Creating the environment for learning. This is for an effective teacher-student relationship. To encourage students to discover their potential by assisting them to the learning process through an effective learning environment.

1. Creating the
Environment for
Learning
A report by Stephen James Duran

2. A learning environment is more
than just a classroom—it’s a space
in which students feel safe and
supported in their pursuit of
knowledge, as well as inspired by
their surroundings.
What is a
learning
environment?
Instructors can also influence a
learning environment by the way they
teach and the atmosphere they create
in the classroom. They can help
influence student learning by
encouraging student engagement,
providing positive and constructive
feedback that supports exploration,
community among peers, and
diversity.

3. According to:
Hattie (2009)
One of the most important influences on student achievement is the
relationship between the teacher and students.
Goodwin (2011)
describes teachers who create a conducive environment for learning as
warm and empathetic and establish a sense of community within the
classroom where they respect students and students respect them and
one another. Essential in creating a favorable learning atmosphere is a
growth mindset where teachers' words and actions make it clear that
student achievement depends on hard work and effort and is not cast in
stone by past performance.

4. Dean et. al. (2012)
This motivates students to work harder. As students work harder, their feeling
of self-efficacy increases.
The first three instructional strategies when applied will lead to a positive
learning environment. They are:
1) setting objectives and providing feedback,
2) reinforcing effort and providing recognition and
3) cooperative learning.

5. Setting
Objectives
There are four recommendations for
setting objectives in the classroom:
• Set learning objectives that are
specific but not restrictive.
• Communicate the learning objectives
to students and parents.
• Connect the learning objectives to
previous and future learning.
° Engage students in setting personal
learning objectives. Make them own the
learning objectives. This makes them
self-directed learners (Dean, et al, 2012).

6. • Provide feedback to make
students understand what was
correct and what was incorrect and
to make clear what students need
to do next.
• Provide feedback in time to meet
students' needs.
• Feedback should be criterion-
referenced. Feedback should make
students see their performance in
relation to the expected outcome or
the learning target and not in
relation to the classmates'
performance.
Providing
Feedback

7. • Engage students in the feedback process (Dean, et al,
2012). This way, they are made to reflect on their own
performance and exchange feedback with peers. This can
help them become lifelong learners.

8. Reinforcing
Effort
What can reinforce student effort? Teach
student that success is within their control
because it comes as a result of their effort
not because of other people or of luck.
“There is only one formula for success and
that is hard work.”

9. Providing
Recognition
• Promote a mastery-goal orientation.
Teachers should recognize effort in
relation to learning outcomes not to other
students' performance. In other words, the
emphasis is on criterion-referenced and
not on norm-referenced assessment.
• Provide praise that is specific and aligned
with expected performance and behaviors.
Great and very good are quite general
compared to "Congratulations, you
struggled with using a microscope
properly, but you asked questions when
you didn't understand, and now your efforts
are paying off:" Teachers must be
generous with genuine praise.

10. Cooperative Learning
Teachers are strongly encouraged to use cooperative learning to lay the
foundation for students' success' in a world that depends on collaboration
and cooperation. In the layers of a complex world, the students of today
need to possess not only intellectual capabilities but also the ability to
function effectively in an environment that requires working with others to
accomplish a variety of tasks, claims Thomas Friedman (2006), the author
of the The World Is Flat.
Learning atmosphere is more favorable when students work together rather
than compete and work against one another.
For an effective cooperative learning, keep group size reasonably small.

11. Elements of the Cooperative
Learning Model

12. ELEMENT PURPOSE
INSTRUCTIONAL
IMPLICATION
Positive
Interdependence
To ensure that success by an individual
promotes success among other group
members.
Establishes a cooperative goal structure and equally
distribute resources; helps students develop a sense
that they "sink or swim" together.
Face-to-Face
Promotive
Interaction
To encourage and activate individuals'
efforts to achieve and help one another
learn.
Encourages discussion among group members and
teach students about the importance of effort and
how to provide others with recognition for their effort.
Individual and Group
Accountability
To ensure that all members contribute to
achievement of the goal and learn as
individuals.
Establishes an optimal group size and include
individual assessments; helps students understand
that each person needs to contribute to the success
of the group.
Interpersonal and
Small-Group Skills
To ensure that all members clearly
understand effective group skills.
Provide initial and ongoing instruction on effective
group skills such as communication, decision making,
conflict resolution, leadership and trust.
Group Processing
To promote group and individual
reflection for
maintenance of group effectiveness and
success.
Establishes dedicated time for group reflection by
providing structures such as specific questions,
learning logs, or sentence stems that focus on how
well the learner is functioning and how to function
even better.

13. Thank you!