Research Essay Sample: The Ideal Learning Environment

“People who do things right are EFFICIENT. And people who do things right over and over again, consistently are EFFECTIVE” (Wong 5). Creating a well-structured and student-centered learning environment is crucial in today’s 21st-century learning environment. Middle schoolers are conscientious and have many different struggles in their lives consisting of academic struggles, friendships, feelings of fitting in with others, and having issues with social and emotional intelligence. 

First of all, a structured classroom helps lower anxiety and creates a comforting place for students to learn and grow. According to Krashen’s Affective Filter Theory, motivation, self-confidence, and anxiety play an enormous part in a student's learning capacity. Due to embarrassment, error correction, isolation, and lack of background knowledge, students build invisible walls which block cognition. In a lowered affective filtered classroom, students feel safe to make mistakes and learn from those mistakes. “Fostering a growth mindset and modeling this mindset with students can help them understand that mistakes are a part of the growth in the process of learning” (Gonzalez). Starting the year by practicing procedures such as how to enter the room, not interrupting others, and participating helps to guide students in the direction of what is expected of them throughout the year. With Texas’ large population of English Language Learners as well as students with special needs,  low affective filtered classrooms benefit students tremendously. Creating a positive environment of mutual respect and collaboration among all learners encourages students to grow in positive ways and thus gain more cognitive abilities. Teaching students how to work as a team will assist with guiding the quiet, shy, or the student who is anxious to speak up more thus challenging them but also making them feel comfortable.

It is important to build positive relationships with students. When teachers build positive relationships with students, students will work harder for that teacher. One way to build relationships with students is by greeting them at the door. Youki Terada states in her article, “Welcoming Students with a Smile,” that a study in 2007 “claimed that teachers greeting students at the classroom door led to a 27 percentage point increase in academic engagement.” A much larger study since then validates the claim. This exercise allows a “reset” each day and a way for the teacher can “check in” on the student's emotional well-being prior to class. Best practices for building relationships according to Cecily Woodard is: to learn student’s names right away making sure you say them correctly or if they go by another name, take time to have students share what is happening in their life, give verbal affirmations and/or letters, post student work, assign seats and rearrange often so all students can sit with one another, and listen when a student is talking to you. Students need to know you are there for them. They also need to understand that respect is reciprocal, and you should give them the respect of listening and “seeing” them. 

When organizing your classroom, it is most important to ensure flexibility. Students who have disabilities, individual education plans, struggling students, or gifted students all require consideration when organizing your classroom. Group seating with the flexibility to move around the classroom is ideal. Arrangements could include heterogeneous or homogeneous groups. Heterogeneous seating can be used when you are working with a small group while others are working more independently. Considering the three zones of proximity helps with organization and setting up of a classroom. The best way to think of the three zones of proximity is that of the “goof off section” (Martin 52).  In research from Martin, he suggests the following rules: 

“1. Constantly change zones. Nobody should stay in the green zone too long. Remember, it only takes two or three steps to change the zone for any student. 2. Stimulate their brains by constantly changing their fields of view. There are times the teacher must lecture and deliver content, but how this is done makes all the difference. It is important to not become a “talking head.” Movement will keep students engaged and learning. 3. Use movement as a camouflage for disruptive students. Verbally calling out a challenging student can quickly backfire. If a student becomes embarrassed because he or she was singled out, they often become defensive and the behavior can worsen. By moving and disrupting the comfort of these students, teachers will stop much of this negative behavior before it has the chance to begin” (Martin 53). 

Following these simple rules can accommodate all learning and prevent behavior issues allowing students to be able to pay attention and learn without disruptions. It is also a way that you can continually check on a student with disabilities, a student who may have a behavior plan that needs proximity control, or a student who needs frequent reminders to stay on task. 

Behavior management is extremely important in an effective classroom. One research-based strategy is called kernels. These are simple ways to deal with challenges. Research by Dennis Embry and Anthony Biglan refer to these kernels as “fundamental units of behavioral influence.” One such kernel is using cues to allow the student to self-regulate their behavior. For example, something as simple as putting a sticky note on their desk can allow the student to refocus. Using transition cues such as a bell ring, countdown, or chant not only aids in  shifting their attention, but if created together, can cause an extra element of community and togetherness. Furthermore, one crucial kernel they mention is “on-the-spot” corrections. It is imperative to deal with a behavior issue immediately than to wait until the child doesn’t remember the issue. A simple question of “what are you doing right now? what should you be doing? and how are you going to fix it?” can guide the immediate need for behavior correction. For students with noted behavioral or emotional issues, it is important to arrange a meeting with the administration, counselor, or parent to devise a plan for pausing or mindful practice (Embry and Biglan 2008). 

Rules

Respect Others.

Be polite and helpful.

Be positive.

Be willing to learn from mistakes.

Expectations

Be in class and seated when the bell rings.

Keep your hands, feet, and objects to yourself.

Have all supplies ready to use when the bell rings.

Do not use vulgar or offensive language. 

Listen to instructions carefully. 

Procedures

Task 1: Greeting at the door

Students will line up along the wall, shake hands, fist bump, etc with the teacher.

Students will be in line quietly with hands and feet to themselves and wait patiently for their turn. 

Task 2: Student’s computer

Students will get their assigned computer from the cart and take it to their seat.

Students will do a “quick check” for any damages and report any immediately to the teacher.

Students will get the computers and do the check quickly and silently. 

Task 3: Bellwork

Students will either get onto a digital bell ringer or complete the bell ringer for that day such as silent reading.

Students will silently work on their bell ringer so the teacher can take roll, address any computer issues, etc.

Task 4: Transition to lesson

Students will listen for the timer or chant.

Students will quietly get out their supplies needed for the lesson.

Students will work based on the assignment and voice level needed. (level 0= no voice; level 1= pair share; level 2= whisper group; level 3= individual: so everyone can hear you clearly)

Task 5: End of class- last 3 minutes

Students silently put up their supplies and clean up.

Students volunteer for  “good things” and share positive things happening in their lives.