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Quiet: The Power of Introverts in a World That Can't Stop Talking

Book by Susan Cain · 6 quotes · Introvert, Psikologi, Indonesia

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Quiet: The Power of Introverts in a World That Can't Stop Talking Quotes

“Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.”

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“We know from myths and fairy tales that there are many different kinds of powers in this world. One child is given a light saber, another a wizard's education. The trick is not to amass all the different kinds of power, but to use well the kind you've been granted.”

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“Theodor Geisel (otherwise known as Dr. Seuss) spent his workdays ensconced in his private studio, the walls lined with sketches and drawings, in a bell-tower outside his La Jolla, California, house. Geisel was a much more quiet man than his jocular rhymes suggest. He rarely ventured out in public to meet his young readership, fretting that kids would expect a merry, outspoken, Cat in the Hat–like figure, and would be disappointed with his reserved personality. “In mass, [children] terrify me,” he admitted.”

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“Ask your child for information in a gentle, nonjudgmental way, with specific, clear questions. Instead of “How was your day?” try “What did you do in math class today?” Instead of “Do you like your teacher?” ask “What do you like about your teacher?” Or “What do you not like so much?” Let her take her time to answer. Try to avoid asking, in the overly bright voice of parents everywhere, “Did you have fun in school today?!” She’ll sense how important it is that the answer be yes.”

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“We often marvel at how introverted, geeky, kid 'blossom' into secure and happy adults. We liken it to a metamorphosis. However, maybe it's not the children who change but their environments. As adults they get to select the careers, spouses, and social circles that suit them. They don't have to live in whatever culture they'er plunked into.”

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