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Role of school environment (Emotional environment) in the learning process essay
Role of school environment (Emotional environment) in the learning process
The school environment is discussed in various studies as scholars strive to give their contributions to support or even augment learning processes and students’ performance. The available body of knowledge covers both the physical and instructional environments. The former focuses on school facilities and their quality (Blyth, Almeida, Forrester, Gorey, & Hostens , 2012). Schools provide a conducive environment for learning by ensuring there are adequate infrastructures such as classrooms and appropriate equipment for use by students and teachers. Academic work mainly takes place in a classroom where teachers offer guidelines to learners. Classroom facilities encourage learning outcomes by ensuring that students use appropriate and comfortable items such as tables and chairs, spacious rooms, ventilation, lighting systems, and instruction boards (Gill & Thomson, 2017). These elements need to be of high standards to motivate students to be comfortable and positive towards learning. Provision of poor quality classroom infrastructure and equipment reduces students’ and teachers’ motivation.
Besides classrooms, other facilities that support curricular activities are necessary and include laboratories, libraries, and theaters, which should all be equipped to provide optimal benefits for students. Libraries provide reading materials for classwork and research to increase learning outcomes and enable students to seek information on their own (Dow, 2013). Besides, laboratories are essential for experimental work to complement theories in class and should be equipped with the right reagents and ensure that the safety of users is guaranteed. Notably, many experiments and chemical reagents pose safety hazards; thus, laboratories should have the necessary equipment to offer first aid as well as ensure evacuation (Blyth, Almeida, Forrester, Gorey, & Hostens , 2012). In such an environment, students feel safe and motivated to practice the theories learned in class. Moreover, theatres are useful for practicing art and literature. They should meet high standards and have the right facilities to enable learners to nurture their artistic and linguistic capabilities. Therefore, proper infrastructures for all curricular activities are essential to support successful learning processes that reflect students' grades.
Other than class and related structures, schools provide extra-curricular facilities for students to interact, play, and discover their talents. Out-of-class activities complement the curriculum to boost the development of learners as social beings. Schools strive to create a balance between classwork and outdoor activities for students to explore their talents and promote their learning outcomes (Kohl, 2013). Examples of extracurricular facilities include sports grounds that allow learners to play and discover their natural talents. Students are gifted in different areas, and these abilities can be identified by engaging in extracurricular programs. By finding the right sport, students can express themselves better, nurture their talents, and gain the motivation necessary for success in academics. Additionally, they can exercise their bodies and ensure they are physically fit to boost learning processes (Kohl, 2013). Schools provide different facilities to enable students to find the most befitting sport. Limiting the scope of co-curricular facilities discourages learners who cannot discover the sports activity they are talented in, which could affect their academic performance. Since extracurricular programs involve physical activities, students can sustain injuries. Thus, school managers must ensure that the facilities meet safety standards and learners can access first aid and other necessary treatments in case of an accident (Mull, Beggs, & Renneisen, 2009). Therefore, schools strive to complement classroom with extracurricular facilities to create an attractive physical environment that empowers and motivates students to thrive in academics.
On top of the physical environment, the instructional component is essential in schools to promote the learning outcomes. Instructional aspects relate to teaching sessions and the ability of educators to design classwork activities to benefit students. Teacher practices influence the learning processes and outcomes of students (Shernoff, 2013). Thus, instructors ought to create the right environment to enable learners to be creative and understand curriculum content. Undoubtedly, teachers combine different strategies to motivate students. A critical approach for instructors involves ensuring active student engagement throughout class sessions. Teachers who succeed in making students participate in the learning processes adequately help them to obtain the necessary skills, which also reflects in their grades. The best ways to achieve this result include asking questions, using group activities, changing the student-sitting arrangement, doing experiments, and using inclusive teaching approaches (Shernoff, 2013). Questions ensure that students are attentive, while group activities make them work together in solving tasks. Therefore, teachers need to utilize the strategies that actively engage students to motivate them to be creative and gain in-depth knowledge.
While the physical environment provided to the learners is important, the emotional environment of the educational spaces created by the teachers is even more crucial. The students learn new skills and knowledge daily that require them to have the right mindset to take risks, work hard, and feel confident in tackling difficult tasks. The learners’ emotional experiences can affect how they grasp ideas and information, engage in school, and the careers they choose. The children’s feelings can provide a significant barrier to their academic performance and classroom engagement (Jones & Kahn, 2017). For instance, learning anxieties, such as the fear of the sciences and mathematics, have wide-reaching effects on the subject choices, strategy use, and outcomes of the learners. For optimum learning to occur, the children should feel safe. An educator has the mandate of giving a surrounding that does not trigger their anxiety or fear but assists the children to be happy and comfortable.
An educator can develop the appropriate emotional environment in various ways, such as creating a positive atmosphere, modeling good behavior, developing close relationships with the students, promoting social behaviors, among others. A good example of a positive atmosphere in a classroom is a learning space that is bright and airy and contains natural lighting to enhance the moods of the students. The educator can also put inspirational quotes and cheerful pictures, as well as arrange the classroom in a way that facilitates active student interaction and participation (Rimm-Kaufman & Hulleman, 2015). It is also vital for the teachers to monitor their personal feelings so that they can model the right emotional responses among the students. The educators must be consistent in their actions, behaviors, and attitudes by providing firm instructions and avoiding outbursts of anger. Learners are encouraged to perform well in a classroom that provides emotional safety; hence, the teachers must create the appropriate emotional environment for their students.
All in all, the school environment plays a vital role in the learning processes. Both the physical and instructional components influence the perception and efforts of learners towards education. The physical environment comprises infrastructures such as classrooms, libraries, laboratories, theaters, and extracurricular facilities. These elements need to be adequate and quality to appeal to students to exploit them. The instructional aspects include the efforts of teachers in motivating class sessions by actively engaging students and promoting the learning outcomes. Therefore, the school infrastructure and instructor practices are essential in providing a conducive learning environment for students to register optimal results.