Empowering Inclusive Classrooms: Fostering Motivation, Independence, and Responsibility

Organisation piloting the Good Practice

SHMLP “7 September”, Prishtina
Fikrije Krasniqi

Country

Kosovo

Description of the good practice

Motivating students and providing positive feedback involves creating a supportive and engaging environment where students feel valued and understood. To achieve this, you should:

  • Build personal connections: Take time to get to know your students as individuals. Learn about their interests, goals, and opinions, and show genuine curiosity. Remember details about their lives, interests, and any challenges they may face, so you see them as unique individuals, not just students.
  • Practice active listening: When students speak, listen carefully without interrupting. Nod, make eye contact, and respond thoughtfully. These actions reinforce that their feelings and thoughts truly matter.
  • Be approachable and available: Foster open communication by being approachable and making time for them whenever they need it.
  • Show empathy and understanding: Recognize that students face various challenges outside the classroom. Be understanding if they struggle and offer support when needed.
  • Give constructive feedback that encourages growth: Frame feedback as a tool for growth, not judgment. Let them know you believe in their potential to improve and grow. Make feedback specific and actionable so they understand exactly how to move forward.
  • Create a safe, inclusive environment: Within the classroom, foster a culture where students feel safe expressing themselves without fear of ridicule. Encourage diversity and respect for different viewpoints.

When students feel valued and supported, they’re more likely to engage, open up to learning, and feel motivated to succeed.

Background

When students feel motivated and supported, they are more engaged in learning, which often leads to better performance. Positive feedback helps them focus on their strengths and builds confidence and self-worth. When students know that their efforts are noticed and valued, they are more likely to take on challenges and develop a growth mindset, seeing mistakes as part of the learning process.
Teaching students self-care and responsibility helps them become more independent. By understanding how to set goals, manage their time, and take care of themselves, they are better prepared to handle challenges both inside and outside the learning environment. When students feel respected and valued, they are more likely to treat others the same way, fostering a sense of empathy and creating an improved classroom environment.

Many students, especially those who are introverted or have special needs, may struggle with self-doubt or feel “different” from their peers. Positive feedback and encouragement help all students feel capable and valued, fostering self-esteem and confidence. Giving positive feedback to hyperactive students helps them, even briefly, to build confidence and reinforces their efforts to control their impulses. Incorporating movement breaks or active learning activities helps them release energy in a structured way. Techniques such as deep breathing or quiet time help hyperactive students regulate their energy and understand the importance of taking responsibility for their actions.

Steps to take if you want to implement the good practice from planning to execution and evaluation if included

1. Identify goals for each type of learner:

  • Encourage participation for introverted students.
  • Support social-emotional skills development in students with special needs.
  • Provide structured physical outlets for hyperactive students.
2. Specify how you’ll track progress, such as by “increasing participation by 20% among introverted students” or “providing daily sensory breaks for hyperactive and special needs students.”
3. Design activities to engage all types of students:

  • Plan interactive activities that allow participation at various levels, such as group discussions for extroverted students, written reflections for introverted students, and drawing activities for students with special needs.
  • Incorporate social-emotional learning exercises to promote empathy and peer understanding, including group bonding activities, discussions on respect, and opportunities for positive peer feedback.
4. Communicate clear expectations: 

  • Clearly explain how each practice benefits the entire class, helping students understand the importance of respecting diverse needs and preferences.
  • Establish class norms that encourage inclusivity, such as active listening, respecting quiet work times, and giving others space when needed.
5. Evaluate progress regularly:

  • Observe how different students respond to the practices. Are introverted students participating more? Are hyperactive students managing their energy effectively?
  • Measure progress based on the specific objectives set (e.g., tracking participation, monitoring social interactions, and assessing engagement levels).
6. Foster sustainability and growth:

  • Take notes on what works best and any challenges faced to improve and adapt over time.
  • Make these practices a regular part of the classroom culture so that inclusivity becomes the norm.
  • Share successful strategies with colleagues or consider implementing them in other classes if possible.

Target group/s of the practice

Primary target group: A wide range of students can benefit from this approach, including introverted students, hyperactive students, students with special needs, general education students, English language learners, socially anxious students, gifted and talented students, at-risk students, and culturally diverse students.

By addressing the needs of these groups, educators can create a classroom environment that is inclusive, respectful, and supportive, helping each student feel understood, valued, and engaged in their learning journey.

Number of students involved

Currently, 10 students are participating, with plans to increase this number over time.

Benefits, impact on the students and learning outcomes

Benefits, impact on the students and learning outcomes

Applying these practices with students can significantly enhance their learning outcomes. Benefits include increased engagement and motivation, improved social-emotional skills, heightened confidence and self-worth, greater independence and responsibility, enhanced focus and behavior management, stronger peer collaboration and inclusivity, reduced anxiety and stress, and improved resilience and adaptability—all of which contribute to a positive classroom culture.

Ultimately, these practices foster students’ personal growth and academic success, equipping them to face future challenges both within the classroom and in practical training environments (e.g., enterprises and businesses).

Suggestions for future users of this good practice

  • Start with one or two simple strategies tailored to your students’ immediate needs, gradually expanding as students become comfortable and routines are established. Beginning small allows you to observe the impact and make adjustments as needed without overwhelming yourself or the students. Learn about students’ needs and preferences through surveys or informal conversations. Communicate clearly and consistently, reminding students of the purpose behind each practice to help them see its value.
  • Foster a safe and respectful environment by emphasizing respect, empathy, and support. Regularly seek student feedback and involve them in shaping their environment to increase their investment and meaningful engagement. Use visual aids such as posters, emotion cards, and schedules to reinforce routines and expectations, which can be especially helpful for visual learners and students with special needs.
  • Celebrate small wins by acknowledging even small progress regularly. Above all, be patient and flexible. Changes take time, and progress may be gradual, but patience and flexibility will enable you to respond to students’ evolving needs, making your approach more sustainable and effective

Other languages

Albania – Bosnia and Herzegovina – Kosovo – Montenegro

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