Positive Learning Environment
As an adult learner, the environment created, and if we are motivated does have an impact on positive or negative outcomes from the learning process. Motivation and setting the environment is key. Listed are the four strategies for motivating adult learners, Wlodkowski (2004);
- Establish Inclusion
- Develop a Positive Attitude
- Enhance Meaning
- Engender Competence
Listed guideline to create an effective and positive learning environment
- Room setup
- Tools of the trade
- Your secret weapon
- Freedom from distractions
- Personal responsibility for learning
- Group participation
For description on the listed guideline click here Create an Effective Learning Environment
A post from Kimberly Williams on the PIDP 3250 positive learning environment
Collected Wisdom of Experienced Teachers in Mind
- Take a deep breath and try to remain calm. It’s natural to be overcome with frustration, resentment, and anger. But when you are, you become less rational, and your agitation becomes contagious.
- Try to set a positive tone and model an appropriate response, even if it means you must take a few moments to compose yourself. Acknowledge that you need time to think, time to respond. “This is upsetting me, too, but I need a few minutes to think before we talk about it.”
- Make sure students understand that it’s their misbehaviour you dislike, not them. “I like you, Jason. Right now, your behavior is unacceptable.”
- Give the misbehaving student a chance to respond positively by explaining not only what he or she is doing wrong, but also what he or she can do to correct it.
- Never resort to blame or ridicule.
- Avoid win-lose conflicts. Emphasize problem-solving instead of punishment.
- Insist that students accept responsibility for their behavior.
- Try to remain courteous in the face of hostility or anger. Showing students that you care about them and their problems will help you earn their respect and establish rapport.
- Treat all students respectfully and politely. Be consistent in what you let them say and do. Be careful not to favor certain students.
- Be an attentive listener. Encourage students to talk out feelings and concerns and help them clarify their comments by restating them.
- Model the behavior you expect from your students. Are you as considerate of your students’ feelings as you want them to be of others? Are you as organized and on-task as you tell them to be? Are your classroom rules clear and easy for students to follow?
- Specifically describe misbehaviour and help students understand the onsequences of misbehaviour. Very young children may even need your explanations modeled or acted out.
- Be aware of cultural differences. For example, a student who stares at the floor while you speak to him or her would be viewed as defiant in some cultures and respectful in others.
- Discourage cliques and other antisocial behavior. Offer cooperative activities to encourage group identity.
- Teach students personal and social skills — communicating, listening, helping, and sharing, for example.
- Teach students academic survival skills, such as paying attention, following directions, asking for help when they really need it, and volunteering to answer.
- Avoid labeling students as “good” or “bad.” Instead describe their behavior as “positive,” “acceptable,” “disruptive,” or “unacceptable.”
- Focus on recognizing and rewarding acceptable behavior more than punishing misbehaviour.
- Ignore or minimize minor problems instead of disrupting the class. A glance, a directed question, or your proximity may be enough to stop misbehaviour.
- Where reprimands are necessary, state them quickly and without disrupting the class.
- When it’s necessary to speak to a student about his or her behavior, try to speak in private; this is especially true of adolescents who must “perform” for their peers. Public reprimands or lectures often trigger exaggerated, face-saving performances
As an educator to create a positive environment, I would physically create a safe, welcoming, esthetically appealing classroom environment that has all the right tools needed to educate the learners. After the look and feel of the environment is positive, I would then practice a guideline to create a positive classroom environment, or be a role model for creating positivity in the classroom. I would communicate the guideline to the learners. On a regular basis I would do a mental check in, to swipe the classroom for negativity or disruptive behaviour. This gets me to the point, I would immediate deal with negativity and disruptive behaviour. Further, knowing my learners, respecting my learners, asking them engaging questions, and encouraging sharing information with each other in the classroom by creating a open environment such as an online community page for the classroom to participate in discussions openly would continue to flow the positivity in the classroom.
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