The Learning Environment

Learning Objectives:

1. discuss the different kinds of learning environment;

2. specify the importance of having a good classroom, home and community
environment;
3. plan their ideal classroom environment; and
4. identify ways by which parents and the community can help foster a good
learning environment for the learners.

Classroom as Learning Environment

Classroom is a place where the teacher interacts with the learners.

Formal instruction is usually done in a classroom. As a learning environment, it
provides for classroom learning activities and affords the transfer of learning from
classroom to practice. The knowledge acquisition resulting from such is
manifested by the ability of the learners to create meanings from the activities,
draw implications specifically from previous experiences, and apply them in real
actual life situations.
A good classroom environment has a stimulating climate, one that results
not only from desirable physical surroundings and healthful conditions, but also
from social relationships and emotional attitudes. Classroom environment
encompasses a broad range of educational concepts, including the physical
setting, intellectual climate, social climate and emotional climate created through
social contexts and numerous instructional components related to teacher
characteristics and behaviors as follows:

 Physical environment. This is the totality of the outside elements or the

physical make-up that influences the learner. It includes the room, its size,
location, ventilation, lighting, instructional materials, chair arrangement, room
acoustics, and provision for orderliness, cleanliness and sanitation.

 Intellectual climate. This refers to a learning atmosphere characterized

by activities designed to challenge the intellect of learners. It includes
providing opportunities for development of thinking skills, both creative and
critical, problem solving, and diagnosing patterns of behavior to be acquired
through intellectual exchanges. In intellectual environment, the teacher
affords the learner with his guidance to work out solutions to existing
problems and eventually becomes independent and self-directed individuals.

 Social climate. There are three types of social climate existing in the
classroom: autocratic, laissez faire, and democratic.

In the autocratic climate, the teacher directs and decides as to

what activities are to be done. Evaluation of learners’ progress is based on
arbitrary standards. In this kind of setting, there is very little chance for

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 group activities participation, as well as self evaluation and the occurrence
of situations, such as when the teacher terminates an activity, postpones
the learner’s inquiries, and discourages volunteers. The social climate of
the classroom is authoritarian or teacher-oriented.

In the laissez faire climate, there is a little emphasis on group

participation. The individual acts on his own, working for the recognition of
his accomplishments. This climate is not characterized by interaction.

In the democratic climate, there is a high regards for group

participation and cooperative work. The teacher becomes a facilitator and
guides the learners in the accomplishment of a common set of objectives.
This set-up calls for a wider communication between the teacher and the
members of the group.

Leadership is not a monopoly of the more gifted. Sharing of role

is observed so that everyone is given a chance to prove his worth as
reflected in the kind of performance the group is able to arrive at. Group
activity in this climate becomes effective tool for learning. Teaching in this
climate is describes as permissive, integrative, and learner-centered.

 Emotional climate. This refers to the mental health and emotional

adjustment of all learners. Learners have varied needs and interests, the
reason why the teacher has to acknowledge the differences in personality
of the learners. One important consideration the teacher must look into is
providing the learner with a feeling of being secure in his group. He should
feel accepted. Rejection will alienate him from the group, thereby,
diminishing his self-esteem. This kind of climate reduces the chance to
make leaning an effective and wholesome experience because of the lack
of acceptance expressed by members of the group regarding each other’s
needs or goals.

The Role of the Teachers in the Classroom Environment

The teacher’s behavior, including his development, is one of the
components of classroom environment, along with school culture. On the
account of the need to maintain an effective classroom, there is a need for
professional development of teachers particularly the less experiences. This
includes intense monitoring, advanced studies, and teaching partnership with
colleagues in the school community and even with the students.
Early enough, classroom rules and procedures should be introduced
and consequences, should be enforced consistently among students throughout
the school year. This will ensure harmony and cooperation in the school
environment. Research has shown that routine and fairness have a positive
impact on behavior, as well as academic quality. It has been acknowledged that
teachers who run respectful classrooms are in turn more respected by their

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students, and students believe that these teachers also hold a higher learning
expectations.
Teachers are encouraged to focus more on the learning task than on the
outcome or grade assigned at the end of the task, although this becomes much
more difficult if the emphasis on education is places on accountability and high
stakes testing.

MEASURING CLASSROOM ENVIRONMENT

1. Relationship dimension that focuses on the interpersonal relationships

between students and students, and the teacher in the classroom.
2. Personal development dimension which centers on individual
characteristics of he classroom member.
3. System maintenance and change dimension that include attributes, such
as classroom control order, as well as responsiveness to change.

CHARACTERISTICS OF THE LEARNING ENVIRONMENT

The learning environment has the following characteristics:
 Welcoming the children
 Provides sufficient materials for all the learners
 Allows children to find us, use, and return materials independently
 Encourages different types of play
 Allows learners to see and move easily through all the areas of the
classroom
 Flexible so that learners are free to continue their play and bring materials
from one another to another
 Provides materials that reflect the diversity of the learner’s family and their
living environment

Some examples of the learning environment are given below:

 House area
 Art area
 Toy area
 Reading and writing area
 Sand and water area
 Wood working area
 Movement and music area
 Math and science area
 Computer area
 Outdoor area

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Summary:
One of the important tasks of a teacher is to create an effective learning
environment. If the classroom is an effective learning environment, learners will
achieve more, acquire more positive attitudes, and be equipped with basic solid
skills that they can apply throughout their lives.

Many factors are involved in creating an effective learning environment.

Teachers need to have thorough knowledge on their subjects. They should be
interested in the subjects that they teach; they are expected to be able to explain
the need for their subjects; and they consider the success of their students as
vital to their own success as educators. Good teachers are able to assess
learning effectively.

Home is another significant learning environment in enabling children to

develop trust, attitude, and skills that will help them learn as they embrace the
world with enthusiasm. It is the cornerstone of every young child – a place of
nurture to help achieve one’ fullness.

Schools use community meeting to address critical issues to teach values

and to share information. Such meetings can also be fun and a source of
edutainment. In addition, community meetings also serve as an opportunity to
showcase student performance in the context of projects, exhibits, and other
activities. Though every school’s community meeting looks different, the
outcomes are expected to be the same: students and teachers feel more
connected and are capable members of the community. Therefore, community is
the last significant learning environment.

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