The approaches that I would use are: Ask for feedback (this would give students an opportunity to express their views while at the same time helping me make positive changes) and I would use Home is where the comfort zone is (encouraging my students to express their feelings and safe, comfort zones in order to make the classroom a welcoming environment).

To implement the approach: Ask for feedback I can ask my students to share their feelings and give feedback about various lessons.

I rarely ask students to give me feedback on the lesson which is something I should do more often in order to get students express their opinions, their views, their ideas etc.

The other approach - accept discomfort is something that I have in the back of my brain - I know that (even though I prepare well for the lectures) everything can go wrong - my students can have problems getting something, or any other thing ...It means that I should implement something odd - not everything has to be as it was planned! A little oddness won't hurt anyone!

• Common bridges: Building an atmosphere where feelings emotions can be set. This could be used for problem solving or expressing difficulties, fears among others. This should be also a place integrated at the school and coordianted by someone who is always there.

• Well-beeing box: A kind of a letter-box for sharing ideas between the entire educative community and getting info and assessment.

-Being informed about the family status of students (divorced parents, a death in the family, mixed families, financial problems etc)so that we can avoid unpleasant situations due to ignorance.

1. An inclusive approach would be to promote these occupations in girls' schools to increase the number of girls in school.

2. Inclusion would also be to value students coming from rural areas with land work skills, in the coordination of projects on sustainability, biodiversity and greening.

I ask students for their anonymous opinions at the beginning of every school year, taking into account the good and the not so good things, which I try to improve. I start my every class asking students how they are, how they feel and once in a while we play games. I consider the time of our class - I know they are sleepy very early in the morning and try to engage them with energisers, and that they are tired around noon, when I allow them a calmer pace.

I ask the introvert ones things I know they are good at, under the form of an advice, to raise their feelings of being important and their self-esteem.

We make little envelopes, hang them in the classroom and up to Christmas each of them has to write every colleague a positive message, something they admire, etc.

Do I get out of my comfort zone? Yes, but it builds confidence and connections.

1. Ask for feedback - how our students experience our classroom atmosphere is pivotal in reevaluating one's practices and introducing more inclusive ones;

2. Accept discomfort - getting outside one's comfort zone could be challenging but at the same time worthwhile, as you push yourself to exercise more inclusive practices.

The second approach I would like to implement is working to surrender my privilege of unknowing. In our desire to make our students learn we sometimes forget how they do it, how their social, personal, cultural universe can affect their learning. The use of inclusive language is not enough, I should make an effort to know more about students backgrounds and use that info to make more inclusive lessons.

Home is Where the Comfort Zone Is:Somewhere out there, whatever

your discipline, there is a valuable conversation about teaching in a more inclusive

way. And it is a conversation worth seeking out, because many people feel more

comfortable learning about inclusivity on their own turf.

Accept Discomfort: We get very, very used to doing things a certain way,

and we get very, very comfortable with those ways. And so do the people around

us. If you don’t believe me, try changing things just a little.

• Pick It Up and Carry It: Maybe I should empathise with “different” students (origin, religion, race, etc.). So, I am afraid that I am going to study some from their cultures in order to talk with them.

• Ask For Feedback: As the author says, we should ask students for their thoughts about the climate for learning. Whatever they answer, I will learn and improve my lessons.

- Home is Where the Comfort Zone Is: Adopting a more inclusive teaching approach is paramount. All disciplines have not only intellectual but also powerful social cultures, which results in notable differences in their atmospheres. Identifying and understanding the characteristics of our own discipline as a unique culture and understanding how this culture can affect the diverse experiences of our students can significantly increase our ability to effectively include all students. In addition, by reassessing our familiar world with a new perspective, we may discover that subject material, once considered completely neutral, may not be as impartial and unbiased as previously thought;

- Ask For Feedback: It's important to carry out a survey at the end of the quarter or year. Present it informally, anonymously and without any demographic data, keeping the questions concise. In this way, we can identify how the students felt during that period and we can promote other activities and initiatives that are more in line with our students' interests.

Accept Discomfort: I am that he can intervene at any moment. It depends on the class I teach, homework, work assignments, test preparation. Depending on certain internal or external factors, they may have moments of discomfort during teaching. However, I am very flexible and adaptable to situations.

Ask for feedback - even with the best intentions it's not easy to know how every individual in our classroom feels or what they need or think, for that reason - it's best to ask.

