4.+Tips+to+Improve+Learning+Environment

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**4.1 Introduction**
What makes a classroom environment motivating? This is a complex question, as there are many facets of the environment to consider. Instructors teaching adult learners must always welcome students with a positive attitude, organize the classroom in a manner that is comfortable for students, and incorporate learning activities that promote inclusion. Creating a positive classroom environment requires some thought and consideration on the part of the instructor, but the reward is of significant value. A safe and supportive classroom environment is one of the five key factors contributing to the motivation of adult learners (PIDP 3250 notes, 2011). More specifically, the learning environment is closely connected to the intrinsic motivation of learners, which is longer lasting and more self-directed than extrinsic motivation (Mart, 2011). These two types of motivation are described further on the Introduction to Motivation page of this wiki.

This page provides teaching and learning tips to promote a positive learning environment, grouped into **five** key concepts:
 * 1) Group cohesiveness
 * 2) Group norms and student roles
 * 3) Instructor’s leadership style
 * 4) Process of facilitation
 * 5) Motivational teaching practice

//"Adults in modern society are on a lifelong educational journey. Although technology has changed some// //of the tool of instruction, the purpose of the instructor remains largely the same – to help adults learn."// - Raymond Wlodkowski

**4.2 Group Cohesiveness**
Cooperative learning is an important component of the adult classroom experience. Group-based learning eliminates the hierarchy between the instructor and the students and instead creates a sense of community (Imes, 1991). In the learning community, knowledge is not simply transferred but is created due to the efforts of the group members. When adults learn cooperatively, they develop lasting supportive relationships (Wlodkowski, 2008). The quality of the relationships between group members can significantly affect the nature of the classroom environment (Dornyei, 2007). The following table summarizes some of the opportunities given to adult learners when working in cooperative groups: (Wlodkowski, 2008)

To maximize the benefits listed above, cooperative group work is much more than just placing learners into groups and telling them what to do. There are **five** fundamental components of cooperative learning that must be fully understood by the instructor in order for group work to be effective: (Wlodkowski, 2008)


 * **Positive interdependence** - Learners perceive they are linked with group members in such a way that they cannot succeed unless their group members do.
 * **Individual accountability** - Each learner is responsible to the other group members for contributing their fair share.
 * **Promotive interaction** - Group members encourage and assist each other to reach the common goal(s).
 * **Social skills** - Facilitate the communication that enables the group to reach its goal(s).
 * **Group processing** - Group members reflect on their group experience and decide what actions to continue or change.

Group cohesiveness refers to the closeness of a group and the internal force that keeps the group together (Dornyei, 2007). Cohesiveness is built on acceptance but is also related to group members' commitment to the task and group member pride. The following list presents some useful tips for instructors to enhance group acceptance and cohesiveness so that a positive learning environment is maintained: (Dornyei, 2007)


 * **Learn about each other** - Encourage students to share genuine personal information with each other.
 * **Proximity, contact, and interaction** - This relates to the seating arrangement of the classroom and also the amount of class time spent on group work.
 * **Rewarding nature of group activities** - Help students celebrate the joy of performing activities, achieving goals, and other benefits.
 * **Group legend** - Groups can create a name, dress code, rituals, logos, and the like.
 * **Public commitment to the group** - Ask groups to develop and sign group agreements and contracts.
 * **Teacher's role modeling** - Friendly and supportive behavior by the teacher is infectious in the classroom.



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For more information about group cohesiveness, visit the webpage entitled //Groupwork// by Rhonda Wynne or read George Lakey's book //Facilitating Group Learning: Strategies for Success with Adult Learners//.

**4.3 Group Norms and Student Roles**
In situations when people are gathered together, they follow certain rules to avoid chaos and promote efficiency. General rules that apply to everyone are referred to as **group norms**, while specific rules that apply to certain people who fulfill particular roles are called **group roles** (Dornyei, 2007). Examples of both of these types of rules will be given in this section.

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 * Group norms** are set up by the teacher or mandated by the school. The significance of these norms is based on the fact that they are directly related to students' motivation and academic achievement. One of the most important group norm is the norm of tolerance (Dornyei, 2007). An established norm of tolerance ensures that students will not be embarrassed or criticized if they make a mistake. In a supportive learning environment, mistakes are welcomed and are seen as a natural part of the learning process. The instructor must ensure the establishment of other norms pertaining to respect, encouragement, active listening, participation, and the like. It's a good idea for instructors to involve the learners in a discussion about group norms, the results of which may be posted on the classroom wall in the form of an agreement (Gorski, 2010). Instructors must challenge students on the group norms early on to set a tone of adherence to the norms, or it will prove difficult to enforce the norms later on.


 * Group roles** describe the norms that go with a particular function or position. Roles are of great importance in terms of group productivity (Dornyei, 2007). Typical group roles include the leader, the organizer, the recorder, the energizer, the harmonizer, the initiator, and so on (No author, 1985). There are many more group roles that are possible, depending on the nature of the group task. Some students will thrive in certain roles and struggle in others, so it's important to encourage students to explore different roles and adopt the ones that suit them best for the group task.

