Supportive Learning Environment Essay Example for Free

Supportive Learning Environment Essay Explain how to establish and maintain a safe and supportive learning environment 7.3.1. Explain how to establish ground rules with learner’s to promote respect for each other. 9.3.2. Explain how to promote appropriate behaviour and respect for others. 7.3.2. When considering teaching in Further education, I assumed that managing behaviour and having to establish ‘ground rules’ had been left at the school gates, amidst an onslaught of eggs, signed uniforms and flour. Of course, having had a little experience, I now feel that students in F. E are the most diverse group to teach anywhere in education and with that, equally diverse in terms of behaviour and motivation. In order to establish and instigate ground rules in the first instance, basic rules should be agreed upon from the very start. For example; Mobile phones on silent, no talking while others are speaking and no eating during the lesson. Other rules can be applied as the course progresses. The establishment’s policies and procedures should be observed as a group, as this ensures everybody is aware of them. Observing behaviour, listening to what the students have to say and talking to them in an open forum leads the way to further establishing an agreeable environment in which to learn. Rules can be updated in this way and enable change to be considered depending on how the class develops. In order to remind learners of these mutually agreed guidelines, it is a good idea to display them in the room to refer students to if and when they are breached. Creating a ‘safe’ environment is integral to learning. Disruption, noise, lack of direction, bullying and aggressive styles are not conducive, so it is important in my role to develop good practise in dealing with challenging behaviour and promoting a positive, respectful atmosphere. Once more is known about the students, writing learning objectives for the session and stating what the students will be able to do at the end of the lesson could go somewhere towards promoting expectations and creating order within the room, another point at which to refer to if needed to keep learners on task. A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setti ng realistic opportunities for success and helpful support and encouragement whenever difficulties arise. A sense of order within the class can be managed by presenting lessons effectively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and use a variety of tactics in order to develop an understanding of students individually and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners may have adopted towards learning and to maintain a good level of motivation. I believe in creating a relaxed, warm and supportive atmosphere in a group, as in my experience I have found that it creates a positive environment and suits my style when interacting with and enabling others. (Kyriacou, C.1998:65) writes- with regard to this particular style- ‘This better enables pupils to develop curiosity and interest in the learning activities’ However, this may lead to pupils relyin g on help, so it is important to establish and implement boundaries so that the learners initiative and motivation isn’t compromised. Giving feedback in a supportive way can help to encourage students to use study skills by highlighting how making notes or paying attention more closely can better equip them in meeting the demands of the program. Of course, I am aware that not everybody will want to interact fully within the group in this way and some would rather things were direct and less ‘fluffy’. I myself like to find a quiet place during a break and spend time alone. Sometimes I want to stay where I am seated and not move around to sit with other people. In general, promoting this environment and leading by example will in effect have a positive impact on the group. In my previous journal from week one, I wrote about how I try to include pupils who have low confidence in group discussions or activities with other more confident members of the class. In the same way, I also like to try and mix motivated pupils with those who may be struggling to find motivation. In an attempt to understand motivati on and what motivates I have considered Abraham Maslow’s (1987) Hierarchy of Needs in which he describes a series of stages towards achieving ones potential or ‘self-actualisation’. The stages are set as a pyramid with the most basic human need at the base and self-actualisation at the top. The base describes physiology which incorporates basic needs such as food and sleep begging the question, ‘Are the students tired or hungry?’ Safety describes the need for security. I must ask myself, ‘Is the environment safe? Are the students feeling secure and happy? Are they confident in my ability?’ Love and belonging, referring to a need we have as humans to be valued and needed. Looking at this I will need to ensure that all of the students feel included and that they are being respected by the rest of the group. I must ensure that I am using an inclusive approach in teaching. Esteem ‘building this through achievement and by being acknowledged by others’. It will be important to monitor development and ensure growth in confidence through peer support and recognition. Finally, Self-actualisation- the desire to reach what is perceived to be ones ‘full potential’ asking ‘Is there an individual and shared sense of achievement?’ and ‘Are the students operating with initiative, creativeness and independence?’ As a tutor, I will be expected to lead by example in modelling desired behaviour. Not only is it important to treat students with respect, it is important to treat other members of staff and outside agencies in the same way. I have experienced negativity from one staff member towards another member of staff where it was obvious-through body language and facial expressions- that there was a conflict. This impacted negatively on the class, as the students noticed what was going on. As a result, the students ostracised one staff member and took sides. This caused a very difficult atmosphere to work in and the ‘disliked’ member of staff was ignored and treated unfairly. This highlighted the importance of professionalism to me and whenever I have to work alongside people I may not always see eye-to-eye with, I must remain impartial in my views and ensure I keep thoughts and facial gestures very much to myself. References: Kyriacou, Chris (1998) Essential Teaching Skills. Second edition.London. Basil Blackwell LTD