Each teacher has a responsibility, a healthy learning environment for their students. Over the years, the amount of research conducted to help teachers to determine what works best for the students. There are plenty of methods and techniques through research, have proven to improve the quality of the learning environment. Many different aspects of the learning environment should be considered.
A positive learning environment is one in which schoolStaff, students and parents build safe and peaceful environment where people feel accepted and respected and where learning is in the foreground (Stratman, nd). Therefore, there exists a positive school climate where all students feel comfortable, wanted, appreciated, accepted and safe in an environment where they can interact with caring people trust them. A positive school climate affects everyone associated with the school, the students, staff, parents and the community. It is the beliefSystem or culture, that the day to day operation of a school is based. "Improved school climate is a goal to pursue. Educators must constantly try to improve their school climate, the culture of work and the conditions so that students learning is enhanced" (Noonan, 2004 p.64). How can teachers set the tone for a positive learning environment set
There are many things you can do to a teacher to his or her classroom to learn a safe and positive place for students. First and foremost, a teacherto inspire them or himself. You must come with an energetic attitude. You must be positive because it emits. What is the feeling of the teachers and it seems the classroom will affect. The teacher is the facilitator, the teacher sets an example, and the teacher is a role model. Attitude goes a long way.
If teachers are stressed to work, it can be harmful for the students. A study conducted by Yoon (2002) examined whether teacher stress, negative effects andSelf-efficacy predict the quality of teacher-student relationship would. Findings suggested that "negative teacher-student relationships were predicted by the teacher stress. Significant correlations were found among negative impact, teacher stress and negative relationships" (p.486).
The teacher should also share with students the importance of education and the importance of independence. So if they see a teacher about learning and shared ideas are thrilled to be the studentsFeel the same as well. Teachers can also help to create a positive environment by simply show concern for the students and each of them that they are special. They should also learn to have respect and care for each other.
Teachers should regularly conduct research to keep up-to-date on best practices and methods remain to use in creating a positive learning atmosphere. Freda Glatt, a retired teacher firmly believes in the benefits of a positive learning environment, togethersome tips for creating a positive learning environment through the Sandral Sensations web site (2003):
Make sure each child knows that it is important to you as an individual. Give eye contact and a pleasant greeting to each child every morning. Look and sound enthusiastic, if a child is making progress on a skill that is difficult to find. Anytime is a good time for a smile.
Teach students to help to laugh instead. It takes great courage to participate, if you are unsurethemselves. Bring your class to attention by some role-playing. Ask how she felt when her classmates laughed at her. Remind your students that everyone makes mistakes and ... but that it is okay and expected. You do not want to be feared, ridiculed, if they ask a question or answer incorrectly.
Observe your students the strengths and get help all year round. Make a positive statement, before a correction. Her reaction when a child gets aAnswer is wrong also important. "A positive statement followed by a negative, helps to soften the blow and remind you that you care students' (Burnett, 1999, p.3).
George Stratman of the San Diego County Office of Education (ND) has set up a useful list of "10 subtle way to a positive learning environment, provide a useful guide can be created for elementary school teachers:
1st Start your weekend of "boxes". Students need time to get to know upon arrival andcomfortable in their new environment. Make time for your first class to discuss the week and do what they are and to answer their questions.
2nd Use the students the names. You will feel that you know and care about them.
3rd Catch them being good. Praise the group and individuals, when they do well. (Be careful not to praise an individual. Telling the other students that they are 'should be exactly like Suzy "may be counterproductive - and not necessarilyby Suzy estimated.)
4th Worthy wrong answers. If a child gives a wrong answer, give him or her credit for trying and, if possible, their answer relevant to the subject. For example, if you ask the students an example of a decomposer and a student answers "Manzanita," you could say, "the Manzanita is an important component of the ecosystem to respond, so you on the right track. However, I am for seek a living organism that help break the Manzanita into the ground wouldafter it dies. "
5th Give students a second chance to answer correctly. You could follow up on the situation by all students the opportunity to work with its neighbors, some examples of decomposers. Once it is clear that everyone has an answer, say the students (see above) that you call him / her another chance and then, after you made a response or two other students, that student again.
