Module 5-WK5-Environment-

Analyze and answer these questions:

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, student’s
belongings, supplies, etc)? Describe these areas. Will it make a difference if these areas for specific
purposes are not present?

2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?

3. What are the daily routines done by the Resource Teacher? How are they done?

4. Is there a seating arrangement? What is the basis of this arrangement?

5. Observe the noise level in the classroom. How is this managed?

Lesson Proper for Week 5

4.1 Objective 1
Developing a positive learning environment isn’t just a nice idea, it’s a prerequisite to effective
learning. Get it right and learners will be better able to focus, take control of their learning, and be
more willing to experiment and take risks with language.

How you look and sound

Teacher enthusiasm has a huge impact upon learner motivation, which increases active participation
and therefore learning.

Our tone of voice and facial expressions play a key role so it’s worth finding out if you look and sound as
you expect (lesson recordings revealed how grumpy I look when thinking). If that’s an issue for you too,
then a note by your webcam or on your lesson plan reminding you to smile, may help.

Don’t feel you have to be someone you’re not though – your students will see through that anyway. Just
be conscious of how you come across and do your best to present an encouraging, positive you. That’s
easier if you feel good, so make time for things that put you in the right frame of mind, whether that’s
music, exercise, or tea and a chat.

Be prepared – and kind to yourself

Before trying out something new in class, test it out with a few colleagues beforehand. You’ll be more
confident and reassuring when introducing it to learners – and able to overcome problems that may
come up.

From time-to-time things won’t go to plan; the tech may fail, or you’ll forget something. While that can
be a pain, it’s often more of a problem for students if their teacher appears distracted or upset as a
result. So, give yourself a break and avoid lingering on things that don’t go well.

Above all, remember that you’re working to create a safe space were taking risks and making mistakes
are encouraged – and that’s something we can model through our responses to setbacks.
Responding

Challenge learners while showing you believe in them; Thank and praise students for their contributions.
Acknowledging that something scary has been overcome provides a real sense of achievement.

Respond to what’s said before giving feedback on language – and then ensure it’s balanced. Drawing
attention to good language use (as well as errors) is useful for all.

Help students respond to each other more effectively by modelling and teaching active listening
strategies in class.

Sense of progress

A positive learning environment is often one where learners feel they are learning and making progress.
Help enable this by regularly prompting students to reflect upon what they’ve learnt, and where possible
linking it to real-world uses. For example, using appropriate words and phrases to message a friend in
English, being able to quickly find key information in an academic text, or politely asking a stranger for
directions.

Displaying learner work in classrooms, encouraging students to keep portfolios – or learner diaries, can
be nice ways of prompting this reflection.

Less is more

Decorating 50% – 80% of wall-space with student work, learning aids and inspiring images helps provide
a good balance of visual stimulation. However more than that can reduce students’ ability to focus, so
remember – less is more.

With the additional cognitive load associated with navigating a platform, the same applies to teaching
online. Help students by limiting on-screen text and not being afraid of silence: thinking time and a
break from your voice are important.

Their class

Help students feel invested in their class, rather than a place where learning happens to them. Seeking
input from learners about what happens in their classroom can instill a greater sense of ownership and
trust. This can range from selecting background music, to identifying topics and getting feedback on
activities and texts. When you find yourself making a choice, stop and ask yourself if learners could
benefit from making it instead.

Six Tips for Creating a Positive Learning Environment in Your Classroom

Tip 1 –

Always build classroom rules and procedures collaboratively and in the positive. I cringe when I visit
classrooms and see “No Talking” as classroom rule #1. I suggest beginning by have a discussion with your
students about how they learn best and then fashion your rules accordingly. If some students say they
need a quiet area to work in at times, try a sign like, “Quiet Area, Brains at Work.” Also, if your classroom
rule says “We don’t use cellphones in class.” the students shouldn’t see their teacher texting someone.
Classroom rules should apply to everyone equally.
Tip 2 –

Continually let your students know you believe in them. Saying “I know you can get this” rather than
“You need to try harder” for example is an indication of your belief in them rather than an accusatory
statement. Saying, “We talked about this yesterday. Did you forget?” is laying blame on the student.
Instead, a statement like, “You had this so well yesterday. I know you can get it today.” reminds the
student of their past success. These are both subtle differences in language that can make a big
difference in your students’ perception of your faith in their as learners. Think about Carol Dweck’s work
on fixed and growth mindsets.

Tip 3 –

Speaking of mindsets, examine your own mindset. Do you believe in your own ability to learn and grow?
Do you believe it is your obligation as a teacher to model learning and growing? Look at this graphic on
an educator’s mindset and do a little self-reflection.

Tip 4 –

Use your language to show students that they are learning for their own benefit, not yours. I can’t begin
to count the number of times I have heard teachers begin an instruction or direction by saying, “What I
need you to do for me…”. This tells the student they are doing a task for the benefit and approval of the
teacher. Just eliminate that part of the direction and begin with, “The first thing you need to do to learn
this is…” The learning has to be for the benefit of the learner, not the teacher.

Tip 5 –

Be honest in your feedback. Good feedback tells the learner what they did correctly, where they may
have missed the mark, and what specifically they need to do next. I remember being a 7th grade student
art class. I have a number of talents, but drawing isn’t one of them. The teacher wrote, “nice job” on my
sketch of an orange. I knew very well that my smudged mess of an orange wasn’t a nice job. It wasn’t
even a decent representation of any fruit known to man. I would have benefited by her telling me one
thing I could do to make it better. Maybe something like “We are learning about perspective. Try adding
a shadow behind your sketch.” Her “nice job” told me little about how to improve. Knowing I received
undeserved praise lessens the impact or praise when it is truly earned.

