As an English language learner and the only Vietnamese student at Pyles Elementary, I initially struggled with speaking out and volunteering in class. However, Mrs. Chen, my second-grade teacher, played a significant role in helping me overcome my shyness. Her encouragement and support empowered me to use my voice, despite my reservations.
I am sincerely grateful to Mrs. Chen for motivating me to speak up. While her efforts were partially successful, I recognize that she was preparing me for the real world, where being extroverted often provides advantages. Some people discuss the concept of white privilege, but I believe there is also an extroverted privilege that exists.
As an educator, I am fully aware that students need to navigate their journey of overcoming shyness at their own pace. Forcing them to do so can be counterproductive and may even lead to resentment. Consequently, I strive to create a classroom environment where students feel comfortable and supported. I encourage participation through various activities, including class presentations, as they are valuable skills required in an extroverted society. However, I am mindful not to measure a student’s success solely based on their level of vocal participation. Many of my introverted students excel academically and complete all their assignments diligently without actively volunteering in class.
Ultimately, my shyness in second grade stemmed from my individual personality, insecurities, and a sense of feeling somewhat out of place. It is essential to recognize and respect the diverse range of personalities and learning styles within a classroom, ensuring that every student feels valued and included.
As an introvert myself, I will always see a piece of myself in all of they shy students I will continue to teach in the future.
