Essential Criteria For An Ideal Learning Environment English Language Essay

Essential Criteria For An Ideal Learning Environment face Language EssayAfter World War II, while the give out damaged parliamentary buildings were being reconstructed, Winston Churchill urged that design of the great oratory halls quell as before. Fearing that a different plan might ho-huminish the grandness of their traditional form of debate, he stated, we shape our buildings and then they shape us.His narrative raises an important question Does the man made environment affect how we move and act deep down it? Commercial, retail and entertainment industries pay close economic aid to the formation of space. We often judge the quality of a restaurant foregoing to sampling the cuisine. We ar then surprised or justified in our opinions of the quality of a product based on the borders at heart which we experience it.Do schools and classroom spaces enhance or detract from the acquire process? Learning is essentially a mental process. So wherefore do we b other(a) with h ow the classroom looks or feels? Educational philosopher John Dewey urged that the larn environment be humane and attentive to man-to-man children rather than be a form of mass instruction. Exceptional teachers however, some terms boast of their business leader to practice their art anywhere and under adverse circumstances.A central question must be asked How does one strike? Early discoveries by noned Swiss psychologist Jean Piaget and more than than recent theories explored by pedagogue Howard Gardner have expanded the more traditional views of the process of schooling. Age, sex, culture and case-by-case character greatly influence not hardly ones mightiness to learn but request a multitude of ways that an individual potentially sack learn. Learning is no longer considered merely an accumulation of familiarity but rather the visualizeing or ability to construct cognition in meaningful ways for a particular purpose or solution to a well defined problem.The individ ual carriage of a teacher, the broadcast being presented, the maturity and learning ability of the individual learner must each be accommodated within the classroom space. If these be thoughtfully considered, the new learning environments impart enhance, not hinder the learning process. As more is discovered about the learning process, the curriculum and style of didactics will periodically be updated, adapted and re-evaluated. The classroom space will also undergo a similar scrutiny. The physical environment then, should not be constructed to manipulate or influence a particular style of education or learning, but rather be responsive to and reconciling by individual teacher and student needs.Over the late(prenominal) xv years, I have worked with several pedagogues to design, build and remodel dozens of educational facilities. The past cardinal years were spent in observing and researching teaching practices through a masters thesis study. I have reason out that the follo wing six (6) general categories include criteria which atomic number 18 essential components requirement for meeting the demands of learning based schools. Both the designer and the teacher should understand and be aware of these qualities to ensure their careful consideration to construct an optimal learning environment.1. Size, Shape and ScaleThe size of a room affects the attainable arrangement of activities within it. Generally, the larger the room, the more flexibility and the smaller, the more intimate. A rectangular shaped room affords more interactive visibility among occupants whereas L shaped ones or ones with alcoves allow for variety of privacy to individual learners. Movable besiege devices can accommodate many different shapes. scientific observations indicate that the student builds confidence through achievement. The ability to relate to elements within a room affords a degree of self em creatoring through scale of measurement that is relative. Size and views of counters, windows, furniture and storage elements all should be considered or be adapted to the scale of the user(s).2. acoustic Quality and Noise ControlAcoustical liveliness is a product of room configuration (parallel walls), show up finishes (hard, soft), real density (solid, hollow) and air tightness ( break down transfer). A room designed for medicinal drug is constructed very differently from one designed for quiet conversation. Shower spaces are great for singing but poor for conducting discussions. If group activities are more prevalent than a single lecture source, rooms should more level-headed absorptive. Learning is hampered when the teacher or students do not have a unwashed language or when students are unfamiliar with a weird concept if the spoken words are not heard or clearly enunciated. Hard walls much(prenominal) as glass or fool boards should not oppose each other but rather be opposite an open storage areas of differing heights and depths. Disturb ing echoes or flutters can also be mitigated by angling walls at least 5 degrees out of their original parallel plane. Carpet on floors and acoustic ceilings cut down on reverberation (sound that continues to bounce). Massive walls or ones with sound insulation prevent exterior noise transfer but precisely if there is no air gap (walls only to the bottom of hang ceilings do not help). If windows or doors must be opened for ventilation, a low frequency sound can be used to cover conversations or exterior noise which whitethorn disturb individual discussions.3. ignitor and ViewsHigh energy costs caused the design and production of efficient dismissal schemas for both business and school facilities. Incandescent fixtures have been replaced by return fixtures as the most common galvanizing start source within classrooms. The human need and desire for natural cheer and for views to adjacent spaces (for orientation) requires that the two illumination sources be balanced for a variety of activities. Because daylight varies with the season, time of day, weather and position of glazing, learns are necessary for its admission into the interior. Electric light sources are more good controlled not only when balancing with sunlight but for the specific tasks that need illumination. Glare caused by the imbalance of light sources within ones field of view or bounced off of a pondering surface (marker board or computer monitor) is one of the major causes of biliousness and is a detriment to learning. Knowledge of the extreme ratio of daylight to electric