Learning environment Essay

10 Characteristics of a extremely Effective Learning Environment 1. The scholars ask the questionsgood questions This is non a get-good implication, solely re on the wholey crucial for the whole learnedness process to go extraneous. The authority of curiosity has been cultivation (and perhaps under-studied and under-appreciated), but suffice to say that if a learner enters any study activity with little to no indwelling curiosity, prospects for meaningful action with texts, media, and specific tasks ar bleak.Many instructors force students (proverbial gun for hire to head) to ask question at the outset of units or slightons, a good deal to no avail. Cliche questions that reflect little understanding of the contented can caution teachers from chuck up the spongeing them. But the fact remainsif students cant ask gravid questions even up as young as elementary schoolsome(a)thing, someplace is unplugged. 2. Questions be time valued over answers Questions atomi c number 18 more heavy than answers. So it makes sense datum that if good questions should lead the erudition, there would be value primed(p) on these questions.And that means adding currency whenever possiblegrades (questions as assessment ), book of facts (give them pointsthey love points), creative curation (writing as a kind of graffiti on large post-it pages on the school manner walls), or simply praise and true(p) repute. See if you dont notice a change. 3. Ideas come from diverging sources Ideas for lessons, narration, tests, and projectsthe fiber of take inal eruditenessshould come from a variety of sources. If they all come from narrow slivers of resources, youre at risk of macrocosm pulled modal value off in ane topion (that may or may not be good).An alternative Consider sources like professional and pagan mentors, the fellowship, content experts outside of genteelness, and even the students themselves. Huge shift in credibility. And when these sources disagree with ane another(prenominal), use that as an endlessly teachable moment, because thats what the hearty world is like. 4. A variety of learning models argon used Inquiry-based learning, project-based learning, direct instruction, peer-to-peer learning, school-to-school, eLearning, Mobile learning, the flipped schoolroom, and on and onthe possibilities atomic number 18 endless.Chances atomic number 18, none be unimagined enough to suit either bit of content, curriculum, and learner diversity in your schoolroom. A characteristic of a highly- impressive schoolroom, then, is diversity here, which also has the side-effect of improving your long capacity as an educator. 5. schoolroom learning empties into a connected community In a highly-effective learning milieu, learning doesnt take to be radically repackaged to make sense in the real world, but starts and ends there. It has to expire the classroom because they do. 6. Learning is personalized by a variety of cr iteria. individualize learning is likely the future, but for now the onus for routing students is almost exclusively on the shoulders of the classroom teacher. This makes personalizationand even consistent differentiationa challenge. maven response is to personalize learningto whatever extent you plan forby a variety of criterianot just assessment issues or reading take aim, but interest, readiness-for-content, and others as well. Then, as you adjust pace, en decide points, and rigor accordingly, youll begin a better chance of having uncovered what the learners truly contend. 7. judicial decision is persistent, authentic, transparent, and never punitive Assessment is just an ( much ham-fisted) attempt to get at what a learner understands. The more infrequent, clinical, murky, or threatening it is, the more youre going to separate the good students from the good thinkers. And the clinical idea has less to do with the format of the test, and more to do with the tone and emotio n of the classroom in general. Why are students being tested? Whats in it for them, and their future opportunities to improve? And feedback is ready even when the grading may not be.8. Criteria for success is balanced and transparent. Students should not arrive to guess what success in a highly-effective classroom looks like. It should also not be entirely weight on participation, assessment results, attitude, or other individual factors, but quite a meaningfully melted into a cohesive frame pee-pee that makes sensenot to you, your colleagues, or the expert book on your shelf, but the students themselves. 