Exhausted and Introverted: Strategies That Work for Teachers

There is one thing we can safely say about teachers today. There are so many demands upon them, they are often exhausted.

I’d like to address the particular fatigue experienced by an introverted teacher in today’s article.

“I’m an introverted teacher with a grade eight class of 25 students.  I’m sure most of them are extraverts.  I’m exhausted.  What can I do?”

I will offer a few suggestions in this message.  First off, it’s normal for you to be exhausted in this situation.  Don’t be surprised or blame yourself for running out of steam.  Grade eight students are full of energy and new hormones.  Twenty five in one classroom is a lot of handle.

Here are a few strategies for you to select from:

1. Controlled opportunities for talk

Because extraverts learn best by talking about an idea, it is a good idea to create controlled opportunities for them to do so.

Controlled opportunities is the key idea here.  If you plan the manner in which extraverted can be invited to talk and discuss, it will be much less exhausting.  It will be much quitter and not so “out of control”.

An example of a controlled opportunity is to schedule group work into your daily plan.  Following a silent reading or study period allows extraverts to “wake up” for one thing.  Too long of a silent, without an movement is as exhausting for the extravert as too much noise and activity is exhausting for the introvert.  Extraverts will be desperate to get up and move about and talk to their friends.  Let them!

Personally I recommend that the teacher select the group based on a common interest.  This is to prevent the sad situation of someone not being picked.  Such an event must be avoided and it is the teacher’s responsibility to see to it that no one is left feeling “less than”.

Invite them to meet with four other students who may have, for example, read the same book or worked on the same topic, and discuss a few questions you have assigned.  If you sense an introverted student would like to join that group, allow that to happen.

Different roles can be assigned to different members of the group.  An introvert will often chose to be a recorder, provided, they aren’t expected to deliver the summary of the discussion to the whole class – unless they offer to do so.  And of course, there is always an option to work on their own.

Extraverts sometimes want to work on their own and sometimes introverts want to join their friends.  The ideal is to allow students to choose without judgement being placed on the choice.

Knowledge of type does not dictate that the teacher must know their students’ preferences for extraversion or introversion; instead, it gives teachers an informed decision making process in designing various choices, options, opportunities for all students to do their best.

The information important for the teacher to understand is that extraversion and introversion as Carl Jung, who coined the terms, meant them.  Today, the words are commonly used for example, to describe that introversion person as shy or  reluctant to actively participate.  And that may happen as a result of a preference for introversion, but it is not a definition of the psychological attitudes that determines learning style.

Introversion and extraversion as Carl Jung defined them

Introversion is a reflective attitude; extraversion an action-oriented attitude.  The extravert wants to talk about an idea in order to understand it.  The introvert wants time to think about it.  Both want the same thing – but one does in inside their own head and the other does it externally.

Introverts get ENERGY internally.

Extraverts get and give ENERGY externally.

What the introvert needs is TIME TO THINK.   What the extravert needs is OPPORTUNITY TO TALK.

A real-life example of how this shapes learning

When I was completing my doctor’s degree in Gainesville, Florida we conducted an interesting experiment.  A grade ten class was given a period in a very extensive library as a place to do research and study.  PK Younge Laboratory School excelled at research using Jung’s psychological type theory and had used the Myers Briggs Type Indicator (MBTI).

It came to our attention that the introverts outperformed extraverts on comprehension, on retention, on seeing implications, on recognizing metaphors , on exploring new ideas for specific topics and several other reading/library research skills.

Awareness of how extraverts prefer to learn resulted in several additions being built into the library.  Small closed in spaces were provided and students were given the option of working in the carrells in small groups to discuss their assignments if they so wished.

It was not surprising that extraverted students did better once this opportunity for group work was introduced.

The question was asked:  was this because the were talking about their subject or just because they were talking? 

Students were then invited to talk about anything they wanted during their group library sessions, thus challenging the time on task notion.

And to the astonishment of many, it was found that extraverts continued to do well, even when they were allowed to deviate from the task and just talk about things important to them.

This finding verified Jung’s claim that extraverts need to be active and interactive in order to get the energy needed to perform at their best. 

I must acknowledge that PK Younge Laboratory School was an exceptionally popular and academically successful school.  Parents had to apply for their children to attend.  Students took school quite seriously .  It was observed that students enjoyed being on task and often preferred discussing the book or topic than moving to other topics, except for short periods of time.

At PK Younge, teachers and researchers were aware of students preferences.  This knowledge is important for research as the one I’ve just described, but, as I’ve mentioned,  it is not necessary to the teacher to have this information.

Though not necessary, it can be a useful tool.  In what way?  By sharing knowledge of how extraversion and introversion affect learning style, you are doing several things.  First and most important, you are telling the students that you care about them, and their preferred ways of learning.

Secondly, you can invite them to work with you in designing tasks and assignments.  The more power, the more ownership over their own learning, the happier the classroom experience will be for everyone.

If you feel comfortable doing it, but ONLY if you feel comfortable, you can share your own preference for introversion and how it affects your teaching.  It is essential, of course, not to use this sharing in any way that might be perceived as a way to manipulate the class into behaving in a certain way to “be on your good side”. 

How does introversion affect the way one interacts, communicates, teaches?

It causes the person to enjoy intense, focused relationships and events.  Cautious, considerate, thoughtful, the introvert prefers a well ordered classroom in which students work quietly on one project at a time.  Intolerant of noise and interruption, very aware of the individual’s need for privacy, the introverted teacher wants a dignified respectful classroom atmosphere and works hard to create it.  (from my book on Cognitive Style and the Classroom Teacher)

2. Build quiet time into your own day

This leads to the second strategy I would recommend.

Work quiet periods for reflection into YOUR day. You might want to do this during actual teaching, giving students a silent reading period, for example.

You might want to do this during your lunch break; find a quiet place to eat rather than join the teacher chatter in the staff lunch room.

If it is impossible to arrange at school, but sure to create a space at home.  It can be a challenge for sure, to juggle a job and a family and still have time for yourself.  However, paying attention to your personal need for “alone” time will give you more energy to deal with all the activity a busy life demands.

Conclusion

In conclusion, embrace your introversion by attending to extraverted students‘ needs in a controlled opportunity to be active and verbal; and by creating quiet, reflective time for yourself.

If you would like to use my observation instrument to determine extraversion and introversion in your classroom, you can purchase it here: A Teacher’s Guide to Cognitive Type Theory and Learning Style (ASCD).

Key Takeaways

• Controlled Opportunities for Extraverts:
  Extraverted students thrive when given structured chances to talk and collaborate. By planning group work and discussions, teachers can channel students’ energy productively and reduce classroom chaos.
• Respect Individual Preferences:
  Allow students to choose how they participate—whether in groups or individually—without judgment. Understanding, but not labeling, students’ introversion or extraversion helps create a supportive learning environment.
• Self-Care for Introverted Teachers:
  Introverted teachers should intentionally schedule quiet, reflective periods during the school day and at home to recharge. Recognizing and honoring personal needs for solitude helps maintain energy and well-being.
• Awareness Enhances Learning:
  Sharing knowledge about introversion and extraversion with students fosters mutual respect and empowers them to take ownership of their learning. Teachers can use this understanding to design varied tasks and assignments that benefit all learners.

Frequently asked questions

Further reading

• Carl Jung (Encyclopaedia Britannica)
• The Myers & Briggs Foundation
• Carolyn Mamchur, How to Run Productive Meetings (ASCD, 1991), full text via ERIC

Keep reading

• What Learning Style Differences Are the Most Important?
• The Secret to Lesson Planning That Actually Works
• Grading, Evaluation and Time Management