Setting The Tone For A determined learning Environment

Math U See - Setting The Tone For A determined learning Environment

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Every educator has a responsibility to supply a healthy learning environment for his or her students. Over the years, volumes of research have been conducted to help teachers conclude what works best for the students. There is a wealth of methods and techniques that, straight through research, have been proven to heighten the quality of the learning environment. Many distinct aspects of the learning environment should be considered.

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A certain learning environment is one in which school staff, students, and parents build safe and peaceful environments where citizen feel appropriate and respected and where learning is the main focus (Stratman, n.d.). Therefore, a certain school atmosphere exists when all students feel comfortable, wanted, valued, accepted, and accumulate in an environment where they can interact with caring citizen they trust. A certain school atmosphere affects everybody related with the school, being the students, staff, parents, and the community. It is the belief theory or culture that underlies the day-to-day operation of a school. "Improved school atmosphere is a goal to pursue. Educators need to permanently work toward improving their school climate, culture, and conditions so that learner learning is improved" (Noonan, 2004 p.64). How Teachers Can Set the Tone for a certain learning Environment

There are many things a educator can do to make his or her classroom a safe and certain place for students to learn. First and foremost, a educator needs to be enthusiastic about her or himself. They must come in with an energetic attitude. They must be certain because it radiates. How the educator feels and appears it will work on the classroom. The educator is the facilitator, the educator sets an example, and the educator is the role model. Attitude goes a long way.

When teachers come to work stressed-out, it can be damaging to the students. A study conducted by Yoon (2002) investigated whether or not educator stress, negative affect, and self-efficacy would predict the quality of student-teacher relationships. Findings suggested, "negative teacher-student relationships were expected by educator stress. Valuable correlations were found among negative affect, educator stress and negative relationships"(p.486).
The educator should also share with the students the importance of an study and the importance of being independent. So if they see a educator enthused about learning and ideas are shared, then the students will feel the same as well. Teachers can also help originate a certain environment by simply caring for the students and showing each of them that they are special. Furthermore, they should be taught to respect and care for each other.

Teachers should ordinarily conduct research to stay recent on the best practices and methods to use in creating a certain learning environment. Freda Glatt, a retired educator who firmly believes in the benefits of a certain learning environment has shared some tips on creating a certain learning environment straight through the Sandral Sensations website (2003):
Make sure each child knows that he is foremost to you as an individual. Give eye taste and a pleasant greeting to every child each morning. Look and sound enthusiastic when a child makes improve on a skill he is looking difficult. Anytime is a good time for a smile.

Teach students to help rather than to laugh. It takes a lot of bravery to participate when you are unsure of yourself. Bring that to your class' concentration by doing some role-playing. Ask how they felt when their classmates laughed at them. Remind your pupils that everybody is human and makes mistakes...but that it is okay and expected. You do not want them to fear being ridiculed if they ask a request or rejoinder incorrectly.

Take note of your students' strengths and let them help you throughout the year. Make a certain statement before giving a correction. Your reaction when a child gets an rejoinder wrong is also important. "A certain statement, followed by a negative one, helps to soften the blow and you remind students that you care" (Burnett, 1999, p.3).

George Stratman of the San Diego County Office of study (n.d.) has created a beneficial list of "10 Subtle Ways to originate a certain learning Environment", which can be a beneficial guide of elementary school teachers:

1. Begin your week by "nesting." Students need time upon arrival to become familiar with and comfortable in their new surroundings. Take time during your first class to discuss the week and what they will be doing and to rejoinder questions they may have.

2. Use the students' names. They will feel that you know them and care about them.

3. Catch them being good. Praise the group and individuals when they do well. (Be careful not to over praise an individual. Telling the other students that they should behave "just like Suzy" can be counterproductive--and not necessarily appreciated by Suzy.)

4. Dignify wrong answers. If a child gives a wrong answer, give him or her credit for trying, and if possible, impart their rejoinder to the subject matter. For example, if you are request the students for an example of a decomposer and a learner answers "manzanita," you could rejoinder by saying, "the manzanita is a vital part of this ecosystem, so you're on the right track. However, I'm looking for a living organism that would help break down the manzanita into soil after it dies."

5. Give students a second chance to rejoinder correctly. You could follow-up on the situation above by giving all the students an chance to share with their neighbors some examples of decomposers. Once it is clear that everybody has an answer, tell the learner (above) that you will give him/her an additional one chance and then, after you've taken an rejoinder or two from other students, call on that learner again.

