Principle #1

The learning environment is supportive and productive

The learning environment is one in which children feel supported, by the features of the space and also the people within that space. I believe that children who feel supported are able to realise their potential and feel encouraged to strive for their personal best.

Aesthetics play a supporting role in the environment. I feel aesthetics influence greatly the overall feeling of a space and therefore would impact upon the learners’ feelings of support within it.

Productivity is an important element of the learning environment and opportunities to document and display the productivity of learners should be taken. An environment that is productive encourages children to realise the purpose of learning and to recognise their own personal growth in specific learning areas.

The Story

The conception of aesthetic is not only about looking in a specific way but it is also

about how the building appeals to senses of the body and our emotional life.

Investigations show:

◦ That pupils with plenty of daylight in the class room learn up to 21 per cent more

than pupils with less daylight.

◦ That noise has a negative impact on the behaviour of the pupils

◦ That a fuzzy physical environment with a lot of strong colours results in jumpy

children

◦ That senses are activated by diversity

◦ That bullying is worse in sad asphalted school yards than in well-ordered,

challenging and varying outdoor areas.

◦ That there is a connection between feelings and learning. A good atmosphere in

the room creates better learning.

Link to Theory

One aspect of my thinking about this principle has changed

over the course of my professional experience as I have

realised that the displaying of students work is not always

appropriate to show productivity as some students prefer to

have their work acknowledge in a more private manner.

Conversely, the showing of some students work can reward

mediocrity, and not motivate students to strive for their

best effort.

Transformative Thinking

I will endeavour to create a learning environment for my

students that is conducive to learning and encouraging for

students. It would also be a space that is comfortable and a

place for students to be proud of their learning and

achievements as there would be students work samples on

display.

Future Actions

Artefacts

Artefact 1.

Artefact 2.

Artefact 3.

Artefact 4.

My transformative moment came to me during the later stages of my professional experience, as I began to take on more of the teaching roles and responsibilities. I was encouraged by my mentor to rearrange the classroom. My mentor explained that the classroom was ‘mine’ for the last few weeks that I was there and that I should arrange the physical spaces in the room to suit me and my teaching style.

I found this to be a great experience as it forced me to think deeply about how I wanted the space to look and feel and how I could use the learning environment to my advantage as a teaching space and also to the students’ advantage as a learning space.

I was able to evaluate the importance of Principle 1 and I found that I now I have an even greater understanding of importance of the practicality, functionality and the aesthetics of the learning environment.

Transformative Moment