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ESSAY:
Issue: How can I create a learning environment where children are actively engaged?
Statement: Actively engaging children in their learning environment creates the best
possible outcomes for them as learners.
Essay:
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Natasha Solomons, S00143722
Teachers ultimately have the power to influence the classroom environment in either a
positive or negative way, and it is up to them to positively impact on the environment to
provide the best outcomes for the students. Research states a positive classroom
environment is created by teachers that promote respect, plan for challenges, establish
rules and consequences, while focusing on positive behaviours in the classroom (Banks,
2014; Fogelgarn & Lewis, 2015). Therefore, teachers must have strong management,
control and organisational skills in the classroom to create the ultimate environment for
active learners. Additionally, research explains to actively engage students in the
classroom, teachers must use classroom management strategies that foster the learning
environment and encourage students to take part in responsible conduct (Fogelgarn &
Lewis, 2015). Increasing student responsibilities and independence in the classroom,
allows for enhanced opportunities for them to become actively involved. However,
teachers must manage students responsibilities by collaboratively creating class rules
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Natasha Solomons, S00143722
and expectations with students, which will offer them with greater responsibilities as
they will have ownership over the rules (Banks, 2014). As well as creating a learning
environment where responsibilities and independence is used to actively engage
students, research suggests that learner engagement can be increased by the teacher
using materials or objects that are of an interest to the student (Keen, Pennell, Muspratt
& Poed, 2011, p,295). In addition, research also states a curriculum that responds to
the needs and interests of students and students being actively involved in structuring
the curriculum, may increase interest and enjoyment in education (Oliver &
Oesterreich, 2013, p. 395-396). It is obvious that it is extremely important for teachers
to create a positive environment which supports students needs and interests, while
providing them with responsibilities and empowerment within the classroom
environment so that they can become active learners.
All students must be empowered and have their voice heard by engaging in meaningful
interactions to become active learners. Research states that students voices must be
respected in a supportive learning space which promotes interactions and discussions, as
this increases learning opportunities, allowing them to become actively engaged in their
learning (McVittie, 2004). Student voice is a vital component in any classroom
environment, if students are not given numerous opportunities to voice their opinions
then they will struggle to become involved. Therefore, to ensure students voices are
heard, Quinn and Owen (2016) suggest that teachers and students should constantly
collaborate in learning situations and classroom discussions throughout the day to give
power to student voice. However, to develop their voice, students must be given endless
opportunities to collaborate with their peers as well as the teacher. Additionally,
alongside empowering student voice, Fox-Turnbull (2016) explains interactions with
peers and adults, the use of language and solving differences and conflict through
conversations, particularly dialogue, is a critical part of learning p.23. Likewise,
Vygotsky (1934/1986) argued that students must try out words in context, using words
in different ways, and hearing how others use the words, to learn language (McVittie,
2004, p.502). Therefore, it is clear that empowering language in the classroom is not
only part of learning but also allows students to become actively engaged in their
environment. It is clear that students must believe they have a right to speak and
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Natasha Solomons, S00143722
influence future conversations, rather than an environment where the teacher questions
them with predetermined answers in their head (McVitte, 2004). The research presented
visibly displays the significance of student voice to empower students in becoming
active learners in their environment, where they have ownership over their learning,
while being respected and valued for their opinions.
Evidently the key to achieving the best possible outcomes for all students is through
actively engaging them in their learning environment, it is also critical that this
environment is structured in a way that encourages this. The teacher must manage,
control and organise the environment in positive ways to promote active learners, and
students must also have ownership over their learning, their voice must be heard so that
they gain the respect to become actively engaged. If these ideas are not considered or
put into action by teachers, students cannot become active learners. Therefore, the
research further strengthens the idea that a learning environment can be developed to
actively engage students in their learning, allowing them to achieve the best possible
learning outcomes for themselves. The ideas and concepts in this essay depict what
makes an active learner, these should be further portrayed in a teaching philosophy.
References:
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Natasha Solomons, S00143722
Acat, B., & Dnmez, I. (2009). To compare student centred education and teacher
centred education in primary science and technology lesson in terms of learning
environments. Procedia - Social and Behavioral Sciences, 1(1), 1805-1809.
doi: 10.1016/j.sbspro.2009.01.320
Fogelgarn, R., & Lewis, R. (2015). Are you being your best? Why students behave
responsibly. Australian Journal of Education, 59(3), 278-292. doi: 10.11
77/0004944115602974
Keen, D., Pennell, D., Muspratt, S., & Poed, S. (2011). Teacher self-report on learner
engagement strategies in the early years classroom. Australian Educational
Researcher, 38(3), 293-310. doi: 10.1007/s13384-011-0029-5
McVittie, J. (2004). Discourse communities, student selves and learning. Language and
Education, 18(6), 488-503. doi:10.1080/09500780408666897
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Natasha Solomons, S00143722
Quinn, S., & Owen, S., (2016). Digging deeper: Understanding the power of student
voice. Australian Journal of Education, 0(0), 1-13. doi:10.1177/000494411
5626402
Slee, P. T., Campbell, M., & Spear, B. (2012). Child, adolescent and family
development (3rded). New York, United States of America: Cambridge
University Press.
Waters, S., Cross, D., & Shaw, T. (2010). How important are school and interpersonal
student characteristics in determining later adolescent school connectedness, by
school sector? Australian Journal of Education, 54(2), 223-243. doi: 10.1177/
000494411005400207
Waters, S., Lester, L., & Cross, D. (2014). Transition to secondary school: Expectation
versus experience. Australian Journal of Education, 58(2), 153-166. doi:
10.1177/0004944114523371
Feedback:
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Natasha Solomons, S00143722
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