Every teacher has a responsibility to provide a healthy learning environment for students of his or her. Over the years, the volume of research being conducted to help teachers determine what works best for students. There are a lot of methods and techniques of research, has been proven to improve the quality of the learning environment. Many different factors must be considered a learning environment.
positive learning environment is one of the school staff, students and parents build a secure and peaceful environment where people feel accepted and respected, and where learning is the main focus (Stratman, ed). The positive school climate exists when all students feel comfortable, wanted, valued, accepted, and secure in an environment where they can interact with caring people they trust. A positive school climate affects everyone associated with the school, as students, staff, parents and community. There is a belief system or culture that goes from day to day operation of the school. “Improved school climate goal to pursue. Educators need to constantly work to improve the school climate, culture and circumstances so that student learning is better” (Noonan, 2004 p.64). How teachers can set the tone for a positive learning environment
There are many things that a teacher can do to make his or her classroom a safe and positive place for students to learn. First and foremost, a teacher has to be enthusiastic about her or himself. They have to come with an energetic attitude. They have to be positive because it beams. How the teacher feels and seems it will affect the classroom. The teacher is a supervisor teacher sets an example, and the teacher’s model. Attitude goes a long way.
When teachers come to work stress out, it can be damaging to students. A study Yoon (2002) studied teacher stress, negative affect, and self-efficacy would predict quality relationships of students and teachers. Results suggested, “negative relationships between teachers and students was predicted by teachers stress. Relations among negative impact, teachers stress and negative interactions” (p.486).
The teacher should also share with students the importance of education and the importance of being independent. So if they see a teacher enthused about learning and ideas are shared, the students will feel the same as well. Teachers can also help to create a positive environment by simply caring for students and each shows that they are special. Furthermore, should be taught to respect and care for each other.
Teachers should regularly conduct research to keep up-to-date on best practices and strategies to use in creating a positive learning environment. Freda Glatt, a retired teacher who firmly believes in the benefits of a positive learning environment has shared some tips on creating a positive learning environment through Sandras Sensations website (2003):
Make sure each child knows he is important to you as an individual. Give eyes and a pleasant greeting to each child each morning. Look and sound enthusiastic when a child makes progress in skill he will find difficult. When is a good time to smile.
Teach students to help rather than laughing. It takes a lot of courage to join when you are unsure of yourself. Bring to the class’ attention by doing some role-playing. Ask how they felt when their classmates laughed at them. Remind your students that everyone is human and makes mistakes … but it is ok and expected. You do not want to fear being ridiculed if they ask a question or answer wrong.
Taking into account the strengths of your students and let them help you out in. Make a positive statement before giving correction. Your reaction when a child gets the answer wrong is also important. “Positive statement, followed by a negative one, helps to reduce weight and to remind students that you care” (Burnett, 1999, p.3).
George Stratman of San Diego County Office of Education (ed) has created a useful list of “10 subtle ways to create a positive learning environment”, which can be a useful guide in the primary school teachers
1. Start your week with a “nest.” Students need time to come to meet and comfortable in their new surroundings. Take time in the first class to discuss the week and what they will be doing and to answer questions they may have.
2. Use students’ names. They will feel that you know them and think about them.
3. Catch them being good. Promise group and individuals when they do well. (Be careful not to over promise individual Telling other students that they should behave “just like Suzy” can be counterproductive – .. And not necessarily appreciated by Suzy)
4. dignify wrong answers. If a child gives a wrong answer, give him or her credit for trying, and if possible, related to their response to the material. For example, if you ask students for examples of decomposer cycle and student answers “Manzanita,” you might respond by saying, “the MANZANITA is an important part of this ecosystem, so you are on the right track. However I am Looking for a living organism that would help break down Manzanita in the soil after it dies. “
5. Give students a second chance to answer correctly. You can follow up the situation above by giving all students the opportunity to share with their neighbors a few examples of the divide. When it is clear that everyone has the answer, say students (above) that you will give him / her a second chance and then after you’ve received an answer or two from the other students, call the student again.
