The Teacher’s Level in

Providing Students a
Conducive Learning
Environment
 INTRODUCTION

The role and functions of schools are continuously changing and so as the
teachers. Teachers are responsible in providing safe, secure, fair, and supportive
learning environment to students in order to promote learners’ responsibility and
achievement.

The Learning Environment Domain focuses on creating a classroom

environment that is learning-focused and in which teachers efficiently handle various
learners behavior in a physical and virtual space, especially in a flexible manner. It
emphasizes the needs for teachers to utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive
classroom interactions, geared towards attainment of high standards of learning.

Teachers have different career stages based on their tenure and experiences
which develop their abilities. As teachers become more experienced and more
knowledgeable, their level of teaching also become progressive. They gain incredible
knowledge and enthusiasm towards the subject matter they’re teaching and ensure
their teaching strategies meet their standards.

Teachers are classified as beginner, proficient, highly proficient, and

distinguished based on the different strands. A beginner teacher demonstrates
knowledge, policies, guidelines, and procedures that provide safe and secure learning
environment. A proficient teacher maintains learning environment that promote
fairness, respect, and care to encourage learning. On the other hand, a highly
proficient teacher promotes consistent implementation of policies, guidelines, and
procedures. Whereas, a distinguished teacher facilitates processes to review the
effectiveness of the school’s learning environment to nurture and inspire learner’s
participation.
 REVIEW OF THE LITERATURE:
Learning Environment

Savage suggest that classrooms should be organized to accommodate a

variety of activities throughout the day and to meet the teacher's instructional goals
(Savage 1999). In addition, the classroom should be set up to set the stage for the
teacher to address the academic, social, and emotional needs of students ( MacAulay
1990).

In addition, the G-EWIHIC version presents a valuable tool for researchers and
educators in the Greek elementary school classrooms to try to understand and
improve the CPSC and students' learning outcomes in this context. The literature has
presented long established evidence regarding the association of the perceived CPSC
indicators and students' learning outcomes ( Charalampous & Kokkinos, 2014;Chionh
& Fraser, 2009;Fraser et al., 1987;Fraser, 2012;Koul, 2003;MacAuley, 1990;Walberg
et al., 1981), and the use of preadolescent students' perceptions as a means of
improving the classroom climate ( Aldridge et al., 2009;Sinclair & Fraser, 2002)

To promote attentiveness among slow learners, seating arrangement in their

classroom should be properly organised (Borah, 2013; Bettenhausen, 1998; Stewart
& Evans, 1997). Layout of tables and chairs in rows would facilitate task behaviour
and academic learning; whereas more open arrangements, such as clusters and u-
shaped would encourage social interactions and eye contacts among students
(MacAulay, 1990; Walker & Walker, 1991) as shown inFig. 1. Teachers should sit at
the rear of the classroom to observe everyone better (Gujjar, 2010).

The classroom is one of the most important learning spaces where most of the
formal learning activities and teaching activities take place. Research on the
classroom environment has shown that the physical arrangement can affect the
behaviors of both students and teachers (Savage 1999), and that a well-structured
classroom tends to improve student academic and behavioral outcomes (MacAulay
1990). However, there are several problems that exist in classroom environment when
considering the learning needs of the new generation of students who were born and
grown up with digital technology (Yang et al. 2013).
STATEMENT OF THE PROBLEM