6th Not "zap" students. If a student is misbehaving, tryand redirect the behavior in subtle ways, such as the approach to the individual, the use of his name in a sentence in the classroom (eg "Let's say we were on the track and Johnny foot struck a deer track ..."), or a gentle hand on his shoulder. If you have the child directly and aggressively address to draw him / her away from the group. If you are open to discipline a child before the group, others may be afraid to participate for fear that the same treatment.
7th PhraseTheir questions in a way that is not threatening. It is better to ask, "Who would like to share with the group ..." to ask as: "Who knows the answer to ..." since the latter means that if you raise not your hand, you do not know.
8th Allow time for thinking. After you ask a question or give instructions to process the students time. If you give instructions and ask questions but no waiting period, children who can not slower than others to process, understand and feellost when the activity begins. Students to think not enough time, if a question to be answered similarly feel left are given.
9th Repeat not answered. If a student makes a comment to make, let his or her position stand on their own. If you repeat the answer, the students will be trained, just to listen to the teacher and you will steal some of the "thunder" away from the student. If you think you do not hear the other, have the students repeat the answer. (Note: this technique may not workwhen it comes to 200 people, but is very effective with a smaller group.)
10th Give the students choices. Make sure what your options are acceptable to give you. For example, you can say, "Today we will climb to 'Daredevil Hill," would you do this, such as before or after lunch? " Giving some choice in activities, or at least the order gives the students some control and buy-in for the week.
How parents can set the tone for a positive learning environment set:
Parents can alsoplay a role in creating a positive learning environment (Muijs, 2004). Teachers should expect working parents with their child and school staff to support the learning of their children and the learning environment at school. The Canadian Education Act 1997) claimed that certain expectations for the parents. These are: "Meeting the basic needs of their child, ensure their child attended school, encourage your child to complete homework, take care of their child's behavior while the childSchool and on the way to and from school reasonably communicate with the school staff. "(Canadian Education Act, 1997, p.1).
Just as the teacher's attitude plays a role in determining the positive environment, the parents and the settings take effect (Ajzen, 1988, p.10). Parents can by sending the child to school on a positive note to help. If a parent smiles as he or she wants the child a beautiful day and says, "I love you," the child is already approaching the day with a positive outlookand is more receptive to learning (Ajzen, 1988, p.10).
In summary, with the support and commitment of teachers, parents and administration, each learning environment and should be converted into a positive learning environment. Of course everyone has to play a different role and to fulfill a responsibility to maintain the positive environment. There are many benefits to maintaining a positive learning atmosphere. "Positive is learning in schoolMaximize the learning of every student, help children and young people will help full participating citizens of society, to build a sense of community, savings and economic benefits of prevention cost is less expensive than imprisonment "(Positive learning environments in schools, 2005 ).
Reference
Ajzen, I. (1988). Attitudes, personality and behavior. Chicago: The Dorsey Press.
Burnett, P. (1999). The effects of teacher praise on students to speak for themselves, and even concepts.New South Wales, Education: Teaching and Teacher Education. From 15 September 2005, from Eric database.
Canadian Education Act. (1997) From 14 September 2005, from
http://www.gnb.ca/acts/acts/e-01-12.htm.
DiGiulio, R. (2001). Educate, litigate or treat? What teachers, parents and administrators have over student behavior to do .. California, USA: Educational Management. From 15 September 2005, from Eric database.
Doctor, S. (1997). Creating a positive school climate.Towards Inclusion: Tapping Hidden Strengths, 3 From 14 September 2005, from
http://www.edu.gov.mb.ca/ks4/specedu/fas/pdf/3.pdf.
Smooth, FJ (2003). From 14 September 2005, 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. From 16 September 2005, by EricDatabase.
Muijs, D., A. Harris, C. Chapman, and Stoll, L. (2004). Improving schools in socioeconomically disadvantaged areas - A review of research findings. School Effectiveness and School Improvement, 15 (2), 149-175.
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