6. Do not “zap” students. If a student is organized, trying to direct behavior in subtle ways, such as moving closer to that individual to exercise his or her name in a sentence of instruction (eg, “say we were walking on the road and Johnny came across a deer track .. . “), or a gentle hand on her shoulder. If you must deal with the child directly and aggressively, reducing him / her from the group. If you discipline a child in front of the group obvious, others may be afraid to participate for fear of the same treatment.
7. Placing your questions in a way that is not threatening. It is better to ask, “who would like to share with the group …” and asking “who knows the answer to …” as the latter implies that if you do not raise your hand, you do not know.
8. Posing thinking time. After you ask a question or give instructions give students time to work. If you give instructions and ask questions but do not provide wait time, children process slower than others can not understand and will feel lost when the operation starts. Students are not given enough time to consider when answering a question will similarly feel left out.
9. Do not repeat the answers. When a student makes a comment, let him / her comment stand on its own. If you repeat the answer, students will be trained to listen only to the teacher and you will steal some of the “Thunder” away from the student. If you think that others do not hear, that the student repeat the answer. (Note: this method may not work when addressing 200 people, but is very effective in my group.)
10. Give students a choice. Make sure that the choice you give is acceptable for you. For example, you can say “Today we are going to climb” Daredevil Hill, ‘do you want to do it before or after lunch? “Give some choice of activities, or at least that gives students some control and buy for the week of
How Parents can set the tone for a positive learning environment :.
Parents can also participate in creating a positive learning environment (Muijs, 2004). Teachers should expect parents to work with children and staff their schools to support children’s learning and learning environment of the school. The Canadian Education Act 1997) asserts certain expectations to parents. This are to “meet the basic needs of their child, ensure their child attends school; encourage their child to complete homework homework; his conduct of the child while the child is in school and on the way to and from school, somewhat interact with school staff. “(Canadian Education Act, 1997, p.1).
Just like a teacher’s attitude plays a role in establishing a positive environment, the attitude of the parents also take effect (Ajzen, 1988, p.10). Parents can help by sending a child to school on a positive note. If a parent smiles as he or she wants the baby a nice day and says, “I love you”, the child is already approaching the day with a positive outlook and will be more receptive to learn (Ajzen, 1988, p.10).
Finally, with the support and dedication of teachers, parents and administration, the learning environment can and should change in a positive learning environment. Clearly, everyone has a different role and responsibility meet in order to maintain a positive environment. There are many benefits to maintaining a positive learning environment. “A positive learning environment in schools will maximize learning for all students, help children and young people become full participating citizens of the community, to build a sense of community, Lead cost savings and economic benefits and prevention is cheaper than incarceration “(positive learning environment in schools, 2005).
Ajzen, I. (1988). Attitude, personality, and behavior. Chicago: The Dorsey Press.
Burnett, P. (1999). The influence of teachers praised the students’ self-talk and self-concepts. New South Wales, Aus: teaching and teacher education. Retrieved 15 September 2005 from the ERIC database.
Canadian Education Act. (1997) Retrieved September 14, 2005, from
DiGiulio, R. (2001). Educate, medicate or litigate? what teachers, parents and administrators must make student behaviors .. California, United States: cultural management. Retrieved 15 September 2005 from the ERIC database.
Doctor, S. (1997). Creating a positive school climate. For inclusion: Tapping Hidden strengths, 3. Retrieved September 14, 2005, from
Glatt, F. J. (2003). Retrieved September 14, 2005 from Reading is fundamental Web site :. http://www.sandralreading.com
Johnson, C., Templeton, R., and Guofang, W. (2000). Ways to peace, supports non-violent learning environment .. Chicago: Elementary and Early Childhood Education. Retrieved September 16, 2005, from the ERIC database.
Muijs, D., A. Harris, C. Chapman, and Stoll, L. (2004). Improving schools in socioeconomically disadvantaged areas – review of the research evidence. School Effectiveness and School Development, 15 (2), 149-175.