The document discusses three dimensions of creating a positive learning environment: psychological, physical, and social. The psychological environment involves setting a positive tone and using seven qualities of effective teaching to build trust and confidence. The physical environment should be comfortable and conducive to learning, considering factors like room arrangement, seating, lighting, temperature, and technology. The social environment aims to value all learners by recognizing differences and avoiding discrimination. Both intentional and unintentional discrimination should be addressed. The class should assume diverse backgrounds and discuss differences respectfully without singling students out. The document also notes two factors related to different teaching approaches: technology and class size. Large and small classes each have pros and cons, so

1. CREATING A
POSITIVE
LEARNING
ENVIRONMENT

2. THREE DIMENSIONS OF
ENVIRONMENT
Psychological Physical Social

3. Psychological Environment
This “climate setting” involves the tone of
the class. The climate matters from the first
minute of class until the last.
Using the 7 qualities of effective teaching, you can
work to build a climate for successful learning.
1. Build a climate of trust;
2. Show an empathetic understanding of the learners and
their circumstances;
3. Being authentic or genuine and how you relate to the
learners;
4. Demonstrating and modeling confidence in the learners
and in yourself;
5. Balancing confidence with the degree of humility or
modesty;
6. Showing enthusiasm for your topic, for the learners, and
for simply being there for the learners; and
7. Demonstrating respect for the learners and for what
you’re teaching.

4. Physical Environment
Create an environment conducive
to learning. Consider:
Room Arrangement- Traditional, U
shape, rectangle or square, circle,
small groups, individual?
Seats- Are they comfy?
Lighting- Is it dark? Too bright?
Acoustics- How does your voice
carry?
Temperature- Too hot/cold?
Technology- Does it work?

5. Physical Environment
Also Consider:
Are you standing? Teacher has
authority, a presence of
expertise and confidence.
Sitting? More informal, better
with small groups, lose
presence, appropriate for some
situations
Moving? Closer to learners, may
perceive you as “spying”
Amenities- Are you bringing
anything? Ex. treats, stress
reducing toys, conversation
pieces.

6. Social Environment
“RECOGNIZING AND VALUING THE WAYS IN
WHICH OUR LEARNERS, AND WE OURSELVES,
ARE DIFFERENT.” We want to create an
environment that values all learners.
The differences may come from:
Gender, Class, Sexual orientation, Race, Disability, Age
Behaviours towards other classmates that are
discriminatory can be divided into 2 categories:
intentional
discriminatory
unintentional
discriminatory
Be aware of subtle, and even unintentional
discrimination and immediately act on changing
the behaviours! If intentional discrimination
arises, confront directly and immediately.

7. Social Environment
When navigating discriminatory
behaviors, these steps could create
environment that values all students
1.Assume that your students have a diverse range of
backgrounds and experiences.
2.Don't avoid discussing differences just because it
may feel uncomfortable.
3.Treat all students in an equitable way.
4.Don't single out students because of their gender or
race and expect them to represent “the view” of
women or minorities.
5.Be sensitive to the needs of students with
disabilities without singling them out

8. TWO FACTORS RELATED
TODIFFERENCES IN
TEACHINGAPPROACHES
Technology
Large vs.
Small Classes

9. Large vs. small classes
Pros and cons to both large and small classes!
Follow the 7 attributes of effective teaching and the 4
keys to effective teaching (Chapter 2). May have to
adjust how you demonstrate these qualities depending.
Technology: a “connected world”
Here is a few tips to get more out of technology in
the classroom:
1. Because of technology, you can communicate with
your learners at any time from anywhere.
2. Use technologies that will best help you reach
your students, but be careful to avoid overkill.
3. Always try out your technology before you
unleash it on your class.
4. Have a backup plan.
5. Don't be afraid to ask for help.

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