Chapter 4

The Learning Environment

REPORTERS: ARIANNE L. BIÑALON & MARIEL JANE D. LAGUIAB
Learning Environment

 Itis a venue for social interaction that includes

ways of doing things, solving problem, and
acquiring information. It provides an instructional
process involving the teacher, the learner, and the
subject matter.
3 Factors considered as the Learning
Environment:

Classroom Home Community

Classroom as Learning Environment

 Itis a place where the teacher interacts with the learners.

Formal instruction is usually done in a classroom. The
knowledge acquisition resulting from such is manifested
by the ability of the learners to create meanings from the
activities, draw implications specifically from previous
experiences, and apply them in real actual life situations.
“ Classroom environment encompasses a
broad range of educational concepts
including the:

 Physical environment
”
 Intellectual climate
 Social climate
 Emotional climate
 Physical Environment

This is the totality of the outside elements or the physical

make- up that influence the learner. It includes the room, its
size, location, ventilation, lightning, instructional materials,
chair arrangement, room acoustics, provision for
orderliness, cleanliness and sanitation.
 Intellectual Climate

This refers to a learning atmosphere characterized by activities

designed to challenge the intellect of the learners. It includes
providing opportunities for development of thinking skills, both
creative and critical, problem solving, and diagnosing patterns of
behavior to be acquired through intellectual exchanges.
 Social climate
has three types existing in the classroom:

1. Autocratic climate 2. Laissez faire climate 3. Democratic climate

 There is little emphasis  There is a high regard for
 The teacher directs and on group participation. group participation and
decides as to what The individual acts on his cooperative work. The
activities are to be done. own, working for the teacher becomes a
 The social climate of the recognition of his facilitator and guides the
classroom is authoritarian accomplishments. learners in the
or teacher- oriented.  This climate is not accomplishments of a
common set of objectives.
characterized by
interaction.
Emotional Climate

 This refers to the mental health and emotional adjusment

of all learners. Learners have varied needs and interests,
the reason why the teacher has to acknowledge the
differences in personality of the learners.
“Implications and Considerations”

The definition of classroom environment continues to evolve with

the development of online courses and increased use of technology
in learning situations. Classrooms are now networked expanding the
concept of environment beyond physical walls, enabling students to
interact via email, video conferencing, and blogs. Technology has
spawned a lot of change in the classrooms affecting the quality of
classroom outcomes.
 Characteristics of the Learning Environment

 Welcoming to children
 Provides sufficient materials for all the learners
 Allows children to find, use and return materials independently
 Encourages different types of play
 Allows learner to see and move easily through all areas of the classroom
 Flexible so that learners are free to continue their play and bring materials from one area to another
 Provides materials that reflect the diversity of the learner’s family and their living environment
Some examples of Learning Environment:
 House area
 Art area
 Toy area
 Reading and writing area
 Sand and water area
 Woodworking area
 Movement and music area
 Math and Science area
 Computer area
 Outdoor area
DIVIDING THE CLASSROOM INTO
INTEREST AREAS
 The available space can be divided into interest areas or learning
or learning centre equipped and ready for distinct kinds of play.
The areas are chosen to reflect the learner’s  natural interests and
developmental levels.
 Teachers can choose many open-ended materials—various
materials, such as: 
 Blocks in all sizes
 Art materials and
  Fabric pieces 
They are also encouraged to seek naturally
available or recycled materials,    such as:
 Shells
 Twigs
 Rocks
 Carpet pieces
 Used containers
 And old clothes
 Teachers are also aware of the significance of having
access to real items that reflect the environment where
learners live  in.
   For example: cooking utensils, small appliances that no
loner work or     toy appliances, dress-up clothes and other
objects that are usually seen around homes and gardens.
 STORAGE AND LABELLING

 Learning materials need to be within reach of  learners. Such materials can be
stored in conspicuous places in the classroom.

Shelves and containers have labels that make sense to learners, for example, the
labels must contain words, drawings, tracings of the object, photos or an
example of the actual object. 

Traditionally, the learning environment  provided has been thought about in two
dominant forms: the physical and the socio-cultural.
 Continuation…

The physical environment includes things like chairs arranged in a circle or around a square table,
provision of a residential college, access to a library and other information resources, access to laboratory
or other discipline-specialist environment and so forth.

Nowadays, learning environment takes two different dominant forms: the physical and the virtual. Both
allow space to explore the socio-cultural.
The physical environment includes things like chairs arranged in a circle or around a square table , access
to library and other discipline-specialist environment and so forth but the virtual environment  which
supplements the physical environment offers the opportunity to work outside the restrictions of time and
place. 
The socio-cultural environment is less straight forward atleast at first
glace. In a paper titled, “Cognitive Apprenticeship: Making
Thinking Visible “, the subtle says it all: the essence of much good
teaching practice and its role in shaping an appropriate learning
environment are summed up or represented using only a handful of
keywords.
These keywords relate to both actions taken by the teacher:
 Modeling
 Coaching
 Scaffolding, (and fading)
Continuation…

and the actions requested of the learner: 

 Articulating
 Reflecting and
 Exploring
The word “fading” is together with the word “scaffolding” because it helps signify
the dynamics that underpin good teaching.

In addition to the list of modeling, coaching and scaffolding is the word “blending”. 
 Blending learning – is a new art that focuses on good
teaching by using both physical and virtual learning
environments.
HOME AS LEARNING ENVIRONMENT

 Home is critical to learning. It is the single most important locational; factor that
sets the course for children’s development.

A home conducive to learning is where there is love and encouragement from
family.

It is during babyhood when the vital foundation for later learning is established
and a secure attachment is formed through sensitive, responsive caregiving.
Parents interact with their baby through smile s, talking, touch, and play.
Continuation…

 As a children grow, a positive learning environment

provides social interactions, attention and activities
which promote the development of a positive attitude to
learning, as well as the acquisition of physical ,
intellectual , language, social, and emotional skills.
 Community As Learning Environment

 Community brings about a learning environment that allows opportunities for

interaction among its members.

A community – is a group of people that interacts, who is part of a shared
environment, and may also share common goals, values, beliefs among others.

A real community exists only when its members interact in a meaningful way that
strengthens their understanding of each other  and leads to solid learning
experiences.
Continuation…

 Learning institutions use community meetings  to address critical

school issues to teach values and to share information, among
other things.

As with most aspects  of high-quality schools, community 
building begins with a vision and takes shape because school
leaders and teachers intentionally design structures and activities to
reach their vision.
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