The physical layout of the classroom plays an important part in learner engagement. For example, studies suggest that classrooms with round
tables, which permit students to face each other, promote interactive learning (Parsons, 2017). The NTU TR+ rooms were specifically designed for this reason.  The 'Climate' (Mood, Focus & Flow) of the ClassroomThe learning environment,
however, goes beyond the layout and facilities of the classroom. It also includes instructors' relationships with their students (Zpeke & Leach, 2010). The literature suggests that learners become more engaged within a supportive learning environment when instructors respect them and appreciate their responses (Dallimore, Hertenstein & Platt, 2004; Mottet, Martin, and Myers, 2004). Here are some tips on improving the 'climate' of your class. 10 tips on improving student-teacher relationships
Source: Marganett (1995) 10 tips on making lectures more productive
Source: Race (2009) For more information on building positive relationships with your students, visit the following pages:
Boynton, M., & Boynton, C. (2005). The educator's guide to preventing and solving discipline problems. ASCD. Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies. Communication Education, 53(1). 103-115. doi: 10.1080/0363452032000135805 Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12). 1649-1660. Mottet, T. P., Martin, M. M., & Myers, S. A. (2004). Relationships among perceived instructor verbal approach and avoidance relational strategies and students' motives for communicating with their instructor. Communication Education, 53(1). 116-122. doi: 10.1080/0363452032000135814 Parsons, C. S. (2017). Reforming the Environment: The Influence of the Roundtable Classroom Design on Interactive Learning. Journal of Learning Spaces, 6(3). Available at: http://libjournal.uncg.edu/jls/article/view/1516 Accessed on 28 Feb 2018. Race, P. (2009) In at the Deep End (2nd revised edition 2009). Leeds Met Press. Zepke, N., & Leach, L. (2010). Beyond hard outcomes: 'Soft' outcomes and engagement as student success. Teaching in Higher Education, 15(6). 661-673. In How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose et al. address the many and complex factors that influence learning environments, including intellectual, social, emotional, and physical (2010). They offer a few key takeaways for educators:
Sense of Belonging in CollegeIn a welcoming and inclusive classroom, students are more likely to feel a sense of belonging. Sense of belonging is a basic human need. That is, everyone needs to belong. In the college context, sense of belonging refers to whether or not students feel respected, accepted, valued, included, cared for, and that they matter—in your classroom, at the university, or in their chosen career path (Strayhorn, 2012). Although everyone needs to belong, students’ feelings of comfort in your class are largely dependent on their identities and experiences (Strayhorn, 2012; Walton & Cohen, 2007). Being the only student, or one of a few, of a particular identity group can lead students to feel detached, apathetic, or reluctant to participate. They may feel marginalized by the course content or by other students’ comments. Indeed, research shows that minoritized students tend to report a lower sense of belonging than their peers (Johnson et al., 2007; Strayhorn, 2008a). Academic performance or preparation can also raise or lower students’ perceived sense of belonging (Hoops, Green, Baker, & Hensley, 2016; Strayhorn, 2008b; Zumbrunn, McKim, Buhs, & Hawley, 2014). Particularly for minoritized students, academic struggle can be internalized as a sign that they do not belong (Walton & Cohen, 2007). Research by DeSurra and Church in 1994 provides a spectrum for understanding learning environments that ranges from explicitly marginalizing, where the course climate is openly hostile and cold, to explicitly centralizing, where multiple perspectives are validated and integrated into the course. While this particular research was based on sexual orientation, the earliest research on learning environments—the “chilly climate studies”—focused on gender and had similar findings (Hall, 1982; Hall & Sandler, 1984; and Sandler & Hall, 1986). These early studies demonstrated that marginalization of students does not require an openly hostile environment. Rather, the accumulation of microaggressions alone can adversely impact learning. Later studies showed similar effects based on the race and ethnicity of students (Hurtado et al., 1999; Watson et al., 2002). Students struggling with sense of belonging are less engaged. They may sit in the back of class, be inattentive during lecture, or avoid participation in discussion or group activities. They may even skip class or show up late more often than others. However, sense of belonging is not static but dynamic, and it can fluctuate with transitions from class to class, year to year, or situation to situation. For example, a student who feels they belong in your course today may suddenly doubt they belong if they score poorly on an exam tomorrow. Therefore, it is important to continually observe students’ behavior and support their belonging throughout the term. Sense of belonging affects students’ academic engagement and motivation, as well as their emotional wellbeing. The bottom line is this: Students who feel they belong are more likely to succeed. For more insight into college students’ sense of belonging, watch this engaging TEDx talk by Ohio State professor Dr. Terrell Strayhorn. What do we need to consider in preparing the learning environment?What Are The Factors That Make A Positive Learning Environment?. Establish a supportive learning culture. Each member of the learning community should have the feeling of connectedness. ... . Address Learners' Needs. ... . Keep it Positive. ... . Provide Feedback. ... . Celebrate Success. ... . Safety. ... . Employ Interactive Games and Activities.. How do you develop a student friendly environment?Tips generally fell into three categories:. Good Relationships. Get started early. Build positive relationships with students and parents starting with the first day of school. ... . Clear Communication. Speak their language. Use humor, tech, or other strategies to get on their level. ... . Trust. Let your students make decisions.. How can teachers create a positive learning environment with classroom space?Here is a list of 13 components that help create a positive classroom environment:. Build positive relationships. ... . Arrange the physical environment. ... . Set high academic expectations. ... . Provide positive reinforcement. ... . Be open to feedback. ... . Encourage collaboration. ... . Use current curriculum and teaching methods. ... . Be there for them.. What can teachers do to create a safe learning environment?Keep Reading for 15 Tips on How to Implement a Safe Learning Environment in Your Classroom.. Hold a Regular Morning Meeting. ... . Provide a Safe Space for Students. ... . Adapt to Each Class: One Size Doesn't Fit All. ... . Develop a Culture of Representation. ... . Celebrate Achievements and Work on an Asset Model. ... . Build Trusting Relationships.. |
