.

1. Adversario,Elmer Angelo
Hervera,Jonabel
Tuazon,Mary Joy
Devilles,Tricia Mae
Behaviorism
Individualpersonalities and behaviors,as well as entire civilizations,
may be codified and controlled,according to behaviorism,a psychological
theory of human evolutionthatasserts that humans can be educated,or
conditioned,to respondin certain ways to specificstimuli
Throughhis research with animals, Ivan Pavlov was the first to
develop the conceptof conditioning.Watson wasdirectly impactedby his
conclusions,which supplied him with the initial scientific foundationforhis
opinions.
Pavlov conductedhis tests on dogs that, like the majority of canines,
salivated naturally in the presence offood.The animals were
demonstrating anunconditioned response (salivation)to an unconditioned
stimulus since this reaction is intrinsic (food).Pavlov then proceeded to
make a metronome soundat the time of each feedingforthe sake of
research.The dogs eventuallybegan to droolin response to hearing it and
in anticipationof food,even when none was present.
Pavlov was able to condition,or teach,these dogs to salivate in
abnormalconditions(afterhearing a sound)in reaction to stimuli that would
not typically evoke that response(sound).Pavlov had effectively turned
salivation into a conditioned habit,and the metronome into a conditioned
stimulus.
Pavlov also discovered thatconditioned behaviors of this type would
fade away if they failed to produce the desiredresult;for example,if the
metronome wassounded repeatedlywithoutfood,dogs would eventually
stop connecting the two and their drooling reaction to the music would fade
away.

2. B.F. Skinner developedthe behavioristtheory of operantconditioning.
Contrary to the theories of both Watson and Pavlov,Skinnerbelievedthat it
wasn'twhatcomes before a behaviorthatinfluences it,but rather what
comes directly afterit.
In operantconditioning,behaviors are manipulatedwhen they are
followed by either positive or negative reinforcement.Positive
reinforcementincreasesdesired behaviors by following them with rewards.
For example,if rat food is dispensedevery time a rat pushes a pedal,it will
repeatedlypush thatsame pedalto get more edible treats. The action of
pushing the pedal,the desired behavior,has been reinforced with food.
Negativereinforcementincreases desiredbehaviorsby allowing
subjects to escape punishmentthrough their performance.Forexample,if
a rat receiveda painfulelectricaljolt that would not cease unless it pressed
a pedal,it would begin to press it quickly following each initial jolt to relieve
its pain. The action of pushingthe pedal, the desired behavior,has again
been reinforced,thoughby a differentmethod than before.
Skinneralso showedthat behaviors could be altered through
punishmentor extinction.Punishing behaviors afterthey occur,
discourages them from being later repeated.For example,if a rat was

3. jolted with electricity when it presseda pedal,it would begin to avoid
touching it, avoidingperforming the undesirable behavior.
Extinction is when behaviors thatwere previously reinforced are later
unenforced,rendering the behaviors inconsequentialand causingthem to
decrease in frequency overtime. If the rat that had been trained to push a
pedalfor food ceased receiving foodforpressing it, eventually it would
press it less and less often.In time, afterit has become thoroughly
discouraged by the lack of dispensed rattreats, it may stop pressing it
altogether.
If the rat that was zapped with electricity stopped being zapped,it
would also push the pedalto stop the voltage less frequently,as its reason
for doing so would be gone.Extinction is the discontinuationof behaviors
that had been encouragedby either negative or positive reinforcement.
Edward Thorndike came up with the conceptof
instrumentalconditioning and,like Pavlov,reached his main conclusions
using data gained through animal-basedexperimentation.Such
experiments included placing hungrycats in an enclosedcontainer,which
Thorndike referred to as a puzzle box, from which they had to escapein
order to reach food.The first time a cat was placed in this situation it
escaped only afterseveralfailed attempts and a single lucky successful
guess (such as pushingthe right button). However,the time it took to
escapedecreased each time a cat was returned to the box.
This meant, first of all, that the cats remembered which behaviorwas
necessaryto escapeand get the reward of food.If they had not, it would
take approximately the same time for them to refigure it out and there
would not be the trend of a continually fasterescape.Secondly,they were
clearly able to recognize their currentsituation (being placed in the puzzle
box) was identicalto the last time they were placed inside of the puzzle
box,and therefore thatthe same successfulbehaviorused before would
achieve the same end resultthe nexttime around:freedom and a feast.
Using his data, Thorndike developedtwo main laws concerning
conditioning.The first was the law of exercise,stating simply that the

