Learning Environment

By: Sharnjit Moondi

Learning Environment
The physical or virtual setting in which learning takes place.

Environment refers to the atmosphere, ambience, tones or climate that is within that particular setting.
It takes into consideration the way in which students experience psychological and physical characteristics of the classroom environment

A sustaining development in this field

In 1979, a conceptual framework for human environments was developed by Rudolf Moos.

Conceptual Framework
Relationship dimension: concerned with the nature and intensity of personal relationships Personal Growth dimension: focuses on opportunities for personal development and selfenhancement. System maintenance and system change dimensions: the extent to which the environment is orderly, clear in expectations, maintains control and is responsive to change

Overall results of studies:

Studies in the past 30 years have shown evidence that the quality of the classroom environment is a significant determinant of student learning. Literature identifies links between the climate of the classroom and the factors that impact on learning such as student engagement, attendance, selfefficacy and the overall quality of school life. This shows how the climate within an environment can influence the degree to which students are willing and able to learn
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Importance
Students learn better when they perceive the classroom environment more positively
Physical elements Social elements

The physical element is explained very well in Maslows Hierarchy of Needs. It highlights the importance of meeting basic needs, such as physical comfort, before an individual will consider their psychosocial needs.

Responsibility
Creating a positive learning environment is not only the responsibility of the teacher because students are also mutually responsible as well.

It is also true that teachers have a leadership role in classrooms, so the importance of making the learning environment as positive as possible requires a teachers thoughts and actions.

Keep in Mind for creating a positive learning environment

1.) Physical Environment

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Continuation
2.) Lesson content and delivery

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Continuation
3.) Social- staff/student relationships

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Continuation
4.) Social- peer relationships

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Continuation
5.) Order and Organization

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Conclusion: Accessible Strategies

Making the most of lesson beginnings- greeting students, having activities and materials pre-prepared
Sharing lesson objectives with students

Allowing opportunities for collaborative working

Using a range of seating arrangements for activities Providing displays of work Using language and opportunities to build relationships and raise self-esteem
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Points to remember
Do not underestimate the impact of the physical environment.
Comfort of students and the impact of learning in a tidy and well-organized environment

Allow students to select whom they would like to work collaboratively on learning activities with because they will be more motivated to be engaged.

Students need to be involved in making choices about their learning.

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References:
Adler, R. B., Rodman, G., & Sevigny, A. (2008). Understanding Human Communication. Don Mills, Ontario, Canada: Oxford University Press Canada. *Dorman, J. P. (2008). Using student perceptions to compare actual and preferred classroom environment in Queensland schools. Educational Studies , 34 (4), 299-308. Fraser, B.J. 1998. Science learning environments: Assessments, effects and determinants. In Interna-tional handbook of science education, ed. B.J. fraser and K.G. Tobin, 527 64. Dordrecht: KluwerAcademic Publishers. *Gillen, A., Spink, L., & Wright, A. (2011). Student perceptions of a positive climate for learning: a case study. Educational Psychology in Practice , 27 (1), 65-82. Johnson, J. S. (2008). Deweyan Inquiry: From Education Theory to Practice. New York, United States of America: State University of New York. Marzano, J. S., Marzano, R. J., & Pickering, D. J. (2003). Classroom Management that works: Research- Based Strategies for Every Teacher. Alexandria, Virginia, United States of America: ASCD. Maslow, A., & Mintz, N. (1956). Effects of Esthetic Surroundings. Journal of Psychology , 247-254.

Mitterer, J. O., & Santrock, J. W. (2005). Psychology (2nd Edition ed.). United States of America: Mcgraw-Hill Ryerson.
*Moos, R.H. (1980). Evaluating Classroom Learning Environments. Studies in Educational Evaluation , 6(3), 239-52.

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