Science in education (Jess Martin)
This week’s blogs looks at the environment in which teachers teach and students learn. As suggested by Bethan’s blog last week it is important we offer a nurturing environment in early education (http://psp2c0.wordpress.com).
What is a nurturing educational environment? Landsman (1979) suggests that it is an environment where an educator is able to accommodate differences in student learning styles. This is achieved by creating an environment where the learner is free to be his or herself. Some of the dynamics of nurturing environments may have change in recent times but the underlying message is the same. The question is how can a teacher create a nurturing environment for any individual learning styles when all the evidence tells us that individual learning styles are a myth (Riener & Willingham, 2010). This sort of environment does nothing for the social environment with in education as it only focuses on the individual and not the group. It also does not offer an environment where it is possible for positive educational relationships to flourish, as has been pointed out in previous blogs, schools and other learning environments are social institutions as well as educational ones (https://msjbp.wordpress.com).
Students learning environments like classrooms, lecture theaters and labs have not change at all since education became compulsory in the UK. In this country there is no balance between instrumental norms such as academic, achievement-oriented goals and the expressive norms such as emotionally supportive human relationships in education which are considered by many to be essential for effective learning environments (Stockard & Mayberry, 1992). Evidence produce by Church, Elliot and Gable (2001) and Ryan and Patrick (2001) show how important a social classroom environment can be for all those involved, teachers and students.
As has been suggested social educational environments are important when it comes to formal positive emotional educational bonds for students. Creating these positive environments in schools will in the bigger picture have a positive affect on society as well as education. What would it take to make the necessary changes to the educational system to make it an environment that would make it a positive place for educators and students?
Barrett (2013) argues that improving the current learning environment in education does not need to be a costly adjustment. As we already have a one size fits all educational system, it would only take small adjustments to the system for massive positive outcomes to occur. He argue’s why must teachers be the primary source of information by which students learn. Suggesting that it would create a much more enriched learning environment if teachers were seen more like classroom managers, individuals that only manage what students learn instead of the current system where it is decided what they should learn. This type of learning environment is beneficial for both student and teacher; as there is less pressure on student and teacher in the classroom environment. The teacher/student relationship that may be created in this type of environment has more of a chance to be that of a mutual one. As research by Shepard (2000), Stronge (2002) and Wilen, Bosse, Hutchinson and Kindersvatter (2004) suggest, mutual respect and supportive relationships with in the classroom increase feelings of self-worth and tolerance for both teachers and students.
There are many other ways in which we could improve classroom environments to better suit the needs of the teacher and the learner and even education itself. Creating positive classroom environments are just the start, a foundation to which everything else in education is build around. The classrooms are places where real emotional educational relationships are formed and where the foundations of social communities are built (McLaughlin, 2013). If education is to change it is the small changes that will make the overall greater difference to the teacher, student and to the education system.
References
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43.
Landsman, A, M. (1979) Creating a nurturing classroom environment. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197912_landsman.pdf
McLaughlin, J. (2013) http://sitemaker.umich.edu/mclaughlin_portfolio/creating_a_positive_classroom_environment
Riener, C., & Willingham, D. (2010). The myth of learning styles.
Change: The magazine of higher learning, 42(5)
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
Stockard, J., & Mayberry, M. (1992). Effective Educational Environments. Newbury :Corwin Press, Inc.
Barrett, P, (2013) The small changes in classroom environment that can improve learning, improving learning environments does not need to be expensive, https://www.pinterest.com/pin/61080138669176191/
msjbp 
I think the classroom environment is very important in learning, even something as simple as temperature can affect how well we learn, have you ever sat and froze in PJ hall or been so hot you can’t focus on what the lecturer is saying? I know I have. Although the classroom environment has little to do what we learn it does affect our learning and as such educators need to pay close attention to how the classroom environment affects our learning.
One such factor is that of school bonding, (in which the student feels a part of and responsible for their actions at school) positive school bonding increased motivation, behaviour and shared values between school and student while offering protective factors against negative things such as delinquency and persistent absenteeism (Ito 2011) another factor in a positive classroom environment, is that of goal adoption (the idea that everyone is working towards the same goals) which again was found directly influence both grade performance and intrinsic motivation levels. While classrooms which were perceived to be high in negative traits such as teacher who provided harsh criticism or cold lecture style, reduced both grades and motivation for the course (Church, Elliot & Gable 2001)
There are many things which can affect the classroom environment Lei (2010) lists 10 of them: size and shape of the classroom, seating and furniture arrangement, technology system arrangement, interior lighting, thermal condition, colour selection, and noise level. In addition to these Lazaros and Davidson (2013) suggest we also need to pay attention to things such as social interactions, and interpersonal relations between students and teachers/professors. All of these can and do affect the ways in which the student interacts with their environment and this directly affects their motivation and even to some extent the grades they receive.
References:
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43.
Lazaros, E. J., & Davidson, C. J. (2013). Promoting a positive classroom climate in higher education in the united states. Continental journal of arts and humanities, 5(1).
Ito, A. (2011). Enhancing School Connectedness in Japan: The Role of Homeroom Teachers in Establishing a Positive Classroom Climate. Asian Journal of Counselling, 18(1), 41-62.
Lei, S.A. (2010). Classroom physical design influencing student learning and evaluations of college instructors: A review of literature. Education, 131(1), 128-134.
After reading your blog and the associated comment I feel that there are different types of environment that can be prioritised. The link you made to temperature is one that can be adjusted to. It cannot be inferred that students in hotter climates learn less; instead the temperature is just something that can be overcome. However one environmental factor that is of importance is the availability of technology to the student. If this is thought of in terms of the connectivist model, by introducing students to an environment full of technology where they can be introduced to experts in academic fields at the click of a mouse, their potential to succeed will increase. Schacter (1999) compiled research on the use of technology within the classroom and found that students tests scores increased, it took less time for students to learn information, students attitudes towards learning increased, higher level reason and problem solving was being used by students, and so on (1). Overall it can be observed that by producing an interactive environment the student’s potential to achieve is increased. Even though the above research was carried out 14 years ago, the advantages of emphasising technology within the environment have only increased the students potential. To truly understand this, James Barkers blog (2) emphasises the effect of providing technology for every student.
(1) https://bookert-dev.ito.lacoe.edu/funding_coordination/docs/impact_of_et.pdf
(2) https://barkyscienceofeducation.wordpress.com/
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