4. repetition of a responsestrengthensit. Each time a cat was placed in the
puzzle box, it exhibited a strongerinclination to perform the behaviors
required,exiting the box with increasedproficiency and in a shorter time
span.
The secondlaw, the law of effect, established thatbehaviors were
either strengthenedor weakened,depending on whetherthey were
rewarded or punished.Each time the successfulbehaviorwas repeated,it
was done so more quickly because the cat no longerwasted time
performingotherbehaviorswhich had proven unsuccessfuland kept the
animalimprisoned.
Neo-Behaviorism
Edward ChaceTolman introducedhis purposivebehaviorismin the
early 1920s.Tolmanwas introducedto behaviorism,as it was then being
promoted by John B. Watson.In Tolman'spurposive behaviorism,behavior
implied a performance,the achievementof an altered relationship between
the organism and its environment;behaviorwas functionaland pragmatic;
behaviorinvolved motivation and cognition;behaviorrevealed purpose.But
for Tolman,in contrastto theorists such as William McDougallwho also
advanceda purposive behaviorism,purpose wasnota mentalistic concept
it was part and parcelof the behaviorbeing observed,an obvious legacy
from the new realists. Tolman'sbehaviorwas molar, involving an
adjustmentof the organism with respectto its environment,not a
molecular,physiologicalresponse.Tolman turned his attention to human
behaviorand some of which the clinicalpsychologistsand the other
students of personality have uncoveredas the devils underlying manyof
the individualand socialmaladjustments.Tolman believed thatbehavior
could not—neednot—be explained in a way that excludes mentalistic
terms. Ratherthan get rid of them, he wanted to give them objective,
operationaldefinitions
Learning is aboutinteracting with the environmentand making a
permanentchange in knowledgeor behaviorthat improves human
performance.According to Bandura’s SLT,we learn from interacting with

5. others in a socialcontext.We observe,assimilate,and imitate others’
behaviorwhen witnessing positive orrewarding experiences.
Banduraagreed with the behavioristlearning theoriesof classical
conditioning and operantconditioning yet,crucially,
added the following:
• Mediating processestake place between the stimuli
and response.
• Behavioris learned through observationof the
environment.
As a result, both environmentaland cognitive factors combine to influence
human learning and behavior.The SLT states that we acquire behaviors
through a combination of reinforcementand imitation,where “imitation is
the reproductionof learning through observation”.
SLT processing
The SLT suggests thatwe learn from one anotherthroughoutour lives via
the following processes
• Observation
We observe otherpeople’sbehavior.
• Imitation
Following observation,we assimilate and imitate the observed behavior.
• Modeling
We are more likely to imitate behaviormodeledby people we perceiveas
similar to ourselves.

6. Bandura proposed thatmodeling or learning is composed offour
mediationalprocesses or conditionsthatmust be met.
Attention
We must pay attention to the model.Our attention increaseswhen behavior
is more striking, different,or prestigious,and when the modelis more
similar to ourselves.
Retention
We must be able to rememberthe observed behavior;this can be
increasedthrough rehearsal.
Reproduction
We must be capableof replicating the behaviorjust observed.Note that a
novice may not be developmentally ready to reproduce the action.
Motivation
We must be motivated to demonstrate whatwe have learned.This can be
influencedby both reinforcementand punishment.
Cognitive Perspective
Gestalt Psychology
The first GestaltPrinciples were devisedin the 1920s by German
psychologistsMax Wertheimer,Kurt Koffka and Wolfgang Kohler—who
aimed to understandhow humans typically gain meaningfulperceptions
from the chaotic stimuliaround them.They identified a set of laws which
address the naturalcompulsion to find order in disorder.Accordingto this,
the mind “informs”whatthe eye sees by perceiving a series of individual
elements as a whole. Professionals in the then-growing industry ofgraphic
design quickly adoptedthese principles,and designers have sinceused
GestaltPrinciples extensively to craftdesigns with well-placed elements
that catch the eye as larger, whole images.

