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Applied Economics (Econ 11)
University of San Agustin
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EED 114
Unit V. The Educational Environment
Lesson 1: Information about the Local Environment
Benefits of using the local environment
Building and supporting a local community
Using the local environment enables children to develop a sense of belonging to the local community. It helps them to develop a sense of place which in turn will develop their feelings of security, and “strong bonds to a particular place endure” (Hay, 1998 in Jack, 2010). Through developing this sense of place, it leads to having a pride in their local community. As MacIntyre (2007) says, “place marks us all and leaves its traces”.
How does the local community influence schools?
The environment of the community, in turn, provides social networks in the community that help schools in various ways to provide an achievement trajectory for children. Therefore, the community environment is important for children's better learning. Environment of the community influences the children's learning.
Why is the environment important for children's learning?
Unfamiliar surroundings and people can provoke a stress response, which has the potential to be damaging to a child's learning abilities. Having homey features in a classroom environment helps children feel more comfortable and can help their ability to learn.
By developing a sense of place, children can begin to take some responsibility for looking after certain aspects of it. They can be included in problem solving and to learn about environmental issues in meaningful situations. By having repeated visits to the same place they can begin to identify features that change over time as well as those that remain the same. For example, a deciduous tree will alter as the seasons progress over time, however an evergreen tree will more or less remain the same. The built environment provides many opportunities to think about the different professions people are involved with.
Children learn best through first-hand experiences and going out into the local environment, or even further afield, enables children to explore and experience the
Republic of the Philippines Iloilo Science and Technology University Miagao Campus Miagao, Iloilo
different features found locally to them. Using these first-hand experiences enables children to develop a deeper comprehension of the Understanding the World Area of Learning particularly People and Communities and The World.
Stoke, like many places, has a richness of geographical features from the canals, factories both old and new, to open spaces. It is this richness that provides so many different opportunities for learning outside the setting. By using these spaces with interested and motivated adults will enable children to ‘catch’ the interest and gain a sense of ownership of being part of the local environment, and a pride in their locality.
Classroom environments are extremely important for students and for teachers.
Everything from the color of the walls to the arrangement of the desks sends impressions to students and can affect the way a student learns. The emotional environment also will affect the learning environment and how well a student receives instruction.
Emotional Environment Creating a positive learning environment is essential for success in the classroom. Teachers should create a welcoming atmosphere where student feel safe and willing to share. Classrooms should represent the students equally and everyone should know each other's name. Teachers who use humor in the classroom also create more positive environments.
Physical Environments Structuring the physical environment of a classroom means strategically placing desks, students, decorations, and playing music. Desks arranged in a circle give the impression of sharing, while coupled desks work well as workstations. The color of the walls and the decorations on the walls also send impressions. Light colors open up spaces and warm colors are welcoming.
Respectful Environments Classrooms should be a place where students feel respected and feel their contributions matters. No student should be singled out or secluded in the classroom. Every student should feel accepted, wanted and respected.
References: early-education.org/benefits-using-local-environment
education.gov/web/index.php/teachers/tips-for-teaching/item/2074- importance-of-environment-in-the-classroom
Instructional organization and curriculum: Instructional strategies and routines for a maximum of cooperative and self-directed student learning based on diagnosed student needs. Also includes the effective use of time.
Instructional delivery and grouping: Methods that improve the quality of instruction, including strategies for organizing group learning activities across and within grade levels.
Self-directed learning: Students' skills and strategies for a high level of independence and efficiency in learning individually or in combination with other students.
Peer tutoring: Classroom routines and students' skills in serving as "teachers" to other students within and across differing grade levels.
In the multigrade classroom, more time must be spent in organizing and planning for instruction. Extra materials and strategies must be developed so that students will be meaningfully engaged. This additional coordination lets the teacher meet with small groups or individuals, while other work continues.
Since the teacher cannot be everywhere or with each student simultaneously, the teacher shares instructional responsibilities with students. A context of clear rules and routines makes such shared responsibility productive. Students know what the teacher expects. They know what assignments to work on, when they are due, how to get them graded, how to get extra help, and where to turn assignments in.
Students learn how to help one another and themselves. At an early age, students are expected to develop independence. The effective multigrade teacher establishes a climate to promote and develop this independence. For example, when young students enter the classroom for the first time, they receive help and guidance not only from the teacher, but from older students. In this way, they also learn that the teacher is not the only source of knowledge.
Instructional grouping practices also play an important role in a good multigrade classroom. The teacher emphasizes the similarities among the different grades and teaches to them, thus conserving valuable teacher time. For example, whole-class (cross-grade) instruction is often used since the teacher can have contact with more students. However, whole-class instruction in the effective multigrade classroom differs from what one generally finds in a single-grade class.
Multigrade teachers recognize that whole-class instruction must revolve around open task activities if all students are to be engaged. For example, a teacher can introduce a writing assignment through topic development where all students "brainstorm" ideas. In this context, students from all grades can discuss different perspectives. They can learn to consider and respect the opinions of others (Miller, 1989).
Cooperation is a necessary condition of life in the multigrade classroom. All ages become classmates, and this closeness extends beyond the walls of the school to include the community.
Reference:
ericdigests/pre-9221/teaching.htm
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Course: Applied Economics (Econ 11)
University: University of San Agustin
