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

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What were the researchers’ findings?

In the interviews at the end of the project, pupils’ comments generally indicated that they had a greater sense of being a member of a social group. They were also able to recognise their strengths and areas which still needed development:

‘Before we blanked students if we didn’t like them – we are listening to them now’

‘We could have a bit more respect for the teachers – by listening to the teachers and each other’

This change in behaviour was also reported in feedback from staff:

‘There are less reported incidents of misbehaviour in lessons. Class 8 used to be the most difficult in the school; they are now cooperative more of the time’

In three of the Growing Talent for Inclusion projects, pupils began with a negative view of why they were grouped together. Giving the pupils an opportunity to agree democratically on a task provided them with a common purpose and motivation to work together.

In all four GTI projects which had been completed, the Social Inclusion Surveys showed:

an increase in the number of students with whom other students are happy to work; and
a reduction in the number of students identified as excluded by other pupils.

By identifying talents, pupils were helped to reflect on their own skill development and view differences from a new perspective. In one class, a pupil isolated by his musical and dress preferences at the beginning of the project was not isolated at the end. During feedback towards the end of the researchers’ involvement in a Year 8 project, a student commented:

‘We respect other students like different music’.

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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 were the researchers’ findings? In the interviews at the end of the project, pupils’ comments generally indicated that they had a greater sense of being a member of a social group. They were also able to recognise their strengths and areas which still needed development: ‘Before we blanked students if we didn’t like them – we are listening to them now’ ‘We could have a bit more respect for the teachers – by listening to the teachers and each other’ This change in behaviour was also reported in feedback from staff: ‘There are less reported incidents of misbehaviour in lessons. Class 8 used to be the most difficult in the school; they are now cooperative more of the time’ In three of the Growing Talent for Inclusion projects, pupils began with a negative view of why they were grouped together. Giving the pupils an opportunity to agree democratically on a task provided them with a common purpose and motivation to work together. In all four GTI projects which had been completed, the Social Inclusion Surveys showed: an increase in the number of students with whom other students are happy to work; and a reduction in the number of students identified as excluded by other pupils. By identifying talents, pupils were helped to reflect on their own skill development and view differences from a new perspective. In one class, a pupil isolated by his musical and dress preferences at the beginning of the project was not isolated at the end. During feedback towards the end of the researchers’ involvement in a Year 8 project, a student commented: ‘We respect other students like different music’.