7. GESTALTPRINCIPLES
Similarity
It’s human nature to group like things together.In gestalt, similar elements
are visually grouped,regardless of their proximity to each other.They can
be grouped by color,shape,or size. Similarity can be used to tie together
elements thatmight not be right nextto each otherin a design
Continuation
The law of continuity posits that the human eye will follow the smoothest
path when viewing lines,regardless of how the lines were actually drawn.
Closure
Closure is one of the coolestgestaltprinciples and one I already touched
on at the beginning of this piece.It’s the idea that your brain will fill in the
missing parts of a design or image to create a whole.
Proximity
Proximity refers to how close elements are to one another.The strongest
proximity relationships are those between overlapping subjects,but just
grouping objectsinto a single area can also have a strong proximity effect.
Figure/Ground
The figure/ground principleis similar to the closure principle in that it takes
advantageof the way the brain processes negative space.You’veprobably
seen examples of this principle floating aroundin memes on socialmedia,
or as part of logos.
Symmetry and Order
The law of symmetry and order is also known as prägnanz,the German
word for “good figure.”What this principle says is that your brain will
perceive ambiguousshapes in as simple a manneras possible.For
example,a monochrome versionof the Olympic logo is seen as a series of
overlapping circles ratherthan a collection of curved lines.

8. Information Processing
Information Processing Theory is a cognitive theory thatfocuses on
how information is encoded into ourmemory.The theory describeshow our
brains filter information,from whatwe’re paying attention to in the present
moment,to what gets stored in our short-term or working memory and
ultimately into our long-term memory.
The premise of InformationProcessing Theoryis that creating a long-
term memory is somethingthat happensin stages;first we perceive
somethingthrough oursensory memory,which is everythingwe can see,
hear, feelor taste in a given moment;our short-term memory is what we
use to rememberthings forvery short periods,like a phone number;and
long-term memory is stored permanentlyin our brains.
Our cognitive processes filterinformation,deciding whatis important
enough to ‘save’from our sensory memory to our short-term memory,and
ultimately to encodeinto our long-term memory. Our cognitive processes
include thinking,perception,remembering,recognition,logicalreasoning,
imagining,problem-solving,our sense of judgment,and planning.
Gagne’s Conditionof Learning
Gagne suggeststhat learning tasks for intellectualskills can be
organized in a hierarchy according to complexity:stimulus recognition,
response generation,procedure following,use of terminology,
discriminations,conceptformation,rule application,and problem solving.

9. The primary significance ofthe hierarchyis to identify prerequisitesthat
should be completed to facilitate learning ateach level.Prerequisitesare
identified by doing a task analysisof a learning/training task.Learning
hierarchies provide a basis forthe sequencingof instruction.
Nine instructionalevents and corresponding cognitiveprocesses:
Gaining attention (reception)
Informing learners of the objective (expectancy)
Stimulating recallof prior learning (retrieval)
Presentingthe stimulus (selectiveperception)
Providing learning guidance (semantic encoding)
Eliciting performance (responding)
Providing feedback(reinforcement)
Assessingperformance(retrieval)
Enhancingretention and transfer(generalization)
Gagne’s Nine Events ofInstruction providethe frameworkor guidelines
with which to prepare and deliverinstructionalcontent.Course goals and
learning objectives should be created before implementing the nine events.
These objectivesmustthen be categorized into one of the five domains of
learning outcomes.
Ausubel's meaningfulverballearning/subsumption theory
• In Ausubel'sview,to learn meaningfully,students mustrelate new
knowledge(concepts and propositions)to whatthey already know.He
proposed the notion of an advanced organizeras a way to help students
link their ideas with new material or concepts.
• Ausubel's theory oflearning claims that new concepts to be learned can
be incorporated into more inclusive concepts or ideas.These more
inclusive concepts or ideas are advanceorganizers.Advance organizers

