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Learning Environments EPV

The teacher discusses how the learning environment, both the physical space and social community, is central to their teaching philosophy of building relationships between students and students and knowledge. The environment frames the learning and behavior. The teacher aims to create an environment that provides clear structure, opportunities for group and individual work, and encourages developmentally appropriate independence. The environment must fit the learning and learners. It is used as a tool to communicate structures to students and support instruction as students' needs change. Both the material and social aspects must be considered to structure learning, behavior, and peer interactions.

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42 views

Learning Environments EPV

The teacher discusses how the learning environment, both the physical space and social community, is central to their teaching philosophy of building relationships between students and students and knowledge. The environment frames the learning and behavior. The teacher aims to create an environment that provides clear structure, opportunities for group and individual work, and encourages developmentally appropriate independence. The environment must fit the learning and learners. It is used as a tool to communicate structures to students and support instruction as students' needs change. Both the material and social aspects must be considered to structure learning, behavior, and peer interactions.

Uploaded by

kate_olden
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© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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1 Learning Environments A Position Statement by Kate Olden InTASC Standard #3: Learning Environments The teacher works with

h others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation. NAEYC Standard #1: Promoting Child Development and Learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

The classroom environment, both as a physical space and as a social community, is central to my philosophy of teaching as building relationships with students, between students, and between students and knowledge. The environment frames the learning taking place within it; with care and intention, it becomes an incredibly powerful tool in my teaching repertoire. In my early childhood classroom, I intend for the learning environment to always: provide clear and consistent structure, stay away from unclear or conflicting uses, provide opportunities for group learning as well as individual work and solitude, and encourage developmentally appropriate and safe levels of independence in students.

Learning environments frame learning, and they also frame behavior; both of these aspects are inexorably intertwined. The classroom environment must fit the learning meant to take place there. As an intentional teacher (Epstein, 2007), the purposeful use of environment is part of my pedagogy, what Epstein (2007) described as the way teachers promote childrens development and learning (p. 5). In fact, the National Association for the Education of Young Children [NAEYC] includes among its teacher preparation standards that teacher use their knowledge to create healthy, respectiful, supportive, and challenging learning environments (NAEYC, 2009, p.11).

2 As a teacher, I must consider how the setup of the space and it components, such as furniture and learning materials, support the instruction and learning I intend to take place (Saphier, HaleySpeca, & Gower, 2008). And, I must take action as necessary to adjust the space to the needs of my students. NAEYCs language makes clear that while the material and physical aspects of space are important, I can never stop at this level but must consider how the space will seem to my students, how it will structure their learning, behavior, and interactions with peers. Because I work with some of the very youngest learners, I know that my learning environments must have all the same clarity, encouragement, and flexibility that my teaching strategies have. Just like my teaching strategies, the classroom environment must fit the learners. Environment is really about relationship, between people and between people and materials. Marzano (2003) identifies the optimal teacher-student relationship to be one of high dominance, which he defines as clear purpose and strong guidance, and high cooperation, which he describes as concern for the needs and opinions of others and a desire to function as a member of a team (p. 43). With young learners, I use the environment to help communicate clear structures to fit the changing needs of my young students as they grow from parallel to cooperative play, from dependence to independence, and from egocentricism to awareness of multiple points of view. Because my young students are undergoing such massive socio-emotional changes, it is also important to consider how the environment can be structured but flexible. I want to make sure it provides them the opportunity to have both ownership and privacy, as appropriate to their age and developmental level (Saphier, Haley-Speca, & Gower, 2008). As much as I must have strategies ready for helping them navigate difficult situations, I need to also provide them with spaces for their changing needs.

3 I cannot leave this discussion of learning environments without discussing how they are central to managing childrens negative behaviors. While I apply the principles of positive discipline (Nelson, Erwin, & Duffy, 2010) to my classroom as a whole, when children present challenging behaviors I also consider strategies from behavior modification and self-awareness training (Saphier, Haley-Speca, & Gower, 2008). I cannot ignore negative behaviors, because these affect the ability of all students to be part of a positive learning community, which is a vital part of the environment. Marzano (2003) showed the importance of responding to disciplinary issues, that doing so in effective ways decreases their occurrence, especially in early years of schooling. I do not think of discipline or classroom management in terms of punishment or control. I agree, instead, that discipline and limits are a way we create a circle of safety for those not yet ready to do this for themselves. Picture these limits as a big hugour arms encircling the child with comfort and safetywe are helping group members create the safety to be vulnerable and authentic with one another (Lantieri, 2001, p. 121, as cited in Saphier, HaleySpeca, & Gower, 2008, p. 75).

4 References Council of Chief State School Officers [CCSSO]. (2011). Interstate teacher assessment and support consortium (InTASC) model core teaching standards: A resource for state dialogue. Washington, DC: CCSSO. Retrieved from http://www.ccsso.org Epstein, A. S. (2007). The intentional teacher: Choosing the best strategies for young childrens learning. Washington, DC: NAEYC. Marzano, R. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development. National Association for the Education of Young Children [NAEYC]. (2009). NAEYC standards for early childhood professional preparation. Washington, DC: NAEYC. Retrieved from http:// http://naeyc.org/positionstatements Nelson, J., Erwin, C. & Duffy, R. A. (2010). Positive discipline for preschoolers: For their early yearsraising children who are responsible, respectful, & resourceful. (3rd ed.) New York, NY: Three Rivers Press. Saphier, J., Haley-Speca, M. A., & Gower, R. (2008). The skillful teacher: Building your teaching skills (6th ed.). Acton, MA: Research for Better Teaching.

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