Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

San Leonardo Academic Off-Campus Program, San Leonardo, Nueva
Ecija
College of Education

WRITTEN REPORT IN PROFED III

HUMAN LEARNING
ENVIRONMENT
AFFECTING
MOTIVATION
SUBMITTED BY:

JOY MALGAPO

JORIE D. SANGUEZA

ADONIS SANTIAGO

JONELLE SANTOS

LEA MARI TANGALIN

DANIELA MAE TORRES

JOHN MARK VERGARA

SUBMITTED TO:

MRS. CONSUELO A. JOSE

PROFESSOR
 HUMAN LEARNING ENVIRONMENT AFFECTING MOTIVATION

GUIDE QUESTIONS:

1. WHAT IS HUMAN LEARNING ENVIRONMENT?

2. HOW THE HUMAN LEARNING ENVIRONMENT AFFECTS THE MOTIVATION OF A LEARNER?

3. WHAT IS TEACHERS’ AFFECTIVE TRAITS?

4. WHAT IS BULLYING?

5. HOW THE PARENTS AS PART OF THE LEARNERS’ HUMAN LEARNING ENVIRONMENT AFFECTS THEIR
MOTIVATION?

6. WHAT IS CLASSROOM CLIMATE?

HUMAN LEARNING ENVIRONMENT AFFECTING MOTIVATION

If environment is defined as the sum total of one’s surroundings then environmental factors that affect students’
motivation include human as well as non-human factors. The immediate human factors that surround the learner
are the teachers, the other students and his/her parents.

Motivation- the act of process of giving someone a reason for doing something: the act or process of motivating
someone.

TEACHER’S AFFECTIVE TRAITS

Studies suggest that management and instructional processes are key to facilitating learning but many interview
responses, like the letter at the beginning of this module, emphasize the teacher’s affective characteristics or social
and emotional behaviours, more than pedagogical.

Researchers cite the following affective characteristics of effective teachers

(James H. Stronge, 2002)

CARING

- Sympathetic listening to students not only about life inside the classroom but more about students’ lives in general

-Understanding of students’ question and concerns

-Knowing students individually, their likes and dislikes, and personal situations affecting behaviour and performance
FAIRNESS AND RESPECT

- Treating students as people

- Avoiding use of ridicule and preventing situations in which students lose respect in front of their peers.

- Practicing gender, racial and ethnic fairness

- Providing students with opportunities

SOCIAL INTERACTIONS WITH STUDENTS

- Consistently behaving in a friendly, personal manner while maintaining professional distance with students

- Working with students not for the students

- Interacting productively by giving students responsibility and respect

- Allowing students to participate in decision making

- Willing to participate in class activities and demonstrating a sense of fun

- Having a sense of humor and is willing to share jokes

Enthusiasm and Motivation for learning

-encouraging students to be responsible for their own learning

- maintaining an organized classroom environment
- setting high standards
- assigning appropriate challenges
- providing reinforcement and encouragement during tasks

Attitude toward the teaching profession

-having dual commitment to personal learning and to students learning anchored on the
belief that all students can learn.
- helping students succeed by using differentiated instruction.
- working collaboratively with colleagues and other staff.
- serving as an example of a lifelong learner to his/her students and colleagues.

Positive expectations of students

- striving to make all students feel competent.

- communicating positive expectations to students i.e., they will be succesful.
- having high personal teaching efficacy shown in their belief that they can cause all students to learn

Reflective Practice

- reviewing and thinking on his/her teaching process.

- eliciting feedback from others in the interest of teaching and learning.
CLASSMATES
Bullying and the Need to Belong

What is bullying?

- Is the use of force, threat, or coercion to abuse, intimidate or aggressively dominate others

Etymology

The word "bully" was first used in the 1530s meaning "sweetheart”

Bullying can be defined in many ways:

Emotional Physical

Verbal Cyber

Traditional Bullying vs. Cyberbullying

Traditional Bullying - Face-to-face bullying situations.

Cyberbullying- Allows the offender to mask his or her identity behind a computer. This anonymity makes it easier for
the offender to strike blows against a victim without having to see the victim’s physical response.

Students form part of the human environment of the learner. In fact they far outnumber the teachers in the learning
environment.

That they are part of the class look forward to attending to and participating in class, the sense of belongingness
enhances their learning and performance. The prevalence of bullying, however, obstructs the creation of a learning
community where everyone feel that they belong. With bullying in schools, the learning environment cannot be
safe. Then by all means, bullying should be eliminated in school. Bullying takes in several forms. It can be mild, it can
be intense or deeply-seated and highly violent. Today safety in schools is being raised.

PARENTS AS PART OF THE LEARNERS’ HUMAN LEARNING ENVIRONMENT

The learner spends atleast six hours in school. The rest, she or he spends at home. Parents therefore are supposed
to have more opportunity to be with their children than teachers .
Parents who are supportive of their children’s learning are observed to do the following:

• Follow up status of their children‘s performance

• Supervise their children in their homework and project

• Check their children’s notebooks

• Review their children’s corrected seat works and test papers

• Attend conferences for Parents, Teachers and Community Association

• Are willing to spend on children’s projects and get involved in school activities

• Participate actively in school-community projects

• Confer with their children’s teacher when necessary

• Are aware of their children’s activities in school

• Meet the friend of their children

• Invite their children’s friends at home

CLASSROOM CLIMATE

The classroom climate is more product of the interaction between and among teacher and students than that of the
physical condition of the classroom. The physical condition of the classroom may exert an influence on the social
interaction among the personalities in class but it may not contribute as much as the classroom social interaction
does.

The classroom climate that is conductive for learning is one that is non-threating yet business-like. It is a classroom
where:

• Specific classroom rules and procedures are clear

• These classrooms rules and procedures are discussed on the first days of class

• Students are involved in the design of rules and procedures

• Techniques to acknowledge and reinforce acceptable behaviour and provide negative consequences are
employed

• Clear limits for unacceptable behaviour are established

• There is a healthy balance between dominance and cooperation

• The teacher is aware of the needs of different types of students

• The teacher is fully aware of the happenings in class

• Students’ responsibility for their own behaviour is enhanced. (Marzano, et al. 2003)