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The way the instructor organizes the classroom should lead to a positive environment rather than a destructive and/or an environment that is not conducive to learning. Dr. Karen L. Bierman, the Director of the PennState Child Study Center and Professor of Psychology, believed that a teacher needs to be "invisible hand" in the classroom. [1] [2]
For example, if the teacher of a classroom has a confident and intelligent persona then the students are more likely to portray these same characteristics in the classroom. [8] Adults from non-Western cultures often identify children's attention to and ability to copy adults actions as a social learning strategy and a sign of intelligence. [ 22 ]
For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how ...
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning. Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students. [ 1 ]
In positive classrooms student participation and collaboration are encouraged in a safe environment that has been created. A positive classroom environment can be encouraged by being consistent with expectations, using students' names, providing choices when possible, and having an overall trust in students.
Cultural Sensitivity: Teachers respect and value the cultural backgrounds and experiences of ELLs, integrating culturally relevant content and examples into instruction. This helps ELLs feel more connected to the material and promotes a positive learning environment. [4]
The last factor deals with the student's positive or negative experience of learning, and is called emotional-affective engagement. These internal engagement factors are not stable, and can shift over time or change as the student moves in and out of the school environment, classroom environment, and different learning tasks. [39]
In addition to promoting positive peer relationships, successfully managing the social environment of the kindergarten classroom also contributes to more positive academic outcomes. [5] Through more positive social interactions, children are better able to access the resources that they need to thrive in the classroom setting. [5]
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