Creating a Positive Learning Environment

By working through this module, you will be able to:

1. identify and evaluate elements of a positive learning environment.
2. identify and explain strategies so that all students can participate.
3. discuss the influence that teachers have in creating a positive learning environment.
4. Plan ways to create a positive learning environment for ALL learners.
Read the following three definitions and decide which one best describes a learner-centered
approach.
Definition 1
Student-centered learning is an approach in which teachers control the learning process.
Students can decide who they work with, but it must be within the classroom with their
colleagues. Students work mainly alone on answering lists of difficult questions. Students do
a creative project in the 5th grade. Collaboration between students is sometimes encouraged
but this is limited to two or three times a year.

Definition 2
Student-centered learning is an approach in which students can influence or decide the
content of learning activities, resources, materials, place, and pace of learning. Students are
placed at the center of the learning process which supports inclusion. The facilitator
encourages and provides students with opportunities to learn independently, in pairs, and in
groups. Learning is planned with the student and facilitator, regularly monitored with
feedback, and revised throughout activities. Students are encouraged to think deeply to
develop 21st Century Skills. It is about developing communication skills, critical thinking,
creativity, and collaboration skills.
Definition 3
Student-centered learning encourages collaboration when the whole class answers verbally
together when asked questions by the teacher. The teacher lectures and demonstrates for 80%
of the class. Students appear to like this as they sit quietly and passively without asking any
questions. Activities set are boring and don’t stimulate any creativity in the students. Students
only learn to memorize answers.
2. Positive Learning Environment
An environment needs to be created so that learning can be effective for all students where
they feel: happy, safe, interested, encouraged valued, etc. By creating a positive learning
environment, students can concentrate and think fully on what they are learning. Remember,
learners always need to be the focus of analysis when thinking about inclusive practices –
bear that in mind throughout, whilst thinking about how you value diversity in the classroom
Positive Learning Environment Definition
Read definitions of the words in the term ‘positive learning environment’ and their
synonyms.

Positive Definition - constructive, optimistic, or confident.

Similar words; - Practical, useful, productive, helpful, worthwhile,
beneficial, effective, hopeful.
Learning Definition - gaining of knowledge or skills through study, experience, or
being taught.
Similar words; - Studying, education, schooling, tuition, teaching,
academic work, instruction.

Environment Definition - the surroundings, conditions or setting or in which a particular

activity is carried out.
Similar words; - situation, setting, scenario, location, context, ambiance,
atmosphere, mood.

Using the definitions and synonyms above, write your definition of what the phrase ‘positive
learning environment’ means to you. Write your thoughts in your learning journal. Discuss
with a colleague if you can.
A positive learning environment is
_________________________________________________

Definitions of a Positive Learning Environment

The environment can be a mood or a feeling created in the classroom by the teacher
and students that makes learning easier or harder, motivating or disengaged, enjoyable or
miserable for students. It can include the physical classroom and school and the way it
makes students feel. Students are encouraged and feel confident to participate throughout the
lesson in different ways. It is a safe place to communicate, take risks, ask questions, and
improve themselves. It is about having a positive (can do) attitude, where learners are
motivated, leading to high-level outcomes.
Why is it important for educators to create a positive learning environment?
It is important to understand the teachers’ role in creating a positive learning
environment and the impact this can have on students’ academic achievement and
social and emotional well-being.

• A student’s learning is affected by their environment.

• Creating a calm but interesting classroom stimulates learning.
• Schools and classrooms need to feel safe and welcoming.
• Students need to feel welcome and a sense of belonging in their educational
setting
• Most children respond well to a routine to help them feel safe. The consistency
provides them with a sense of security so they know what to expect which
makes any new learning or changes easier. A visual timetable for the day
would support this in a classroom with young students but older learners also
like to know what will happen during a class or the day.
• The atmosphere in a setting should make a learner want to be present and
participate.
• A positive atmosphere helps learners overcome another additional barrier

POSITIVE INTERACTIONS
Interactions between teachers and learners are the most important way to create a positive
learning environment. Communication between the teacher and the learner needs to be
encouraging and personalized, remembering they are people rather than numbers of students.
This can be a challenge where teachers are responsible for large class sizes but the impact it
has on learning is well researched. Showing you care about your learners will help them feel
that they are part of the school community and feel a sense of belonging. Positive behavior
might involve smiling at students, using a calm tone, greeting them by name, and showing
excitement and enthusiasm when students put effort into their work (rather than the end
result). When we praise the efforts of learners, they are rewarded for the process and work
they put in and support them in recognizing and celebrating progress.

“People will forget what you said, people will forget what you did, but people will never
forget how you made them feel.” Maya Angelou

Reflect
 How do these behaviors link with inclusive practice?
How often do you interact in this way? Tick the boxes.
Complete the table below reflecting on the impact of the teachers’ interactions.
The first three have been completed.

Interaction/behavior Impact/consequence How often

do I do
this?
Greet students by their name Students feel part of the community.
You know them, recognize them and
they feel welcome & involved.
Show positive behavior – smile, use a calm It feels like you want all students to be
tone, excitement, enthusiasm there. You are excited about learning
which motivates you.
Show you care by using supportive language Students feel like you care about their
learning, so they take more care and
pride in their work.
Acknowledge students’ emotions “I can see
you are excited about this task.”
Deal with challenges using humor and move
on quickly
Listen to students’ ideas
Validate what students say
Ask students to elaborate and show interest
in students’ ideas
Praise learners when they use learning
methods well (e.g. multiplication facts to
solve a word problem).
Provide specific encouragement/feedback
Recognize students’ effort
Start natural, comfortable, and relaxed
conversations with students.
Demonstrate vulnerability and uncertainty,
e.g that you might not know how to spell a
word
Use phrases such as ‘I wonder…’ and ‘What
do you think?’

