Running head: TWO SIDES OF A COIN

Two Sides of a Coin:

Introversion, Extroversion, and their Impact on Classroom Instruction
Laura Burke
North Greenville University

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Two Sides of a Coin:

Introverts, Extroverts, and their Impact on Classroom Instruction

Eleanor Roosevelt. Rosa Parks. Gandhi. Albert Einstein. These people stand in the annals
of history as heroes, people who championed justice, led movements that changed the course of
world history, and made great advancements in their specific fields. However, other than being
considered some of the greats of history, these four also have something else in common they
all considered themselves to be introverts (Cain, 2012, p.15-22). People like Eleanor Roosevelt,
Gandhi, and numerous others like them were great leaders and pioneers, but were also described
as quiet and shy. However, in todays culture, these traits that helped these leaders become
what they were are pushed aside, and traits such as talkative and dynamic have taken their
place. This push for extraversion in our culture has now seeped into education, with extraverted
activities being relentlessly promoted and introverts being either ignored or shunned in the
classroom. This alarming trend shows a need for a better understanding of the terms introversion
and extroversion, and calls for a change in classroom instruction.
For a majority of the general public, introversion and extraversion are terms that are used
as personality traits. For example, a person who is shy, quiet, and intelligent would be labeled an
introvert. In contrast, an individual who is considered energetic and a people person would be
called an extrovert. However, introversion and extroversion, while having an effect on
personality, are not mere labels, but are in fact part of ones brain processes. Carl Jung, the
psychologist who created these terms, defined them as temperaments, or two different modes of
reacting to circumstances (Archie, 2009, p. 1). In his publication on these two psychological
types, Jung describes the attitudes, the thinking process, feelings towards others, sensation and
intuition of introverts and extroverts (Archie, 2009, p.1-4).

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The term introvert is derived from the Latin root for inward turning (Lawrence,
1993, p.10), and all parts of an introverts personality are linked to this tendency. An individual
with an introverted state of mind would prefer reflection to activity (Archie, 2009, p.2),
focusing on their thoughts and understanding of self to make decisions. Introverts also tend to
lean towards subjective thinking, and have an easier time understanding abstract ideas than an
extrovert would Jung, 1921, p.20). However, a weakness exists in this type of thinking. Due to
their inward-searching mindset, introverts usually show a lack of confidence in relation to
people and things (Archie, 2009, p. 2), and are very sensitive to the influences and impressions
of other people and objects (Jung, 1921, p. 23).
This high sensitivity and low initial confidence also reveals itself in the way an introvert
feels about others and how they manifest these feelings. To others, introverts may appear aloof
and cold, being characterized by the calmness and passivity of [their] demeanor, or by [their
rational self-control (Jung, 1921, p. 30). However, introverts are very sensitive individuals and
are constantly aware of the world around them. Because of this constant vigilance, introverts
have a great sense of sympathy and empathy for others, often feeling greater pain for the
persons plight than the other individual feels at the time (Cain, 2012, p. 242-243). Unlike
extroverts, who often move in large social circles, introverts often have smaller groups of friends.
These friendships, however, are very constant and close, and tend to have longer lasting
connections than extroverts (Archie, 2009, p.3). Just as they are sensitive to others feelings,
introverts are also highly aware of sensations in the world around them. Combined with a sense
of vision and a vivid imagination, introverted people tend to see things other people miss, and are
skilled at looking beyond present circumstances. However, although introverts have great
perception, their lack of relation to parts of the outside world can lead to marred thinking and can

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cause them to waste time and resources (Jung, 1921, p. 42).

