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Introverts and Extroverts in a School Environment - Part II(Colleges and Universities) By The previous four articles (See Archives) have addressed the matter of introverts and extroverts. Let’s Party! gives an overview of the differences between introverts and extroverts, Introverts and Extroverts in a Church Dynamic examines how these two personality types may look differently upon the church experience, and Introverts and Extroverts in the Business World speaks to practical applications in working with fellow employees and customers/clients. The last article was Introverts and Extroverts in a School Environment (Elementary and Secondary Schools).
At the college level, activities in classroom and non-classroom school functions should reflect that a significant number of students are introverts. Many professors, who are extremely knowledgeable in their area of expertise, lack even a rudimentary understanding of individual learning styles and effective teaching strategies. It is hubristic to assume that such understanding and practice somehow denigrates the quality of instruction in the professor’s given field. If the purpose of instruction is to covey knowledge, and more importantly, to teach students how to think rationally, then the means of that conveyance is almost as important as the material that is shared. Simply put, you can transfer a lot more water with a ladle than you can a sieve. It is nearly as important for the college professor to know the learning styles and personality types of his/her students as it is for the elementary teacher if optimum learning is the desired outcome. Unfortunately, there are those in higher education whose intended goal is teaching students what to think as opposed to how to think. A reflective introvert can find such indoctrination offensive. As he/she internalizes such indoctrination and reflects upon it they may recognize, along with the small child of Hans Christian Andersen fame, that “The emperor has no clothes.” Colleges and universities, especially smaller, private schools make a noble effort to welcome new students to the campus with a variety of orientation programs. The week before classes begin is often filled with an overabundance of activities. Along with the necessary ‘this is what to expect at college’ assemblies, picnics, get-to-know-you games, talent shows, and sharing sessions fill each day. For the introvert the wall-to-wall sensory input sends them into overload. The introvert must have time alone and will try to gravitate to their dorm room or some other quiet area. They must be permitted this recovery period. Staff members and team leaders can view the desire of the introvert to be alone as anti-social. The introvert views it as survival. Having introverts on orientation teams and having a basic understanding of introvert behaviors can alleviate much of the stress placed on a new introvert student. Frequent social interaction among staff members is currently in vogue and team members are expected to experience a ‘sense of community.’ The introverted staff member may be uncomfortable with all of the social gatherings but is perceived as not being a good team player if they do not participate in them. The same luncheon that energizes the extrovert can exhaust the introvert. Supervisors and deans should recognize the personality types of all of those they supervise and appreciate their differences and their varied contributions to the team. The introvert may not be the best “partier” but they may be the best player working behind the scenes, getting the job done, and making the supervisor look good. The introverted dean/supervisor should understand the need that extroverts have for social interaction and provide opportunities for this interaction, even if these functions make the supervisor uncomfortable. If colleges and universities are truly places of higher learning perhaps the greatest understanding that can be acquired is how to identity and accept individuals of all persuasions and not just those that fit the politically correct mold.
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