10. can be verbalphrases (the paragraph you are aboutto read is about Albert
Einstein),or a graphic.In any case,the advance organizeris designed to
provide,whatcognitive psychologistscall, the "mental scaffolding:to learn
new information.
⦁ Accordingto David Ausubel,knowledgeis hierarchically organized,
and new informationcan be attached/anchored to what is already known.
Once a learner successfully attachedthis new information to their existing
knowledge, this is where meaningfulreceptionof information takesplace
Bruner's ConstructivistTheory
REPRESENTATION
Brunersuggested the ability to represent knowledge in three stages.These
three stages also become the three ways to represent knowledge.
1.EnactiveRepresentation-Atthe earliest ages, children learn aboutthe
world through actions on physicalobjects and the outcomesof these
actions.Children representobjects in terms of their immediate sensationof
them. They are represented in the musclesand involve motorresponses,
or ways to manipulate the environment (i.e., riding a bicycle and tying a
knot, tasting the apple).
2. Iconic Representation-This second stageis when learning can be
obtained throughusing models and pictures. The learnercan now use
mental images to stand for certain objects or events.Iconic representation
allows one to recognize objects when theyare changedin minor ways
(e.g., mountainswith and withoutsnow at the top).
3. Symbolic Representation-In this third stage,the learner has developed
the ability to think in abstract terms. This uses symbol system to encode
knowledge.The most common symbolsystems are language and
mathematicalnotation.

11. ConstructivistKnowledge /ConstructionConcept learning
Constructivism-is a basicallya theory based on of observation and
scientific study abouthow people learn.It says that people constructtheir
own understanding and knowledge of the world, through experiencing
things and reflecting on those experiences.
Two Views of Constructivism
IndividualConstructivism-This is called Cognitive Constructivism.It
emphasizes individual,internalconstructionof knowledge.It is largely
based on Piaget’s theory.
SocialConstructivism–This view emphasizes that“Knowledgeexists in a
socialcontextand is initially shared with others instead of being
represented solely in the mind of individual”.It is based on Vygotsky’s
theory.
Characteristics ofConstructivism
Learner’s constructunderstanding – as discussedearlier, constructivists do
not view learners as just empty vessels waiting to be filled up.
New Learningdependson current understanding – It is through the present
views or schemethat the learners have thatnew informationwill be
interpreted.
Learning is facilitated by socialinteraction – Constructivists believein
creating a “community of learners”with in classrooms.
Meaningfullearning occurswithin authentic learning tasks – an authentic
task is one that involvesa learning activity that involves constructing
knowledgeand understandingthat involvesconstructingknowledge and

12. understanding thatis so akin to the knowledgeand understandingneeded
when applied in the real world.
Organizing Knowledge
Concept– is a way of grouping orcategorizing objects orevents in our
mind. A conceptof “teach”includes a group of tasks such as model,
discuss,illustrate, explain,assist,etc.
Schemasand scripts
Schema – is an organized body of knowledge aboutsomethingor it is like a
file of informationyou hold in yourmind aboutsomething.
Script – is a schemathat includesa series of predictableeventsabouta
specificactivity.
Applying Constructivismin Facilitating Learning
– Aim to make learners understand a few key ideas in an in-depth manner,
rather than taking up so many topics superficially.
– Give varied examples
– Provide opportunitiesforquality interaction
– Have a lots of hands-on activities
– Relate yourtopic to real life situations
– Do not dependon the explanationmethod allthe time.
Transferof Learning
Three types of transferof learning
Positive transfer-when learning in one situation facilitates learningin
anothersituation,it is known as positive transfer.

