● Content management - occurs when teachers

REVIEWER manage space, materials, equipment, the

movement of people and lessons that are part of a
WEEK 1 - THE LEARNING ENVIRONMENT curriculum or program of studies
TEXT 1 ● Conduct Management - refers to the set of
Learning Environment procedural skills that teachers employ in their
● refers to the diverse physical locations, contexts, attempt to address and resolve discipline
and cultures in which students learn. problems in the classroom
● the term is often used as a more accurate or ● Covenant management - focuses on the
preferred alternative to classroom classroom group as a social system that has its
● encompasses the culture of a school or class—its own features that teachers have to take into
presiding ethos and characteristics. (The Glossary account when managing interpersonal
of Educational Reform, 29 August, 2014) relationships in the classroom
Components of an Effective Learning Environment
● the characteristics of the learners; WEEK 2 - EMERGING CONCEPTS AND TYPES OF
● the goals for teaching and learning; LEARNING ENVIRONMENT
● the activities that will best support learning; Online Classroom
● the assessment strategies that will best measure ● One major advantage is the flexibility that online
and drive learning learning gives students.
● the culture that infuses the learning environment. ● Allow students to participate in their education at
TEXT 2 any time and from anywhere that has an internet
● The concept of learning environment was connection.
introduced in Finland in the early 1990s. ● Tends to be more student centered than tradition
● The idea of lifelong learning also started to gain classrooms are.
ground at that time. ● Students are able to direct their learning and
Learning Environment interact with course materials on another level.
● A learning environment is a learning setting Face-to-face classrooms
consisting of the physical environment, ● This environment allows students to directly work
psychological factors and social relationships with their teachers.
(Finnish National Board of Education, 2004) ● Students do not have to be as self-motivated
Physical Environment because they are less accountable in this
● Refers to the buildings, premises, furniture and environment than in other environments.
equipment used for the work. ● Students that are on a campus and have access
● Covers the technical learning environment, which to different supports.
refers to educational technology. Web Facilitated Learning
Psychological Learning Environment ● takes place online but uses technology to create a
● Covers the cognitive environment, which means virtual face-to-face course
the information and skills to be learnt, and the ● Students and teachers are able to interact by
emotional environment, which includes emotions using technology.
and motivation. ● These lessons can be asynchronous or
Social Learning Environment synchronous.
● Includes the social network, structure and system, Hybrid or Blended Classroom Learning
which are influenced by all the people involved in ● These classes combine the convenience of online
the learning situation and the interaction between learning with the social connection of face-to-face
them. learning.
TEXT 3 ● Also for institutions that are lacking in classroom
Classroom Management space hybrid classes can help.
● process by which teachers create and maintain an
environment in the classroom that allows students TYPES OF LEARNING ENVIRONMENT
the best opportunity to learn. Learner-Centered Environments
● Classroom management and classroom ● pay close attention to the needs of the student
instruction are connected. ● the students do much of the talking and construct
Froyen and Iverson (1999) their own meaning based on prior knowledge and
Three Major Components of Classroom Management experiences.
Knowledge-Centered Environments self-control and independent functioning.
● focus on helping students learn information with (Mentoring for Independent Trust)
deep understanding so students can use it in new ● Become the child's ally, rather than the child's
situations and contexts. adversary. Emphasize the positive whenever
● rote memorization does not lead to true possible, and convey that you expect students to
understanding succeed. (Collaboration and Support)
Assessment-Centered Environments
● stress the importance of feedback to learning WEEK 4
● Assessments must match learning goals. PROMOTING PURPOSIVE LEARNING
Formative, or classroom assessment, used to ● Self-determination occurs when students reach
improve teaching and learning, is a constant their own autonomy, competence, and relatedness
source of feedback throughout the context of a and begin forming intrinsically motivated goals
course. and regulate their own behavior to meet those
goals
COMMUNITY-CENTERED ENVIRONMENT EVIDENCE-BASED INTERVENTIONS
● The norms and expectations established in your ● Promoting Alternative Thinking Strategies
classroom enhance or hinder your students’ (PATHS) Program - The program includes
learning experience. 20-minute lessons taught three times each week
How do I create a community-centered environment? self-control and interpersonal problem-solving
● A climate of trust between you and your students skills.
and amongst their peers ● The Strong Kids curricula script half-hour
lessons on diverse topics related to social
WEEK 3 emotional learning. Some of these lessons teach
Basic Strategies for Providing Structure in the goal-setting, decision-making, and becoming a
Classroom self-determined student.
● Start on Day One ● Positive Action Program - teaches students in
● Set Expectations High kindergarten through twelfth grade to self-assess,
● Hold Students Accountable set, and work towards goals to strengthen their
● Keep It Simple learning and behavior.
● Be Prepared to Adjust
● Do Not Be Hypocritical 21 Self-Determination Skills and Activities to Utilize
● Build a Reputation Today
● Self-Determination Theory (SDT) is an approach
Seven Classroom Structures That Support Student to human motivation that emphasizes the
Relationships importance of humans’ evolved inner resources
● Co-construct reasonable, socially valid classroom for personality development and behavioral
rules with students in language that they self-regulation
understand clearly. (Shared Ownership) ● SDT postulates that humans have three innate
● Explain natural and realistic consequences for psychological needs, namely:
following the rules, as well as for violating the ○ the need for competence (feeling
rules. (Clarity) effective),
● Establish academic expectations and give clear ○ the need for autonomy (the feeling of
directions for completing every assignment. being the origin of one’s behavior), and
(Purpose) ○ the need for psychological relatedness
● Enforce consequences firmly, consistently, and (feeling cared for and understood by other
predictably. Minimize inconsistency and surprises. people
(Honesty and Fairness) Self-determination theory developed through a set of six
● Accompany enforcement of consequences with ‘mini‐theories,’
explanations, questions, or conversations, as 1.
appropriate, to help students realize the
relationship between their behavior and the
consequences of their behavior. (Mutual
Respect)
● Help the child consider behavior alternatives and
their possible consequences, while emphasizing