6. Don't "zap" students. If a learner is misbehaving, try and redirect the behavior in subtle ways such as spellbinding closer to that individual, utilizing his or her name in a sentence during study (such as "let's say we were walking on the trail and Johnny came over a deer track..."), or a polite hand on the shoulder. If you must address the child directly and aggressively, pull him/her away from the group. If you overtly discipline a child in front of the group, others may be afraid to participate for fear of the same treatment.

7. Phrase your questions in a manner that is non-threatening. It is better to ask, "who would like to share with the group..." than to ask "who knows the rejoinder to..." as the latter implies that if you don't raise your hand, you don't know.

8. Allow for mental time. After you ask a request or give instructions give the students time to process. If you give instructions and ask for questions but do not supply wait time, children who process slower than others may not understand and will feel lost once the action starts. Students who are not given enough time to think when answering a request will similarly feel left out.

9. Don't repeat answers. When a learner makes a comment, let his/her commentary stand on its own. If you repeat the answer, the students will be trained to listen only to the educator and you will steal some of the "thunder" away from the student. If you think the others did not hear, have the learner repeat the answer. (Note: this technique may not work when addressing 200 people, but is very sufficient with a smaller group.)

10. Give the students choices. Make sure the choices you give are appropriate to you. For instance, you can say "today we are going to climb 'Daredevil Hill,' would you like to do that before or after lunch?" Giving some selection in activities, or at least the order, gives the students some control and buy-in for their week.

How Parents Can Set the Tone for a certain learning Environment:

Parents can also play a part in creating a certain learning environment (Muijs, 2004). Teachers should expect parents to work with their child and school personnel to maintain the learning of their child and the learning environment of the school. The Canadian study Act 1997) asserts certain expectations for parents. These are to: "meet the basic needs of their child; ensure their child attends school; encourage their child to faultless assigned homework; attend to their child's conduct while the child is at school and on the way to and from school; impart reasonably with school personnel." (Canadian study Act, 1997, p.1).

Just as the teacher's attitude plays a role in establishing the certain environment, the parents' attitudes also take follow (Ajzen, 1988, p.10). Parents can help by sending the child off to school on a certain note. If a parent smiles as he or she wishes the child a nice day and says "I love you", the child is already approaching the day with a certain outlook and will be more receptive to learning (Ajzen, 1988, p.10).

In conclusion, with the maintain and dedication of the teachers, parents, and administration, any learning environment can and should be transformed into a certain learning environment. Clearly, everybody has a distinct role to play and a responsibility to fulfill in order to enounce the certain environment. There are many benefits to maintaining a certain learning environment. "Positive learning environments in schools will maximize the learning of every student; Help children and youth become full participating citizens of society; Help to build a sense of community; Lead to cost savings and economic benefits as stoppage is less high-priced than incarceration" (Positive learning Environments in Schools, 2005).

Reference

Ajzen, I. (1988). Attitudes, personality, & behavior. Chicago: The Dorsey Press.
Burnett, P. (1999). The impact of teachers' praise on students' self-talk and self-concepts. New South Wales, Aus: Teaching and educator Education. Retrieved September 15, 2005, from Eric database.

Canadian study Act.(1997) Retrieved Sep. 14, 2005, from
http://www.gnb.ca/acts/acts/e-01-12.htm.
DiGiulio, R. (2001). Educate, medicate, or litigate? what teachers, parents, and administrators must do about learner behavior.. California, Us: Educational Management. Retrieved September 15, 2005, from Eric database.

Doctor, S. (1997). Creating a certain school climate. Towards Inclusion: Tapping secret Strengths, 3. Retrieved Sep 14, 2005, from
http://www.edu.gov.mb.ca/ks4/specedu/fas/pdf/3.pdf.

Glatt, F. J. (2003). Retrieved Sep. 14, 2005, from Reading is fundamental Web site: http://www.sandralreading.com.

Johnson, C., Templeton, R., & Guofang, W. (2000). Pathways to peace: promoting non-violent learning environments.. Chicago: Elementary and Early Childhood Education. Retrieved September 16, 2005, from Eric database.

Muijs, D., Harris A., Chapman C., and Stoll, L. (2004). improving schools in socioeconomically disadvantaged areas--a impart of research evidence. School Effectiveness and School Improvement, 15(2), 149-175.

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