Tip 6 –

When dealing with a student conflict or behavioral issue, be objective rather than accusatory. For
example, rather than say, “Why did you take Jacob’s pencil?” begin by asking what happened. Asking
why a student did something will likely provoke a defensive comment. “I took is pencil because he called
me a name.” This leads to the inevitable “No I didn’t, yes you did” cycle. Asking what happened will
allow both students to tell their story, moderated by the teacher. Give prompts like, “How did you think
that make Jacob feel?” – “How else do you think you might have reacted?” – “What might you try next
time?”

Students are more likely to learn in a safe learning environment – one in which they feel valued and
protected. As you build and cultivate this environment, also be sure to use research-based instructional
strategies to be sure students clearly know what they are expected to know, understand, and be able to
demonstrate. Building a strong learning environment and using research-proven instructional strategies
makes it more likely that students can answer “yes” to the questions, “Can I do the work?” and “Will I be
accepted here?”

Classroom setup is an important component in a learning environment because it is an essential piece of

classroom management to support both teaching and learning. The physical atmosphere of the
classroom can help prevent behavior issues as well as promote and improve learning. The structuring of
the learning environment is essential for teachers and students. The physical arrangement of the
classroom can affect both student and teacher behavior, and a well-structured classroom management
plan of design can improve learning and behavior. To create an inviting, safe, supportive learning
environment, using classroom management for the way you arrange your desks matters. A supportive
learning environment can mean the difference between having a good day and a bad day.

Your classroom arrangement is the physical foundation of where your students will learn. This means
that every square foot of it needs to be used for activities that support learning. The spatial structure of
the classroom, where students will be seated, how the students will move about the classroom, and the
whole classroom atmosphere needs to be considered, as well as how the classroom will be structured to
address the academic, social, and emotional needs of the students. The physical arrangement of the
classroom should also be reflective of the student body and must be consistent with the needs of all
learners.

In addition to the way your classroom is physically arranged, the classroom environment needs to be
considered: what you put on your walls, the classroom materials you will use, and where and how you
will set up your activities. All attributes of a structured learning environment need to be considered
when setting up your classroom.

Benefits of a Well-Designed Classroom

Students learn to respect boundaries. For example, there are “teacher only” areas as well as the
boundaries of space a student has around his/her personal desk.

The organization of classroom materials allows students to retrieve them quickly, which helps to
decrease unwanted behavior.

Proper room arrangement provides predictably, which is essential for students because students thrive
when they are in a comfortable learning environment.

Students will learn which behaviors are acceptable and expected in each specific location in the
classroom. For example, when in the classroom library, students need to be quiet, but while in the
classroom play area, students are allowed to talk.

Students will learn to anticipate which activities will occur in specific areas of the classroom. This helps
students be mindful of how they need to behave for each specific area they are in.

Arranging Your Classroom

Before you set out to arrange your classroom, consider asking yourself the following questions:

How do I need to structure the desks? Teacher-focused activities mean desks will be in rows or small
clusters facing the front of the classroom, while student-focused activities mean desks will be put into
groups or semicircles so students can easily collaborate with one another.
· Do any of my students have specific medical needs? A food allergy, wheelchair, etc.

· What furniture is available? Desks, tables, bookcases, shelves, etc.

· What information do my students need to know? They need to know the date, assignment,
classroom procedures, etc.

· What will inspire my students every day? Quotes, posters, classroom awards, everyday heroes, etc.

· What education artifacts do they need? Word walls, literacy resources, purposeful posters and
bulletin boards, etc.

Have I considered a flexible seating classroom? Standing desks, bean bags, stability balls, etc.

The answers to these questions will help guide you to structure an effective learning environment for
your students. Depending upon what furniture is readily available, you will also need to structure your
classroom so that every student has a home base (or an individual learning area like their own desk), a
whole group instruction area, a dedicated teacher area, as well as a transition area where students can
wait for the next activity or lesson to begin, or at least have your space arranged so students can move
about easily and comfortably without bumping into one another.

· Essential Areas

As mentioned above, there are a few required areas that you must have in your classroom: a home base,
group instruction area, teacher workstation, and transition space. Here we will take a closer look at how
you can arrange each of these specific areas.

· Dedicated Teacher Area

Teachers need a place to call their own too. This space should be near an outlet where you can have
access to a computer, as well as out of the way but also easily accessible for students to get to you.
Ideally, your space should be near the window with your desk or small table situated sideways, in the
corner of the classroom. This way you will get the light from the window to help you see, you are out of
the way but also easily accessible to students and are able to scan the whole classroom right from your
seat.

· Home Base

Each student needs a space to call their own. Have it been an individual desk or their own space at the
table, they need something to call their home base. This space is a place where students can do their
independent work or go to when you are transitioning in between lessons.

Two factors need to be considered when deciding where students’ home base will be: if the student has
any behavior issues and the size of your classroom. Once you factor in these issues, then you are ready
to clearly assign each student a home base.

· Transition Area
The transition area can be a specific location, like the carpet, that students go to while waiting for the
next activity. What this space looks like and where it is located will depend upon your students’ needs as
well as their ages. No matter where the space is, it is important that your students know where to go
during transition periods.