MAURITIUS INSTITUTE OF EDUCATION

Education Studies Department

PGCE PT-ROD
Year 1 – Semester 2
Principles of Teaching and Learning
PS 401-2

INDIVIDUAL ASSIGNMENT
Perrine Joseph Elvinio
B22710
 a) With reference to your practice, discuss how you would ensure that the learning
environment of your classroom is conducive to teaching and learning.

Creating a positive learning atmosphere in the classroom is a crucial aspect of effective

teaching. By creating appealing classrooms, teachers can improve classroom discipline and
management. Conducive classroom settings help to enhance, encourage, and support students'
learning in all academic domains. The environment in the classroom may be described using
the shared points of view of the students and teachers present (Fraser & Pickett, 2010). There
are several methods that teachers may promote a positive learning environment in the
classroom. A positive learning environment may be created in the classroom by setting high
goals and expectations of the year, encouraging student participation, improving the physical
appeal of the classroom, including parents, and employing appropriate praise and feedback.

To provide a healthy learning atmosphere in the classroom, it is crucial for educators to begin
the school year with high expectations. On the first day of school, positive expectations
should be put in place. The learners will feel more in control of and accountable for their
behaviour by doing this. With an academically organized environment, this approach will
urge students to behave and act accordingly. Throughout the academic year, teachers should
maintain these standards. The purpose of setting expectations must be made clear by teachers
to promote a healthy learning environment. The creation of a pleasant environment must
involve students as well. They will be able to participate in the learning process because of
their engagement, which also promotes a climate of shared values (Andrews, 2008).  Using
classroom monitors is one potential technique to promote student participation. A single
student or a group of students might serve as the monitor. These kids will have daily
assignments to complete in the classroom. This engaging activity allows them to have
positive interaction with their peers with the classroom setting.

Additionally, the classroom should be organized and set up to support and enhance students'
learning through group cohesion. Bright, striking colours should be used on the walls to make
the classroom appear welcoming. "No one wants to learn in a dull environment," claims Blair
(2008). Likewise, allowing and encouraging parental involvement in the classroom can help
to promote a pleasant atmosphere. Parental participation in the classroom and in their child's,
education are two elements that are essential to a successful school academic year and
healthy learning environment in the classroom. When parents participate in school activities,
Blair (2008) claims, "it gives the message that what is happening in the classroom is

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significant." Parents can fully participate by assisting outdoor visits and attending special
activities that are held both in and outside of the classroom.

A positive classroom environment can assist to develop a successful and effective school
year. A wide range of different factors may have an impact on a positive classroom
environment. The classroom environment needs to be actively created by educators in order
to support children's growth. A positive learning environment increases students' ability to
learn and work both inside and outside of the classroom.

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 b) Discuss how you would use questioning to enhance all learners’ engagement in
the classroom.

In both teacher-directed and student-centered methods of education, asking students probing

questions is a crucial component of effective instruction. According to research, teachers of
classes with the greatest levels of accomplishment tend to ask a lot of questions in their
lectures, and very few of them lead in the learners giving the teacher the wrong answer or no
response at all (Brophy & Good, 1986). When it comes to facts and principles, some
questions might be straightforward and basic (often referred to as lower-order questions),
while others can be higher-order questions that call for thought, critical thinking, and
reasoning (Ormrod, 2000). The proportion of lower- and higher-order questions can be
altered depending on the subject matter, the age, and the aptitude of the learners.

A class discussion can be started by asking questions to establish a pleasant atmosphere in the

classroom. Student participation in the debates is boosted through verbal appreciation of
correct responses and positive expressions. Ask non-threatening questions, and you'll get
favourable responses. A harsh tone can be disastrous for both the student and his or her peers,
especially when it cuts off a student's answer (Davis, P.B., 2005). We can employ both
previously thought-out and unexpected questions which are those that the teacher has
designed in advance to introduce new ideas, narrow the topic under discussion, drive the
conversation in particular directions, or evaluate the degree of student understanding. To add
depth and breadth to the lesson, teachers must be flexible and rely on student responses.

However, the number of right responses may be increased while progressing toward
increasingly challenging questions by analysing the requirements of the students and tailoring
the questions. Starting with knowledge-level questions and moving on to open-ended ones
may help students move from simple information recall to more complex levels of thinking
and problem solving. Ask a question requiring a lower level of reflection if a student is
perplexed by one requiring a higher level of effort (Caram, C.A 2005). Students' cognitive
talents and critical thinking abilities are developed as they go from straightforward issues to
more complex ones that need thinking.

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Additionally, questions must be directed randomly at either a class as a whole or a specific
student. After asking the question to the whole group, wait before choosing a student to
provide a response. Due of the speculation surrounding who would be chosen to answer, the
waiting period encourages all students to consider their response. Choose a few students at
random to respond to questions to keep everyone interested and engaged. Choose volunteers
and non-volunteers to respond to questions (Walsh 2004). One method to refocus an
inattentive student is to sometimes call on a student before asking the question.

Finally, teachers who are aware of their students' degrees of thinking ability can use questions
to pinpoint learning objectives for further self-study can employ effective questioning to
optimize learning. Provide specific questions at the end of the lesson to pinpoint areas where
students may independently seek more learning possibilities (Walsh 2004; Wiggins and
McTighe 1998).

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References
1. Anderman, L. H., with C. Midgely. 1998. Motivation and middle school students.
Champaign, Il: ERIC Clearinghouse on Elementary and Early Childhood Education.
ERIC ED 421 281
2. Brewster, c.,with /. Fager. 2000. Increasing student engagement and motivation: From
time-on-task to homework. Portland, OR: Northwest Regional Educational laboratory.
3. Caram, C.A. and Davis, P.B., 2005. Inviting student engagement with questioning.
Kappa Delta Pi Record, 42(1), pp.19-23.
4. Hannel, G. I., and L. Hannel. 2005. Highly effective questioning, 4th ed. Phoenix,
AZ: Hannel Educational Consulting.
5. Walsh, J. 2004. Effective questioning. Birmingham: University of Alabama at
Birmingham. Available at: www.uab.edu/uasomume/cdm/questioning.htm.