13. Negative transfer-when learning of one task makes the learning of another
task harder, it is known as negative transfer.
Zero transfer-when learning of one activity neitherfacilitates nor hinders
the learning of anothertask, it is case of neutral transfer.
Educational Objectives Revised
THE ORIGINAL TAXONOMY OF THE COGNITIVE DOMAIN
Bloom’s original1956 Taxonomyof EducationalObjectivesidentified the
following levels of cognitive learning (arrangedfrom lower-orderto higher-
order levels of learning)
Knowledge
The remembering of previously learnedmaterial;this involves the recall of
a wide range of material, from specific factsto complete theories.
Comprehension
The ability to grasp the meaning of previously-learned material;this may
be demonstratedby translating materialfrom one form to another,
interpreting material(explaining or summarizing),or by predicting
consequences oreffects.
Application
The ability to use learned materialin new and concrete situations;this may
include the application of rules, methods,concepts,principles,laws,and
theories.
Analysis
The ability to break down be understood;this may include the identification
of the parts, analysisof the relationshipsbetweenparts,and recognition of
the organizationalprinciples involved.
Synthesis
Material into its componentparts so that its organizationalstructure may
the ability to put parts togetherto form a new whole;this may involve the

14. productionof a unique communication (thesis or speech),a plan of
operations(researchproposal),or a set of abstractrelations (schemefor
classifyinginformation).
STERNBERG’S SUCCESSFUL INTELLIGENCE THEORY AND WICS
MODEL
To put it anotherway,Dr. Sternberg arguesthat intelligentconductis
the result of a balance between analytical,creative,and practicalabilities
and that these abilities work togetherto enable individuals to succeedin
specificsocioculturalcircumstances (Sternberg,1988,1997,1999).Ability
to examine,assess,compare and contrastinformation is facilitatedby
analyticalskillset.Invention,discovery,and othercreative pursuits are the
result of a person'screative ability.A person's ability to put whatthey've
learned into practice is what links it all together.Analytical,creative,and
practicaltalents and limitations mustall be utilized to the fullestin order for
an individualto be successfulin life. A person's ability to adaptto a given
setting may need working on their weaknesses,or they may choose to
work in an atmosphere thatemphasizestheir strengths.Forexample,a
person who is very analyticaland practicalbutlacks creativity may choose
to work in a sectorthat emphasizes technicalexpertise butdoes not
demand a greatdegree of imagination.Analyticalcapabilities can be used
to overcome a person's lackof creativity if the chosen careeris one that
places a high priority on these abilities. As a result, the triarchic theory of
successfulintelligence emphasizes the importance ofadaptation,both on
an individualleveland within the contextof a society (Cianciolo&
Sternberg,2004).
PROBLEM SOLVING AND CREATIVITY
There are times when traditionalthinking does notwork, and when
creative problem solving (CPS)is needed. So,you may build a strategy to
overcomebarriers and attain yourgoals,it pushesyou to look at things
from a new angle.When you're in the workforce,you're going to face

15. barriers and problems on a daily basis.You and yourorganization can't
succeed untilyou fosterinnovative thinkingand come up with practical
ideas that work for yourproducts,services,communications,and
interpersonalskills. For this, CPS wants you to distinguish your
"convergent" and "divergent" thinking.Brainstorming,or the act of
generatinga large numberof potentialideas and outcomes,is a form of
divergentthinking.It's a matter of looking at all of the possibilitiesand
deciding which one is the most promising.Many times, we combine the two
in order to come up with new concepts or solutions.Combiningthe two can
lead to decisionsthat are skewed and ideas that are stifled.
MEANING AND TYPES OF MOTIVATION
Goal-orientedbehavioris the result of a process known as motivation.
Getting a glass of waterto quench yourthirst or reading an educational
book are both examples ofactions thatare motivated by your desire.A
person'smotivation is a combination oftheir biological,emotional,social,
and cognitive factors.When describing why someonedoes anything,the
phrase "motivation" is commonly used.People are motivated by their
emotions,and emotionsdrive their behaviors.Motivationisn'tjust aboutthe
things that get people to accomplishwhatthey want to do; it's also about
the things that keep them going (though such motivesare rarely directly
observable).So, we often have to guess the motives behindpeople's
actions basedon what we can observe.
Types of Motivation
Differenttypes of motivation are frequently describedas being either
extrinsic or intrinsic:
- An intrinsic motivation is one that comes from within a person,such
as tackling a difficultcrossword puzzle for personalsatisfaction.

