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For education in school to be effective, the environment needs to be conducive
to learning, allowing the pupils space and time to interact within the learning
and teaching process. Creating and maintaining stimulating learning
environments can be achieved through effective classroom organisation,
interactive and whole school displays and a climate of innovation.
Points Arising from Research
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The best learning environment is one of high challenge and low stress
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Ritualised and patterned positive teacher behaviour influences performance
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Constant and varied exposure to new material encourages quicker and deeper
learning |
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Differentiated structures are necessary for effective individualised learning
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Constant and varied exposure to new material encourages quicker and deeper
learning
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Music can be used to improve recall as well as create the chosen learning
environment |
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Incorporate a range of teaching strategies within planning
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Ensure resources are appropriate, accessible, identifiable and relevant to
children’s learning needs |
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Environment should support pupils to
become independent and active learners |
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Adopt a collaborative
approach when planning for children’s needs |
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Good visual display can improve recall and attention by up to 80%
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Equal opportunities form an
integral part of the formal and informal curriculum
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Key Elements of the Learning Environment
The visual environment:
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Whole school display linked to theme, which supports a
planned set of values of the whole school community |
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Good learning and teaching displays in classrooms and
corridors reflecting a broad and balanced curriculum which is well matched to
the needs of the pupils |
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Displays include a variety of languages and scripts,
positive images of minority groups and positive role models for all pupils and
staff |
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Teaching resources and displays reflecting the
multi-cultural and social diverse nature of local and wider communities |
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Provide opportunities for pupils to interact with a
culturally and socially diverse range of people e.g. through visits, visitors,
pen friends, exchanges |
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Litter, graffiti or vandalism |
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Good development of school grounds |
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Tidy staff room and offices |
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A planned programme of improvements to the school
environment |
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Purposefully organised classrooms |
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Up to date ICT is accessible |
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Staff take on responsibilities for areas of the school |
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Develop citizenship
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Use intervention strategies e.g. ’circle time’, ’schools’ councils’,
’pupils’ courts’ and ’mediation’ |
The external environment:
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Use
visual display around the room to highlight key topics, key words, and key
concepts
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Use visual display to tell the story of the topic which is being studied
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Ensure visual display provides a good balance of images, symbols, pictures,
colour and text |
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Paint games on playground surfaces
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Purchase games equipment, which encourages physical activity and
co-operative play |
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Train playground supervisors in new playground games and the imaginative and
safe use of playground equipment |
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Plant bulbs, trees and sensory gardens
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Increase the provision of litter and recycling bins |
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Install benches and tables |
The internal environment:
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Display
more pupils’ work in public areas and classrooms
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Pupils know where material, equipment and other learning resources are kept
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Renovate toilets and shower blocks (e.g. fixing locks on doors, improving
lighting and ventilation)
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Better checking systems for toilets (e.g. ensuring soap and paper are
available) |
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Locate water-drinking stations
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Paint murals
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Redecorate areas in bright colours
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Carpet classrooms and corridors
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Relocate coat racks and ensure ‘easy stowing’ systems for shoes
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Fit blinds in ’sun trap’ rooms
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Create health notice boards
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Reflection and Discussion
Which areas of the above do you recognise in your current school/classroom
practice?
Are there any areas that you would consider adopting to enhance the learning
environment in your school/classroom?
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Some Development
Activities Towards Enhancing the Learning Environment |
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Key Element |
Objective |
Action |
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Some
examples and suggestions |
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Visual |
Displays include a
variety of languages and scripts, positive images of minority groups and
positive role models for all pupils and staff. |
School mounts
exhibitions to emphasise positive role models e.g. achievements of females
from a variety of ethnic groups in management and science, achievement of
males in the arts and caring professions. |
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Aural |
Use music to create
a working mood appropriate to the activity. Aid relaxation, energise,
learning and concentration with selected music |
Use 'passive'
concerts to establish a positive learning attitude e.g. Vivaldi - Five
Concertos for Flute and Chamber Orchester; Bach - Fantasia in C minor; Ben E
King - Stand by Me; Louis Armstrong - What a Wonderful Life;Tina Turner -
Simply the Best. |
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Behavioural |
Use intervention
strategies e.g. 'circle time', 'school councils', 'pupil courts' and
'mediation'. |
Pupils with staff
support, organise their own groups e.g. school councils, where equality
issues can be raised and discussed. |
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External |
Use visual display to tell the
story of the topic which is being studied. |
Geography class - bright visual
displays of work placed alongside large posters of beautiful scenery. Use a
subject bulletin board for snippets of information, affirmation walls with
individual bricks comprising students' statements of what they like about
the subject. Photographs of field trips. |
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Internal |
Pupils know where material,
equipment and other learning resources are kept. |
Train pupils both individually
and collectively to care for resources and keep them in order. |
Selected References
Further ReadingThe following are suggested as starting points. They contain references to other
work, which could be useful.
Brighouse, T. & Woods. D, (1999) How to improve your school Routledge &
Farmer
Moseley. J. (1995) Turn Your School Around Cambridge: LDA
SCCC (1996) Teaching for Effective Learning Dundee: SCC
Smith, A. (1996) Accelerated Learning in the Classroom Network
Educational Press Ltd.
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