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How Does Surroundings Affect Students Learning?

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    Are you aware that the environment in which students are educated can have an effect on their overall performance? One's capacity to remember information can be aided or hindered, for instance, depending on the atmosphere of their immediate surroundings.

    For instance, if you are in an environment that is constantly filled with distractions, it will be challenging for you to pay attention and concentrate on the content that is being taught to you. If something like this happens on a regular basis, it might drag down students' grades because they didn't put as much effort into the learning process as they should have.

    Research has shown that one's environment can have an effect on how they learn. Therefore, when you study, you should select a location that is serene and free from interruptions. If the environment is too noisy, you should try listening to music while wearing earplugs or headphones and turning the volume down.

    My bed is the best place for me to study because there are no other distractions there; however, if your family lives in the same house as you, it is possible that studying at home will not be an option for you.

    There are many different approaches to learning, and the environment in which a person is learning can have a significant impact on the way that person learns. Therefore, a change that might appear to be unimportant to one learner might have a devastating effect on another.

    Because of this, in order to give each student an engaging educational experience, a teacher needs to understand the specific requirements of each individual student. In this post, we are going to talk about how the environment in which a student is learning can have an effect on their learning style, as well as what teachers can do to ensure that all of their students have the best possible chance of being successful.

    How Does Teachers Learning Style Affect On Teaching Practice? 

    Contribution

    In a lifelong learning perspective, school education aims to help children to:

    • Build a metacognitive way of thinking;
    • Acquire critical competencies;
    • Participate actively to the development of society.

    As a great number of authors have pointed out for a very long time, the goal of teaching based on metacognitive strategies is to encourage greater control of both cognitive and behavioural activities (Brown & Palinscar, 1986; Kaniet & Aram, 1993; Cornoldi, 1996).

    From this vantage point, it is essential to have an understanding of the learning styles of both students and teachers, since the ways in which each group acquires knowledge impacts the methods by which they instruct (Coombs Richardson, Arker, 2010).

    Individual differences in cognitive functioning and academic skills are what are referred to as "learning styles." This idea takes into account differences in the personalities, genetic make-up, and life experiences of individual educators. It acts as a mediator between the cognitive processes on the one hand and the motivational and emotional processes on the other.

    Different people have various prefered modes of learning, which are referred to as learning styles. In more specific terms, learning styles can be thought of as a predisposition to adopt a particular learning strategy regardless of the specific characteristics of the task being performed. Learning styles are described by Keefe (1979) as a "composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment." Keefe's definition describes learning styles as a "composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner

    Since the eighties of the previous century, numerous academic investigations into these topics have been carried out (Kolb, 1984; Dunn & Dunn, 1999). On the other hand, it is possible to point the finger at a severe lack of methodology in this research field as the cause of the difficulty in identifying and measuring cognitive styles.

    The question of whether or not these measurements are truly indicative of stable and generalizable cognitive traits is currently up for debate. It is essential, both from a theoretical and a practical standpoint, to acquire an appropriate level of cognitive flexibility and learn how to adapt one's approach to various challenges and circumstances encountered while attending school.

    As a result, a large number of educational programmes are intended to assist teachers in guiding students towards the achievement of learning objectives through the acquisition of knowledge and the exercise of control over cognitive functioning. There have been fewer studies that focus on the variables that are related to educators, their representations, and the learning styles of their students.

    The degree to which a possible correlation exists between the teaching styles of different educators and the learning styles of their students plays a significant role in both the efficiency of education and the outcomes of education. What happens when teachers learn and teach in a way that is not in line with the learning style of the students in their classroom? Are there some key differences between the levels of schooling? This study intends to, using this framework as a starting point,

    • Invite teachers to know their own teaching and learning styles;
    • Reflect on how teaching and learning styles affect their teaching practice.

    Method

    This is an exploratory study based on teachers' pedagogical approaches and the implications those approaches have for classroom practise. There were three different questionnaires distributed to a total of 54 educators across three different grade levels: pre-primary, primary, and secondary.

    The first instrument is the "Questionnaire of Metacognition and Attention" (QMAI), which is available in both student and teacher versions (Marzocchi, Poli & Molin, 2000).

    Through the use of this questionnaire, we hope to gain an understanding of how educators understand attention, how they encourage the attention of students, and the types of strategies they employ to address attention deficits in the classroom. The responses that were gathered have been categorised using two different factors: the number of years of experience that teachers have and the level of the school.

    The second instrument is called "The Learning Styles Questionnaire" (Mariani, 2000), and it focuses on three distinct aspects of education: sensory modalities, cognitive styles, and the decision-making process regarding individual versus group work. The purpose of the questionnaire is to collect information about the learning styles of the instructors. Additionally, the questionnaire seeks information about the instructors' methods of instruction in relation to their personal profiles.

    "The Teaching styles Questionnaire" is the third instrument available (Mariani, 2000). It is helpful to choose and reflect on the most effective teaching style prior to making changes to instructional design and teaching practise in accordance with the specific circumstances of each individual classroom.

