"A first study of 357 children found that the lower a child’s self-esteem, the more the balance of praise tended to tip toward personal — intuitively, adults seem to want to bolster these children’s self-esteem and do so with encouraging words aimed at personal traits that seem lacking. In fact, kids with low self-esteem got more than twice as much person praise than kids with high self-esteem — 30 percent and 14 percent of total praise, respectively. But then a second study of 313 children found that this personal praise predisposed children with low self-esteem to feel even more ashamed following failure. In kids with high self-esteem? Person praise didn’t hurt, but it didn’t help either."
Introverts have the capability to succeed in a large group setting, but it’s more draining for us
Just because our innate preference is to be alone or in small groups, it does not mean we cannot succeed in larger groups. We absolutely can, it’s just important for you to understand that it requires us to get out of our comfort zone and is energetically draining for us. Of course, it’s important that we learn to get out of our comfort zone in order to succeed in life, so large group activities will play an important role in our educational development.
However, please be mindful that getting out of our comfort zone is stressful and will impact students differently depending on their age. Consider limiting the time dedicated to large-group activities during any one class, and give us a clear role in the group to minimize stress. The more uncertainty you take away (which often comes in large-group activities when there is no clear leader or defined role/objective, or a lack of supervision by the teacher), especially at a younger age, the less stressful it is for us to be out of our comfort zone. If introverted students learn over time that they can be successful in this type of environment, even though it’s not their comfort zone, they will be more confident and adaptable as they move to college and then out into the world.
Introverts love stories and excel at storytelling
Stories invite us to revel in the world of images and ideas we sincerely love, so give us the chance to do this as much as possible, and allow us the chance to share the stories in our heads with you. Introverted students will be more passionate about getting up in front of class to share a story than to recite historical facts, for example. If history is the topic, let us tell a story about something historical that happened and you’ll discover our ability to relay details and facts becomes much deeper and richer and allows us to shine. Encourage us to see this strength within us as much as possible and to work to hone it.
"The daily experience of the self is so familiar, and yet the brain science shows that this sense of the self is an illusion. Psychologist Susan Blackmore makes the point that the word ‘illusion’ does not mean that it does not exist — rather, an illusion is not what it seems. We all certainly experience some form of self, but what we experience is a powerful depiction generated by our brains for our own benefit."
Launched at the Edinburgh International Science Festival by psychologist Professor Richard Wiseman, the app is underpinned by the concept that not all sleep is the same. It’s widely accepted that most of our dreams take place during REM sleep, a phase during which our minds are also more sensitive to other senses. And it’s this that Dream:On seeks to capitalize on. (via Dream:On: This iOS App Influences Your Dreams)
"Social platforms provide one of those modes of communication where you can be absolutely horrendous and not worry about it. When we talk to someone on the phone we are primed to respond to voices and it’s a much more intimate way of communicating. When you remove social cues and reactions, it becomes easier to not think about it. So you can have a one directional rant and it’s easy not think about the reaction at the other end. We are social creatures and any form of rejection is painful and upsetting. I don’t think that we will evolve psychologically to be resilient to that sort of attack. We respond very strongly and emotionally."
A study by American scientists with contribution by a Greek neuroscientist is very close to understanding the mysteries of the brain. It brings new hopes for the treatment of brain disorders such as schizophrenia, attention deficit hyperactivity disorder(ADHD) and hyperactivity.
"Indeed, those who are smart succeed. This is what we often believe. But science tells a different story. Believing that success reflects higher ability and failure lower competence is not only wrong, but we show that it is detrimental to intellectual efficiency during challenging tasks."
Would be interesting to hear what other teachers get.
Feel free to post your scores below.
You scored 17 out of a possible 20
You have a tendency towards being introvert. The higher your score, the more introvert you probably are. The nearer to 10 your score is, the nearer to being an ambivert you are (yes, there really is such a word). But even if you answered every single question as an introvert or extrovert, that doesn’t mean that your behaviour is predictable across all circumstances. We can’t say that every introvert is a bookworm or every extrovert wears lampshades at parties any more than we can say that every woman is a natural consensus-builder and every man loves contact sports. As Jung felicitously put it, “There is no such thing as a pure extrovert or a pure introvert. Such a man would be in the lunatic asylum.
I guess I’m not too surprised given my social habits. At the same time, I do a lot of presenting and have no problem getting up in front of a crowd of hundreds (my largest crowd topped 1600; didn’t break a sweat).
As teachers we rely on the fact that human beings are fundamentally curious creatures. Additionally, people tend to have a natural curiosity about themselves and those around them, which gives psychology teachers an excellent advantage in the classroom. Despite this advantage, many of us see our students again in higher-level classes and wonder why the lessons we know we taught them did not stay with them. We wonder, why didn’t my teaching stick? We all know that it’s far easier to recall the contents of a Discovery Channel program than a two-hour topical lecture, but few of us understand why this is the case. Malcolm Gladwell and Dan and Chip Heath have looked to the business and advertising worlds and discovered six concepts that are surprisingly relevant to making ideas “stick” in peoples’ minds: Simplicity, Unexpectedness, Concreteness, Credibility, Emotion, and Stories. These ideas can be applied to teaching, and in this essay, I will show you how you can apply them in the classroom.
"The three-pound organ in your skull — with its pink consistency of Jell-o — is an alien kind of computational material. It is composed of miniaturized, self-configuring parts, and it vastly outstrips anything we’ve dreamt of building. So if you ever feel lazy or dull, take heart: you’re the busiest, brightest thing on the planet."
What are the ingredients for happiness? It’s a question that has been addressed time and again, and now a study based on the first-ever globally representative poll on well-being has some answers about whether or not a pioneering theory is actually correct.