Close the Barn Door—Now. Creating a pre-crisis classroom by being proactive in demonstrating values around inclusivity is a powerful approach. As an English teacher in a vocational school dealing with transports, it's crucial to establish an inclusive tone from the beginning. I can integrate inclusive statements into my syllabus that emphasize the importance of respectful behavior and the avoidance of stereotyped behaviors. For instance, I can explicitly mention that contributions in group projects should be based on skills and interests rather than gender roles or assumptions. This not only sets clear expectations but also signals to students that inclusivity is a fundamental aspect of our learning environment.

Ask For Feedback. Another approach that I find valuable is seeking feedback from students about their experience in the classroom. Implementing an informal and anonymous poll at the end of the semester allows students to share their perspectives openly. I can craft questions tailored to the unique dynamics of my classroom and institution, focusing on the climate and inclusivity. By understanding students' experiences, I can identify areas for improvement and make necessary adjustments in my teaching approach. Additionally, I can inquire about the overall climate of the department or school, encouraging students to suggest ways to enhance inclusivity at a broader level.

By incorporating these approaches, I aim to create a learning environment that not only values diversity but actively works towards fostering an inclusive and supportive atmosphere for all students. The proactive measures and feedback loop will enable me to address potential issues before they escalate and continuously improve the inclusivity of my teaching practices. It's a step-by-step process, but by taking these actions starting tomorrow, I believe I can contribute to a more inclusive educational experience for my students.

• Don't get self-indulgent -> I need to go out from my comfort zone and try to be inclusive in that area where I struggle more: gender stereotypes. Even if I consider myself a proud woman I've realized that I reproduce automatically stereotypes, for example I told a child "Yummy cake, does you mommy make it?" assuming that mom is the one that cook. When the child told me "It was my dad" I wonder "how many times have I done something similar without being aware?"

• Close the barn door now -> I often fail to be inclusive with my language. The italian language is very tricky from the gender point of view (every noun and adjective is gender specific and plural words are masculine even if you are talking about 99 girls and 1 boy), but I want to be more inclusive to set an example for my students.

Another important approach is Ask For Feedback. It is essential to have a feedback from students either anonymously or letting them talk about it freely without feeling judged. It is helpful to discuss about the positive aspects, the success and the advice to improve and implement a positive and inclusive environment in class.

-ask for feedback: it's very important to know my students' opinions, likes/dislikes, needs, suggestions..., otherwise a good relationship couldn't work effectively

1. Ask students how they have experienced the climate in my course, class, semester, end-of-year course.

2. Don't be self-indulgent, to be inclusive mean not assuming prejudices, but overcoming them.

Considering the migration of people, foreign students also come to schools. As a teacher, we must offer them time to adapt, explain our system, language, writing, speech. However, we must also familiarize ourselves with their background, the country they come from, customs, culture, writing, speech. This is what is important when it comes to integration and inclusion. That way the student will feel accepted.

Ask for feedback:

A good teacher will ask students questions in every lesson, at every stage, about learning, work, results, but also how they feel, how much they think they have learned and understood, what problems they encountered, how they tried to solve them, who helped them , will ask for attitude and opinion: whether it was easy or difficult. In this way, students will understand that they are important and that they benefit from the school for life, and they will feel well-being.

Accept discomfort: I always try to find new methods and approaches to make my teaching intersting and innovating.

Pick it up and carry it

by showing knowledge about the foreign student's country of origin, curiosity is created in our native students and inclusivity;

will occur naturally

Ask for feedback

this point is very important in order to improve, change and perfect our way of operating on inclusivity

Some possible benefits of accepting discomfort:

• Increased resilience: Practicing acceptance helps us develop the resilience to bounce back from difficult experiences and setbacks. By learning to tolerate discomfort, we become more equipped to navigate life's challenges without getting overwhelmed.

• Enhanced emotional intelligence: Accepting discomfort allows us to become more aware of our emotions and develop better coping mechanisms. Instead of trying to suppress or avoid uncomfortable feelings, we can learn to manage them in a healthy way.

• Greater self-compassion: Accepting discomfort fosters self-compassion, which is the ability to treat ourselves with kindness and understanding, even when we're not feeling our best. This can help us reduce self-criticism and negative self-talk, which can be detrimental to our well-being.

• Improved mindfulness: Accepting discomfort is a key aspect of mindfulness, which is the practice of paying attention to the present moment without judgment. By accepting uncomfortable feelings, we can become more present and less reactive to our thoughts and emotions.

