Learning is a continuous process and it takes time to process knowledge. It is essentially an observable and measurable change in behavior that is the result of an experience. Vygotsky (1978) describes the existence of continuous interactions of thoughts, simulations, past experiences, personal opinions when learning occurs. In a school context, diversification exists in the background of the pupils. This diversification is based on culture and origin which makes it difficult for the teacher to create a homogenized and harmonized learning environment that would benefit all pupils equally. To promote learning behavior, it is very important for me as a teacher to understand and know the pupils' background. This requirement can be met through “inclusive classroom” environments that offer “cooperative and collaborative learning” which in turn will bridge the communication and achievement gap while providing understanding of the course objectives. This article discusses the potential causes of disengagement with the science curriculum and the factors involved in promoting a positive learning environment. Literature is critically reviewed and various personal opinions based on my school experience are shared to promote positive learning behaviors. There is a huge influence of behaviorism in the education system as it can be used to address bad behavior (Kauffman et al, 2006). Present aversion, engineer extinction of unwanted behavior, and punish response costs to combat misbehavior. During my school experience, I have noticed many teachers who use these techniques in their lessons, capable of transmitting knowledge to pupils in a coherent, orderly,... middle of paper... need to pursue social inclusion and social justice through school policies, classroom teaching and practices. The classroom environment is usually isolated from the school, but going beyond the classroom to overcome such issues can actually help create an inclusive environment within the school organization. Inclusive schools aim to create an inclusive learning environment. The involvement of all pupils, listening and sharing individual ideas and solving problems together are the first steps towards inclusion. Universal instruction should be designed with the motto “No Child Left Behind” in mind. Involving staff and parents in planning activities can also promote inclusion. Activities should be designed in such a way that all pupils can actively participate, which helps to build self-esteem, independence and confidence and, therefore, preserves pupils' integrity.