Comfortable environment could include anything from classroom temperature, lighting, or even color of decor. It could also play with other senses such as odor. Someone with a strong perfume can send me into a migraine. Even someone with a nervous habit of say, tapping the table or shaking their foot, can unnerve a student preparing to take an exam. So environment plays a very significant role in the instruction process. Try learning with a headache or taking an exam when your table is shaking.
The learning environment is like a stage where the teacher and the students are the main characters. Based on the course goals, the teacher has the responsibility to set up the stage to where the students are motivated and inspired to play their part or their role. In this generation, students come from a diverse background. They are mostly adults, have a family, working, and some are graduates of another degree. Teachers are not dealing with fresh high school graduates any longer. Because of this fact, teachers need to create a learning environment that is appropriate and effective for these students.
David,
In what way do you see student affect being a part of retention? Thanks for sharing.
Gary
Dr. Gary Meers
David,
How do you define a positive learning environment?
Gary
Dr. Gary Meers
The learning environment must be stimulating.
the student affect is vital in retention and openness in the classroom.
learning environment is very important for the smooth running and openness of a class
we know enough about affect that stress, distrust and unpredictability can have dulling effects on class discussions and openness.
The learning environment plays a huge role in the instructional process because If the environment is not conducive or appealing the students will be unmotivated to learn as well as the instructors will be unmotivated to teach. I believe creative thinking takes place in a healthy environment and to be able to lecture about experiences becomes a smoother process.
Hello everyone,
The learning environment within an online setting is critical, because if students are disengaged from the start of class then they are less likely to complete the course. The online learning environment that I teach in requires me to take the approach of a supportive nature from the very beginning. Each environment should have support, however with online environments you can feel isolated and alone if the instructor does not show their presence from the start and list out what type of support is available and how the student will be supported within the environment. Creating that level of comfort for students to engage in the activities as well as complete assignment is important and building their self-confidence within the environment to take steps with or without the aid of the instructor. The support that is given within the environment is imperative to student success.
Jennifer
Wouter,
Good example. You have created a very clear picture of the value of having a positive supportive learning environment.
Gary
Dr. Gary Meers
The environment must allow students to be able to learn and understand the material without noise, unprofessionalism, etc,
The environment must allow students to be able to learn and understand the material without noise, unprofessionalism, etc,
Tahiddie,
For sure. If we don't bring it, it isn't going to happen. We all have had an instructor that did not want to be in the classroom and we know how we felt going to class. We need to bring excitement and dedication to the learning site each time we hold class.
Gary
Dr. Gary Meers
The learning environment can be compared to a bedroom. It must be an environment that is the most condusive for the task at hand. I don't know any people who sleep (and wake-up well rested!) after spending the night in a bright, noisy, foul smelling bedroom. Instead, a dark, quiet, serene environment will put most people in a more relaxed frame of mind. The same holds true for the classroom; and it must be outfitted and equipped to promote attention and order, while at the same time alleviate anxiety. The instructor is a fundamental element in this picture. A nervous, ill-prepared instructor does not contribute to the learning experience, whereas a calm, well-prepared iunstructor does.
THE LEARNING ENVORONMENT SETS THE TONE FOR LEARNING. WE MUST HAVE AN UPBEAT LEARNING ENVIRONMENT TO HELP STIMULATE LEARNING.
Donna,
What a great way to integrate students into a course! Thank you so much for sharing it with us. I know this is going to be valuable to many other instructors. It really does burn into the minds of everyone that participates the necessity for trying to find answers as well as knowing when to seek help.
Gary
Dr. Gary Meers
I try to ensure that students are comfortable and in a good situation for learning and participating in lecture and groups. Occasionally I have to make special arrangements to accommodate this.
Lydia,
Good point and one we instructors need to keep in mind. If they are not comfortable we are going to have challenges in relation to keeping their interest.
Gary
Dr. Gary Meers
Most threaders I reviewed acknowledge that the environment is extremely important from physical to emotional. For example, physically, this course was easy to manage and the colors are soothing as well as the captions are just enough to do as expected. "Expect" is the other heavy buzz word. What did you "expect" when you opened this course? Was this course required or did you decide on your own to venture into these virtual walls? Thus begins an emotional aspect. Personal expectations make a difference; realizing everyone has their own level of expectations and priorities helps to maintain autonomy within the "walls" of a course. Finding out each level of expectation as identified in this course has helped me manage the overall course environment.
Examples similar to "10 minutes of writing & 40 minutes of class participation" utilized in my courses: (note: I have students for 18mo-2 yrs)
1. in the beginning - learning style instruments are used to make sure I have qualified competencies/assessments/assignments etc to engage all student's learning styles
2. using "Lincoln on Leadership" a small paperback book that gives great examples of leadership opportunities relative to life long learning no matter what course I'm teaching. You've heard the saying "WWJD" well, we use "WWLD" and address ethical issues weaved throughout the course using standards that professionals should mimic on all levels of life.
3. writing a thank you note to someone in class and specifically identify a "small" thing they did that made you smile. Many students are very flattered that someone noticed. Their self esteem rises (especially if classrooom countenance has been struggling). I have seen friendships form and continued use of the Thank you note carried into their professional life.