    It helps students become aware of their own strengths and weaknesses, encourages reflection and discussion between teachers and students, and employs strategies that are proven to be effective. Another descriptive analysis of variables, this time looking at absolute and relative frequency, has been completed.

    Expected Outcomes

    This study lends credence to the significance of metacognitive instruction, which lauds the abilities of educators to encourage student participation in the planning, execution, and evaluation of instructional activities. Therefore, the most important thing for teachers to do is to value the individual differences that exist within the classroom as a result of the differences that students have in their ability to comprehend cognitive tasks.

    The findings of this research indicate that there is a connection between learning styles and pedagogical approaches. The educational models that are utilised are selected based on the preferences of teachers in relation to various strategies. It is important for teaching strategies to be somewhat functional to the learning characteristics of the students.

    As a result, it is essential to conduct research into the connection that exists between the levels of academic achievement displayed by students and the methods of instruction utilised by teachers. The differentiation of teaching and learning processes within classrooms, which are increasingly characterised by super-diversity (Vertovec, 2007), is important for the improvement of teaching effectiveness. Teachers' styles are related to students' learning styles, and teachers' teaching styles set a cognitive perspective.

    Differentiating instruction can be accomplished through the use of teaching methods that are based on students' different learning styles. By determining how students approach learning, teachers can better implement a variety of instructional methods that will benefit a wide range of students. "Differentiated instruction has become part of the lexicon of each and every school system, but without learning styles as its cornerstone, no one knows how to differentiate instruction or on what to base differentiation" (Dunn & al., 2009, 139).

    In addition, these aspects are intimately connected to the representations that teachers have of teaching, the school, and the relationship that they have with the students. As a result, the method that is utilised in the classroom is a significant factor that contributes to the overall quality of the institution, and it ought to be a primary focus area for ongoing professional development.

    How To Participate In Class And Why It’s Important

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    We can all think back to a time when we were in class and hoped the instructor or professor wouldn't call on us to answer a question. We are strongly dissuaded from raising our hands and volunteering to speak in front of others due to our intense anxiety that our classmates will think we are ridiculous if we make a fool of ourselves or say something inappropriate. When given the opportunity, the vast majority of students opt to remain unnoticed so that they can avoid the public humiliation that comes with having to speak in front of their classmates.

    This is unfortunate because participating actively in class, even though it can be nerve-wracking at times, is essential to maximising the benefits of one's education. Students are actively engaged with the subject matter, pushed to create concepts, and forced to show evidence for their claims when they participate in activities related to the topic. To put it another way, it makes the students' work more difficult. In addition, the cost of a college education is significant. Then why not make the most of the situation?

    Students who take part in class discussions and activities on a consistent basis are more likely to retain a greater amount of the information they have learned because they are constantly engaged with the subject matter. Participating actively in class is another way to improve one's analytical and higher-level thinking skills. Students who participate in class have demonstrated that they have mastered the material to the point where they can explain new ideas to their classmates.

    This level of thinking is above and beyond simple text comprehension, and it also has the potential to improve memory. Students can also learn from one another through participation, and this can lead to increased comprehension through cooperative learning. This, in turn, has the potential to improve relationships not only between students but also between students and faculty.

    Avoiding Class Participation

    Even though there are numerous advantages associated with participating in class, the vast majority of students do not contribute to their classes on a consistent basis. Students may choose to not participate in class for a variety of reasons, such as the large number of students in the class, the length of the class, or the policies of the course.

    Students struggle with the idea of sharing their ideas in front of a large group of people, and studies have shown that larger classes contribute to this struggle by making it more likely that they will experience a fear of public speaking. In light of this fact, educational institutions that encourage their faculty to place a greater emphasis on teaching rather than research are more likely to experience higher participation rates. This is because professors at these institutions are more engaged with their students.

    Encouraging Class Participation

    The way a professor treats his or her students can have a significant impact, either positive or negative, on the amount of participation in their classes. Students who have positive relationships with their teachers are more likely to participate actively in classroom discussions and activities. This indicates that the professor does not disregard the response or contribution provided by the student.

    This also indicates that the instructor exhibits patience with each and every one of his or her students, pays close attention to each response, and gives both positive and constructive criticism. The establishment of a secure and polite atmosphere in the classroom is one strategy that teachers can use to boost student participation. They can also make the situation better by learning their students' names, which will make the students feel as though their opinions are valued.

    The policies of the course have a significant impact on student participation. Studies have shown that when students' contributions were factored into their final grade, there was a higher level of participation overall. In certain classes, the professors require student participation and factor it into the overall grade for each and every student. The act of asking questions or taking the lead in a discussion can both be considered participation. In some of their classes, teachers merely make mental notes of their students' participation and the contributions they make to the discussion of the topic at hand.

    How To Participate In Class?