9. Learning habits are constantly modeled Cognitive, meta-cognitive, and behavioral good stuff is constantly modeled.Curiosity, persistence, flexibility, priority, creativity, collaboration, revision, and even the classic Habits of Mind are all great places to start. So often what students learn from those around them is less directly didactic, and more indirect and ceremonial al. 10. at that place are constant opportunities for practice Old thinking is revisited. Old errors are reflected on. Complex ideas are re-approached from new angles. Divergent concepts are contrasted. Blooms taxonomy is constantly traveled up and down, from the simple to the complex in an elbow grease to maximize a students opportunities to learnand demonstrate understandingof content.THE CLASSROOMS TRADITIONAL centrally dictated Curriculum based teaching. teaching focuses on short term recall highly focused on measurability Traditional Curriculum is centrally dictated, content heavy and teacher-centric. /Rote of learning enables short term recall, allowing measurable performance in tests. /teacher and ashes are happy because learning is measurable and organized/Students are bored, requiring unbending discipline. /In long term, student infrangible less knowledge, grant less skills and less are engaged, but there is the appearance of rigor and shade learning./ applications embroil building instalational knowledge in literacy and numeracy, and teaching passionate coeval teacher driven student-centric teaching teaching focuses on students taking monomania of their learning Using real, useful materials. modern Curriculum is teacher driven, content and student-centric. / experiential learning means less content, slower and lower measurably. / teacher and system need to be knowledge, learning, open minded, passionate and committed it is grueling work breaking the mold. / students are more animated, independent and mobile, so learning seems chaotic./ in long term, students encounter less content but secure more knowledge, have more skills and more engaged. / requires students to bring ownership of learning, and teachers to antecede control The Physical Environment According to Jones (2007) and Savage (1999), the classroom environs has proven to change and influence behaviors among students. The convention of the classroom allows for some activities to take place and for other to not. It is important that teachers take into consideration the influence their classroom arrangement can make on their students.The purlieu of a classroom bear downs out symbolic messages to those who enter the classroom. At generation, these messages do not send the right message to the students. The environment should reflect the beliefs and values of the teacher. Therefore, it is vitally important that teachers see what message their classroom sends out. In baseball club to properly design an effective classroom environment there are four goals that need to be considered. The four goals are 1. Developing a sense of be and personal personal identity 2. Enhancing competence and security 3. Promoting intellectual growth and rousing 4.Accommodating privacy inescapably Developing a Sense of belong and Personal Identity According to Savage (2007), Feelings of ownership and personal identity are invoked by allowing students to participate in de cision do about the use of the shoes the grouping of desks, room decorations, and organization and place of learning centers. Allowing them the freedom to personalize their classroom helps students to develop a sense of belonging and pride When a student is in a classroom where their personal identity is enhanced the student will then sprightliness that they belong and have a sense of ownership.There are more hours that a student spends in their lifetime, so it is important that they are in an environment where they feel comfortable and in result will be more willing to want to learn Enhancing Competence and Security The students need to feel as though they have control of their own environment Giving the students the ability to arrange their own environment will enhance their ability to feel guard The functional purpose of a space is to provide a sense of security for those in the room. Most students have their own sense of security in their own home.This is the same level o f security that should be taken into the classroom since the students are spending the volume of their time in school. The first step into helping making a galosh environment is choosing furniture that is appropriate for the students in terms of sizing and their learning levels. Examples of this would include comfortable seating and stable work stations. Since every student is different some schools are now base on ballsing furniture that is flexible in meeting the students personal needs. Promoting gifted Growth and Stimulation.In order to accomplish intellectual growth at heart the classroom this would require a rich and varied environment. The classroom needs to be a dynamic and changing environment for the students. a lot times classroom become stagnant and do not change. This will result for the class to become boring and promote behavior problems by the symbolic representation it is sending to the students. Changes that need to occur in the classroom often include upda ting the bulletin board and dis move areas. This simple task is a great way to help promote intellectual growth deep down the classroom and give the impression that its a dynamic and changing environment.However, some often changes should be avoided such as room arrangement and student seating. This can cause the student to feel unsafe in an environment they are unfamiliar with. The room arrangement should be created for the student to feel secure. It is important that if changes are going to be made that the teacher has quick access to all the students. Accommodating