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Characteristics of Positive Learning Environments (PLE) - Coggle Diagram
Characteristics of Positive Learning Environments (PLE)
Physical Environment
The organisation of the classroom
Floor space: the classroom should be arranged to reflect the teacher's instructional practice, facilitate individual and group experiences and allow mobility to reflect a PLE
Seating arrangements: seating should facilitate for group and individual work such as a u-shape arrangement and consider the needs of diverse students and peer relationships
Resources: Resources should be made know to and accesible to students for example dictionaries placed on visible low heght shelving
Classroom Aesthetics
Colours: prominent colours such as the wall paint should be calming and appealing. Bright bold colours should be used to gain student attention, for example, using red for important notices or graphic displays
Displayed Artwork: children's artwork and work samples should be displayed around the room and be viewable by children
Cognitive Environment
Teacher practices and strategies: PLEs consist of teaching practices that are suited to the class needs inclduing differentiation for diverse children as well as the teacher implementing theories that support PLEs such as the Lyford model
PLEs are characterised by collaborative cognitive environments that provide opportunities for engagement for all children through supportive relationships and quality teaching that build childrens' academic confidence
Learning is differentiated for diverse learners and to meet the abilities and learning goals of the class
Social and Emotional Environment
Relationships
PLEs facilitate positive social relationships and respect through establishing and maintain classroom ethos and modelled respect by the teacher
Positive relationships can be between children (peers) or between the child and teacher
Relationships in PLEs involve interaction that are personalised, supportive and respectful.
Behaviours and management
Positive behaviours are established as a class and reinforced by teacher modelling and classroom culture
Disrupted or unwanted behaviours are dealt with by with appropriate levels of response according to a heirachy that is known to the children
Rules, procedures and expectations are created by the students and teacher in collaboration and are revisited as well as being visibly displayed in the classroom
Engagement and Orientation to learning
PLEs can be characterised as facilitating engagement as children are supported by the environment to participate and feel confident in participating
Children are proud of their work and accomplishments as well as prising accomlishements of others
Quality teaching is implemented by the teacher and opportunities for children to reflect upon their learning occurs often
Safety
PLEs facilitate physical safety for children through organisation of the classroom, efficient teacher supervision and absence of hazards
PLEs are free from discrimination and facilitate inclusion
PLEs support the wellbeing of children and encourage a sense of belonging and safety
References
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers.
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive Learning Environments, Creating and Maintaing Productive Classrooms (1st ed.) Cengage Learning.