**4.4 Instructor’s Leadership Style**
The various leadership styles and their impact on learning have been studied at length, but most researchers tend to agree on one thing: ** leadership matters ** (Dornyei, 2007). Three common leadership styles are as follows:
 * 1) **Autocratic** - maintains complete control over the group
 * 2) **Democratic** - leader shares some leadership functions with members by involving them in decision-making
 * 3) **Laissez-faire** - instructor performs very little leadership behavior

Studies have shown that of these three leadership styles, the laissez-faire style produces the least desirable results (Dornyei, 2007). When college instructors exhibit laissez-faire leadership, group formation and functioning is slow and inefficient, learners feel disorganized and frustrated, and very little work is actually accomplished (Lewin et al., 1939). Democratic leadership was found to be the most superior and resulted in the best quality of work. Also, classroom environments under democratic leadership are characterized by friendlier communication, more group-orientedness, and stronger relationships between group members (Dornyei, 2007).

For background information about democracy and how it applies to the classroom environment, read the article //Democratic Leadership in the Classroom: Theory into Practice// by William G. Wraga.

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**4.5 Process of Facilitation**
In adult education, the role of the teacher shifts from lecturer or drill sergeant to **facilitator**. To develop skills as a facilitator, it is recommended to read //The Complete Facilitator's Handbook// by John Heron. In this book, Heron distinguishes **three** different modes of facilitation:
 * 1) **Hierarchical mode** - the facilitator exercises the power to direct the learning process for the group and makes major decisions on their behalf.
 * 2) **Cooperative mode** - the facilitator shares the power and responsibilities with the group and prompts members to be self-directed.
 * 3) **Autonomous mode** - the facilitator respects the autonomy of the group in finding their own way and exercising their own judgment.

Which of these modes of facilitation should instructors use? The short answer is ALL THREE! The mode that the instructor uses will change as the groups develop over time. For example, the optimal mode at the outset of group development is hierarchical so that groups have a clear and straightforward framework (Dornyei, 2007). Later in group development, the instructor may shift to cooperative facilitation to help manage the learning process. Finally, when the groups have fully matured, they are ready for autonomous facilitation.

It's important to note that the three modes of facilitation coincide with the three main leadership styles described in the previous section. Learners will feel more secure and supported if group work starts with autocratic leadership and hierarchical facilitation. As the group develops and shows more initiative, laissez-faire leadership and autonomous facilitation are more appropriate.

The following video further elaborates on the three modes of facilitation, as discussed by Edward Kellow:

media type="youtube" key="Uduvi5BeoVE" height="315" width="420" align="center"

**4.6 Motivational Teaching Practice**
Once a safe inclusive climate and good teacher-student rapport have been created, the instructor must focus on motivational teaching practices. There are several factors to motivate teaching practice that are separated into **three** phases based on course progress. The following table highlights the key motivational teaching practices that should occur at each phase: (Dornyei, 2007)



The following video identifies tips to motivate students in the classroom: media type="youtube" key="mtIMpLbOxAA" height="315" width="420" align="center"

On a final note, it's important to mention that instructors must not attempt to try and apply ALL of the techniques described on this page at the same time. Even if it were possible to apply all of the above techniques at once, it would result in a very burnt out, ineffective instructor. Instead, the most motivating instructors often implement a few carefully-selected techniques at a time. The quality of the motivating classroom environment is far more important than the quantity of techniques attempted by the instructor.

**References**
Chinabound07. (2008, August 13). Motivating students in the classroom [Video file]. Retrieved from []

Dornyei, Z. (2007). //Creating a motivating classroom environment//. Retrieved October 17, 2011, from []

Gorski, P.C. (2010). //Guide for setting ground rules//. Retrieved November 26, 2011, from []

Heron, J. (1999). //The complete facilitator's handbook//. London, UK: Kogan Page.

Imes, S. (1991). //Collaborative learning in adult education//. Retrieved November 26, 2011, from []

LEADInternational. (2011, July 27). John Heron modes of facilitation with Edward Kellow [Video file]. Retrieved from []

Lewin, K., Lippitt, R., & White, R. (1939). Patterns of aggressive behavior in experimentally created 'social climate.' //Journal of Psychology, 10//, 271-299.

Mart, C.T. (2011). //How to sustain students' motivation in a learning environment//. Retrieved October 17, 2011, from []

No author. (1985). //Roles in groups: the many forms of leadership and participation//. Retrieved November 26, 2011, from []

PIDP 3250 notes. (2011). //Motivation to learn//. Unit 3: Motivation. Retrieved October 12, 2011, from []

Wlodkowski, R.J. (2008). //Enhancing adult motivation to learn: a comprehensive guide for teaching all adults//. San Francisco, CA: Jossey-Bass.