A Postive Classroom Environment Is Important to Childrens

Topics: Education, Environment, Natural environment Pages: 8 (1909 words) Published: October 7, 2011

While I believe that a positive classroom environment is important to a students success,

that of it’s self is not all.

Below is a diagram showing the factors responsible for a student success:

There are more than one factors attributing to a students success. This paper’s intent is to

highlight these factors to show that it does not only take the creation of a positive

Classroom Environment for student’s success.

According to the Oxford Pocket dictionary environment means surrounding especially as

affecting lives. Circumstances of living.

Two elements of the classroom environment are the physical and the psychosocial

environment. The physical environment refers to the overall surrounding this would

include the ambiance, the classroom and general wall space, traffic patterns and bulletin

board. According to Maltalon; BA (2004) The physical environment refers to the over all

surroundings of the classroom and includes everything that is inside those four walls. The

other element, the psychosocial environment, refers to the relations, emotions values and

attitudes of both the students and the teachers. Maltalon; BA (2004) points out that the

word psychosocial comes from two words: “psychology meaning the study of mental

traits and social pertaining to being able to live companionable with others. Therefore a positive classroom environment speaks to an environment in which a student feels, comfortable and creative, eager to return each day. A warm place of belonging and acceptance of the student’s opinions and ideas. It also is a place where both student and teacher develops a sense of trust and respect for each other while developing strong values and attitudes that are acceptable to themselves and the society in general. A positive learning and social environment is important for all students. They benefit greatly from meaningful interactions with both their peers and other members of the school community. A positive classroom environment that fosters these interactions increases the opportunities for a student to develop language, learning and social skills. If the environment does not appeal to the students then they may be turn off and easily bored, not paying attention to the lesson being taught. Their attention may be focused on what the classroom is lacking. Maybe the chalkboard is not positioned in clear view for all to see or the desks that students copy or bumping into each other as they move around the classroom. The bulletin board if not attractive may not be as effective as it should be resulting in important information being missed. According to Maltalon; BA (2004) Infant if you ask your students where their favourite place is, I would bet that not one student would say, “Our Classroom!”

If the needs of the students’ well being are not met, the students may become frustrated, disruptive and rebellious. If each day students came into a cold, threatening and unpleasant classroom atmosphere the student will react accordingly but when a student comes into a warm, euphoric and pleasant atmospheric classroom then the student will be more receptive to the lesson being taught and will feel empowered to assiduously reach for the stars. According to Maltalon; BA (2004) A friendly, warm and supportive atmostphere has more to do with effective learning, productive work and a high self-concept than a nice physical environment. With these elements in place the students will need a curriculum to motivate them, keeping their focus on the lessons being taught. Educators need to put in place an appropriate curriculum design, one that reflects the era in which the students presently exists. If the students themselves are not focus on achieving then all is lost. At an orientation ceremony a Minister of Government urged the students not to succumb to the economic and social pressures but rather to grasp the opportunity of a...

Bibliography: In Future Positive by Edwarda De Bono (1980
Barbara Mattalon -Classroom and Behavioral Management; McQueen (1992)
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