Privacy Needs Privacy that is habituated to students in the classroom has a large impact on their learning behavior One way of accommodating the privacy need is to set apart one corner of the classroom as a private work area.However, it is a difficult task to provide privacy for all students with the slender space that is given and the amount of people inside the room. In the mass of classrooms, teacher design the layout to help accommodate group activities and social interactions. It is often that this type of layout does allow for the necessary privacy that students may need. . When the teacher designs the classroom it is important to remember this fact. Some students work better alone and away from other students. This area can be separated from the rest of the room by bookcases, file cabinets, or study carrels.Students move to that area to study or simply be alone. Providing this type of retreat for students communicates that you are mad to their personal needs Social environment Positive educational environments are necessary to facilitate optimally adaptive student outcomes, including learning, motivation, school adjustment, and action (Eccles, Wigfield, & Schiefele, 1998). look intoers (e. g. , Goodenow, 1992 Juvonen & Weiner, 1993) have been noting for some while that school success does not lone(prenominal) involve academics schools and classrooms are inherently social places, and students go about their work in the presence of many peers.It is comprised of students perceptions about how they are assistd to interact with and relate to others (e. g. , classmates, the teacher) Four Dimension 1 Teacher support Teacher support refers to students beliefs that their teachers care about them, and value and establish personal relationships with them 2 Promoting mutual respect A focus on mutual respect in the classroom involves a perception that the teacher expects all students to value one another and the contributions they make to classroom life, and will not allow students to make fun of others.3 Promoting student task-related interaction Teachers vary in the extent to which they Allow, or even embolden, students to interact with one-another during academic Activities. This interaction may encompass students sharing ideas and approaches during whole-class lessons, working together in small-group activities, or idle help-seeking and help-giving during individ ual seatwork 4 Promoting performance goal The promotion of performance goals concerns an dialect on competition and relative ability comparisons between students in the classroom. inquiry from a goal theory framework has examined this dimension of the classroom and found that when students perceive an emphasis on performance goals they are more likely to exhibit beliefs and behaviors that are less conducive to, and often detrimental to, learning and achievement horny environment Emotionally safe schools can be established through creating environments where youngsterren feel safe, can take risks, are challenged but not overly stressed, and where play, pleasure, and fun are facilitated (Bluestein, 2001).SafetyIn order for trust to be established, children must feel safe (Bluestein, 2001). If a child goes to school with fear of being bullied, beat up, or murdered, personal parole (along with most other intelligences) is not going to develop appropriately. A safe environment is cre ated by not allowing one child to invade another childs body, space, and material boundaries. A safe environment is one which has clear expectations regarding the safety of all students. Bullying is not tolerated. Conflict annunciation skills are taught and modeled by teachers.Risk Taking An emotionally safe school allows the child to fail without feeling he is a nonstarter (Bluestein, 2001). Appropriate challenges are facilitated by teachers. Children are not pressured to receive a particular grade or obtain a particular score. Children are expected to debate, discuss, and problem solve. If they come to an incorrect solution, they are encouraged to try again or to try another method of problem solving. Children are not belittled, punished, or embarrassed when they do not succeed or meet their own goals.The childs worth is not primed(p) by his test score or performance. The child is valued because she is a member of the class. In an emotionally safe classroom, teachers make mista kes. They share these mistakes with children and sometimes elicit the childrens help in solving their problem. Stress Contemporary schoolchildren bring many forms of stress with them to the classroom. The stress can take the form of academic pressure, familial pressure to perform, being part of a single-parent family, hurry schedules, and pressure to grow up too fast (Elkind, 1988 Bluestein, 2001).The pressure can come from school, home, or the media. Stress causes wear on bodily systems and when one is overstressed, the immune system can be directly affected. Stress uses up energy reserves, demands a greater amount of energy, and forces the body to respond physiologicly through aggression, outbursts, or illness (Elkind, 1988). Stress can be cut by making sure childrens basic needs are met, they feel safe, and they are able to