16. - In contrastto intrinsic motivation, extrinsic motivation is motivated by
externalfactors such astrophies,money,recognitionin the community,or
public admiration.
THEORIES ON FACTORSAFFECTINGMOTIVATION
Every organization musthave a motivationalcomponent.The ability to
encouragepersonnelensuresthat tasks and deadlines are fulfilled on time
and precisely,and that the organization runs successfully and efficiently.
People productivity and satisfactioncan be improved by using the right
motivationalfactors foryourself oryourteam. Motivationalfactors can
influence both positive and negativeemployeeexperiences.There are 13
motivationalaspectsto consider,as well as three motivationaltheories to
considerincorporating in yourteam, in this post.
STUDENT’S DIVERSITY ON MOTIVATION
Because of factors such as socioeconomicstatus,genderidentity and
specialeducationalrequirements(SEI), students'motivation is likely to
changeovertime. Motivating students isn'ta one-size-fits-allendeavor.
These aspects willbe explained in detailby the module on Student
Diversity in Motivation.
Diversity-the quality or state of having differentforms,types,ideas,etc. -
the state of having people who are differentraces or who have different
cultures in a group or organization.
Motivation-the act or processof giving someonea reason fordoing
something.
Our pupils' motivation may be affectedby their age,gender,ethnicity,
socioeconomic status,and specialeducation needs.In our class,we have
a diverse group of studentsfrom a wide range of backgrounds,ages,
genders,and socioeconomic statuses. They are motivated by their families,

17. friends,school,religion,and books,all of which representthe society in
which they were raised.Differentiated techniquesare the best way to get
all of them excited aboutlearning.As they say,"Differentstrokes for
differentpeople".One person'smedication may be another's poison.
Motivation is influencedby a variety of factors,includingsocialand
culturalcontexts.As a rule of thumb,students tend to mimic behaviorsthat
they believe are relevantto their own situation.When students observe
other students succeedingat the same task, they become more confident
in their own abilities.As stated by Ormrod (2004),What may be deduced
from the two principles?"Students need role modelswho are comparable
to themselvesin terms of ethnicity,culturalbackground,financialclass,
gender,and (where applicable)handicap (Ormrod,2004.). Then it makes
sense to exposeourstudents to role models of their own age and from
similar socioeconomic and culturalcontexts.Is there a limit to the number
of models we can use? The answeris no. We can force our pupils to read
the biographies and memoirs of successfulpeoplewho have facedsimilar
challenges.
Human EnvironmentalFactors Affecting Motivation
If environmentis defined as the sum total of one’s surroundings, then
environmentalfactors thataffectstudent’s motivationinclude human as
well as non-human factors.The immediate humanfactors thatsurround the
learnerare the teachers,the other studentsand his/herparents.
The three Human EnvironmentalFactors AffectingMotivation Teachers,
Classmates,Parents
1.) Teacher’s Affective Traits Studies suggestthatmanagementand
instructionalprocessesare key to facilitating learning butmany interview
responses,like the letter at the beginning of this module,emphasize the
teacher’s Affective characteristicsor socialand emotionalbehaviors,more
than pedagogicalpractice.Some of yourteachers were motivating and
inspiring.Others were not.
You are gratefulto those motivated and inspired you.You must also be
gratefulto those who were not as motivating and inspiring.In a way, they
also helped you become betterpersonsin the sense thatyou strived to
become betterthan them

