Effective Learning Environments Observation Tool® (eleot®)

Environment C: Supportive Learning

Why It Matters: The culture of learning in a classroom and school can have important implications for student
outcomes. Aspects of classroom culture that have demonstrable effects on student achievement are student-teacher
relationships, student self-concept, and the extent to which learning supports are available during instruction and application
of learning (activities, assignments and tasks).

What to Understand What Learners Do What Observers Do

• Hattie (2009) found that “the • Speak and interact with peers and • Look for classroom artifacts that
most critical aspects contributed by the teacher in constructive and are indicative of learning culture,
the teacher are the quality of the meaningful ways. including co-created charts and/or
teacher and the nature of teacher- supports for learning.
• Provide support for others
student relationships.” Though
regarding understanding of • Listen for comments and
important, it is not sufficient that
content and expectations, as well interactions that describe student
classroom interactions are positive;
as in accomplishing individual and/ feelings/attitudes about the
the focus of classroom interactions
or group tasks. classroom environment.
should be productive student
learning. • Focus attention, energy, and • Check for ways students are
conversation on learning challenged and supported and the
• Dweck (2010) recommends that
objectives, assignments, or tasks. role of the teacher in this process.
educators take an active role in
“creating a culture of risk-taking” • Demonstrate willingness to move • Ask students if they are
that emphasizes “challenge, beyond their comfort zones to ask/ comfortable sharing an answer or
not success”. Intellectual risk- answer questions or share ideas of idea, even if they are not sure it is
taking can occur within many which they are uncertain. correct.
contexts stemming from a variety
of sources, but students must
have opportunities for productive
struggle appropriate to their own
levels of need.

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