Reflective students who are pro-active in thought processing in the classroom often do not receive the same level of positive appraisal from teachers. Many educators have been conditioned by universal norms to believe that to talk profusely during class time means to engage while to remain frequently quiet tends to denote a lack of engagement. The chapter challenges this positioning and argues that teachers who neglect introverted students or treat them all as a low-engagement community risk perpetuating exclusivity in pedagogy. The discussion unpacks the dynamics of productive mental processing and points to the need of revamping pedagogical practices in ways which not only acknowledge students' need to learn contemplatively but also provide equitable assistance to the learning process. With education offered in this way, both highly articulate students and their reflective counterparts can benefit from a compassionate and inclusive pedagogy that does not diminish any individuals as peripheral. [For the complete volume, "Transforming Pedagogies through Engagement with Learners, Teachers and Communities. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 57," see ED661742.]