I could not agree more with Dr Quek on how good learning environment is fundamental to a child’s cognitive & socio-psychological growths. It comprises more than just the complete fulfillment for the need for proper physical space to study. Personally I feel that a good learning environment would be one that provides both physical and psychological safety to its learners. Good classroom discipline or management is essential in the provision of both because with disorderliness and disruption, learners could no longer acquire new knowledge with ease of mind. As ‘discipline, most simply stated, is the business of enforcing simple classroom rules that facilitate learning and minimize disruption’ (Jones; 1979), it is arguably key in establishing a conducive learning environment. The teacher must develop a systematic method of delineating acceptable versus unacceptable behavior and the consequences of engaging in unacceptable behavior so that learning can take place comfortably.
Besides having an effective classroom discipline in place, motivation is another important factor in any learning environment. First and foremost, students must be highly motivated to learn as motivation will be the driving force that makes learners want to learn even when they are facing stumbling blocks in the course of learning. How to get the learners motivated? The relationship that teachers engender between themselves and learners is key in getting the learners to be interested in learning. The teacher should be motivated to wanting to learn more about his learners, beyond the outer details of their lives. As the teacher's familiarity and affection towards them grow, the learners’ would be receptive to learning, so the potency of his teachings and advice deepens proportionately. Hilda Taba reminds us that ‘the behavior of the teacher more than that of any other individual sets the climate of the classroom.’ The resistance and disinterest of learners evaporate in a climate of happy, friendly and cooperative relationships between learner and teacher.
When asked why I’m in this self-fulfilling profession, I would have to thank my greatest influence, that is, Mr Bentley Williams who was my form teacher for two years when I was in Secondary 3 in Jurong Secondary School (1994-95). His strict enforcement of classroom discipline was absurdly ridiculous to me at first but later as weeks grew, I understood the need for such to ensure that everyone understood what was required of him/her and provide a secure learning environment. With a good system in place, little time was used to address any discipline issue and hence more quality time was spent in dispensing of knowledge in a very interactive and creative way. I remembered having an (informal) English lesson at 4 in the afternoon while watching an interclass soccer match at the pitch. Mr Williams made us deliver an impromptu commentary on the match using the appropriate adjectives and adverbs and then got us to journalize the experience with the best entry winning a recess treat. He had reached out to his many students, the good and notorious ones alike, and not surprisingly, many of this wonderful man’s ex-students are teachers themselves now. Mr Williams indeed embodied a perfect teacher who not only ensured that we got the best of what each day had to offer, but he was also there for support should the day fail us.
Besides having an effective classroom discipline in place, motivation is another important factor in any learning environment. First and foremost, students must be highly motivated to learn as motivation will be the driving force that makes learners want to learn even when they are facing stumbling blocks in the course of learning. How to get the learners motivated? The relationship that teachers engender between themselves and learners is key in getting the learners to be interested in learning. The teacher should be motivated to wanting to learn more about his learners, beyond the outer details of their lives. As the teacher's familiarity and affection towards them grow, the learners’ would be receptive to learning, so the potency of his teachings and advice deepens proportionately. Hilda Taba reminds us that ‘the behavior of the teacher more than that of any other individual sets the climate of the classroom.’ The resistance and disinterest of learners evaporate in a climate of happy, friendly and cooperative relationships between learner and teacher.
When asked why I’m in this self-fulfilling profession, I would have to thank my greatest influence, that is, Mr Bentley Williams who was my form teacher for two years when I was in Secondary 3 in Jurong Secondary School (1994-95). His strict enforcement of classroom discipline was absurdly ridiculous to me at first but later as weeks grew, I understood the need for such to ensure that everyone understood what was required of him/her and provide a secure learning environment. With a good system in place, little time was used to address any discipline issue and hence more quality time was spent in dispensing of knowledge in a very interactive and creative way. I remembered having an (informal) English lesson at 4 in the afternoon while watching an interclass soccer match at the pitch. Mr Williams made us deliver an impromptu commentary on the match using the appropriate adjectives and adverbs and then got us to journalize the experience with the best entry winning a recess treat. He had reached out to his many students, the good and notorious ones alike, and not surprisingly, many of this wonderful man’s ex-students are teachers themselves now. Mr Williams indeed embodied a perfect teacher who not only ensured that we got the best of what each day had to offer, but he was also there for support should the day fail us.