individual’s social behaviours differ from the extroverted individual where they tend to be less social, less likely to disclose their feelings to others and less comfortable with
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Learning outcomes are better when students make choices in their preferred way. In the article, they mentioned that quiet students can refine their abilities to speak up with practices and supports. However, they also considered the argument where it can be threatening and painful for some introverted and shy students to function outside their comfort zones and being forced to speak up. To enforce the view that introverts suffer dreadfully when they are forced to share their views openly, the writers included the evidence that introverted and shy educators find actual teaching in class difficult too. Besides, the anonymous professor’s post (as cited in Condon and Ruth-Sahd, 2013) which was included in this article also supports the writers’ contention that shy or introvert-friendly learning methodology should be advocated as it is truly excruciating for introverted and shy students to speak up in class spontaneously. Therefore, there is no assumption taken for granted. They looked for facts and people who had those experiences to support their point of …show more content…
By this idea, the authors mean that introversion and shyness behaviour is not widely understood in the society. Thus, practice guidelines for educators and advisors are crucial. The writers show the sensitivity towards the significance of understanding introversion and shyness by highlighting a question on “what would the world be like if introverts ran it?” with the answer that introverts will not suffer from misunderstanding or negative stereotypes as mutual understanding exists. Schaeffer’s article (as cited in Condon and Ruth-Sahd,
Learning outcomes are better when students make choices in their preferred way. In the article, they mentioned that quiet students can refine their abilities to speak up with practices and supports. However, they also considered the argument where it can be threatening and painful for some introverted and shy students to function outside their comfort zones and being forced to speak up. To enforce the view that introverts suffer dreadfully when they are forced to share their views openly, the writers included the evidence that introverted and shy educators find actual teaching in class difficult too. Besides, the anonymous professor’s post (as cited in Condon and Ruth-Sahd, 2013) which was included in this article also supports the writers’ contention that shy or introvert-friendly learning methodology should be advocated as it is truly excruciating for introverted and shy students to speak up in class spontaneously. Therefore, there is no assumption taken for granted. They looked for facts and people who had those experiences to support their point of …show more content…
By this idea, the authors mean that introversion and shyness behaviour is not widely understood in the society. Thus, practice guidelines for educators and advisors are crucial. The writers show the sensitivity towards the significance of understanding introversion and shyness by highlighting a question on “what would the world be like if introverts ran it?” with the answer that introverts will not suffer from misunderstanding or negative stereotypes as mutual understanding exists. Schaeffer’s article (as cited in Condon and Ruth-Sahd,