1.3 Creating an Appropriate Learning Environment
A classroom climate that is conducive for
learning is one that is non-threatening yet business-like.
It is a classroom where:
 specific classroom rules and procedures are
clear;
 classroom rules and procedures are discussed
within the first few days of the school;
 students are involved in the design of rules and
procedures;
 techniques to acknowledge and reinforce acceptable
behavior are employed;
 clear limits for unacceptable behavior are
established and negative consequences for such are
communicated; and
 classroom processes are democratic.
http://www.teachingfsl.com/2016/08/creating
-positive-classroom-climate-in.html
A learning environment is a diverse platform where users engage and interact to learn
new skills. While learners can learn in an array of settings, the term refers to the more preferred
and accurate alternative to the traditional classroom. A positive learning environment can be
achieved through:
1. Safety. Before students can succeed academically, they must feel safe, both physically and
mentally. Although schools use a variety of measures to ensure students’ physical safety,
certain efforts sometimes have negative effects on students, particularly those who are
traditionally underserved. Safety extends beyond the physical well-being of students. To
have a safe learning environment, students must feel welcomed, supported, and respected.
However, school discipline policies and codes of conduct do not always support a positive
school climate.
2. Addressing Learners’ Needs. Just like adults, learners also have some psychological needs
for order and security, love and belonging, competence and personal power, novelty and
freedom and even fun. It is important to meet these needs at all times and to help learners
progress and be taught with a positive attitude. (https://raccoongang.com/blog/what-makesgood-learning-environment/, accessed on May 5, 2021)
3. Connectedness. Students must feel connected to teachers, staff, and other students.
Schools can nurture these connections by focusing on students’ social and emotional
learning. Teachers are an essential part of fostering the type of learning environment in the
classroom that supports student success. Educators and administrators need professional
development opportunities and training to meet the academic, social, and emotional needs
of students to create a positive school climate.
4. Support. Students must feel supported by all those connected to their learning experience.
This includes teachers, classmates, administrators, family, and community members. These
parties should share an understanding of what positive school climate at the school and
classroom looks like so they can work together toward this common goal. School leaders
can engage community members, teachers, students, and parents in school climate
improvement work through conversations, meetings, surveys, and creating schoolcommunity partnerships. School leaders should gather and incorporate the feedback of all of
these groups in any school climate improvement work. (https://all4ed.org/four-elements-forcreating-a-positive-learning-environment/, accessed on May 5, 2021)
Observation Checklist No. 3
Watch the following videos and answer the questions that
follow:
Videos for Observation:
 TEACHING KINDERGARTEN *Classroom Routine (Blocks of Time);
https://www.youtube.com/watch?v=o6GWBafjcCg ; accessed on April 26,
2021
 Classroom
Observation/COT
sa
Filipino;
https://www.youtube.com/watch?v=ot4-_xEvkGA accessed on April 26,
2021
 Classroom
Observation
Tool
for
Proficient
Teachers;
https://www.youtube.com/watch?v=ot4-_xEvkGA accessed on April 26,
2021
 Filipino
Demo
Teaching
Senior
High
School;
https://www.youtube.com/watch?v=B7_LhJaw4AQ; accessed on April 26,
2021
1. How did the classroom organization and routines affect the learners’ behavior?
2. What should the teacher have in mind when he/she designs the classroom
organization and routines?
3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating the students? Why were they effective?