The New Groupthink, discussed in Susan Cain's book Quiet, is described as cooperative or small group learning where teamwork is elevated above all else. (Cain, 75) However, Cain argues that group brainstorming doesn't actually work (Cain, 89-90) and promotes the notion of deliberate practice. Deliberate practice requires that one practice alone; it takes intense concentration and requires an intrinsic motivation to work on a task that is challenging to the individual student. Cain states that "teens who are gregarious to spend time alone often fail to cultivate their talents 'because practicing music or studying math requires a solitude they dread." (Cain, 82-3) Knowing that in order to achieve mastery of any skill, students need to be able to successfully work independently towards their own goals, creating a classroom environment where this is possible is essential for both introverts and extroverts. This section focuses on ways in which we can adapt our classroom environment to better suit the needs of our introverted students and benefit all of them.
Seating
When constructing your classroom, it is important to carve out spaces both in the physical space and in the day that allow students to recharge and/or work independently in a quiet space. Especially if you prefer table groups or desk pods, having designated spaces for your introverted students to go when they are feeling overwhelmed or simply need a quiet space to do their best work is essential.
Quiet desks - located around the room in various spots, these desks are spaces for students to do their work independently and away from any stimuli or noise that may be distracting or unsettling.
Quiet cubes or tents - designated spaces for students to go to recharge or have a quiet place to think. These types of spaces may be better utilized during activities like independent reading, centres, or any activities that are self-directed and do not require being at a desk or table.
Dividers - for times when a student may want to work independently without distractions, or if you want the class to work that way, cardboard dividers to put up on tables or desk pods can be useful. These three-fold dividers can serve to minimize distractions and stimuli and help students to focus in on their own work.
Noise Levels
In a classroom, it is up to the teacher to control the noise level in the class. Throughout the day, the teacher should be conscious about the noise levels of the room and the balance of higher and lower volumed activities. Sharing and collaborating are important in a classroom and they are important skills to teach our students, but so is being able to think and produce independently in a quiet or silent environment. When we structure so much of our days around sharing and group work, we tend to forget that "solitude can be a catalyst to innovation." (Cain, 74)
Quiet Zones
Breaking up your classroom into zones can also be a way to create an introvert friendly environment. By establishing at the beginning of the year which zones are "quiet" zones designated for independent work or quiet, small group activities and which areas of the class are meant for collaboration and discussion, your students will know where to go and what to expect when they get there. These zones can be utilized during centres, as a space for early finishers to recharge or work independently, or as an alternate working space. All students, introverted and extroverted, seek "optimal levels of stimulation to function at their best" (Cain, 122) and it is important that we provide the appropriate spaces for this to happen.
Works Cited: Cain, S. (2012). Quiet: The power of introverts in a world that can't stop talking (1st ed.). New York: Crown Publishers.