Responding to introverted and shy students: Best practice guidelines for educators and advisors

Abstract

Experienced classroom educators are familiar with students commonly thought of as introverted or shythe noticeably quiet students who are reluctant to speak in class, and generally shun the spotlight. Many educators find such students perplexing and frustrating because they rarely raise their hands in class, or engage in conversation afterward. It is difficult for educators to discern whether they are reaching such students or whether they are engaged or bored. Introverted students differ from their more extroverted peers in terms of information processing, classroom behavior, and preferences regarding assignments and activities. As educators, we often ask ourselves whether we are doing all we can, as educators and advisers, to foster such students' learning and personal development, and this question is highly relevant in contemporary education. Introverts are thought to comprise approximately 40 percent of the student body. In addition, cultural background may foster behaviors similar to those observed in shy and/or introverted individuals. In this article, introversion, extroversion and shyness are compared and contrasted conceptually, as well as in terms of related social and academic behaviors and processes. The questions of whether introversion and shyness confer problematic traits, whether students should be helped to overcome or signature strengths, and whether they might be guided to develop further, are also addressed. Best practice guidelines intended to help nurse-faculty respond more helpfully to quiet students as educators and advisors are offered.

Students’ Thinking Processes In Solving Linear Equations And Inequalities One Variable Problems In Terms Of Personal Style Using The Assimilation And Accommodation Framework

“…This is supported by the opinion of Hasanah (2013) which states that extroverted students tend to engage in assimilation thinking processes. However, this is in contrast to Condon & Ruth (2013) opinion that extrovert students tend to use the accommodation thinking process.…”

“…Extroverted students also tend to use the assimilation thinking process in planning problem-solving strategies and implementing problem-solving plans. This is in contrast to opinion (Condon & Ruth., 2013) which states that extroverted students tend to be weaker to receive and process information (in other words, extroverted students tend to use the accommodation thinking process). However, this is supported by Dewi (2016) which states that there are extroverted types of students who are engaged in assimilation or accommodation thinking processes.…”

“…At the stage of understanding problems, planning problem-solving strategies, and implementing problem-solving plans, E1, E2, and E3 tended to use the process of assimilation thinking. This is in contrast to opinion (Condon & Ruth., 2013) which states that extroverted students tend to use the process of accommodation thinking. However, this is supported by research results Dewi (2016) which states that there are extroverted types of students who perform the process of assimilation or accommodation thinking.…”

“…This is supported by the opinion of Condon & Ruth (2013) that states introverted students tend to use the process of assimilation thinking and research results Dewi (2016) which states introverted students using the process of assimilation thinking.…”

“…In understanding problem, planning problem solving strategy, implementing problem solving plan, and looking back at problem solving result, I1 and I2 using assimilation thinking process. This is supported by the opinion of Condon & Ruth (2013) that states introverted students tend to receive and process information thoroughly (using assimilation thinking processes) and research results Dewi (2016) which states introverted students using the process of assimilation thinking.…”