The document discusses several environmental factors that affect student motivation, including a teacher's caring attitude, fairness, social interactions with students, enthusiasm for learning, commitment to teaching, and reflective teaching practices. It also discusses the importance of belongingness and eliminating bullying to create a safe learning environment. Finally, it outlines ways that supportive parents can positively contribute to their child's learning environment by following their academic progress, supervising homework, attending school meetings, and more.

1. Environmental Factors Affecting Motivation

2. Teacher’s Affective Traits
Affective characteristic of effective teachers by
James H. Stronge, 2002:
Caring – Specific attributes that show caring are:
 sympathetic listening to student 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

3. Fairness and Respect – these are shown in specific
behaviors like:
 treating students as people
 avoiding the use of ridicule and preventing situations
in which students lose respect in front of their peers
 practice gender, racial and ethnic fairness
 providing students with opportunities for students to
participate and to succeed

4. Social Interactions with students
– the specific behaviors of a facilitative social
interaction are:
 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 and demonstrating a sense of
fun
 have a sense of humor and is willing to share jokes

5. Enthusiasm and Motivation for learning shown in:
 encouraging students to be responsible for their own
learning
 maintaining and organized classroom environment
 setting high standards
 assigning appropriate challenges
 providing reinforcement and encouragement during
tasks

6. Attitude towards the teaching profession
 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 life long learning to his/her
students and colleagues

7. Reflective Practice
 reviewing and thinking on his/her teaching process
 eliciting feedback from others in the interest of
teaching and learning

8. Bullying and the Need to Belong
The need to belong is a basic human need. Students who
are accepted by teachers and classmates feel they belong to the
class. The sense of belongingness enhances their learning and
performance. The prevalence of bullying, however, obstructs the
creation of learning community where everyone feel s/he
belongs. With bullying in schools, the learning environment
cannot be safe. Then by all means, bullying should be eliminated
in schools. Bullying takes on several forms. It can be mild, it can
be intense or deeply-seated and highly violent. Today safety in
schools is being raised all over the world especially with that
tragic shooting incident that happened recently in Virginia, USA
acclaimed to be the worst school tragedy in American schools. In
that tragedy, more than thirty students were killed.

9. Parents as Part of the Learner’s
Human Learning Environment
Parents who are supportive of their children’s learning are
observed to do the following:
1. Follow up status of their children’s performance.
2. Supervise their children in their homework or project.
3. Check their children’s notebooks.
4. Attend conferences for Parents, Teachers and Community
Association (PTCA).
5. Are willing to spend on children’s projects and involvement in school
activities.
6. Participate actively in school-community projects.
7. Confer with children’s teachers when necessary.
8. Are aware of their children’s activities in school.
9. Meet the friends of their children.
10. Invite their children’s friends at home.

10. The interaction between the learner and the
teacher, among the learners, and among the learner,
teacher and parents gives rise to the learning climate
in the classroom. Whether the climate that comes as a
by-product of the interactions nurtures or obstructs
learning depends on the quality of these interactions.