2. Introduction
If the environment is defined as the sum
total of one’s surroundings then
environmental factors that affect student’s
motivation include human as well as non-
human factors. The immediate human
factors that surround the learner are the
teachers, other students, and parents.
3. A. Teacher’s Affective Trait
Studies suggests that management and instructional
processes are key to facilitating learning but interview
responses emphasize teacher’s affective characterictics
more than pedagogical practice.
4. Affective Characteristics of Effective
Teachers:
Caring
Fairness and respect
Social interactions with students
Enthusiasm and motivation for learning
Attitude toward the teaching profession
Positive expectations of students
Reflective practice
5. Caring
Sympathetic listening to students not only about
life inside the classroom but more about
students’ lives in general
Understanding of students’ questions and
concerns
Knowing students individually, their likes and
dislikes, and personal situations affecting
behavior and performance
6. Fairness and respect
treating students as people
avoiding the use of ridicule and
preventing situations in which
students lose respect in front of their
peers
practicing gender, racial and ethnic
fairness
providing students with opportunities
for them to participate and to
succeed
7. Social interactions
with students
consistently behaving in a friendly,
personal manner while maintaining
professional distance with students
working with students not for the
students
interacting productively by giving
students responsibility and respect
allowing students to participate in
decision-making
willing to participate in class activities
and demonstrating a sense of fun
having a sense of humor and is willing
to share jokes
8. Enthusiasm and motivation
for learning
encouraging students to be responsible for
their own learning
maintaining an organized classroom
environment
setting high standards
assigning appropriate challenges
providing reinforcement and
encouragement during tasks
9. Attitude toward the teaching
profession
having dual commitment to personal
learning and to students learning
anchored on the belief that all students
can learn
helping students succeed by using
differentiated instruction
working collaboratively with colleagues
and other staff
serving as an example of a lifelong
learner to his/her students and
colleagues
10. Positive expectations of students manifested in:
striving to make
all students feel
competent
communicating
positive
expectations to
students i.e., they
will be successful
having high
personal teaching
efficacy shown in
their belief that
they can cause all
students to learn
11. Reflective Practice
reviewing and thinking on his/her teaching process
Reviewing
and
thinking
eliciting feedback from others in the interest of
teaching and learning
Eliciting
12. B. Classmates
THE NEED TO BELONG
• basic human need
• students who are accepted by teachers and
classmates feel they belong to the class
• Students who feel that they are part of the class
look forward to attending and participating
• Sense of belongingness enhances their learning
and performance
BULLYING
• Obstructs the creation of a learning community
• Learning environment cannot be safe
• By all means, bullying should be eliminated in
schools
• Can be mild, it can be intense or deeply seated
and highly violent
13. C. Parents as Part of the Learners’ Human Learning Environment
follow up status of their children’s performance
supervise their children in their homework/project
check their children’s notebooks
review their children’s corrected seat works and test papers
attend conferences for Parents, Teachers and Community
Association
are willing to spend on children’s projects and to get involved in
school activities
participate actively in school-community projects
confer with their children’s activities in school
meet the friends of their children
invite their children’s friends at home