18. • Fairness and respect-These are shown in specific behaviorslike: -
Treating studentsas people - Avoiding the use of ridicule and preventing
situations in which students lose respectin front of their peers - Practicing
gender,racialand ethnic fairness - Providing students with opportunitiesfor
them to participate and to succeed
• Socialinteractionswith students-the specificbehaviors a facilitativesocial
interaction are: - Consistently behaving in a friendly,personalmannerwhile
maintaining professionaldistancewith students -Working with students not
for the students - Interacting productively bygiving studentsresponsibility
and respect - Allowing students to participate in decisionmaking - Having a
sense of humorand is willing to share jokes - Willing to participate in class
activities and demonstrating a senseof fun
• Enthusiasmand motivation for learning shown in: - Encouragingstudents
to be responsiblefortheir own learning - Maintain an organized classroom
environment - Setting high standards - Assigning appropriate challenges -
Providing reinforcement and encouragementduring tasks
• Attitude toward the teaching profession - Having dualcommitmentto
personallearning and to students’learning anchoredon the belief that all
students can learn - Helping students succeedby using differentiated
instruction - Working collaboratively with colleagues and otherstaff -
Serving as an example of a lifelong learnerto his/herstudents and
colleagues
• Positive expectationsof students manifestedin: - Striving to make all
students feelcompetent - Having high personalteachingefficacy shown in
their belief that they can cause all students all students to learn.• -
Communicating positiveexpectationsto students,i.e., they will be
successful
•Reflective Practice- Reviewinga thinking on his/herteaching process • -
Eliciting feedbackfrom others in the interestof teaching and learning
2.) Classmates-Bullying and the Need to Belong Students form part of the
human environment of the learner. In fact, they far outnumberthe teachers
in the learning environment.The need to belong is a basic human need.
Students who are accepted byteachersand classmatesfeelthey belong to
the class.Students who feelthat they are part of the class look forward to
attending and participatingin class.The sense of belongingness enhances

19. their learning and performance.The prevalence ofbullying,however
obstructs the creation of a learning community where everyonefeelthat
they belong.With bullying in schools,the learning environmentcannotbe
safe.
Then by all means,bullying should be eliminated in schools.Bullying
takes on severalforms.It can be mild; it can be intense or deeply-seated
and highly violent. Today,safety in schools is being raised all overthe
world.
3.) Parents as Part of the Learners’HumanLearningEnvironmentThe
learnerspends atleast six hours in school.The rest, s/he spends at home.
Parents,therefore,are supposedto have more opportunity to be
The Classroom Climate
Classroom climate refers to the prevailing mood,attitudes,
standards,and tone that you and your students feelwhen they are in your
classroom.A negative classroom climate can feelhostile, chaotic,and out
of control.A positive classroom climate feels safe,respectful,welcoming,
and supportive of studentlearning.
Expectations,maintainscontrol,and is responsive to change.
Classroomclimate is seen as a major determinerof classroom behavior
and learning, understanding how to establish and maintain a positive
classroomclimate is seen as basic to improving schools.
Classroom Climate is the classroom environment,the social
climate, the emotionaland the physicalaspects ofthe classroom.It's the
idea that teachers influence studentgrowth and behavior.The student's
behavioraffects peerinteraction the responsibility of influencingthese
behaviors is placed with the instructor.
Purpose of a Positive Classroom Climate
Teachers should learn to guide their students,notto alienate them.The
safety of the student'swell-being is paramountin their developmentof
socialties with peers and their instructor. As education becomes more
inclusive,teachers need to become more aware of how to organize groups
of students and how the studentsare arranged can lead to a favorable
environment.Well-organized classrooms are an importantcomponentto

20. classroomfunctionsas it leads to more dialogue and formative
assessment.
The physicallearning environment
The term physicalenvironmentrefers to the overall design and layoutof
a given classroom and its learning centers.Teachers shoulddesign the
environmentby organizing its spaces,furnishings,and materials to
maximize the learning opportunities and the engagementof every child.
When they set out to design an effectivephysicalenvironment,teachers
should considerall of that environment’svarious aspects.Once they have
selected child-sized,age-appropriatefurnishings,teachers should then
think abouteach of the following.
Including Families
Teachers can collaborate with families to create a physicalenvironment
that reflects the importanceof those families and that promotes a sense of
belonging.They can do this by:
• Creating a parentcommunication board and welcomearea in the room to
share information
• Requestingfamily pictures to be displayed throughoutthe classroom and
the early childhood center

21. •Asking families to provide resources thatare representative of materials
and objects their children use at home
•Ensuringthe diversity of families within the program,as well as other
families throughoutthe world, through such things as artifacts,artwork,
posters,toys,puzzles, and toy people sets
Including Children with Disabilities
Teachers need to ensure thatyoung children with disabilities are able to
fully access and participatein learning experiences.They can do this by
making minor changesto the physicalenvironment,such as:
•Changing ormodifying the chairs to meetchildren’s needs(e.g., making
sure the children’s feettouch the floor, using a sensory cushion-a cushion
that stimulates kids who crave sensory or tactile inputwhen sitting, having
bean bag chairs available)
•Putting squares orpictures on the floor to indicate where children should
line up or sit
• Modifying materials,such as markers,to make them easierfor children
with motor difficulties to hold (e.g., using pencilgrips)
• Providing specializedequipment(e.g., built-up handled spoons,adaptive
scissors)as recommendedby an occupationaltherapistor physical
therapistto help children be more independent.