4. students write a letter to themselves the first day of class answering these questions. a) what do you expect to get from this course? b) what do you expect of your instructor and c) what do you expect of yourself to contribute to your personal learning and growth experience while in this course? Wow, this one we read at the end of the semester and many are amazed at how "right on" they were and/or how "way off the mark" they were. The discussion opens up an opportunity for them to express appreciation and me to improve myself and the course. Accalades are usually handed out all around which I find are necessary for growth.
5. in a very technical course which makes me back students way back to create a firm foundation, so as not to bring their "bad habits" into the learning environment, I use a rope trick that my son experienced during his college orientation trip. I wish I could take credit for this one but I can't - I encourage you to make it fit your course and try it.
Items needed:
Rope (I use 100 ft)
Blindfolds (one for each student)
Cue cards for instructors
Items to hang from rope (stuffed animals)
Instructions for rope:
Maneuver rope thru a large area in a way that the players can travel w/o getting hurt even though they may bump into things and each other. Place the stuffed animals (or whatever) strategically so the players will think they have “IT†what they are looking for.
Instructions for HELPERS prior to beginning the activity: Give each instructor a cue card & show them the rope course; where to place players prior to beginning
a)Blind fold each person in an area away from the rope course. (don't let participants see the course)
b)Lead to the rope one at a time – place them 5 ft apart – start at the farthest end (easier to guide them with one hand on your shoulder; I take the opportunity at this time to remind them that their education might often be a "blind" challenge where they will have to "trust" me to give them the information they need to be successful in their chosen profession. This also reminds me and other instructors how much faith students have put into use by choosing our institution.
c) Whisper in their ear the instruction on cue card
“You must keep one hand on the rope at all timesâ€
“no talking to other playersâ€
“Wait patiently until we have everyone positioned for your next instructionâ€
Lead Instructor Instructions to Players
a)Remind players of the rules
Keep one hand on the rope at all times
No talking to other players
In a very monotone voice say . . . . REPEATING EVERY COUPLE OF MINUTES.
“What you are looking for is within your reach, If you need help raise your hand and ask for help and I will help you.â€
The players will begin to move along the rope path (instructions for helpers): The players can switch hands and go around one another
Watch & make sure they don’t hurt themselves When they ask, “Is this it?†“Did I find it?â€, or say “I don’t know what to do.†“I don’t get it†You simply and plainly with very little change in your voice say:
“What you are looking for is within your reach, If you need help raise your hand and ask for help and I will help you.â€
It should take a few players only a few minutes to get it! Some may take longer. Remember who figured out the “morale of the instructions†first.
For those who keep lingering on the rope 10-15 minutes you will begin to change your voice flexion on key words, such as: “If you need help “R A I S E†your hand & “A S K FOR HELP†and someone will help you. But don’t give voice hints to early the whole point of the activity is to get the players to ask for help without the urging of others. This teaches/reminds us that we can flounder around unnecessarily when all we have to do is ask for help. Another key is showing instructors/students the individuals who will ask for help first and those who will wait.
Additionally we will talk about the experience over lunch and ask pointed questions.
To the student who came off the rope first. Why did you ask for help so quickly? Their answer might be because I do not like to flounder when I know there is someone who can help me. or my parents taught me to always ask for help when I'm confused. Etc.. What does this say to you about this student? They will ask you many questions in class - be ready
To the student who waited 20 minutes to ask for help, why did it take you so long to ask for help? Because I like to do things on my own, or I have a hard time asking for help. Etc… What does this say to you about this student? They will not ask for help so early intervention may be required - great information for any instructor
To the student who collected everything off the rope while walking the whole course blind, why did you collect everything item hanging on the rope instead of asking for help? Because I thought I had "IT", or the more items I collected the closer I thought I was getting to winning". Etc… What does this say to you about this student? They want detailed instructions for everything and rationales to boot. They will give you detailed results usually as over achievers and who will try all boundaries and be totally frustrated before they ask for help; monitoring this student might be helpful and listening for hints of "drama" in their lives that are often self inflicted but nevertheless affects their learning process. Being a professional at all times as this students instructor is the best way to help this student and their life long learning.
Have fun with this activity and get everyone involved. Help watch for frustration and participation as well as those who actually figure out that what we are really wanting is for the player to stop, raise their hand, and ask for help. There is a difference in asking for help and demanding help. We did not fall for the "Help me" phrase, it must be "Will you help me?" Pointing out to students that they are easier to teach when they are pliable; asking for help is a pliable student, when the one who demands help is not.
Helpful hints:
If they get close by saying, “I need help†but they don’t actually “ASK for help†then prompt them with the second half of the phrase “If you need help “R A I S E†your hand & “A S K FOR HELP†and someone will help you.
Remember others can hear so speak directly to the person who is attempting to look for what is within their reach, asking questions, or making statements.
Just reading and invisioning the "rope trick" stimulated my passion to want to learn about the new students I will mentor and helped me flex my passion to creat an environment condusive to their success and life long learning.
