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Influences in the Teaching Environment

Influences in the Teaching Environment September 5, 2011 In the present and the past there are influences on teaching. Environmental elements will always have a strong impact on how teachers teach and students learn. In the following paragraphs I will identify and explain the various ways that teaching can be affected by the environment. One of the first influences is the student body. If the classes are too large it may be difficult for the teacher to successfully teach every student. Classrooms that are overcrowded can be a very power factor on environmental influences with teaching.

Every teacher and student should have momentum and should have a lesson plan that is interesting an d makes the students understand what is being taught in creative ways. If there is a large class chances are that the teacher will easily become overwhelmed and the student will feel apprehensive about asking questions. The main reason why I think that class rooms that are too large will have more chances of having various environmental disturbances is because some students will not get along or respect the other students that do want to learn because they are not interested in the class curriculum.

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This matter leads me to the next paragraph that further elaborates on how student’s behavior has a direct influence on teaching. Disruptive behavior is a major way that students express themselves and also in how they interact with their peers. Some students choose to act out in an effort to receive attention no matter whether it is positive or negative. The way that teachers handle that behavior will have a large impact on the rest of the class. Teaching students to be responsible for their actions is a key aspect to character development and academic success.

When a student starts disruptive behavior then the rest of the classes focus will be diverted and then certain students may not retain the information that is needed. Lack of a certified instructor can also negative affect the well-being of the class. Some teachers display their benign inaction Some instructors believe if they take no action, that somehow the disruption will stop on its own. They believe that at some point the student will see the error of his/her way and stop the behavior.

The instructor may think that the student will see such action as being a “good guy”, generous and kind and will therefore be grateful to the instructor. However, many students interpret this as fear, naivete, or indifference to their conduct. If this is a highly disruptive student, they often take further advantage of their power and the behavior may escalate. When a teacher does not know how to control their students the whole class will be disturbed and the learning atmosphere can easily be transformed into a display of one’s need for attention or self expression.

Sometimes new instructors have a fear complex that can stem from many things like fear of physical harm by the students so they are less likely to confront a student for their disruptive behavior as a result of the fear of physical reprisal, instructors are often afraid to respond or report disruptive behavior because of real or perceived threats from students. If a real threat has occurred, the instructor may not only be afraid of the student, but may convince themselves that reporting would incite the student to physical action.

It is always best for the instructor to take threats or threatening behavior seriously and consult with the appropriate administrator about the appropriate course of action. However, as an agent of the university, all faculties have a duty to report threats of violence (Amanda, 2008). A major reason influential factor in the learning environment is lack of updated reading materials and little to no technology. Technology has such a positive effect on learning in this day and age.

To have a school or class with access to the proper material is essential in the learning process. If a student does not have anything to refer to but written notes, than that student will have a lower grade or more challenging academic experience. This can be avoided if the teacher is aware of the current material and teaches the curriculum accordingly. Constructivist teachers feel that effective classroom management skills impact the way in which students learn. Classroom management refers to all the things that teachers do to organize students, space, time, and materials to maximize effective teaching and student learning”  (Wong & Wong, 1998). Seeing students actively involved in the learning process used to be seen in a negative light. But as teachers evolve, we are learning that students can be involved in the learning process and in turn they retain and use the knowledge effectively. Many countries have classrooms that are not conducive to learning because they are too hot, cold are in dilapidated buildings.

Sometimes a big environmental influence can be lack of food that effects the brains compactly make connections if the student does not get enough vitamins and minerals in their diet. Ones diet can effect more than just ones physical health, it can deteriorate ones mental health also. The grouping of students for instruction is influenced by decisions made at both the school and classroom levels, and decisions at both levels often require intervention by those assuming leadership roles.

This is because both heterogeneous and homogeneous ability-grouping practices are advocated for the accomplishment of the same goals. At any point over at least the last 50 years, a synthesis of available empirical evidence would have suggested, quite unambiguously, that students having difficulty at school, especially those disadvantaged by their socioeconomic backgrounds, learn more when they are working in heterogeneous rather than in homogeneous ability groups (e. g. , Oakes, 1985; Yonezawa, Wells, and Serna, 2002).

Relatively high expectations for learning, a faster pace of instruction, peer models of effective learning and curricula that are more challenging are among the reasons offered for this advantage. Time can also effect the classroom environment some students may feel that they are not receiving enough time in a class to fully learn the curriculum. When time restraints become a worrisome part of the learning experience then most students tend to cram or give up out of frustration. The classroom should a place for relaxed learning or exciting learning events.

When the student and teacher work together and have good communication skills then the time limits will have less of an influence because any good teacher will advise a student to engage in extra reading or seek tutoring that can help the student understand the material. Overall many factors from small to big can have a significant effect on teaching and learning process. When the symbiotic relation that a teacher has with their student is interrupted then the entire learning process can be jeopardized.

When a the classroom conditions do not promote healthy learning and learning strategies then the student will lose interest or become perplexed and frustrated. The factors that were mentioned in the previous paragraphs all highlight areas that can be changed through the application of different strategies; such as making sure that as a teacher you display withitness and pay close attention to each students needs. To be a teacher is no easy job it requires more than many people think to be a good instructor.

To be an effective instructor one has to be a coach, parent, encourager, inspiration, role-model, and a listener. To reverse all the negative aspects mentioned in the previous paragraphs one has to be first aware of them and be able to quickly eliminate the problems before they get out of control. Once a teacher has full control over their class and is fully educated and certified then they can teach effective and enhance the students learning experience.


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