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The Learning Environment: Lesson 3

The document discusses the learning environment and its impact on students. It defines the learning environment as consisting of both the physical environment and the psychological atmosphere created by teacher-student and student-student interactions. A conducive learning environment encourages active participation, allows students to discover personal meanings, respects diversity, and makes students feel respected, accepted, and able to confront ideas through a cooperative process. Maintaining a clean, well-lit classroom along with a supportive psychological climate can facilitate effective teaching and learning.

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Raymart Santiago
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560 views

The Learning Environment: Lesson 3

The document discusses the learning environment and its impact on students. It defines the learning environment as consisting of both the physical environment and the psychological atmosphere created by teacher-student and student-student interactions. A conducive learning environment encourages active participation, allows students to discover personal meanings, respects diversity, and makes students feel respected, accepted, and able to confront ideas through a cooperative process. Maintaining a clean, well-lit classroom along with a supportive psychological climate can facilitate effective teaching and learning.

Uploaded by

Raymart Santiago
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson 3 The Learning Environment

“To heredity, the child owes his possibilities.


However, to environment he owes the realization of these possibilities.”

Introduction
The learning environment consists of the physical environment as well as the
psychological atmosphere or the socio-emotional climate which is mainly a product of the
interaction and relationship between teacher and students and among the students.

Learning Objectives:
At the end of the lesson, you should be able to:
 Differentiate physical climate from physical environment;
 Describe the physical environment of a classroom conducive to learning; and
 Describe a facilitative learning environment.

Content
Physical Environment
The physical environment includes the physical condition of the classroom, the
arrangements of furniture, seating arrangement, the classroom temperature and lighting.
We enjoy learning in a neat, tidy, orderly, spacious, well-lighted, well- ventilated and quiet
classroom. We can’t learn in dirty, topsy-turvy, warm, poorly ventilated, and noisy
classrooms. How should the environment be structured for effective teaching and learning?
(One chapter is devoted to managing the physical environment in Unit IV).

Physical Climate
Let us not forget that equally important, if not more important, is the psychological
atmosphere or climate the reigns in the classroom. Researchers agree that in addition to
conducive physical environment, the favorable school climate includes:
1. Safety (e.g, rules and norms; physical safety; social-emotional safety);
2. Relationships (e.g, respect for diversity; school connectedness/engagement; social
support-adults; social support – students; leadership); and
3. Teaching and learning (e.g, social, emotional, ethical and civic learning; support for
learning; professional relationships)
Pine and Horne (1990) described a facilitative learning environment for learning. It is one:
1. Which encourages people to be active - a psychological classroom environment
which is supportive of learning engages the learners in the learning process.

University of Nueva Caceres Principles and Methods of Teaching


2. Which promotes and facilitates the individual’s discovery of the personal
meaning of idea – meaning is not imposed by teacher. This is personally arrived at
by the learners considering the uniqueness of their experiences.

3. Which emphasizes the uniquely personal and subjective nature of learning –


every learner is unique.

4. In which difference is good and desirable – there is no respect for diversity. To be


different does not mean to be deficient.

5. Which consistently recognizes people’s right to make mistakes – learners feel


at ease and learn best when mistakes are welcome because they are recognized as
part and parcel of the learning process.

6. Which tolerates ambiguity – this leads to openness to ideas add prevents teacher
and learners alike to be judgmental.

7. In which evaluation is a cooperative process with emphasis on self-evaluation


– this makes evaluation less threatening. The learner is not alone when he evaluates
learning, he is with a group. His/her progress is seen against his/her targets not
against the performance of his/her classmates.

8. Which encourages openness of self rather than concealment of self – people at


ease and so aren’t afraid to be transparent.

9. In which people are encouraged to trust in themselves as well as in external


sources – there is a strong social support, and it is not difficult to trust others.

10.In which people feel they are respected – everyone is convinced of the inner
worth/dignity of each individual and so it is easy to respect everyone.

11.In which people feel they are accepted – there is a sense of belongingness.

12.Which permits confrontation – since learners feel at ease and feel they are
accepted; they are not afraid to confront themselves.

13.A conducive learning environment is necessary in the full development of the


cognitive and appetitive faculties of the learner – his senses, instincts,
imagination, memory, feelings, emotions and will.

Assessment/Activity
1. What does learning environment consist of?

University of Nueva Caceres Principles and Methods of Teaching


2. When is learning environment facilitate learning?
3. Is a conducive learning noise-free? Explain your answer.
4. Search on the net a picture of a conducive learning environment. Below the picture,
describe it and its characteristics to be called as conducive to learning.

References
Principles and Startegies of Teaching
By Brenda B. Corpuz, PhD and Gloria Salandan, PhD
Lorimar Publishing Company Inc.

Principles of Teaching I
by Erlina D. Serrano, MAEd and Ana Ruby M. Paez, M.S.
Adriana Printing Company Inc.

University of Nueva Caceres Principles and Methods of Teaching

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