A SENSE OF BELONGING
Learning and education are about
developing the tools for someone to fulfill
their potential. Maslow's hierarchy of
needs model (1943) is a theory of
motivation that states that five categories
of human needs dictate an individual's
behavior. Those needs are physiological
needs, safety needs, love and belonging
needs, esteem needs, and self-
actualization needs. He argued that we
need ‘belonging’ to fulfill our potential.
Without a sense of belonging, we cannot
feel valued, nor do we have the self-
esteem that is necessary to set goals and
achieve our potential.

THE PHYSICAL SPACE AND RESOURCES

Inclusive teachers who have a positive attitude think about their students, the physical space,
and the resources they use. Their classrooms are stimulating, even if learning materials are
limited and furniture is poor quality. The classroom can be well-ordered, clean, and made
interesting. Teachers should review their learning resources and equipment to think about
how best to use them to make the learning environment positive for all.

THE IMPORTANCE OF GETTING THE PHYSICAL SPACE RIGHT

1. What do you think these learning resources might be?
2. What do you think you can do to the physical space to make it more inviting to
learners? Write a list in your learning journal.
3. Think about how they contribute to creating a positive learning environment. If you
are working with a colleague, share and compare

HOW ROUTINES CAN INFLUENCE THE LEARNING ENVIRONMENT

A routine is a pattern that learners can follow without too much thinking. This can free space
in their heads to think about their learning.
 Routines represent predictability and security, which help students feel safe and
confident. They are particularly helpful for students with specific learning difficulties.
 Effective routines improve behavior and make certain practices normal, consistent,
and expected.
 Using strategies such as a visual timetable (see picture cards) enables teachers to
share the plan for the day and can help students feel mentally prepared for what will
happen next.
 In addition to regular procedures, routines can also be demonstrated in how we act or
behave the way that teachers behave and respond towards their learners ensures that
the environment is fair, inclusive, and consistent, making it easier for students to meet
educational setting expectations. When students repeat behaviors often enough
(practice it) it becomes a habit.
  With younger students, it is valuable to practice routines at the beginning of the
school year and will need positive reinforcement and practice. When routines are
followed, pupils understand what happens and why.
 Consistency is key to establishing successful routines and creating a positive learning
environment.

Routines in place (15 minutes)

1. What routines do you have in place?
2. What impact do you think they have on how learners feel in your class?
3. Think about how they contribute to creating a positive learning environment. If you
are working with a colleague, share and compare.

Below is a series of ideas for educational settings that can support a positive learning
environment. It might be helpful to group them into categories, such as routines, interactions,
and physical environment. Think about the ideas, questions, comments, and suggestions
below and sort them into the appropriate list. Some could fit into more than one category.
One example has been given.

Classroom routines
Physical environment Interactions
What do late arrivals
and resources
need?

Ideas, questions, comments, and suggestions for educational settings.

1.Are there enough interesting display spaces for student’s work?
2. How are resources given out and stored?
3. Welcome children at the door, by name, as they enter
4. Can you work with parents and the community to protect classrooms from
damage?
5. Is there room to move around the class?
6. What are acceptable noise levels in class?
7. Is there a visual timetable available?
8. Provide constructive feedback to help learners improve
9. What to do when learners have finished an activity?
10. What do late arrivals need?
11. Is there enough light, heat, ventilation - and fresh air?
12. Encourage students to ask and answer questions
13. Is there a seating plan that rotates learners?
14. Are fans used when available?
15. Mistakes are explored and made into learning opportunities.
POSITIVE LEARNING ENVIRONMENT CASE STUDY

The following case study provides important ideas to help with the development of a positive
learning atmosphere. Read it and think about how the teacher worked hard to create a
positive learning atmosphere for all students.

Miss Catering, an experienced teacher, teaches a group of 9-year-old learners in a basic

education school in SEAIT.

Identify the important words or phrases in the case study and write them. Once
identified notice which of the three categories they fit into.
- Classroom routines
- Physical environment and resources
- Interactions

CASE STUDY
Individual learners were greeted by the teacher saying “Good Morning, I’m so pleased to see
you at school today”; each time using the learner’s name. Her personality was happy,
expressive, and interested in the students.

Miss Catering created high levels of interest among all the students. This started when they
arrived in the classroom and they immediately joined in singing the days of the week, the
alphabet, numbers, and so on. This slowly became more directed once they were all seated.
Girls and boys were mixed and seated around the room. When she had completed the class
register, the teacher moved quickly into a period of questions and answers, using each
student’s name.

The teaching activities were mixed – some were very active, some reflective, some listening
to audiobooks, and some creating a poster. She took objects from her rucksack and asked
‘What’s this Fhukerat?’. Sometimes she pointed to pictures on the wall display to prompt a
student’s response. She often used first names to speak to individuals and made many
positive comments to individual students.

The classroom had students’ work displayed. Each student had individual feedback on their
work. This identified ‘what they had done well’, ‘what needed to be improved’, and ‘how
they could improve it’. The seating and desk arrangements were flexible. Some were sat on a
mat on the floor, others at desks doing pair work. Plants and other items were used to add
interest. Students, as part of the lesson, were asked to work in groups of three and answer
questions about the ‘plants they could see from the playground.’

Assignment
Develop ideas to create a positive learning environment.
This activity asks you to think about what YOU need to do to develop a positive
learning environment in your own classroom.
1) Draw your classroom again.
2) Think about all the previous activities in creating a positive learning
environment. Think about inclusive practice and the different needs of learners.
Consider what the learners could see, hear, smell, and feel.
3) Draw, write, or stick pictures to show your ideas in developing a positive
learning environment. Two examples are given.