In contrast to the introverts internal search for stimuli, the extroverts thoughts, feelings
and perceptions are mostly directed by outward influences (Lawrence, 1993, p. 10). An
extroverts attitude of consciousness is one that is constantly focused on outside stimulation
(Archie, 2009, p.2). As Carl Jung notes, someone with this type of temperament would be
always look[ing] outwards to the world, because the important and decisive determination
always comes to him from without (1921, p. 3). Their thinking process is also propelled by this
need for external satisfaction. Unlike introverts, extroverts tend to think objectively, connecting
better to cold, hard facts. Due to the dominance of this type of thought process, they also have a
harder time connecting with abstract ideas (Archie, 2009, p. 3). In addition, extroverted thinking
is more selective, paying more attention to information that lines up with pre-existing values or
opinions (Jung, 1921, p. 9).
The extroverts habit of thinking objectively also transcends into their feelings about
others. For the extrovert, feelings either correspond directly with objective values or at least
chime in with certain traditional and generally known standards of value (Jung, 1921, p. 16).
Due to their compliance with social norms, extroverted individuals adjust well to different
environments, and are always forming new relationships (Archie, 2009, p.3). Due to this love of
new people and places, extroverted people tend to shy away from the safe, familiar, or wellestablished (Archie, 2009, p.4). These individuals are usually calm and easy-going, and are
usually the first person to take action in a new and unfamiliar situation. However, this tendency
is also one of the pitfalls of an extroverted temperament. While the endless energy of extroverts
may be helpful in certain scenarios, it can also blind them to pitfalls or problems in their thinking
(Archie, 2009, p. 4). They become so busy putting their efforts into one task or another that they

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not only miss out on the fruits of their labors but completely overlook the hindrances in front of
them until they run straight into them (Jung, 1921, p. 25). As Carl Jung writes, the extrovert rids
himself of the restrictions of reason only to be tripped up because he or she [did] not see the
object that everyone else sees (1921, p. 25).
According to Carl Jung and countless other researchers of this topic, introversion
and extroversion are not mere descriptive words but temperaments that affect how one thinks,
learns, and perceives the world. While Jung did observe that these temperaments were visible
across many different cultures, the numbers of both are not exactly even. When it comes to the
number of extroverts and introverts, extroverts appear to be the majority. However, while some
sources lament that introverts are outnumbered three to one (Laney, 2005, p. 25), this data also
means that one out of every three people is an introvert (Cain, 2012, p.432). When viewed from
this perspective, introversion does not seem as rare an occurrence as first thought. Unfortunately,
the education system tends to overlook the abundance of introverts in classrooms and focuses
most of its energy on instruction and activities that help extroverts flourish and succeed. This
trend is so prevalent that one only has to observe the typical classroom set-up to see how
education is bent toward extroversion.
The classroom of today consists not of desks in rows, where
everyone has their own space, but rather clusters of desks set up to accommodate constant group
work (Tucker, 2012, p. 1). Due to continuous group discussions, classrooms often become places
filled with noise and pressure to be actively involved in all discussions (Laney, 2005, p. 193).
When exposed to such high amounts of stimulation, introverted children become focused on how
to survive the school day itself rather than gaining more knowledge. (Cain, 2012, p. 429).
Also, the pressure from peers and the fast pace of the classroom often causes introverts to shut

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down and not share their opinions or knowledge with others, even if they are experts in that
particular subject area (Laney, 2005, p. 192).
In order to help introverts flourish in the classroom,
various changes need to be made to classroom instruction. One such area is the aforementioned
problem of excessive group work and activities. While working in groups builds necessary skills,
working autonomously on assignments increases both creativity and productivity (Cain, 2012, p.
133). Introverts thrive when working independently, so having time in class for students to work
independently will aid these students in completing assignments. A teacher can still have students
collaborate in groups; however, rather than having large amounts of children together, one should
have smaller, well-structured groups where everyone has a specific task (Cain, 2012, p. 433).
The introverts tendency towards structure also extends to the
learning environment of the classroom. Due to their less significant need for stimulation,
instruction that is of a constant structure, has limited distractions, and emphasizes main points
is the best environment for introverted learners to cultivate knowledge (Shmeck & Lockhart,
1983, p. 55). Giving introverts opportunities to fine tune their knowledge is another way to help
introverts in the classroom. Since most introverted learners prefer to cultivate their thoughts
before presenting them, the typical quick-paced environment of the classroom can be
overwhelming. By being patient with these students and allowing them time to ponder, teachers
will see once quiet children turn into whole wellspring[s] of knowledge (Laney, 2005, p.190).
However, teachers must not forget the fact that
extroverts are also part of the classroom dynamic. With such a push for the inclusion of introvertfocused instruction, it would be easy to now begin overlooking the needs of extroverted learners.
Extroverts have just as many unique learning needs as introverts do, and therefore it is crucial

