Creating Positive Learning

Environments
Wednesday, 15 April 2009

Creating Positive Learning Environments

The Cook Islands Education Master Plan 2008 -2023 states that

“ … Children in the Cook Islands will be able to enjoy learning environments that are
comfortable, supported and assist them to achieve their goals.”

“A positive learning environment is one in which school staff, students, and parents build safe
and peaceful environments where people feel accepted and respected and where learning is the
main focus”

(Stratman, n.d). Retrieved on February 10th, 2009 from http://EzineArticles.com/?

expert=Rebecca_Schauffele).

A reminder from the learners:

“Everyone remembers when you do wrong, but no-one remembers when you do right!”
Some meanings from the Thesaurus:

 Comfortable: calm, at ease, secure, happy, relaxed.

 Support: encourage, assist, sustain, look after, strengthen.
 Safe: secure, protected, dependable, trustworthy.
 Peaceful: non-violent, passive, serene, calm.
 Positive: optimistic, constructive, encouraging. 

Respectful relationships are one factor for maintaining positive environments.The key for
creating positive environments starts at top levels, modeled via principals to classroom teachers
and through to the individual learners. A simple assessment of our own environment will help
educators to determine some of the factors to consider by asking questions on: 

1. A comfortable environment:

Q.1a) Is our school a place where all people feel calm, at ease and secure?

Or:

Q.1b) Are there times when the     behaviors of some people may lead others to feel: agitated,
threatened, put-down or ridiculed?

For example: `what’s learnt with please is retained as treasure’ (Rich Allen, Impact Learning)
Laughter in the environment creates a sense of comfort and security and promotes a positive
learning experience. Catch learners being good. Praise groups and individuals when they do well.
(Take care to not `over praise’ as this can lead to discomfort)

2. A supportive environment:

Q. 2a) Is this a place where all people are able to express personal ideas, views and feel valued
and encouraged?

Or:

Q.2b) Are there times when the behaviors of some people may lead others to feel: awkward, like
an alien, useless or misunderstood?

An example: Provide a “thinking time” for students. Before asking a question, give a clear
instruction on which group of students will be offered first opportunity to answer. (Example:- the
front / back / right /left / centre).

Allow “thinking time” then ask for the responses. This supports a positive learning environment
where all students are provided time and space to respond, rather than just the fastest students.

3. A safe environment :

Q.3a) Is this a place where all people feel respected, feel they can be themselves, that their
personal identity – sexuality, gender, age, ethnicity, culture and faith will be honored, that they
can express different ideas, views?

Or:

Q.3b) Are there times when the behaviors of some people may lead others to feel:
anxious, self-doubting, apprehensive or vulnerable?

For example: Whose voice dominates meetings? Staff need supportive environments to express
concerns and to receive positive feedback. Teachers are more likely to provide a safe and positive
learning classroom if they themselves are treated with respect. 

4. A peaceful environment:

Q.4a) Is our school a place where all people feel calm, confident, free from harm (emotional,
mental as well as physical) and know that others are sensitive to their individual needs.
Or:

Q.4b) Are there times when the behaviors of some people may lead others to feel:
in danger, vulnerable, afraid, nervous or violated.

An example: Each learner has the right to learn by making mistakes, we all have the
responsibility to respect the learning steps of another. Laughing at another’s learning mistakes
creates a division.

Maintaining a space where learners feel at ease and free from harm will promote a positive
learning environment. Losing your cool, as a teacher will not earn you any respect – quite the
opposite in fact!

5. A positive environment:

Q.5a) Is our school a place where all people feel confident, encouraged, optimistic and buoyant?

Or:

Q.5b) Are there times when the behaviors of some people may lead others to feel: negative, put-
down, in danger, pessimistic, gloomy, unenthusiastic, distrustful and violated.

An example:  Rewards need to be both external (extrinsic) – provided by teacher (or principal)
and internal (intrinsic) feeling of self-satisfaction by the student (or staff).

Positive rewards that are given honestly and genuinely will lead to a higher level of self esteem
and resiliency.

A positive learning environment will allow learners to grow, make mistakes, be valued and have
fun in the process.
 
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