3. Learning Environments
“The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.”
Standard Components
Design
Procedures
Culture
The physical space where a learning community gathers to engage in learning activities is a key factor in the learning that will take place. I thoughtfully consider the potential improvements to any space I am using and foster a dynamic relationship between the learning community and its shared space.
The routines and systems that carry the learning process along are paramount in freeing up the cognitive load of students and teachers so that more energy can be used for problem-solving and creativity. These repetitive moments interwoven throughout the day, week or unit provide structure and consistency. This standard means providing that mental cushion for the learning community.
The relationships, behaviors and social norms within the class group are areas I invest in deeply to provide a positive learning environment to my students. Establishing a healthy and supportive class culture takes consistency, boundary setting and earned respect. A flourishing class culture is felt by everyone in the space and makes learning meaningful and enjoyable.
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meeting the standard
There was a dream I had once, which I had asked my subconscious for before going to sleep. I had asked for clarity on the work I should do and where I could create the greatest positive impact. I dreamt of a classroom, traditionally rectangular with large forest green chalkboards, coated in white dust, spanning swaths of walls from the ceiling to the floor, intermittent with large sun-filled windows. It was a space empty, aside from a few pieces of wooden furniture, ready to be set up for the year. Upon waking, I had a clear understanding that my work would be to create spaces where meaningful learning took place.
Even with this prophecy in my backpocket however, I was triumphantly challenged by the limitations and circumstances of my mentor teacher’s classroom. It doubled as a social studies space, with rows of tables and chairs - as well as the food lab for the one culinary course offered at the school. It also was the headquarters for all things track, with my mentor teacher being the coach. It was overstimulating to say the least.
Throughout the time I spent in the space, I was able to immensely help my mentor teacher through various oranizational projects, extensive labeling, implementing new systems and creating more negative space on the walls to lighten the visual load.
Where I feel I really was able to develop in this area though, was in the positive learning atmosphere I have proven I can cultivate amongst students. This is evident in a student-led ritual that promotes belonging, my experience implementing phone-free solutions and my word-wall practice.
