The document discusses three key dimensions of creating a positive learning environment: the psychological climate, physical environment, and social environment. It emphasizes setting a climate of trust, empathy, authenticity, confidence, and respect. The physical environment factors include room arrangement, lighting, temperature, and seating. The social environment should recognize diversity and value all learners, avoiding both intentional and unintentional discrimination. Effective teaching approaches must consider differences between large and small class sizes, as well as integrating connected technologies while having backup plans.

1. CREATING A
POSITIVE
LEARNING
ENVIRONMENT
Chapter 9
“Effective teachers pay close attention to the
learning environment.”
3 dimensions of learning environment
+
2 factors involved in the environment

2. THREE DIMENSIONS OF
ENVIRONMENT
Psychological
climate
Physical
environment
Social
environment

3. THREE DIMENSIONS OF
ENVIRONMENT
Climate Setting
It is important from the first meeting to
set the stage
It involves the psychological environment
or tone of the class
Build a climate of trust;
Show an empathetic understanding of the Learners and their
circumstances;
Being authentic or genuine and how you relate to the
learners;
Demonstrating and modeling confidence in the learners and
in yourself;
Balancing confidence with the degree of humility or modesty;
Showing enthusiasm for your topic, for the learners, and for
simply being there for the learners; and
7 qualities of effective instructor with positive psychological
environment that were presented in Chapter 2 quick refresher:
1.
2.
3.
4.
5.
6.
7. Demonstrating respect for the learners and for what you're
teaching.

4. FACTORS THAT CAN INFLUENCE THE
PHYSICAL ENVIRONMENT
Physical Environment
ROOM ARRANGEMENT
OTHER CONSIDERATIONS
Lighting, Temperature, Acoustics and Seats
Traditional
U-shape
Rectangle or square
Circular
Individual tables and chairs
Standing, Sitting or Moving?
Amenities
This Social Environment

5. “RECOGNIZING AND VALUING THE
WAYS IN WHICH OUR LEARNERS,
AND WE OURSELVES, ARE
DIFFERENT”
Social Environment
The differences may come from:
Race
Gender Class Sexual
Orientation Disability Age
And can be divided into
intentional
discriminatory
unintentional
discriminatory
For intentional discriminatory behaviors, the problem
have to be confronted directly and immediately

6. Social Environment
For unintentional discriminatory behaviors:
These steps could assist teachers to value all students
Assume that your students have a diverse range of
backgrounds and experiences.
Don't avoid discussing differences just because it may
feel uncomfortable.
Treat all students in an equitable way.
Don't single out students because of their gender or
race and expect them to represent “the view” of
women or minorities.
Be sensitive to the needs of students with disabilities
without singling them out
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2.
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4.
5.

7. TWO FACTORS RELATED TO
DIFFERENCES IN TEACHING
APPROACHES
Large vs. Small
Classes
Teaching in a
Connected World

8. Large vs. small classes
Obey the 7 attributes of an effective teacher and follow
the 4 keys of effective teaching
Teaching in a Connected World
Because of technology, you can communicate with
your learners at any time from anywhere.
Use technologies that will best help you reach your
students, but be careful to avoid overkill.
Always try out your technology before you unleash it
on your class.
Have a backup plan.
Don't be afraid to ask for help.
Here's a few tips get to get more out of technology in the
classroom
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2.
3.
4.
5.

9. Reference
Brockett, R. G. (2015). Teaching adults: A practical guide for
new teachers. John Wiley & Sons.