Father, we thank you for the opportunity to gather

us once again in our MAED 303 class this

morning. We pray that you will guide us in your
ways, so that we will seek your will in everything
we do today. We ask this in the name of Jesus
Christ our Lord. Amen.
 MAED 303:

PSYCHO-PHILOSOPHICAL
FOUNDATION OF EDUCATION

Teodora Marie B. Laureta

MAED1A
March 13, 2022
 Physical Features of
Learning Environment and
Effects on Performance and
Feelings
Learning Environment
+refers to the diverse physical locations, contexts, and
cultures in which students learn. Since students may
learn in a wide variety of settings, such as outside-of-
school locations and outdoor environments, the term is
often used as a more accurate or preferred alternative to
classroom.
What are the Elements of a
Positive Learning
Environment
Teachers should pay a lot of attention to the physical and teaching
environment in his/ her classroom. Here are some things to remember
for an inducive learning space:
+ Maintains a positive control of his/ her classroom being a role
model
+ Fun and interesting teaching methods
+ Clear and consistent rules
+ Clean classroom and the overall color and brightness
+ Utilizing audio, visual, and digital technologies
+ Sense of belongingness in the class
Choice Theory (1998) by Dr.
William Glasser
This theory states that all we do is behave that almost
all behavior is chosen, and we are driven by genetics
to satisfy five basic needs: survival, love and
belonging, power, freedom and fun. In choice theory,
the most important need is love and belonging
because connectedness with others is required as a
basis in satisfying all other needs. The classroom
should therefore be a needs-satisfying place for
students.
 Impact of Glasser’s Choice Theory in Learning
Theory
+ Identifies teachers as managers who need to work effectively if they want to
successfully teach their students.
+ Developing positive relationships with students and creating active, relevant
learning experiences that enable students to demonstrate mastery and
success
+ Student classroom activities are designed to satisfy the students’ needs
+ Students can “connect, feel a sense of competence and power, have some
freedom, and enjoy themselves in a safe, secure environment.”
 There are three common characteristics of classrooms
and schools that apply choice theory:
+ Coercion is minimized because it never inspires quality. Students aren’t “made” to
behave using rewards and punishments. Instead, teachers build positive relationships
with their students and manage them.
+ Teachers focus on quality. They expect mastery of concepts and encourage students
to redo their work and try again until they have demonstrated competence and high-
quality work. The emphasis is on deep learning through application.
+ Self-evaluation is common. Students are provided with helpful information and take
ownership of their learning by evaluating their own performance. This promotes
responsibility and helps students reach goals while becoming skilled decision-makers
who are actively involved in their own education.
 Discipline and Lessen
Management and Basic
Teachers Characteristics
(1970) by Jacob Kounin
 This theory emphasized how teachers could
manage students, lessons and classrooms to
reduce the incidence of bad behavior. Kounin
identified specific teaching techniques that help,
and hinder, classroom discipline. According to
him, the technique used, not the teacher’s
personality, is the most crucial aspect in classroom
management of student behavior.
 Jacob Kounin’s key ideas
+ Ripple Effect when a teacher corrects the misbehavior in one individual
student, often this positively influences the behavior of other nearby students.
+ Withitness describes the need for the teacher to be aware of what is always
going on in all parts of the classroom. Students need to know that the teacher
is aware of what is going on in the classroom.
+ Overlapping is the process of attending to two or more events at the same
time. An example of overlapping could be when a teacher gives a student
individual feedback at one station and monitors the performance of other
students in the room.
 Jacob Kounin’s key ideas
+ Effective transitions include keeping lessons moving with avoiding abrupt
changes. Well-established routines, a consistent signal for gaining the class
attention, clear directions, preparing students to shift their attention from one task
to another, and concise explanations.
+ Momentum refers to the force and flow of a lesson. An effective lesson pulls the
student along. Effective teachers move through the lessons at a brisk pace and
appear to have very few slowdowns in the flow of activities.
+ Smoothness is maintaining direction in the lesson and not being diverted by
irrelevant incidents. This management practice refers to the teacher’s ability to
manage smooth transitions between learning activities.
 Discipline through
Democracy and Mistake
Goals (1970) by Rudolf
Dreikurs
 This theory is based on the notion that everyone wants to
fit in. This principle is strongly related to the field of social
psychology which focuses on the influence of society on
human behavior. In short, Dreikurs blamed inappropriate
or problem behavior in the classroom on the student's
inability to fit in. According to this model, punishment is
largely ineffective. Instead, Dreikurs' model of social
discipline in the classroom focuses on consequences and
encouragement as the keys to effective discipline.
 Dreikurs claims that punishment (whether physical or
emotion) teaches children what not do but fails to teach
what to do. Thus, he argues that punishment is not always
the best way to discipline a child. According to Dreikurs,
discipline in the classroom means setting limits for students
until they are able to set limits for themselves. It allows
children the freedom to choose their own behaviors, so
they learn on their own what behaviors bring reward and
praise and what behaviors bring undesired consequences.
 Rudolf Dreikurs’ key ideas
+ Discipline is not punishment. It is teaching students to impose limits on
themselves.
+ Democratic teachers provide firm guidance and leadership. They allow
students to have a say in establishing rules and consequences.
+ All students want to “belong”. They want status and recognition. Most of
their behavior is directed by their desire to belong.
+ Misbehavior reflects the mistaken belief that it will lead to the
recognition they want.
 Rudolf Dreikurs’ key ideas
+ Teachers should quickly identify the mistaken goals and act to avoid
their reinforcement.
+ Teachers should encourage student’s efforts while avoiding praise of
either their work or character.
+ Teachers should teach students that unpleasant consequences always
follow inappropriate behavior.
References:
https://study.com/academy/lesson/learning-environment-in-the-classroo
m-definition-impact-importance.html
https://www.edglossary.org/learning-environment/
https://www.theedadvocate.org/understanding-three-key-classroom-man
agement-theories/
https://bcerdonio.wixsite.com/teacherscolumn/single-post/2016/10/05/ja
cob-kounins-classroom-management
https://maryamsmusings.wordpress.com/2016/08/01/102/
https://study.com/academy/lesson/dreikurs-model-of-social-discipline-in
-classrooms.html#:~:text=Dreikurs%27%20model%20of%20social%20
discipline%2C%20which%20is%20based%20on%20the,result%20of%