Setting The Tone For A unavoidable studying Environment

Positive Aspects - Setting The Tone For A unavoidable studying Environment

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Setting The Tone For A unavoidable studying Environment

Every trainer has a accountability to contribute a wholesome learning environment for his or her students. Over the years, volumes of study have been conducted to help teachers settle what works best for the students. There is a wealth of methods and techniques that, through research, have been proven to heighten the ability of the learning environment. Many dissimilar aspects of the learning environment should be considered.

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Positive Aspects

A clear learning environment is one in which school staff, students, and parents build safe and peaceful environments where population feel accepted and respected and where learning is the main focus (Stratman, n.d.). Therefore, a clear school atmosphere exists when all students feel comfortable, wanted, valued, accepted, and obtain in an environment where they can interact with caring population they trust. A clear school atmosphere affects everybody associated with the school, being the students, staff, parents, and the community. It is the trust principles or culture that underlies the day-to-day performance of a school. "Improved school atmosphere is a goal to pursue. Educators need to constantly work toward enhancing their school climate, culture, and conditions so that pupil learning is improved" (Noonan, 2004 p.64). How Teachers Can Set the Tone for a clear learning Environment

There are many things a trainer can do to make his or her classroom a safe and clear place for students to learn. First and foremost, a trainer needs to be enthusiastic about her or himself. They must come in with an energetic attitude. They must be clear because it radiates. How the trainer feels and appears it will sway the classroom. The trainer is the facilitator, the trainer sets an example, and the trainer is the role model. Attitude goes a long way.

When teachers come to work stressed-out, it can be damaging to the students. A study conducted by Yoon (2002) investigated whether or not trainer stress, negative affect, and self-efficacy would predict the ability of student-teacher relationships. Findings suggested, "negative teacher-student relationships were predicted by trainer stress. Requisite correlations were found among negative affect, trainer stress and negative relationships"(p.486).
The trainer should also share with the students the point of an instruction and the point of being independent. So if they see a trainer enthused about learning and ideas are shared, then the students will feel the same as well. Teachers can also help originate a clear environment by simply caring for the students and showing each of them that they are special. Furthermore, they should be taught to respect and care for each other.

Teachers should normally conduct study to stay new on the best practices and methods to use in creating a clear learning environment. Freda Glatt, a retired trainer who firmly believes in the benefits of a clear learning environment has shared some tips on creating a clear learning environment through the Sandral Sensations website (2003):
Make sure each child knows that he is foremost to you as an individual. Give eye palpate and a pleasant greeting to every child each morning. Look and sound enthusiastic when a child makes improve on a skill he is seeing difficult. Anytime is a good time for a smile.

Teach students to help rather than to laugh. It takes a lot of bravery to partake when you are unsure of yourself. Bring that to your class' concentration by doing some role-playing. Ask how they felt when their classmates laughed at them. Remind your pupils that everybody is human and makes mistakes...but that it is okay and expected. You do not want them to fear being ridiculed if they ask a request or retort incorrectly.

Take note of your students' strengths and let them help you throughout the year. Make a clear statement before giving a correction. Your reaction when a child gets an retort wrong is also important. "A clear statement, followed by a negative one, helps to soften the blow and you remind students that you care" (Burnett, 1999, p.3).

George Stratman of the San Diego County Office of instruction (n.d.) has created a beneficial list of "10 Subtle Ways to originate a clear learning Environment", which can be a beneficial guide of elementary school teachers:

1. Begin your week by "nesting." Students need time upon advent to become well-known with and comfortable in their new surroundings. Take time while your first class to discuss the week and what they will be doing and to retort questions they may have.

2. Use the students' names. They will feel that you know them and care about them.

3. Catch them being good. Praise the group and individuals when they do well. (Be just not to over praise an individual. Telling the 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 prestige for trying, and if possible, recapitulate their retort to the subject matter. For example, if you are request the students for an example of a decomposer and a pupil answers "manzanita," you could retort by saying, "the manzanita is a vital part of this ecosystem, so you're on the right track. However, I'm seeing for a living organism that would help break down the manzanita into soil after it dies."

5. Give students a second opportunity to retort correctly. You could follow-up on the situation above by giving all the students an opportunity to share with their neighbors some examples of decomposers. Once it is clear that everybody has an answer, tell the pupil (above) that you will give him/her another opportunity and then, after you've taken an retort or two from other students, call on that pupil again.

