Quiet: Introvert
Fellow Introverts

Why Rethink ‘Quiet’ for Introverted Students?

Quiet: People worldwide have different ideas about how to teach and learn. As soon as they start school, kids learn how important it is to keep quiet. Then, slowly, make a line. Take it easy as you walk down the hall. When you finish your job, don’t make any noise. The sound “Shh” can also be used. In my experience, there are three types of “Shh”: the short, sharp “Shh!”; the long, drawn-out “SHHhhhhhhhhh,” and my favorite, the train, “Shhhhhhhhh!”

There aren’t always many people talking in the same place simultaneously. Then again, there are certain times when kids are supposed to be quiet. They’re praised if they meet these rules.

Quiet Meaning:

The word “quiet,” on the other hand, takes on a whole new meaning as soon as reports are sent home or parent conferences are set up. It turns into a problem. 

It’s no longer seen as a good thing or a good example of good behavior for other students. Instead, it’s seen as a weakness in a child’s educational path. Of course, every young person is supposed to look like everyone else in society, but this isn’t always the case. 

They should raise their hands to share their thoughts in class, no matter how irrelevant they are to the subject. During breaks, they should be loud, excited, and friendly.

Are We Weird or something:

People who don’t follow this model, like a child who likes to read quietly during breaks or needs time to think before speaking, may think they’re weird or different.

So, as a result, they have been called “silent.” And it seems that introverted kids are the ones who are most often called “silent.” This is because introverts aren’t well-understood in schools, and they have a lot of pressure to fit in with the “average” kids.

A “quiet” child’s point of view

I know how this term might affect a young child’s mental health because I used to be a child myself. In school, my parents often told me to “raise your hand more” or that I was “too quiet.” Shona Maher’s article on how teachers should not tell introverted students that they should do more shows that my view isn’t the only one out there. They make you feel like something is wrong with you in the end.

I can remember lessons where all students had to be involved at all times. I felt myself becoming more and more disconnected from everything that was going on around me as the time for my turn neared. During class, I’d be listening, but I’d be too busy thinking about my thoughts and feelings to pay attention to anything else. This is not a good place to learn.

As a teacher, the word “quiet” makes sense.

As a teacher, I’ve had this happen, and I’ve used the word “quiet” to describe a youngster who was otherwise very active.

Our personalities are the first thing we need to learn more about.

First, we need to make the classroom where kids can learn more about themselves and how they think about themselves. Then, we can write reports or meet with parents. Scott Schwefel is one of my favorite people to watch on TED Talks. I recently showed them one of his talks and asked them to consider which color of personality they most closely resembled.

You may not know this, but there are four types:

  • There are embers of fire all over this place (extroverted, bold, and assertive)
  • The sun is yellow (extroverted, friendly, and dynamic)
  • The color blue is good for you (introverted, thoughtful, and precise)
  • Earth Green is the color of the earth (introverted, caring, and tranquil)


According to Schwefel, more outgoing people are more energetic, determined, and excited. More introverted people are more cautious, peaceful, and patient. Teach this sequence of classes; I always look forward to it because it gives my students a chance to think about their personalities, strengths, and weaknesses. 

They can also think about the personalities of the people around them, whether at home or school, after this process. They should be able to talk to each other better now, maybe.

Personality Speculation

Students also like to speculate about the personalities of different teachers at the school, which I find interesting because they often mistake teachers I know to be introverted for those who are more outgoing, making me laugh. For myself, my kids call me “Sunshine Yellow” because I’m always so excited and moving around the room. When I tell them that I think I’m more of a “Cool Blue” person, they are often surprised.

As an introverted teacher, you know that some parts of our job require us to be extroverted and that this can be difficult. For example, we have to work with our coworkers all the time, and we have to be the center of attention in a classroom full of kids.

There are ways to describe students that don’t include “quiet.”

When children start to think about their own identities and personalities, they will be better at their educational experiences. Therefore, reflection is an important part of learning at my school. 

They also write reports at the end of a unit in Italy, which lasts about 6-7 weeks, when they have to do so. They consider several skills when looking at how well they did during the unit. Later, students are to write a short paragraph about what they liked, what they did well, and what they want to work on in the future. 

They also need to think about how they can improve. People “silent” know that reflection is an introvert’s superpower. This is a type of activity that introverts often do very well at. People write about their lives when I’m a teacher. I read them and respond to what they have said (which I thrive in).

Does it make kids compare to each other

What I like best about this because it doesn’t make kids compare themselves to each other and instead focuses on their journey. Some of the quietest kids at my school are happy with their progress and say that they have better communication skills when they speak and present. You can’t argue with someone who’s said why they believe the way they do.

They may seem quiet compared to their more extroverted friends, but they think they are loud and boisterous compared to how they used to be. Imagine being told by your teacher that you need to speak up and contribute more if you’re at the end of a unit of work and think you’ve made a lot of progress with your speaking. 

It would not be good for one’s soul. When our students reflect on their progress and share it with us, teachers, we may have conversations (or write reports) that celebrate the small victories and encourage them to keep working hard for bigger and better things.

Any Benefit

Another benefit of this strategy is that the kids’ friends can advise. For example, the friends of my introverts no longer encourage them to speak up more in front of the class because we now know that they are introverts

When they say “You’re too quiet,” they are giving each other constructive feedback on how they are growing, and their next steps are more detailed and feasible than simply saying, “You’re too quiet.”

Those who are more introverted keep setting goals for themselves linked to being quiet in class. However, they never use the word “silent” because they don’t think they’re quiet in the first place. Instead, they want to improve their communication skills in a certain area. A teacher like me will work with the students on this and then help them make changes.

Quietness and Desire

A child’s “quietness” and their “desire to give more” are too general and vague to say about them. I can’t teach kids to become more confident presenters, but I can teach them to feel more attainable in certain areas, like public speaking. 

There are ways I can help kids feel more able to do things like math and reading in general. There is a better way for a child to thrive and grow than to be overwhelmed by the word “quiet” or told it’s a flaw that needs to be fixed. 

Instead, the child can thrive by taking on small, too-hard problems and overcoming them. This then helps them get out of their comfort zone on their own time.

Why do I write things like this?

One of the benefits of writing things like this is that it gives me a chance to think about my own personal and professional growth. I learned from reading this again that I need to know and understand my students, both in terms of how well they do academically and how unique their personalities are. I get great students who love the different personalities in my class because I let them think about who they are and then let them share this information with the rest of the class. It would be great if more teachers used the same method.

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4 thoughts on “Why Rethink ‘Quiet’ for Introverted Students?

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  4. sahilkaushal182

    This is really lit

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