take risks without fear of failure and by having appropriate expectations of children at specific ages. Play, Pleasure, and Fun.Part of developing intraper sonal intelligence is being able to freely engage in pleasurable experiences and recognizing that pleasure, fun, and play are a normal and healthy part of life. Play can encourage the personal intelligences in a variety of ways Puppetry can passport the child an opportunity to communicate feelings and emotions in a nonthreatening environment. The dramatic play area can have props available to encourage children to seek different familial and community roles. Children can begin to establish empathy through role-playing and risk-taking.The dramatic play and music area can also offer culturally appropriate props and instruments. In addition to stress, risk-taking, safety, and fun, teachers also have a responsibility for bringing experiences into the class that are emotionally relevant. Emotional relevance depends upon many factors. Culture, age, developmental level, interest, and experiences influence emotional relevance (Hyson, 1994). Hyson (1994, p. 84) advocates materials that enco urage children to talk about, write about, and play about emotionally important ideas.clinical environment CLE is defined as complex network of forces that are effective on clinical learning outcomes. 5 In spite of classroom education, clinical education occurs in complex environment Learning in the clinical environment has many strengths. It is focused on real problems in the context of professional practice. . It is the only setting in which the skills of history taking, physical examination, clinical reasoning, decision making, empathy, and professionalism can be taught and learnt as an integrated whole. Campbell et al.believed that the look of clinical education provided by nursing instructors and supports that students receive from clinical personnel department is the most influential factors in clinical learning of nursing students vernacular problems with clinical teaching Lack of clear objectives and expectations Focus on factual recall rather than on development of prob lem solving skills and attitudes article of belief pitched at the wrong level (usually too high) Passive observation rather than active participation of learners Inadequate supervision and provision of feedback particular opportunity for reflection and discussion Teaching by humiliation apprised consent not sought from patients Lack of respect for privacy and high-handedness of patients Lack of congruence or continuity with the rest of the curriculum Challenges of clinical teaching Time pressures Competing demandsclinical (especially when needs of patients and students conflict) administrative research Often opportunisticmakes planning more difficult Increasing numbers of students fewer patients (shorter infirmary stays patients too ill or frail more patients refusing consent) Often under-resourcedClinical environment not teaching friendly (for example, hospital ward) Rewards and recognition for teachers poor Many principles of good teaching, however, can (and should) be integra ted into clinical teaching. One of the most important is the need for planning. Far from flexible spontaneity, planning provides structure and context for teacher and students, as well as a framework for reflection and evaluation. Preparation is recognized by students as evidence of a good clinical teacher. Reference Department of education , Queensland gov Terry Heickauthor of teach and thought.(CLASSROOM SOCIAL ENVIRONMENT Identifying Adaptive Classrooms Analyses of Measures of Dimensions of the Classroom Social Environment Helen Patrick Purdue University Allison M. Ryan University of Illinois, Urbana-Champaign Paper prepared for the Positive Outcomes Conference, March 2003 Post-conference rewrite Version, May 2003 Excerpt from Early Childhood Curriculum Incorporating Multiple Intelligences, developmentally Appropriate Practice, and Play, by R. A. Hirsh, 2004 edition, p. 126-128. Learning and teaching in the clinical environment BMJ2003 326doihttp//dx. doi.org/10. 1136/bmj. 326. 7389. 591(Published 15 March 2003) Cite this as BMJ 2003326591 Clinical learning environment in viewpoint of nursing students in Tabriz University of Medical Sciences Azad Rahmani, PhD, Vahid Zamanzadeh, PhD, Farahnaz Abdullah-zadeh, MSc,Mojgan Lotfi,* Soheila Bani, MSc, and Shirin Hassanpour, MSc, Department of Midwifery, aptitude Member of the School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran. Correspondence to Azad Rahmani. Email moc. oohaysminamhardaza Research Article of Tabriz University of Medical Sciences, No 87112.Received January 23, 2011 Accepted March 11, 2011. right of first publication Iranian Journal of Nursing and Midwifery Research Website (http//deta. qld. gov. au/initiatives/learningandwellbeing/learning-environment. html) (http//www. teachthought. com/learning/10-characteristics-of-a-highly-effective-learning-environment/) http//www. edudemic. com/contemporary-and-traditional-learning-difference/ (http//www. childtrends. org /wp-content/uploads/2013/05/Child_Trends-2003_03_12_PD_PDConfPatRyan. pdf) (http//www. bmj. com/content/326/7389/591. 1).