A Quote
The popular press, says Grant1, is full of suggestions that introverted leaders practice their public speaking skills and smile more. But Grant’s research suggests that in at least one important regard - encouraging employees to take initiative - introverted leaders would do well to go on doing what they do naturally. Extroverted leaders, on the other hand, “may wish to adopt a more reserved, quiet style,” Grant writes. They may want to learn to sit down so that others might stand up.2
A Thought
Teaching is all about extroversion, isn’t it. Putting on the cape, performing the role, leading a classroom. It’s part of why it’s exhausting.
However, if teaching is about extroversion and performance, what is learning about?
Perhaps it helps us to answer that if we think about what are we trying to lead students to?
Determined outcomes? (We all know that means good test scores / achievement levels, in easily recognisable forms.) If that’s the case, we want passive students.
As far as I can see, most teachers don’t think that’s the point of education. So what are trying to lead them to, then?
Indeterminate outcomes?
Grant’s research suggests extroverted leaders are best for contexts where those they lead are passive.
But every school I go to, I hear at least one teacher say they wish their students showed more initiative. If we want that, all we need to do is create a bit of space for it. We do that by getting off the stage.
An Action
You still need a stage eh. So, whatever that is - a rich play environment, video call, shared experience, a project - try and resist the urge to be the main actor. But don’t assume the passive audience role either. Instead, you want to be something like a director (without the shouting and wild gesticulating) who loves the process of creation.
This means you need to be an active observer. Someone who knows what they’re looking for, has the patience to look and listen for it, and the instinct for when to inject themselves to hone the learning.
That’s what introverts are good at.
So, observe. As you observe, think. As you think, interpret. Once you’ve interpreted, help.
Or, ask
When I observe, what do I notice?
When I notice it, what do I recognise it as?
Now that I’ve recognised it as that, what’s a response that will enrich it?
From Susan Cain’s book Quiet: the power of introverts in a world that can’t stop talking