6. Don't "zap" students. If a pupil is misbehaving, try and redirect the behavior in subtle ways such as consuming closer to that individual, utilizing his or her name in a sentence while instruction (such as "let's say we were walking on the trail and Johnny came across a deer track..."), or a polite hand on the shoulder. If you must address the child directly and aggressively, pull him/her away from the group. If you overtly discipline a child in front of the group, others may be afraid to partake for fear of the same treatment.

7. Phrase your questions in a manner that is non-threatening. It is best to ask, "who would like to share with the group..." than to ask "who knows the retort to..." as the latter implies that if you don't raise your hand, you don't know.

8. Allow for thinking time. After you ask a request or give instructions give the students time to process. If you give instructions and ask for questions but do not contribute wait time, children who process slower than others may not understand and will feel lost once the activity starts. Students who are not given adequate time to reconsider when answering a request will similarly feel left out.

9. Don't repeat answers. When a pupil makes a comment, let his/her annotation stand on its own. If you repeat the answer, the students will be trained to listen only to the trainer and you will steal some of the "thunder" away from the student. If you think the others did not hear, have the pupil repeat the answer. (Note: this technique may not work when addressing 200 people, but is very productive with a smaller group.)

10. Give the students choices. Make sure the choices you give are accepted to you. For instance, you can say "today we are going to climb 'Daredevil Hill,' would you like to do that before or after lunch?" Giving some option in activities, or at least the order, gives the students some operate and buy-in for their week.

How Parents Can Set the Tone for a clear learning Environment:

Parents can also play a part in creating a clear learning environment (Muijs, 2004). Teachers should expect parents to work with their child and school personnel to withhold the learning of their child and the learning environment of the school. The Canadian instruction Act 1997) asserts clear expectations for parents. These are to: "meet the basic needs of their child; ensure their child attends school; encourage their child to perfect assigned homework; attend to their child's conduct while the child is at school and on the way to and from school; recapitulate reasonably with school personnel." (Canadian instruction Act, 1997, p.1).

Just as the teacher's attitude plays a role in establishing the clear environment, the parents' attitudes also take follow (Ajzen, 1988, p.10). Parents can help by sending the child off to school on a clear note. If a parent smiles as he or she wishes the child a nice day and says "I love you", the child is already approaching the day with a clear outlook and will be more receptive to learning (Ajzen, 1988, p.10).

In conclusion, with the withhold and dedication of the teachers, parents, and administration, any learning environment can and should be transformed into a clear learning environment. Clearly, everybody has a dissimilar role to play and a accountability to fulfill in order to profess the clear environment. There are many benefits to maintaining a clear learning environment. "Positive learning environments in schools will maximize the learning of every student; Help children and youth become full participating citizens of society; Help to build a sense of community; Lead to cost savings and economic benefits as stoppage is less high-priced than incarceration" (Positive learning Environments in Schools, 2005).

Reference

Ajzen, I. (1988). Attitudes, personality, & behavior. Chicago: The Dorsey Press.
Burnett, P. (1999). The impact of teachers' praise on students' self-talk and self-concepts. New South Wales, Aus: Teaching and trainer Education. Retrieved September 15, 2005, from Eric database.

Canadian instruction Act.(1997) Retrieved Sep. 14, 2005, from
http://www.gnb.ca/acts/acts/e-01-12.htm.
DiGiulio, R. (2001). Educate, medicate, or litigate? what teachers, parents, and administrators must do about pupil behavior.. California, Us: Educational Management. Retrieved September 15, 2005, from Eric database.

Doctor, S. (1997). Creating a clear school climate. Towards Inclusion: Tapping private Strengths, 3. Retrieved Sep 14, 2005, from
http://www.edu.gov.mb.ca/ks4/specedu/fas/pdf/3.pdf.

Glatt, F. J. (2003). Retrieved Sep. 14, 2005, from Reading is basal 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. Retrieved September 16, 2005, from Eric database.

Muijs, D., Harris A., Chapman C., and Stoll, L. (2004). enhancing schools in socioeconomically disadvantaged areas--a recapitulate of study evidence. School Effectiveness and School Improvement, 15(2), 149-175.

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