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Interactive Teaching Strategies Reduce
Inappropriate Student Behavior in Kosovo
Naser Zabeli and Blerim Saqipi (Kosovo)
After half a century of socialism, followed by nearly a decade of unfavorable conditions, Kosovo, in 1999, welcomed broad international support to make the educational changes needed to align its educational system with western standards. International and local educators combined their efforts to reform teaching methodologies, and enable the shift from a very traditional rote memorization system to one that encouraged student-centered, interactive teaching and learning.
Understandably enough, this change in teachers’ thinking, as well as in their approach towards teaching, has had a wide range of effects. For example, due to the availability of various professional development opportunities, teachers have come to understand the importance of interactive teaching strategies because they have directly experienced the positive impact of these strategies on student learning.
Through our own experience in teacher education, more specifically in delivering and implementing the learner-centered Reading and Writing for Critical Thinking program, as well as other education projects, we have witnessed this shift in teachers’ thinking, and have observed first-hand how interactive teaching strategies enhance students’ critical thinking skills.
However, the implications of these interactive strategies in the classroom warrant further exploration. For example, having students work together on projects may create more “noise”—working noise. In traditional classrooms, noise of any type was considered unacceptable. So, the question arises, how do teachers respond to such noise, and to other student behaviors previously considered unacceptable in their classrooms?
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Interactive Teaching Strategies Reduce Inappropriate Student Behavior in Kosovo