I am faced with a dilemma.
Working on a Malaysian School Reform Programme, one of the
key components of our professional development training is to develop
co-operative and collaborative learning structures in the classroom, in the
teaching and learning environment. Assigning group roles, and ensuring equal
participation by all members in a group, and giving teachers strategies and
means and ways to include this in their planning, delivery and the organisation
of classrooms.
I was running with this pedagogical theme and commitment,
until, that is, I read Susan Cain’s Quiet:
the Power of Introverts in a World That Can’t Stop Talking. Suddenly a torrent of early child hood memories
came to the surface, the quiet, shy boy at school, and the reality of seeing
many students just like me in the schools in which I now work.
The quiet introverted type – how do they participate fully in
group activities, and to what extent should teachers do their best to “bring
them out of their shell”? I myself have written many a school report, where I
referred to a child as very quiet in the
class, and that they need to share
their opinions more. Yet, I never did this myself – certainly not as a Primary
school student, and even at Secondary level, I was a reluctant contributor,
preferring to listen and mull on what was being discussed, rather than answer
questions publicly or engage in animated debate.
To be fair, within the remit of our training programme and
good classroom practice, we do encourage time for independent learning, but
perhaps we need to consider further the learning styles of our introverted
school children, who may learn better if allowed to learn on their own even more.
Of course there are always times when we need or should say what we are
thinking and feeling; and sometimes it is a matter of conscience or a deep
value trigger which propels the quiet one to speak up or appear to out-burst. But
there is still a tendency, I feel, to regard the quiet, introverted type in the
classroom as problematic.