• Greater self-awareness: When we practice accepting discomfort, we become more attuned to our internal state, which can lead to greater self-awareness. This can help us make informed decisions about our lives and make healthier choices overall.

2. Self-indulgence can provide temporary pleasure but it can be detrimental to an overall well-being in the long run.

• It can lead to unhealthy habits: Self-indulgence often involves engaging in behaviors that are not beneficial for your physical or mental health. For instance, excessive eating, drinking, or spending can negatively impact your physical health, while procrastination and avoidance can contribute to stress and anxiety.

• It can hinder personal growth: Focusing on instant gratification and immediate pleasure can distract you from pursuing long-term goals and personal growth. Overindulgence can make it challenging to develop self-discipline, motivation, and the ability to delay gratification, which are essential for achieving your dreams and aspirations.

• It can create emotional dependence: Regular self-indulgence can lead to an emotional dependence on temporary pleasures to feel good. This can make it difficult to cope with challenges and setbacks in a healthy way, as you may always seek external sources of happiness instead of developing inner resilience.

• It can strain relationships: Self-indulgence can often come at the expense of your relationships with others. Excessive focus on personal pleasure may lead to neglecting responsibilities, neglecting your loved ones, or engaging in behaviors that hurt others. Healthy relationships require balance and consideration for others, which can be compromised by excessive self-indulgence.

• It can lead to feelings of guilt and shame: Overindulgence can trigger feelings of guilt and shame, which can contribute to low self-esteem and a negative self-image. This emotional burden can further hinder your well-being and make it difficult to maintain a healthy lifestyle.

Pick it up and carry: It helps to be inclusive. Teachers should know their students origins, and background. The best way of it is to talk to them regularly and be connected to the families of the students.

Feedback or information from their classmates is another very notable aspect, especially the positive aspects the group of students see in each of them to improve their self-esteem and self-concept.

Engage students by seeking their feedback on the classroom atmosphere throughout the course, semester, or year-end session.

Practice inclusivity by avoiding self-indulgence, which entails not assuming prejudice but actively working to overcome it.

These are essential approaches

"Close the Barn Door—Now"

This approach emphasizes the importance of proactive measures to demonstrate values around inclusivity and prevent future problems. One way to implement this in my professional practice is to include a clear statement on respectful behavior and inclusivity in the meeting agendas or ground rules for any professional gatherings. By setting the tone from the outset, I can create an environment where all participants feel valued and respected.

Approach 2:

"Pick It Up and Carry It"

The idea of actively including and making an effort to understand and respect diverse backgrounds resonates with me. In my own practice, I can start by making an effort to learn and correctly pronounce the names of all participants in my meetings or workshops. Additionally, I can take the initiative to educate myself about different cultural practices and important dates, ensuring that I am mindful and respectful of diverse perspectives. By implementing these approaches, I aim to create an inclusive and respectful environment in my professional practice, where all individuals feel valued and empowered to contribute.

Ask For Feedback: because strategies like these empower students and help them to become more involved in their learning. In addition improves communication between teachers and students by demonstrating how even the teacher is willing to seek feedback in order to grow and learn.

Accept Discomfort because we could cultivate a sense of belonging among students, and facilitate students’ ability to engage productively with one another across their differences

I always write a class contract with the students: after I or students suggest things, we discuss them and decide on how to behave. I always insist of matters of inclusivity, equity and diversity. I also give them a needs analysis questionnaire (Letter to me, it is entitled), where I ask them to answer an evaluation of their competences and skills, strengths and weaknesses – not only concerning my subject (English) but also their life outside the classroom.

2. Ask For Feedback: I ask students to write a paragraph commenting on our working together at the end of the school. I might write questions from now concerning the climate of the class and how they experienced it, if they felt welcome in the school and my class how problems could be solved, how things could be different

Close the barn door: From the first days of the course I try to gain my students´trust and thus avoid or minimise problems in the future.

Ask for feedback: I usually encourage my students to express their opinions, views, ideas... it´s a way to know them better and to make them participate

Accept discomfort: Try to do things in a different way, to learn something new, additionally to broaden your horizons.

Ask for feedback: it is always a good idea to give the students an anonymous survey at the end of the semester, from which we can see how they felt during the lessons, whether they were satisfied, inclusive, relaxed.

1. Close the barn door - now: at the start of the school year I always introduce my requirements for the lessons, then students create their rules for themselves and their teacher, and after the discussion, we follow the most rules to avoid misbehaviour or misunderstandings;

2. Ask for feedback: at the end of each lesson, semester, or school year, it is important to get feedback from the students to find out about the lesson, course, or even all-year lessons.

