The Importance Of A Positive Learning Environment

This view is countered by Ioannidou and Konstantikaki (2008, p. 121), who suggest that emotional intelligence is something that can be taught. With the acceptance of this idea and with the use of the previously defined model of emotional intelligence, we can see how

It is important to foster a learning environment in which students feel safe, relaxed, secure, confident and valued (Gravells A 2012 pg25) especially for learners who may have had negative experiences in traditional classroom environments. Students often describe supportive learning environments as expanding their sense of family and enhancing their self-esteem, which, when combined with increased literacy skills, help students take more chances in pursuing their goals.

Being able to build positive relationships with others helps children and young people to gain the most from being in school and is important to ensure the communication of information between children and the adults responsible for them. We are more likely to build a positive relationship with someone when we can communicate effectively with them.

In this paper, I will examine Disposition Four, “the educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This paper is an effort to contest the many relentless influences affecting learners today. Its focus is the necessity of a partnership of resources for students to succeed. (Schulte, 2009) stated, “Increasing academic performance, enhancing social and emotional skills and even retaining quality teachers are all related to positive school climate” (p.46) .Thus the critically importantance for educator to be skilled at creating meaningful interactions between students and practitioners as well as practitioners with students.

Literature suggests that positive learning environments are built on student – teacher relationships and that these relationships provide the critical foundations upon which to support positive learning. As a mathematics tutor who recently completed an honours thesis based on student understanding, I stand in full agreeance of the literature, before I can adequately tutor a struggling student I need to understand how that student learns. This understanding of student learning is best gained through building a positive relationship with the student and as stated by Skemp (1976) ‘talking with the student, is undoubtedly the best way to assess which mental processes were used’. I believe students must feel that their learning is important, be

The document, The Inventory of Practice for Promoting Social Emotional Competence, CSEFEL (2013) is a helpful document to evaluate the teacher’s strength and weakness in promoting children the social and emotional competence as educators. The document, CSEFEL (2013), suggest that in order to promote children’s social and emotional competence, the classroom teacher needs to have skills in the qualities, such as building positive relationships with children and family, designing supportive environments in the classroom, social emotional teaching strategies to enhance the children’s self-esteem , and individualized intensive interventions as necessary (CSEFEL, 2013).

More than ever before, our country needs schools that will prepare today’s youth for the challenges and opportunities they face, youth who will become knowledgeable, responsible, and caring citizens and leaders for the future. An outstanding education prepares students to be strong in a wide range of academic disciplines. This essay focuses on Social Emotional Learning and how to implement and sustain it within schools so that students can achieve greater academic success.

First teachers have to establish a classroom environment that shows they have modeled caring, fairness, respect and enthusiasm for learning and promotes a climate of trust and teamwork in their classroom. Another way teachers can nurture positive socio-emotional development is giving learners responsibilities and allow to accountable for their learning. Cooperative learning is a great way for the learner to show responsibility and be accountable. The teachers have to continually engage students in collaborative and self-directed learning environment where their students are encouraged to take risks and ownership of their own learning behavior. Teachers can also nurture positive socio-emotional development in gifted learners by teaching and reinforcing empathy. The teacher can teach empathy by providing a character education curriculum that is academically challenging and relevant. This will allow learners to engage in conversations, actively participate in conflict resolution and promote behavior such as kindness, honesty and good

I will create a learning environment that supports social and emotional development for children when I have a kind, caring interaction with each child. There is ample evidence that the provision of a responsive and nurturing relationship is pivotal to a child’s development (National Research Council, 2001; Shonkoff & Phillips, 2000). I will support an environment with family interaction, a physical environment that promotes active learning and appropriate behavior that will promote child’s social and emotional development. (NAEYC, 2009)

As discussed in our text, the affective domain represents a time for emotional development and coping strategies (Kostelnik, Soderman, Whiren, & Rupiper, 2015). During this time, it is essential that teachers are able to recognize a child’s emotions, help to develop resilience, and promote self-worth. Providing an environment where children feel safe to take a risk in the classroom and feel confident to try again in the face of

The way in which students learn in an educational environment is greatly affected by many things. Many argue that students are affected by teachers, peers, mentors, and the environment that they are brought up in and expected to grow in physically and mentally. However, while all of this can be true, students are also greatly impacted by the way they learn in any environment that they are placed in. Chickering & Gamson have written about how being a successful student allows the student to grow from their experiences in the classroom if the course includes interaction with others as well as hands-on training

In alliance with Maslow’s hierarchy of needs, students need positive relationships to be successful in the classroom. It is important for students to feel important and needed in the classroom. Students need to be able to identify and see their purpose needed in the classroom, as well as their purpose as a student. As students identify their purpose in the classroom, they are able to feel supportive in the classroom. This allows for positive bonds to form and for students to become fully engaged in the classroom experience. Teachers have the opportunity to provide students with an inclusive, positive, and enjoyable experience, and failure to do this will cause negative effects on the students socially and academically.

There is considerable research that claims emotional intelligence can build better relationships, behaviours and capabilities in teachers. Mortiboys (2005) writes “that teachers with high emotional intelligence are considered to be more optimistic, adaptive, collaborative, confident, authoritative, open, approachable and enthusiastic” (as cited Birwatkar, 2014 pg147). Such positive qualities can assist the actions that teachers need to help them avoid conflict with their students and to develop better friendships with their colleagues. This enables them to nurture positive relationships, work effectively in teams, and build social capital. It is a trait that can guide teachers towards easier solutions says Hargreaves (2000). Mortiboys (2005) goes on even further to discuss the effects

So it is necessary to apply care and relationship education in a classroom is by creating a classroom community. This will create an environment where students feel valued and connected to their teacher and to one another. Some of the benefits of a school community include the growth of students social, emotional, and academic competence, improvement in collaborative learning, positive relationships with others, and inclusion. When students are involved with a community, their behavior can change and allow students to be more concerned about others, improved skills in resolving conflict, and an anti-bullying environment. In a community environment, student 's motivation is improved and their attendance is also improved.

The development of positive teacher-student relationships is vital as they provide insights into the social standing individuals hold in the classroom (Krause et al., 2010). Furthermore, by making adjustments within the classroom, the teacher has provided safe spaces including the