22. AssessmentStrategies thatcan Increase Motivation
Formative assessmentcan also provide opportunity forteachersto
encourageand motivate learners.For example,once a topic has been
introduced,a teachercan engagestudentsin an open discussion to
determine how pupils can progress in their learning.
Simply put, students are motivated for “real-world”exams like these
because they clearly see how doing well serves their best interests.When
it comes to classroom assessments though,the benefits of doing well
aren’t as obvious.There often isn’t an immediate,tangible,and meaningful
reward for a good outcome(treat days and gold stars can only go so far),
and many students struggle to keep long-term goals like a passinggrade,
making the honorrole, or working towards graduationin perspective.This
lack of motivation translates directly to poorassessmentresults.
[5 Classroom Tips]Motivate Students forAssessmentSuccess
• Create Student-Centered Classroom Assessments.
For many students who struggle with motivation,giving them more
ownershipand opportunity to offertheir own opinionscan be helpful.Take
advantageof this fact, and work to make yourassessments more student-
driven.For instance,if yourassessmentinvolves a writing assignment,
start by having each studentor groups of studentsanalyze both an
excellentwriting assignmentand a poorone. Then,instead of telling them
yourself,ask your studentsto identify whatmakes the good example strong
and the poor example weak.This encouragesthem to practice analytical
skills and form arguments ratherthan simply taking in and repeating back
information.It also helps yourstudents preparefortheir own future writing
assignments in an active manner.
• Tap into Intrinsic Motivation.
Interestand motivation go hand in hand.So, when creating your
classroomexams,try to make questionsas relevantto yourstudents’
personalinterests as possible.Brainstorm things thatyour students care
aboutand get excited about – the topics that they discuss in casual
conversationswith their classmates and friends.Maybe this includes box-
office movie hits,popularsingers,favorite sports teams,or the latest tech
trends.Integrate these topics into your lessonsand eventualassessments

23. to pique yourstudents’interestand get them to engage with the underlying
concepts and material.
• Give Students a Say.
Letting your students make some decisionsabouttheir assessments is
a greatway to give them more ownership overtheir learning – and reap the
motivationalbenefitsthat can provide.Considergiving yourstudents some
choice in the formatthat they are assessedin, and switch up the format
you use to accommodate differentstudents’preferences.This also gives
your studentsthe chance to display theirknowledge of various concepts in
differentways.For example,if you’re teaching a unit on the Civil Rights
Movement,some students may excelat explaining the underlying causes
and effects ofthe movementon an essay-based exam.Others may have
an equally strong grasp of the content,but better communicate it through a
more project-basedapproachlike developing a basic website or
collaboratingwith classmatesto create a shortperformance.
• Take the Time to Personalize.
Taking the time to work individually with students and tailoring elements of
your lessonsto their needs can go a long way in increasingtheir motivation
for classroomassessments.When you see that studentsare doing well
with material, challengethem slightly beyond grade levelto keep them
engaged.Similarly,take the time to work with yourstruggling students.
Help them with those concepts they are finding the mostchallenging,and
offerthem learning strategies to take in material in a way that aligns with
their strengths.
• EncourageStudents to MonitorTheir Own Progress.
When students are able to see their progress towards various
academic goals it can be a significantmotivating factor.Considerhaving
each studentkeep a chart of their assessmentperformancethroughoutthe
grading period.This gives your studentsa continuousvisualof their
assessmentoutcomes to date and can help them to recognize steps they
need to take to improve their performance movingforward.Additionally,
considerholding “student-led conferences”with each studentand their
parents or caregivers.Giving yourstudents the chance to explain theirown
class and assessmentprogress to someone theycare aboutcan be more
motivating than a conversationled by you.