Guest Post by Laurie Guyon, @smilelearning
If you have met me at a conference, a workshop, or in a school, you would consider me an extrovert. I’m friendly, always smiling, and comfortable talking to anyone. Even as a self-proclaimed chatterbox, I get anxious in certain social situations. One on one conversations makes me nervous. My mind reels with thoughts like “will I talk too much” or “will I overshare” or “will I say something stupid” or “what if there is a lapse in the conversation’. These thoughts have caused me to avoid what might have been a wonderful conversation. I try to step outside my comfort zone and engage in these moments more often. I know that these thoughts and ‘what ifs’ are part of being human.
“I restore myself when I am alone.” – Marilyn Monroe
While reflecting on these moments, I thought about my teenage daughter. She is a self-proclaimed introvert. Her anxiety in social settings is completely the opposite of mine. She is fine one on one, but crowds get her inner thinkings reeling. She hates public speaking and will avoid group situations whenever possible. She once told me that my teaching style would give her hives because I like a loud and active classroom. She prefers quiet and independent work. In our classrooms, we have students with all different communication abilities and fears. How do we foster an environment that can support all learners and communicators?
In the TED talk about introverts by Susan Cain, she defines shyness as fear of social judgment. She states that introversion is more about how you respond to stimulation. In the classroom, there is a multitude of stimulation. These can be visual noise, people, and expectations. How each of our students responds to this stimulation tells us if they are comfortable or not. We may even discipline students based on their behaviors. But, what if we are pushing students outside of their social norms?
Bob Dillon and Rebecca Louise Hare ask educators to make sure that there are spaces for all learners in their book, “The Space: A Guide for Educators”. They mention creating areas that give students a chance to learn and work so they can thrive. When I taught 6th grade, I created a variety of learning spaces. I then asked my students to choose the spots in the room where they feel they could learn best. I learned so much about my students by giving them the agency to choose. I utilized choice boards to give students autonomy. Students were more likely to create quality work when given a choice on how they would showcase what they learned.
Have you ever gone to a presentation or a workshop and the presenter asks you to do something you don’t want to do? For example, I was in one recently where they asked us to do charades. I am not a fan of playing that game for a variety of reasons, but we had to. I did everything I could to be the guesser and never have to act it out. Then, at ISTE I lead a mini engagement session with the amazing MCE Melody McAllister and Nearpod. In the session, we had to lead the participants in a rousing game of charades. Once again, I was outside of my comfort zone. The energy of Melody, the Nearpod team, and engaged educators allowed me to participate in the activity. It was the support and encouragement that allowed me to be successful.
“The greatest art is to sit, wait and let it come.” – Yogi Bhajan
To reach all learners, we need to think about our learning spaces. We need to think about the amount of agency we give our students and give them a chance to be inside their own heads. We also need to encourage them to try and do what may not be in their wheelhouse. We can support them with encouragement and time to build on their comfort level.
We want to maximize talent and success for all our students. This does not need to always be group work and active activities. Sometimes, the best activity is in speaking softly or to work alone in silence. But sometimes, it’s using our talents as part of a community that can make us successful. Finding this balance is what will help us reach all learners.
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