I would include in my school "Home is where your comfort zone is " and "Feedback".

Pick it up and wear it.

It is very important to listen to each student, to understand where they come from, who they are, how they live and what their family habits are to welcome them into our class, these are the first keys to kindness. : open up to others and allow them to open up to their peers and their teachers so that they feel good and can communicate, understand and be available for school learning.

Embrace the discomfort.

Working with a class group means revisiting your ways of teaching, enriching them, making the students comfortable. It's true that every year we change class configuration and I find important to start by evaluating the group in terms of knowledge, interpersonal skills, skills and the multiple intelligences within the group. This is essential and then I can build my position as a teacher as close as possible to my students who then build themselves in a more generous way and participate better in learning.

For me, questioning your ways of doing things every year, taking time at the start of the year to develop intra-personal skills allows you to gain a lot afterwards and allows belonging to the group and well-being in class for the students, for me, and the families are also happy. The virtuous circle is being established.

The first thing to ask a well-being team is to identify any existing strategies or initiatives already in place to support student well-being. Understanding the current landscape will help determine areas for improvement and collaboration. Additionally, discussing the specific needs of the classroom or school community can guide the development of targeted well-being initiatives that address the most pressing concerns.

By gathering information from diverse sources and engaging in collaborative efforts, educators can effectively promote student well-being, fostering a supportive and nurturing learning environment where all students can thrive.

I wish my classroom to be inclusive. I should implement this approach and make an effort. I should get to know my students and their background better, what they are interested in and using this information to include them more.

Ask for feedback:

When I taught in high school at the end of the 1st semester I used to ask my students for feedback. Now I’m a teacher in a primary school and I’m planning to start doing it again but more frequently and focusing on their well-being in my lessons, asking them about how they feel, if they feel included, if they have any suggestions about what might help.

1- Ask for feedback: taking an anonymous survey at the end of the semester is a useful way to improve student well-being by understading whether the classroom climate was welcoming.

2- Home is where the Comfort Zone is: helping students express their emotions can help create a more welcoming environment in the classroom.

Accept discomfort - If we want to get better we need to accept change.

Sinem from Turkey

So I would like to say first of all: Don't be self-indulgent! We first of all need to be very critical with ourselves and find the aspects in which we can improve our actions. This cannot ignore never seeing things from our comfort zone, knowing and experiencing the real situations of our students, making them our own and sharing them with the class group.

Pick it up and carry it: Our behaviors light the way for our students, we are the first to show inclusive and welcoming attitudes, when we are fair and available without differences, showing interest and complicity with everyone.

Ask for feedback: creating situation of sharing experiences and conversations to know each other and express emotions, feelings, thoughts. We can build our empathic bonds with our children and know their needs, difficulties, bad and good feelings. We can collect important data to craft all the situations and conditions about well-being in the group of the children, also using a short vocal survey with images to involve younger children of preschool.

2.Approach and discomfort

ask for feedback: we usually ask for feedbacks at the end of the lesson, wanting to know if students understood everything or if they have a doubt; it would be great to start asking them if something in our lesson, in our routine or in our words has caused them a discomfort. I have never asked my girls if they were not at ease with the male pronouns used in the example, or asked pupils' if they found non-inclusive the pictures on the textbooks (e.g. the happy mother-father family sitting around the table and so on)

1. Close the Barn Door. By being proactive we can set the tone and and prevent future problems. We are role models for our students, so if we give the good example most of them will follow. Peer pressure and the urge for belonging will do the rest. Soon most will adopt the values around inclusivity which we as teachers embody.

2. Ask For Feedback. By asking students how they experience the climate of the classes or the school itself, we can learn a lot. In a sense our students are our customers: they deserve a quality control check, not just about 'what', but also about 'how we teach'.

2) Ask for feedback.

i am usually doing it at the end of the year, i have never thought that it would be good at the middle of the year in order to self improved

2)Don't get self-indulgent. : I think this is the basic one. Sometimes choosing the easiest way is the worst of the ways. So we can produce solutions according to the profiles of our students if we are eager to leave the comfort zone.

2) Ask for feedback: I think we don't do this often enough and it is so simple. Maybe we are sometimes afraid of the response and the fact that feedback cannot just stay feedback - it requires action and change on our end.

Home is where the comfort zone is-help the students

Pick up and carry: It is important to show students that we care about them and we know them, that we respect them and treat them as responsible people.