Persistence

In a world of “add-water-and-mix” solutions and pressing buttons to achieve instant outcomes, the quality of persistence has become fundamental in the classroom.

We are increasingly aware that human minds are being conditioned away from persistence by instant gratification and quick bursts of stimulation. These fleeting moments of excitement often discourage deeper engagement and long-term focus.

So, what is persistence?

Persistence is the desire to keep going. It is a human quality that drives productivity and enables considered, creative, and imaginative work to unfold. It allows for meaningful progress that transcends surface-level activity.

However, persistence requires time. One cannot persist unless given the time to do so.

To foster persistence, we must design curricula that create time for long-form activities, inquiry, and self-directed learning to take root. Equally, persistence depends on understanding what motivates and encourages each student.

The important point I would like to make in this post is that fostering persistence in the classroom is not a “one size fits all model”. We are all driven to persist differently depending on our styles and preferences for learning. Luckily, we can look to the concept of introverts and extroverts as a starting point for how to encourage persistence in our classrooms.

Introverts and Extroverts in Persistence

The concepts of introversion and extroversion plays a key role in fostering persistence.

An extrovert is often motivated to persist because they look forward to showcasing their achievements to others. In contrast, an introvert is more likely to persist for the intrinsic reward of self-satisfaction. These represent fundamentally different forms of motivation, and as educators, understanding these dynamics can help create environments where all students are encouraged to achieve their potential.

This is not to say that extroverts cannot value self-fulfilling activities or that introverts cannot enjoy external recognition. However, fostering persistence requires recognising these differences and designing activities that tap into each student’s unique motivation.

For instance, consider an oral presentation. An extrovert may relish the experience of sharing their knowledge with others but struggle with the more solitary preparation phase. On the other hand, an introvert may find the presentation itself daunting but enjoy the focused, self-directed preparation process.

Strategies like allowing introverts to present first can be helpful. These students often feel greater nervousness and will benefit from reducing the anticipation of waiting. Extroverts, in contrast, may thrive on the build-up of excitement as they await their turn.

Recognizing Introverts and Extroverts

How can we identify whether our students lean towards introversion or extroversion?

From a textbook perspective, introverts are often described as drawing energy from solitude and reflective activities, while extroverts gain energy from social interactions and external engagement.

However, teachers can take a more imaginative approach to observing their students:

• Team Sports and Physical Activities: Those who gravitate toward team sports may display extroverted tendencies, while those who prefer solo physical activities may lean toward introversion. Observing students in free play, like on a football field, can reveal dynamics such as who runs with whom, who is competitive, who runs alone, or who avoids running altogether. However, such observations can also reveal information about social hierarchies rather than personality tendencies. It is the teachers role to modify these tasks intentionally to understand more information about the learners and their preferences for introverted and extraverted modes of learning.
• Library Time: Taking students to the library can offer insights into their preferences. Who sits alone? Who shares books? , Rather than solely introvert-extrovert tendencies these observations may reveal who enjoys reading, they can also uncover challenges, such as dyslexia or unrecognised vision problems.

The key here from these two examples is to observe students in multiple settings. At the start of the year, deliberately placing students in diverse environments—classrooms, sports fields, libraries, creative spaces, kitchens, communal spaces, even the wood-work room—can help uncover their preferences and strengths. These varied experiences not only help teachers better understand their students but also allow peers to see different sides of one another, fostering mutual respect and collaboration.

Creating a Classroom that Encourages Persistence

Ultimately, knowing your students—their personalities, interests, and learning styles—becomes essential for presenting content in ways that foster persistence.

Regardless of whether a student is an introvert or extrovert, the one constant factor required for persistence is time. Open-ended schedules that allow students the freedom to engage deeply with their work are crucial. In a fast-paced world, providing this time helps students immerse themselves in long-form activities, unlocking levels of focus and creativity that may otherwise remain untapped.

Until next time,

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