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that, rather than tipping the scales to the other extreme, education maintains a balance (Levy,
2014, p. 1). Teaching both temperaments is not as simple as divid[ing] the class in half and
put[ting] the introverts into a quiet setting and the extraverts into a more stimulating setting
(Schmeck & Lockhart, 1983, p.55). Unfortunately, teachers tend to lean towards their own
behavior patterns, structuring their classroom to accommodate just introverts or just extroverts
(Levy, 2005, p. 186). However, this strategy does not address the mix of personality types in the
classroom. While a teacher may not be able to cater to very students specific learning
environment, adjustments can be made to ensure that all students have a learning setting that
will offer them their best opportunity to develop (Lawrence, 1993, p. 53).
One way to do so is to create a
system that includes open discussion as well as periods of silence for individual contemplation.
By being exposed to both kinds of learning, extroverts and introverts will better understand not
only the information taught but how other personality types learn (Schmeck & Lockhart, 1983, p.
55). Having books on multiple subjects available in the classroom will also help both kinds of
students. By having these resources, extroverts will be able to satisfy their need for new
information and ideas. At the same time, the introverted student will be able to withdraw from
the stress of classroom activities and cultivate their ideas. For the extroverts energetic mindset,
presentations with many colors and different kinds of media helps stimulate their learning.
Balancing this presentation out with methodical reiteration of main points can create a beneficial
learning experience for the introvert as well. From these various ideas, it is apparent that changes
can be made to accommodate both introverts and extroverts in the classroom and to help both
types succeed.

The terms introversion and

extroversion have long been distorted and misused in the education system. However, by

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applying simple changes to classroom instruction, both personality types can learn and grow in
an environment that caters to their needs. In a culture that promotes constant conversation and
movement, it can be easy for the introverts of the world to feel drowned out by all the noise.
However, introverts have the potential to see what the extroverts of the world cannot see, and to
use it to be successful, to be the calming, gentle voice in a world of chaos. However, even though
introverts do deserve a voice, many want to turn around and silence the voices of the extroverts.
Doing this to extroverts will not change society for the better. Rather, when introverts and
extroverts work together, the combination of their strengths has the potential to change the world
for the better.

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References
Archie, L. (2009). Jungs psychological types. Retrieved from:
http://philosophy.lander.edu/ethics/jung.html.
Cain, S. (2012) Quiet: The power of introverts in a world that cant stop talking. Thorndike, ME;
Crown Publishing Group.
Laney, M.O. (2005). The hidden gifts of the introverted child: Helping you child thrive in an
extroverted world. New York: Workman Publishing.
Lawrence, G. (1993). People types and tiger stripes. Gainesville, FL; Center for Applications of
Psychological Type, Inc.
Levy, L. (2014). How to help extroverts thrive in the classroom. Retrieved from:
http://www.edudemic.com/help-extroverts-thrive-classroom/.
Jung, G.C. (1921). Psychological types (Vol. 6). London: Routledge.
Schmeck, R.R. & Lockhart, R. (1983). Introverts and extroverts require different learning
environments. Educational Leadership, 40, (8), 54-55. Retrieved from:
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198302_schmeck.pdf.
Tucker, I. (2012). Susan cain: Society has a cultural bias towards extroverts. Retrieved from:
http://www.theguardian.com/technology/2012/apr/01/susan-cain-extrovert-introvertinterview.

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