CREATING A POSITIVE CLASSROOM EXPERIENCE TO PROMOTE LEARNING

1. CREATING A POSITIVE CLASSROOM EXPERIENCE TO PROMOTE LEARNING By Abby Monaghan & Sam Bruehl

2. "The environment of the classroom is a direct expression of the educational philosophy and it takes an active part in the educational process."  (Proshansky & Wolfe, 1975)

3. Investigate how classroom environment, teacher attitude, and the teaching methods implemented in the classroom influence a child’s learning and experiences in elementary school • Research real life application of methods that contribute to positive classroom experience for children involving these three factors PURPOSE

4. The importance of the relationship between classroom atmosphere and positive student learning experiences in elementary school • Teacher Attitude • Teaching Methods • Classroom Environment • These factors also directly influence teacher-student relationships, and perception of student understanding held by both the teacher and the students SIGNIFICANCE OF OUR PROJECT

5. How do the different influences on children’s education development, as described in the niche model of development, work to create a positive or negative classroom experience? • What can a teacher do to create a positive classroom learning experience for all children, keeping in mind the way the three factors of the niche model work to influence development? GUIDING QUESTIONS AND IDEAS

6. Challenges in Identifying Environmental Factors that Promote Effective Learning -What is effective learning? (No agreed upon definition) -Difficult to measure the learning process and achievement outcomes -Physical aspects of school environments are varied -Diversity of the students -Diversity of teachers

7. Teacher Attitude: Creating Goals -A teacher's attitude and approach to students, lessons, and potential of the classroom is crucial to student learning -Research shows that positive relationships between learning and achievement exist among students who focus primarily on setting learning goals versus those whose main focus is performance goals -How can a teacher promote learning goal-oriented behavior within the classroom? • Model this type of behavior and acknowledge mistakes • Make assessments varied and accommodate for those with special learning needs • Emphasize life-long learning and  revision of work

8. Harter's Proposed Relationship between competency and performance to reflect the role of the physical environment: Competence in domains where success is important                                                               + Physical environment supports development of competence                                         +                                                            Acceptance, support, and regard from significant others                                    Self Worth                                                                                                                                                                                                  Motivation                                                                                           Academic Performance

9. The Constructivist Approach to Teaching *Constructivist Theory- Knowledge can't be directly transmitted but must be actively constructed by learners and must be meaningful (Piaget)  How can a teacher apply this teaching approach to the classroom? -use of hands-on activities -relate material to student's lives -multi-media approach while teaching -integrative learning between disciplines  -should connect to past learning ex. POE (Prediction-Observation-Explanation) Procedure-                  1. Students make predictions about results of demonstration                   & give justifications             2.  Observe/ take part in the demonstration             3.   Explain discrepancies between predictions & observations

10. Self-Esteem & the Environment -Young children's self-esteem can be influenced by specific aspects of classroom's physical environment as they develop -Research has found that a sense of accomplishment and competence is related to the physical classroom environment when children are: •     allowed to get their own supplies •     given task-appropriate work space •     shielded from constant interruption •     given moderate levels of stimulation •     have personalized areas of the classroom where they can observe aspects of their self in the environment • artwork • mirrors • photographs                                                           

11. Effects of Poor Environmental Conditions on Student's Learning -First Level: Material- the condition of the classroom directly impedes student learning -Second Level: Social Interactions- teachers, administrators, and other members of the school community may themselves be frustrated over the classroom conditions or lack of resources and in response create an unwelcoming environment -Third Level: Cultural & Socioeconomic- environmental factors give students messages about their place and value in society How can teachers make their classroom a safe haven amongst a school in poor condition or lacking resources?

12. Conclusions • Teachers are the most influential factor in determining learning and success of students because their  approach influences teaching methods and the physical classroom environment • This creates a certain classroom "atmosphere" that the students will respond to positively or negatively, which affects their motivation to learn  • Teaching methods & physical classroom set-up flow from teacher attitude; these should be flexible keeping in mind the needs of your unique group of individuals

13. How can you apply this information to your future classroom? -Awareness of ALL your students -Forming strong relationships with students based on respect & trust -Creating a "home-like" environment in the classroom -Awareness of how classroom set-up will affect student behavior and address their needs -Willingness to be flexible and make changes in teaching methods & classroom set-up

14. Bibliography • Alexander, J.E., Heathington, B.S., (1984). Do Classroom Teachers Emphasize Attitudes toward Reading? The Reading Teacher, 37, 484-488.   • Buyse, E., Damme, J.V., Verachtert, P., Verschueren, K. (2009). Predicting School Adjustment in   Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate. The Elementary School Journal, 110, 119-141. • Duran-Narucki, V. (2008). School building condition, school attendance, and academic achievement in  New York City public schools: A mediation model. Journal of Environmental Psychology, 278-286.  • Jago, E., Tanner, K. (1999). “Influence of the School Environment on Student and Teacher Attitudes.” ::College of Education. Web. April 26, 2011.<http://www.coe.uga.edu/sdpl/researchabstracts/attitudes.html>.    • Lundquist, P., Kjellberg, A., and Homberg, K. (2002). Evaluating effects of the classroom environment:              development of an instrument for the measurement of self-reported mood among school children.  Journal of Environmental Psychology, 22, 289-293.  • Martin, S. H. (2002). The classroom environment and its effects on the practice of teachers. Journal of  Environmental Psychology, 22, 139-156. • Picket, L. & Fraser, B. (Annual 2010). Creating and assessing positive classroom learning environments. Childhood Education, 86, 5. p.321(6). • Pointon, Pam & Kershner, Ruth (2000) Making Decisions about organizing the primary classroomenvironment as a context for learning: the views of three experienced teachers and theirs pupils,        •  Teaching and Teacher Education 16, pp. 117-127. • Schoenfelder, E., Urdan,T.(2006). Classroom effects on student motivation: Goal structures, social                      relationships, and competence beliefs. Journal of School Psychology , 44, 331349.doi:10.1016/j.jsp.2006.04.003 • Spielberger, Charles D. (2004). Encyclopedia of Applied Psychology: Volume 3. Academic Press 333-334. • Tenenbaum, S. (2004). Attitudes of elementary school children to school, teachers and classmates. Journal of Applied Psychology, 28, 134-141. • Yap, K. (1977). Teachers' Education and Teachers' Attitudes toward Children and Learning. The Elementary School Journal, Vol. 78, No. 1 pp. 38-43.