    There are ways to get past the anxiety associated with taking part. Your first order of business should be to develop a rapport with your instructor. It is acceptable for you to be open and honest about the fact that you suffer from a fear of public speaking. The second step is to devise a strategy for moving forwards.

    Third, determine how you would like to participate in the discussion. This could take the form of making insightful comments on the reading or asking thought-provoking questions. You can set yourself up for success by reviewing the information that you plan to present to the class and writing a summary of it. After that, contribute your viewpoint to the conversation in order to show that you are capable of higher levels of thought that go beyond simply reading the material that has been assigned to you.

    Finally, give some evidence to support your opinion or conclusion, and explain how you arrived at it. This will demonstrate to both your classmates and your teachers that you have made an effort to comprehend the material at hand. Again, preparation is the most important factor, so make sure you practise on your own before the class. It will be less painful to say it in front of your friends if you practise saying it out loud first.

    How A Student's Home Life And Biological Factors Affect Their Education And Development

    When teachers leave their classrooms at the end of the day after working with their students, they are aware that the students in their class will be returning to environments, routines, and interactions that are not only unique to themselves but also distinct from those in the classroom.

    Research has found that a child's home life and genetic background have a significant impact on the educational progress and ability to develop into global citizens of your students, regardless of whether you work in an inner city public school or a private school located in the suburbs.

    In recent years, researchers have focused their attention on two primary areas of enquiry regarding the progression of students: the first is child development from the perspective of scientific research, and the second is the impact of environmental and psychological factors on development.

    Science Shows Why Home Trauma Hinders Children's Ability to Learn

    The Economic and Social Research Council in the United Kingdom conducted a study with the working title "Children, Brain Development, and Criminal Law." The findings of this study showed that traumatic brain injury (TBI), which is the source of the neurological impact that is seen when a child is exposed to a rough or violent home life, has a significant impact on the development of children.

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    They explain that when a child is exposed to violence or trauma in the home, the brain reacts with "hypervigilance" to perceived threats in order to protect the child from further harm. Because of this hypervigilance, the child is more likely to react to any kind of challenge by engaging in risky behaviour or showing increased impulsivity. Even when the child is in a safe environment like a classroom, these factors continue to inhibit the child's ability to adapt socially, thereby stifling or preventing academic advancement.

    The book "How Poverty Affects Behavior and Academic Performance," which includes research supporting several different theories that explain behaviour differences in children, discusses the ways in which genetic predispositions can be detrimental to the process of learning.

    Epigenetics is a new subfield of genetics that studies the heritable changes in gene function that occur in the DNA sequence. This approach is based on epigenetics, which is one approach. This indicates that some people are predisposed to have behavioural or developmental problems as a result of their genetic make-up, while others are not.

    Researchers who study behavioural genetics have discovered that these changes are responsible for "30-50 percent of our behaviours." These researchers are of the opinion that certain child development phenomena can be explained by the combination of genetic disposition with challenging environmental factors. This theory may ring true in particular for educators who work in areas with low socioeconomic status.

    Environmental Factors at Home

    In addition to the findings of these recent scientific studies, it is well established that a child's educational performance in school can be negatively impacted by a number of important factors that occur at home. In an article on the website Livestrong titled "What are the Effects of the Home Environment on Learning?," the most common findings from the research literature are summarised as follows:

    The degree to which children are supported by their parents determines their capacity to bounce back from disappointment and perform well in school. On the other hand, having positive learning experiences at home, such as going to the library and encouraging students to play with letters and numbers, can strengthen students' resilience while they are learning in the classroom.

    It's likely that children whose parents are responsive and involved will have better academic outcomes.

    On the other hand, if a child's education is limited to the school setting and there are no opportunities for learning at home, then the child's chances of being successful may be diminished.

    Children who are raised in homes with both of their biological parents are more likely to apply to and be accepted into college. Even though a divorce may be unavoidable, sharing parental responsibilities can be extremely beneficial to the growth of the child. The negative pressure, anxiety, and depression that students experience as a result of their family lives have a significant impact on their academic performance.

    While research circles have talked about a variety of other factors over the course of the years, there is one factor that has remained a consistent focus for educators in the classroom: paying attention to the unique students whom they instruct and guide each year. If a teacher is able to personalise interactions with students and give them hands-on attention, they will have a better understanding of how their students learn and will be better able to mitigate the impact of challenging home lives and other environmental factors on their students' academic performance.

    Research has shown that an engaged learning environment increases students' attention and focus, promotes meaningful learning experiences, encourages higher levels of student performance, and motivates students to practice higher-level critical thinking skills.

    The learning environment dramatically affects the learning outcomes of students. Schools' open space and noise, inappropriate temperature, insufficient light, overcrowded classes, misplaced boards and inappropriate classroom layout all make up factors that could be confounding variables distracting students in class.

    Environmental factors have significant effects on pupil and teacher well-being. Poor quality lighting, ventilation, acoustics and furniture all have a negative effect on student achievement and health.

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