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4s Framework Setting

The document discusses how the learning environment, including both physical and social-emotional settings, can impact students. Key aspects of a positive environment that can influence student engagement include aesthetics, active learning, collaboration, relationships, and incorporating outdoor elements indoors. The arrangement of classroom furnishings, materials, seating, and use of resources can significantly affect student motivation and behavior. A positive social environment where students feel safe, included, and their work is valued also directly influences learning outcomes. Educators should consider power dynamics and student input to create a shared space that promotes student wellbeing, ownership, and participation.

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392 views

4s Framework Setting

The document discusses how the learning environment, including both physical and social-emotional settings, can impact students. Key aspects of a positive environment that can influence student engagement include aesthetics, active learning, collaboration, relationships, and incorporating outdoor elements indoors. The arrangement of classroom furnishings, materials, seating, and use of resources can significantly affect student motivation and behavior. A positive social environment where students feel safe, included, and their work is valued also directly influences learning outcomes. Educators should consider power dynamics and student input to create a shared space that promotes student wellbeing, ownership, and participation.

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The 4S Conceptual Framework: Settings

Learning occurs in many contexts, both in and outside the classroom (Groundwater-Smith, Ewing &
LeCornu 2015, p 109). The classroom environment should draw deeply on children’s perspectives and
have the dynamics to move their thinking and learning (Strong-Wilson & Ellis 2007, p. 41). Key
aspects of the environment include: aesthetics, transparency, active learning, flexibility, collaboration,
reciprocity, bringing the outdoors in, and relationships (Strong-Wilson & Ellis 2007, p. 41). Research
indicates that the physical and social-emotional environment influence how children engage in
learning (Groundwater-Smith, Ewing & LeCornu 2015, p. 113). Jones (2011, p. 112) argues that the
arrangement of the classrooms furnishings, materials and equipment ‘can significantly impact student
motivation to learn and therefore classroom behaviour’.

By having a positive classroom, children, parents and teachers can feel invited and comfortable. A
positive learning environment is a shared space, therefore the students should have an input into the
creation of this environment (Groundwater Smith et al’s 2015, p. 112). ‘The more children contribute,
the more they will take pride in the room and have an increased sense of ownership for their learning
environment’ (Groundwater-Smith, Ewing & LeCornu 2015, p. 113). Displaying students work is one
way in which an educator can promote student productivity. Displaying students work not only
creates comfort but enhances the value and importance of their work. Skilful management of students
seating allocation is another aspect of the physical environment that can increase on-task student
behaviour (Jones 2011; William 2012; Groundwater-Smith, Ewing & LeCornu 2015). Adjusting
desks and seats can have serious effects on the style and level of communication in the classroom
(Groundwater-Smith, Ewing & LeCornu 2015, p. 114). Other aspects that can increase productive
student behaviour, are the arrangement and location of resources, and the use of those resources
within a lesson. Resources can create engagement and spark many questions and lines of inquiry
(Groundwater-Smith, Ewing & LeCornu 2015, p. 116).

The social and emotional environment is also seen as having a direct influence on students learning
outcomes (Pascal et al. 1998; Smyth, Down & McInerney 2008). Williams (2012, p. 12) states that
positive classroom climates can promote a sense of belonging amongst students, where they feel safe
and free from discrimination. In other words, the wellbeing of students’ is nurtured. To maximise
participation, educators need to be aware of the inevitable power relationships that exist, which can
then affect the level of participation (Sullivan 2017).

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