Enhancing skills for inclusion: using appreciative inquiry to improve classroom dynamics

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Inclusion
Behaviour

What are the implications of this research?

Teachers might like to consider some of the following implications.

Appreciative Inquiry focuses on recognising the positives that already exist within a situation, and building on these. Could you begin with analysing the balance between positive and negative feedback in your classroom, and then experiment with using only positive feedback within your classroom, to build on the good behaviour that exists?
The researchers also suggested that Appreciative Inquiry could be used in a range of contexts. Are there other challenges within your class that could use Appreciative Inquiry? Can you identify other talents which could be developed?
This project focused on improving social inclusion in classes. This was done by identifying behaviours that promote inclusion. Could you, with your class, identify behaviours that exist in your class, which promote social inclusion? It might help if you present a situation to the class, such as was envisaged in the ‘dream’ stage of the project. How might you nurture related behaviours within your classroom?
The dynamics of a group can be improved if there is a common purpose like the class project in GTI which involves working with the class to democratically choose a class project that the students plan and carry out themselves. Can you think of an opportunity arising soon which would allow your pupils to work on a project in this way? How could you make the most of pupils’ emerging collaborative skills?

Head teachers might like to consider the following implication:

The researchers found that Growing Talent for Inclusion helped to improve relationships within individual classes. How might appreciative inquiry play a part in focusing discussions about enhancing citizenship and emotional literacy as part of the Every Child Matters agenda in your school?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is the basis of the Growing Talent for Inclusion project? What is the process of Growing Talent for Inclusion? What is Appreciative Inquiry? What were the researchers’ findings? How was the research carried out? What are the implications of this research? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Enhancing skills for inclusion: using appreciative inquiry to improve classroom dynamics This digest found in Inclusion Behaviour Send to a friend Word doc 60KB Printer friendly Collate for later What are the implications of this research? Teachers might like to consider some of the following implications. Appreciative Inquiry focuses on recognising the positives that already exist within a situation, and building on these. Could you begin with analysing the balance between positive and negative feedback in your classroom, and then experiment with using only positive feedback within your classroom, to build on the good behaviour that exists? The researchers also suggested that Appreciative Inquiry could be used in a range of contexts. Are there other challenges within your class that could use Appreciative Inquiry? Can you identify other talents which could be developed? This project focused on improving social inclusion in classes. This was done by identifying behaviours that promote inclusion. Could you, with your class, identify behaviours that exist in your class, which promote social inclusion? It might help if you present a situation to the class, such as was envisaged in the ‘dream’ stage of the project. How might you nurture related behaviours within your classroom? The dynamics of a group can be improved if there is a common purpose like the class project in GTI which involves working with the class to democratically choose a class project that the students plan and carry out themselves. Can you think of an opportunity arising soon which would allow your pupils to work on a project in this way? How could you make the most of pupils’ emerging collaborative skills? Head teachers might like to consider the following implication: The researchers found that Growing Talent for Inclusion helped to improve relationships within individual classes. How might appreciative inquiry play a part in focusing discussions about enhancing citizenship and emotional literacy as part of the Every Child Matters agenda in your school?