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By Lizette F.Knight

Environment in Maximum Learning and Teaching

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Page 1: Environment in Maximum Learning and Teaching

By Lizette F.Knight

Page 2: Environment in Maximum Learning and Teaching

Lizette F. Knight, in her book Maximum Learning and Taching, says that one factor that decisive in the teaching-learning process is the environment. Preparing a good environment will affect motivation to learn. There are some things that are included in these environmental factors:

Span and Schedule Everyone has a different span of time in learning. According to Lizette Knight, attention span can be developmental according to biological growth of people. Attention span is very dependent on the interest. Therefore, learning activities should be in accordance with the timeframe studied. Regarding to schedule, each person has their own schedule in studying, some are morning persons and others are afternoon. It depends on the educational system. So, each person must learn to manage his or her time wisely in order to achieve maximum results in studying.

Page 3: Environment in Maximum Learning and Teaching

Setting and Seating Kinght says that learning happens in a variety of settings. Everyone has a place of learning that enables them to enjoy the lessons, indoors or outdoors. Teachers need to watch each student participant in this place of learning.

The physical condition of learners is also very influential in learning. Dave Foley, as quoted by Knight, said that the place where the learners seating are important in their social lives. Some people need to walk around when memorizing.

Page 4: Environment in Maximum Learning and Teaching

Style and stimulation There are several learning styles: the audio learners need to hear the information; analytical learners need to reflect on what they learn; the visual lerners need to see the presentations; dynamic learners need prefer to formulate the implications of the lesson; the tactile learners need to feel the challenge of the lessons; learners who use imagination, likes to talk when learning; kinaesthetic learners like to do physical activities, and practical learners who like to create something practical importance of the lesson.

Sources of stimulus in learning can be environmental (light, season, + cleanliness, aroma), emotional (food), sosiological (classmates), psychological, and physiological.

Page 5: Environment in Maximum Learning and Teaching

Sound and space Some people need sound, such as music, in the process of learning. Some people like a quiet place, conversely for other people like crowded when learning.

Page 6: Environment in Maximum Learning and Teaching

There are some people who have the inner drive just to learn. However, there are some people who expected by others, such as teachers, parents, classmates, in other to be stimulated. There are also people who get the motivation through his/her experience, such as teaching. Other people have the motivation to learn because under pressure. Other sources of motivation are rewards, recognition and appreciation. Asians generally have a motivation by learning together.

Page 7: Environment in Maximum Learning and Teaching

Sources of motivation Extrinsic motivation is done to attain reward. While, intrinsic motivation is done because the learner enjoys the process, is involved and interested in teaching and learning. Knight says that teachers can use both intrinsic and extrinsic, but in order to achieve higher aims intrinsic motivation is rather than extrinsic.

In order to achieve highest level, the learner is self-determined with a full sense of choice. Self-directed learning is a combination of factors related to giving learners choices over what, how, and when to learn.  Autonomous motivation involves the experience of volition and choice. Meanwhile, controlled motivation involves experience under pressure.

Expectancy in learning is the same as two sides of a coin; one side is the expectation of teachers and the other is the expectation of learners.

Learning objectives associated with the future. Meanwhile, teachers need to educate learners to become lifelong learners.

Page 8: Environment in Maximum Learning and Teaching

How to create a classroom that is conducive to MLT

Teachers need to create classroom environment for learners by expecting them to achieve success. When learners know what to expect then they will respond positively.

Provide motivation to the learners, especially to express their thoughts and feelings freely. Avoid demotivational practices like threat and embaracement.

Respect the differences of each learner. Develop a cheerful atmosphere (humor, laughter,

music). Involve the learners in activities that help them to

think, for instance, help them to talk.

Page 9: Environment in Maximum Learning and Teaching

Develop a challenging environment Good learning environment will build trust and

encourage learners to express their ideas and feelings. Give them activities to stimulate their brain regularly

with the sequence and experience. Environment must allow the options to accommodate

different styles and skills development. Learners need opportunities to use their sensory inputs

in learning. Learners are active and engage in a learning

experience and a real life context. Learners demonstrate different learning styles and

should be able to show their knowledge with varied ways.

Classroom environment should relate to learning in the context of level of stress.

Create a community that cares.