https://padlet.com/karenpfeifer0616/r2d3eu9mwipv Combining the quiet world of reflection with the social & emotional needs of advanced students en-us 2019-05-13 21:23:04 UTC 2019-05-13 23:44:33 UTC hello@padlet.com karenpfeifer0616 https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359677926 To be an introvert in my GT/ESL classroom, it would be that of a part of 'those like me!' I say this, due to the fact that the teacher, being myself, is a textbook introvert in most sense of the definitions. While there are several working definitions of an introvert, the common threads of craving times of solitude for creative pursuits and/or reflection of thought, alongside deep concentration need for time to recharge after large group interactions...well, that is how I function myself. Therefore, I feel that this allows me to not only empathize with fellow introverted students in my classroom, but also makes me work that much harder to create the much needed times for self-thought, quiet working environments. It is my goal as an educator to create times of balance where students are able to take moments to 'be in their head' but also times to collaboratively work in groups. Not all group time or group project work requires that each member of the group stand out, gregarious and thrive on high levels of social stimulation. Balance within groups can also occur with the quiet observer who is able to take time to reflect and take in the information before sharing.]]> 2019-05-13 21:25:34 UTC https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359677926 karenpfeifer0616 https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359679176 I prefer to work individually, both in professional and personal realms.  Often I have many thoughts, ideas, reflections and 'cognitive noise' all occurring at once in my mind, therefore I crave quiet environments and situations that allow me to physically work through a task as I mentally work through my mind.  Therefore, I allow many chances for students to work individually in my classroom.  Unless mandated by the expectations of a group project, I give students the option to work individually, especially when students rotate through learning stations as collaborative groups.  While I do not encourage students to exercise this option continually, I do allow students to take moments or instances where they just work on their own.  As one student requested, 'Can I just work by myself today?  I just need to be...with me.'  While students do need to be taught and need to learn how to work in a group, students also need to be able to exercise that alone time for individual work.  A balance is crucial, therefore I strive to provide times of group collaboration as well as the ever-precious time for individual work.  
Likewise, I tend to thrive in environments that are quieter, allowing my mind space to think and work. I have found that many of my students seek this out as well, for their minds are abuzz with ideas and thoughts that need time and space for sorting. This is not to say that my classroom is a sterile zone of silence at all times. That is not the case! However, a balance of active/purposeful noise and quiet/reflective structure is necessary to meet the differentiated needs of our learners. ]]> 2019-05-13 21:32:00 UTC https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359679176 karenpfeifer0616 https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359680401 This is an area of my professional development and growth that I continually strive to improve.  While it is true that I require more time for self-reflection, thought and mental preparation before sharing my thoughts in public, I also realize the time constraints that educators are placed under.  Unfortunately, increasing curriculum and decreasing instructional time do not seem to take into account that some students need this as well.  As the article about the student 'Chad' pointed out, often the teacher is expecting a student to 'snap it out' when seeking answers and input. Personally, I also need time to think and reflect upon my thoughts, collect my ideas and organize how I want to communicate what is in my mind. Because of this, I try to put myself in my students' shoes and remind myself to allow for adequate think time. I think of this as time for 'mental marinating' of ideas. Crucial for the flavorful seasoning of ideas and ideal for the delicious insights in learning!]]> 2019-05-13 21:39:06 UTC https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359680401 karenpfeifer0616 https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359687084 Mr. Johnston, while perhaps an effective teacher in his own right, made an all-to-common error in his interaction with Chad.  Chad doesn't fit in the way other students may have.  Chad needs more time to process his thoughts.  This may seem, on the surface, as pseudo compliance by a student or perhaps passive-aggressive avoidance when called upon to answer a question.  On the contrary, Chad's mind is like an iceberg.  So much more is taking place below the surface that one must proceed with think time caution!  Just because other students can respond to a question by snapping out a one-size-fits-all answer does not necessarily mean that they are mastering the material or concepts better.  This is more demonstrative of surface-level skimming of comprehension, while Chad is delving deeper into complex thought and analysis.  
Perhaps a suggestion could be made, Mr. Johnson.  Perhaps by stepping back and looking at what Chad is doing and why he is acting in this manner.  Is he truly avoiding the question by taking longer to process and piece together an answer?  Or perhaps, is it that he is busy drawing connections and analogies that link this material to real-world experience and/or prior learning?  Isn't that what we truly want from our students?  To make connections in their understanding--with the real world, with prior learning, with their personal experiences?
As educators, we often need to reserve judgment of our students and seek to uncover what is truly at work in students' minds. In the case of Chad, his mind is processing a multitude of information and experiences, seeking to make connections and comparisons that will further demonstrate deeper understanding and complex thinking. ]]> 2019-05-13 22:21:04 UTC https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359687084 karenpfeifer0616 https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359689564 After reviewing and evaluating the resources in this topic, I found myself self-reflecting upon personal needs and tendencies as an introvert.  Correction, as an introverted person who is also a teacher.  The online personality quiz to determine where upon the introversion/extroversion spectrum that a person resides read like my ongoing mental personality profile!  Do I prefer a quiet night at home alone or with one or two friends over a large dinner party?  Do I need time alone to recharge after being drawn into large groups of people?  Do I need more time to formulate a response because I am connecting thoughts and ideas?  Absolutely!  Yes!  All of them! 
While on the surface (much like many of my more reserved students), I may seem quiet, detached or shy or avoidant.  On the contrary, I am being reflective and low-key, fulling processing the environment around me.  Susan Cain described shyness as 'fear of social judgement,' my introversion stems more around the stimulation of social situations.   
I have observed students over the years take more time to think before they speak.  These students avoid taking risks, especially the risk of speaking out in class and taking a chance to be evaluated by peers.  Conversely, the gift of time to focus deeply and quietly in solitude recharges their batteries and makes the creative juices flow!
All of these interpretations and explanations have made me reflect upon how I can use my own personal introvert needs to the benefit of my students.  I can be more empathetic and understanding when students require more think time before answering questions.  I can be more tolerant and accommodating when a student takes 5 extra minutes to ramble around a concise answer.  Here the 'rambling' is actually mental magic, where connections and analogies are being linked at rapid fire speed.  
Most importantly, I can be an advocate for the Chads in my classroom and the classrooms of my colleagues. I can speak out for those that silently choose to reflect over speaking. As educators of the gifted and those with introversion needs, it is our duty to educate fellow members of the professional community on the complexities and intricate mazes of the students with streaks of introversion. I am thankful for the reflection that this topic has provided me for I feel it will help me be a better educator in the fact that I can understand my students better as I understand myself.]]> 2019-05-13 22:39:18 UTC https://padlet.com/karenpfeifer0616/r2d3eu9mwipv/wish/359689564