A positive classroom environment is one in which students feel safe and feel comfortable enough to share their thoughts and ideas. A place where they can take appropriate risks and confront challenges in their learning (Indeed, 2021). A positive learning environment is reliant on trust and rapport among students and between the teacher and students (Benes, Alperin, n.d.). Students learn best when they feel safe, engaged, connected and supported in the classroom (Waldman, 2016).
Elements of a positive learning environment
1. Safety
It is important for students to feel safe physically and mentally. Teachers can create rules and expectations, so students know what behaviour is acceptable in the classroom. Doing this also ensures that everyone feels safe in the classroom (Indeed, 2021). Students need to view the classroom as a place where they can express themselves and express their ideas without fear of judgement (Benes, Alperin, n.d.).
2. Engagement
It's very important for students to feel engaged in the classroom. A way that teachers can encourage student engagement is to adopt a student centred learning method (Waldman, 2016). Students should be allowed to have ownership and input related to classroom structure and expectations. Having set routines also allows students to become more fully engaged with minimum effort (Indeed, 2021).
3. Connectedness
Students need to feel connected to teachers, other students as well as their environment (Waldman, 2016). Teachers should take the time to get to know their students and use that knowledge to create meaningful experiences in the classroom (Benes, Alperin, n.d.). A positive rapport between teachers and students in the classroom is important, this also allows students to feel comfortable to come to the teacher about any problems they may have (Indeed, 2021).
4. Support
Students do their best when they feel that they are being supported. Students should be challenged and then supported and encouraged to overcome those challenges (Benes, Alperin, n.d.). Teachers can also provide students with various positive reinforcements, this can also help promote a strong classroom culture (indeed, 2021).
Comparing and contrasting two theories
Theories of early childhood development can be adapted into the classroom. Let's briefly look at how Jean Piaget and Albert Bandura's theories affect a positive learning environment.
Piaget
Piaget believed in a student centred classroom. His ideology stressed teachers as facilitators and observers. Children should be encouraged to be active and engaged. They should be taken serious and their feelings and ideas respected (Murphy, 2018). This fosters a feeling of safety and connectedness in the classroom. According to Piaget, children learn about the world around them through trial and error. Children should not be judged for their mistakes, these errors are a sign of active interaction with the world (Murphy, 2018). From this viewpoint, teachers can create a safe space for children to make mistakes and support them, and encourage them to keep trying. Although the theory focuses on specific developmental stages, Piaget also acknowledges that different children develop differently through the different stages (Nicola, 2016). Keeping that in mind teachers can take the time to get to know their students and then use that knowledge to tailor the classroom environment appropriately.
Bandura
Bandura's theory focuses on observational learning, children learn by observing a model. Teachers therefore act as a model, for children to develop desired behaviours or learn how to perform certain tasks. (Maloy, 2021). This ideology can be crucial when wanting to ensure safety in the classroom environment. Teachers can model the desired behaviour on a daily basis and encourage children to do the same. Although the theory does encourage providing support by giving positive reinforcement for the correct behaviours (Maloy, 2021). The theory does take away from the child's initiative to explore their environment on their own terms. Learning becomes a passive process, and this can lead to students feeling less engaged in their learning.
Both of these theories encourage supporting children in their learning. Safety is another element of a positive learning environment that can be easily fostered when adapting either Bandura's or Piaget's theories. The main differences are in how children engage in learning. Piaget focuses on a more student focused learning environment by recognising the importance of children being able to discover things by themselves by exploring their environment on their own terms (Nicola, 2016). On the other hand Bandura doesn't allow for much control in children's engagement in the learning process, as children learn by observing models. His theory also pushes children to think in an adult like way, as that is who they would observe most of the time. Between the two theories, Piaget's theory would be more appropriate to apply in order to create a positive learning environment.
A Deep Dive Analysis: Erik Erikson
Erikson developed the psychosocial theory of development. He proposed that we go through 8 developmental stages, where we have a crisis to overcome at each stage. Of his 8 stages, 2 of them are applicable to the early childhood classroom. Stage 3: initiative vs guilt and stage 4: industry vs inferiority (Cherry, 2022).
Initiative vs guilt spans over the ages of 3-5 years old. The question that children battle with is whether it is okay for them to do, move and act. During this stage, children are learning to master the world around them (Zhou, Brown, 2017). The role of the teacher is to give students the opportunity to make choices and act upon them. By allowing children to decide what activities they want to participate in during the day, they have an opportunity to be more engaged. Kolar ( 2018) states that teachers should "break instruction and activities into small steps". This is to encourage children's success and for them to take risks. When children feel safe and comfortable to take risks, they will feel more positively towards their teacher and their environment. Children will experience guilt if the teacher discourages them from exploring their environment independently (Zhou, Brown, 2017). Teachers should avoid criticising or ridiculing the child's effort (Cherry, 2022). Accept that children will make mistakes, as that is a natural part of learning (Kolar, 2018).
Industry vs inferiority is spans from 5 years old to 12 years old. The existential question that children battle with is whether they can make it in the world of people and things (Zhou, Brown, 2017). During this stage, children begin to develop a sense of pride in their abilities and accomplishments (Cherry, 2022). Teachers can allow children to set realistic goals for themselves. The teacher should try and give students jobs to do around the classroom, as handling various tasks can add to feelings of accomplishment (Kolar, 2018). The more tasks children can independently complete the more confident they become in their capabilities. Teachers can provide regular feedback to students. This can promote feelings of support and connectedness between the student and the teacher. The teacher can also provide opportunities for children to discover their skills, through balanced team and individual games (Kolar, 2018). Teamwork may also promote the connection among students and help children discover their abilities and skills. If children are not given room or opportunities to discover and explore their talents, in their own time, they may lack motivation and develop low self-esteem (Zhou, Brown, 2017).
From the viewpoint of Erikson's psychosocial theory, a positive learning environment can be fostered by supporting students independent exploration and allowing students control by letting them make choices. A sense of control can lead to better engagement in the learning process. When children feel supported in their environment, they feel more connected, safe and confident, resulting in an overall positive learning experience.
References
Benes, S., Alperin, H., Benes, S. (n.d.) Characteristics of a positive learning environment. Human Kinetics. Retrieved October 2, 2022 from https://us.humankinetics.com/blogs/excerpt/characteristics-of-a-positive-learning-environment
Cherry, K. (2022, August, 3). Erikson's stages of development: A closer look at the eight psychosocial stages. Very well mind. https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740
Indeed. (2021, June, 30). 13 ways to foster a positive classroom environment. Indeed. https://www.indeed.com/career-advice/career-development/classroom-environment
Kolar, R (2018, June, 28). How to apply Erikson's theory in instruction. The classroom. https://www.theclassroom.com/apply-eriksons-theory-instruction-8400675.html
Maloy, M. (2021, December, 30). How to use observational learning in the classroom. The classroom. https://www.theclassroom.com/use-observational-learning-classroom-7897401.html
Murphy, S. (2018, June, 25). How to apply Piaget's theory in the classroom. The classroom.
Nicola. (2016, November, 24). Piaget's influence on educational practices. Minds of wonder.
Waldman, C. (2016, June, 1). Four elements for creating a positive learning environment. All 4 Ed. https://all4ed.org/blog/four-elements-for-creating-a-positive-learning-environment/
Zhou, M., & Brown, D. (Eds.). (2017). Educational learning theories. Retrieved from http://libguides.daltonstate.edu/TeachingLearning
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