Why is it necessary for teachers to create a quality learning environment?

A.2.1 Definition

‘Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations—a room with rows of desks and a chalkboard, for example.

The term also encompasses the culture of a school or class—its presiding ethos and characteristics, including how individuals interact with and treat one another—as well as the ways in which teachers may organize an educational setting to facilitate learning…..’

The Glossary of Educational Reform, 29 August, 2014

This definition recognises that students learn in many different ways in very different contexts. Since learners must do the learning, the aim is to create a total environment for learning that optimises the ability of students to learn. There is of course no single optimum learning environment. There is an infinite number of possible learning environments, which is what makes teaching so interesting.

A.2.2 Components of an effective learning environment

Developing a total learning environment for students in a particular course or program is probably the most creative part of teaching. While there is a tendency to focus on either physical institutional learning environments [such as classrooms, lecture theatres and labs], or on the technologies used to to create online personal learning environments [PLEs], learning environments are broader than just these physical components. They will also include:

• the characteristics of the learners;
• the goals for teaching and learning;
• the activities that will best support learning;
• the assessment strategies that will best measure and drive learning
• the culture that infuses the learning environment.

Figure A.2.2 illustrates one possible learning environment from the perspective of a teacher or instructor. A teacher may have little or no control over some components, such as learner characteristics or resources, but may have full control over other components such as choice of content and how learners will be supported. Within each of the main components there are a set of sub-components that will need to be considered. In fact, it is in the sub-components [content structure, practical activities, feedback, use of technology, assessment methods, and so on] where the real decisions need to be made.

I have listed just a few components in Figure A.2.2 and the set is not meant to be comprehensive. For instance it could have included other components, such as developing ethical behaviour, institutional factors, or external accreditation, each of which might also affect the learning environment in which a teacher or instructor has to work. Creating a model of a learning environment then is a heuristic device that aims to provide a comprehensive view of the whole teaching context for a particular course or program, by a particular instructor or teacher with a particular view of learning. Once again, the choice of components and their perceived importance will be driven to some extent by personal epistemologies and beliefs about knowledge, learning and teaching methods.

Lastly, I have deliberately suggested a learning environment from the perspective of a teacher, as the teacher has the main responsibility for creating an appropriate learning environment, but it is also important to consider learning environments from the learners’ perspectives. Indeed, adult or mature learners are capable of creating their own, personal, relatively autonomous learning environments.

The significant point is that it is important to identify those components that need to be considered in teaching a course or program, and in particular that there are other components besides content or curriculum.  Each of the key components of the learning environment I have chosen as an example are discussed briefly in the following sections, with a focus on the components of a learning environment that are particularly relevant for a digital age.

"The dynamics of the classroom, the tone, the interpersonal forces at play, and the nature and structure of communication patterns all combine to either support or inhibit the students’ motivation to pursue a goal" [, 2010].

Your classroom environment is a blend of the social, emotional, and instructional elements of your class. Research shows that many aspects of your classroom environment can affect student motivation and that students who are more motivated, put more effort into learning activities [, 2010].

The way you manage and organize your classroom is important. Below, we describe a few things you can do to build a warm and inclusive classroom where students feel like they belong and can do their best work.

Try This

Goals, Setting Guidelines

• Make your course goals clear to your students so that they can focus on the essential information. Tell your students how you expect them to reach those goals.
• Establish guidelines to ensure your classroom is inclusive, respectful, and conducive to learning [, 2010]. Use clear guidelines to create a safe learning environment that ensures respect for student ideas and viewpoints.

Creating a Sense of Belonging

• Help students get to know each other by using icebreakers
• Connect with your students: Share something about yourself; also learn their names and something about them
• Encourage participation
• Let students know how to get help [e.g., office hours, help centers, etc.]
• Be aware of your verbal and non-verbal cues and what they’re communicating to your students [e.g., folding your arms creates a barrier between you and your students; making eye-contact helps to establish trust]
• Come to class early and talk informally with your students as they arrive

Instructor & Course Organization

Regardless of your course style, there are strategies you can use to create a supportive, positive environment to reduce student anxiety and stress.

• Align your learning objectives, assessments, and instructional strategies, and provide a clear course structure
• Prepare your students for what they need to do within and outside of class to succeed
• Provide early opportunities for feedback, and continue with targeted, timely feedback during the course
• Use active learning strategies and have students work together regularly
• Give students opportunities to practice and reflect upon what they are learning
• Be clear about the material covered in quizzes and prelims, and how these assessments will be graded
  • If you will have multiple graders, state how you will ensure fair, consistent grading
  • Use rubrics to grade assignments and prelims [where applicable] and communicate these rubrics to students as early as possible

Leading Discussions

• Begin by setting discussion guidelines or having students create their own rules for civility, respect, etc.
  • Ask students to think about learning environments in which they felt most comfortable speaking up and listening closely to others
  • What conditions do they need to feel confident participating? What is acceptable or unacceptable behavior?
• Convey your respect for all opinions and encourage participation
• Allow space for everyone to participate
• Model active listening behaviors [McKeachie, 2014]
• Address difficult or uncomfortable topics directly
• If your class uses discussions to talk about potentially sensitive or charged topics, use the LARA method

A learning climate develops whether or not you are intentional about creating it. Be transparent about expectations, especially grading. Regarding classroom behaviors, what are your expectations for classroom participation, discussion, questions? What are ways every member of the course can help foster an inclusive community? How should students contact you or raise concerns?

See our building inclusive classrooms page for ideas and strategies around creating and sustaining inclusive classrooms.

Cornell students come from around the world. Speaking clearly, explaining references and acronyms, and making an extra effort to include everyone can go a long way.

Get to know your students [Undergraduates and Graduates]

• Every group of students is unique, and class interactions can vary from semester to semester. It is always important to get to know your students and build a positive rapport. Connecting with students helps develop a classroom dynamic that can support learning in multiple ways, including promoting student engagement, expression, and openness to intellectual challenges.
• Simple actions such as learning students’ names, sharing information about yourself, and asking students about their background or experiences can foster a positive classroom climate. On the very first day, asking students to complete a survey about themselves, and facilitating an icebreaker can set the tone.
• Throughout the semester, set standards for respectful discourse and take action to include more students in class discussions or activities. Several times during the course, check in with students about their experience in the course. This resource about establishing ground rules provides some examples of setting expectations.

Selected Resources

• Classroom Climate

• Connecting with Your Students

• For facilitating difficult topics: Faculty Institute for Diversity or Teaching & Learning in the Diverse Classroom online course
• Ohio State University's Sense of Belonging in the College Classroom

References

Ambrose, S. A., Bridges, M. w., Lovett, M. C., DiPietro, M., & Norman, M. K. 2010. How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.

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