There are different factors that contribute to a positive atmosphere in the classroom. I will be looking at the following factors: Learner motivation, Communication, Interpersonal relations between learners and the facilitator, The maintenance of discipline, Classroom discipline policy.
1. Learner Motivation
Firstly let me briefly describe the two types of motivations which are intrinsic motivation and extrinsic motivation. Extrinsic motivation exists when people are motivated by the results that are external or functionally unrelated to the activity in which they are engaged. Intrinsic motivation exists when someone works because of an inner desire to accomplish a task ...view middle of the document...
Good communication skills are imperative if you are to deal successfully with the administrators, teachers, and service personnel on your school campus—in both formal meetings and informal interactions.
Before communication can take place, a purpose, expressed as a message to be conveyed, is needed. This message passes between a source (the sender) and a destination (receiver). It is encoded (converted to a symbolic form) and is passed by way of some medium (channel) to the receiver, who retranslates (decodes) the message initiated by the sender. The result is transference of meaning from one person to another.
Effective learning by students relies heavily on the ability of the classroom atmosphere to be open and inviting to involvement, questions, comments, easy communication, constant encouragement and sometimes respectful disagreements. Conversely, interpersonal communication problems among students and teachers can dampen any classroom and cause.
3. Interpersonal relations between learners and the facilitator.
Realness in the facilitator of learning. Perhaps the most basic of these essential attitudes is realness or genuineness. When the facilitator is a real person, being what she is, entering into a relationship with the learner without presenting a front or a façade, she is much more likely to be effective. This means that the feelings that she is experiencing are available to her, available to her awareness, that she is able to live these feelings, be them, and able to communicate if appropriate. It means coming into a direct personal encounter with the learner, meeting her on a person-to-person basis. It means that she is being herself, not denying herself.
Prizing, acceptance, trust. There is another attitude that stands out in those who are successful in facilitating learning… I think of it as prizing the learner, prizing her feelings, her opinions, her person. It is a caring for the learner, but a non-possessive caring. It is an acceptance of this other individual as a separate person, having worth in her own right. It is a basic trust - a belief that this other person is somehow fundamentally trustworthy… What we are describing is a prizing of the learner as an imperfect human being with many feelings, many potentialities. The facilitator’s prizing or acceptance of the learner is an operational expression of her essential confidence and trust in the capacity of the human organism.
Empathic understanding. A further element that establishes a climate for self-initiated experiential learning is emphatic understanding. When the teacher has the ability to understand the student’s reactions...