ACADEMIC MASTER’S PORTFOLIO Monta 1

Learning Environment Statement

The Learning Environment Goal is as follows: A teacher creates and maintains a learning

environment in which all students are actively engaged and contributing members. The project

selected to represent this goal is an Ideal Classroom Outline (ICO) created in the Classroom

Management and Discipline course. The learning environment includes many aspects, from the

layout of the classroom to how behavior is managed. “The classroom is the meeting point for

students and teachers where teaching and learning takes place” (Asiyai, 2014). Inside the ICO, I

created an ideal classroom layout that included designated learning spaces, alternative lighting,

restrooms and ample storage space. All of these elements work together to create a positive

learning environment.

Educators design and create their classrooms prior to students arriving for the new school

year, with the intention of inspiring the students to want to learn. “Students’ impression about

their classroom can have positive or negative impact on their learning. They are able to perceive

the nature of their classroom environment and their perception affects their attitude towards

learning” (Asiyai, 2014). In many of the classrooms that I have worked in, there has been a

central theme, and often that changes from year to year to maintain the interest of students.

In my ICO, the classroom layout was designed with particular areas, for learning, sharing

and even quiet or calm down areas. “School children and teachers are inevitably involved in the

creation of a unified ‘social space’ through various forms of activities in the pedagogical process.

Therefore, it is necessary to consider the optimal configuration of physical environment from the

perspective of teachers, and in particular, school children who are the subjects of modern

pedagogical process” (Tanic, Nikolic, Stankovic, Kondic, Zivkovic, Mitkovic & Kekovic, 2015).

Each of the areas has unique procedures and rules that are encompassed in the classroom rules.
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The ICO describes classroom management and behavioral management. I intended to

have an atmosphere where the students will be united as a team and understand the consequences

of not following the rules or instructions. “Classroom management is one of, if not the most

important thing to consider when determining how your classroom will run in the upcoming

year. To ensure all students meet success, establish predictable routines and procedures, give

concise directions, use visuals, and use repetition and reinforcement regularly” (Science Scope,

2018). There will be times where students will have to know that when it’s time to learn, we

learn and when it’s time to play, then they can play. “A teacher’s ability or failure to develop a

positive classroom climate, and find ways to deescalate rather than escalate student behavior,

also has important consequences for students” (Skiba, Ormiston, Martinez & Cummings, 2016).

In previous classrooms I have seen educators use clip behavioral charts to monitor

students’ behavior throughout the day. I have seen it used well with students, and have adverse

affects on behavior. “Classroom management is defined, then, as a collection of teaching

strategies that promote the self-regulation of behavior by students, to enable them to take full

advantage of available learning time” (Skiba, Ormiston, Martinez & Cummings, 2016). Recently,

I have been introduced to Class Dojo©, a software application that connects the parents and

families of students with the educator. The clip chart and Class Dojo© have worked well with

my student teaching kindergarteners.

Connecting the classroom layout, behavioral management, the students, the educator and

parents and families is crucial to a positive learning environment. “Parents may be willing and

able to influence the school's learning environment… volunteerism may be beneficial to creating

positive school learning environments” (Park, Stone & Holloway, 2017). Educators and parents

seek to create the most beneficial and effective learning environment for students.
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References

ASIYAI, R. (2014). Students’ Perception of the Condition of Their Classroom Physical Learning

Environment and Its Impact on Their Learning and Motivation. College Student

Journal, 48(4), 716. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=f6h&AN=100358667&site=eds-live

Park, S., Stone, S. I., & Holloway, S. D. (2017). School-based parental involvement as a

predictor of achievement and school learning environment: An elementary school-level

analysis. Children & Youth Services Review, 82, 195–206. https://doi-

org.ezproxy.uas.alaska.edu/10.1016/j.childyouth.2017.09.012

Science Scope. (2018). Engineering a classroom that works for all: Classroom management tips

for students with learning differences. Science Scope, 42(1), 16. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=sch&AN=130826775&site=eds-live

Skiba, R., Ormiston, H., Martinez, S., & Cummings, J. (2016). Teaching the Social Curriculum:

Classroom Management as Behavioral Instruction. Theory Into Practice, 55(2), 120–128.

Retrieved from https://egan.ezproxy.uas.alaska.edu/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ1096852&site=eds-live
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Tanic, M., Nikolic, V., Stankovic, D., Kondic, S., Zivkovic, M., Mitkovic, P., & Kekovic, A.

(2015). Interconnection between physical environment and pedagogical process in

elementary schools in Niš, Serbia. Current Science (00113891), 108(7), 1228. Retrieved

from https://egan.ezproxy.uas.alaska.edu/login?

url=http://search.ebscohost.com/login.aspx?

direct=true&db=sch&AN=102164511&site=eds-live