light (as great as 5001) requires that control devices for reflecting, shading or blocking be carefully considered. Reflectivity of surface finishes, arrangement and location of light sources as well as their method for diffusion within the classroom all play an important role in the quilt for the student and teacher for the purpose of learning.4. Temperature, Humidity and VentilationSeveral studies indicate that teachers rather than students are more upset by temperature fluctuations within a classroom. Test scores are not adversely affected by temperatures except under extreme conditions. Students generally like the temperature slightly water-cooled (5 degrees to 10 degrees) than do teachers. Traditionally, boys or mens clothing insulates their bodies slightly better than does girls or womens clothing. Because the temperature, humidity and ventilation of an enclosed space will depend on a good turn of factors including the configuration and materials of the building, bill of glazing, size and volume of the space, number of occupants and their current state of activity as well as the thawing and cooling system, flexibility for manipulating that system is extremely important for comfort. If the teacher must override existent controls by opening doors or windows to augment their comfort, the system is self defeated and the teacher probably agitated (i.e. not doing the outstrip teach ing). Controls should be independent for each space and be simple to operate.5. Communication, electrical Power and TechnologyThe advent of electrically powered devices over the past four decades has increasingly invaded the home, business and educational environments. From satellite broadcasts to surfing the Internet, learning opportunities are constantly changing. Regardless of the individual pedagogy or curriculum utilized, a variety of electronic tools now augment and have locomote integral to the classroom. The business community has pioneered and developed flexible systems that are easily planned and readily available now within the classroom environment. audio recording and data transfer systems are simple to network and upgrade when necessary. Raceways or conduits provided at regular intervals allow present and future planning of communication, power and technology. Floor (power and data) outlets should be avoided because of the possibility of maintenance or tripping haza rds. sideboard height and surface outlets, overhead poles or retractable coils provide inevitable flexibility.6. Material Finishes, Textures and ColoursMore controversy is evoked over the color in or texture of a finish material than any other aspect of its use. Studies indicate that 25 % of the population view or encompass wring differently than do the remaining majority. Colours not only evoke cultural style but have historic and emblematical references as well. Bright and light colours tend to advance and dim or dark colours tend to recede. Smooth surfaces appear harder than do rough textures. Self esteem affects an individuals learning progress. Since much of the work displayed within a classroom is student work, ease of display is extremely important. come in colours must be none competing with exhibited work. Tack able wall surfaces are created with either sound absorbent (tack able) board or vinyl group wall material wrapped around a durable surface and then adhered t o the substrate. Finishes within reach of students should be cleanable, durable and/or replaceable. obscure from the finish of materials, the perception of newness or cleanliness also affects learning. Equivalent schools were observed as one was repainted and the other was not. Attendance and test scores improved dramatically in the facility which was simply refinished.Conclusions on InterrelationshipsIt is obvious that all of these criteria are interrelated. A small habitable space with a large amount of glazing with southern exposure (in the northern hemisphere) will most likely be bright and warm on a clear day. If a window is opened adjacent to a playground, noise will penetrate the room. If walls are finished with a glossy paint over hard surfaces such as plaster, speech will be difficult to understand particularly as more individuals speak simultaneously. If a marker or ice board is opposite an exterior window, it will be difficult to depend because of the resultant glist ening. If floors are finished with a composition tile which was intend for easier maintenance, the room will reverberate and be livelier than if finished with carpet. If the carpet colour is plain and either very light or dark, it will cursorily appear to be dirty.There is nothing new or peculiar about these environmental considerations. We consider most of them when using our native common sense. We often make individual adjustments to our living and learning space(s) to be more functional or comfortable. However, sometimes these adjustments may diminish an others opportunity for learning. prat foil or shades on windows reduce occasions for a view of the sky, a beautiful sunset, the landscape or an outside end used to illustrate a particular lesson. Shrinking the height of an existing classroom to reduce heating or cooling costs may alter the sound qualities or prevent the display of student work. brightly coloured walls or high light levels may amplify glare and possibly unwa nted heat gain through lamp radiation. Hard cleanable surfaces may simplify maintenance tasks but increase reverberation or prevent teacher or student displays and consequently provide an asynchronous transfer mode which is unpleasant to learn or teach within. All of these well think decisions resulted in unintentional problems which are known to affect childrens learning ability or make education more difficult.When planning or remodelling a classroom environment, a successful (subjective) learning space requires that both the educator and environmental designer understand the affects of each criteria quality with respect to learning as well as each criterias interrelationship to each other.A good classroom must include the possibility for individual control as well as provide a well proportioned, impact and comfortable learning space which takes advantage of local character, solar orientation, sequester views, and proper functional interaction with adjoining learning elements and strong connections with the surrounding community. Allowing teachers to easily adapt learning environments to their individual pedagogical style(s) will increase the opportunity for student learning.