Classroom Learning Environment Research

Readings
(1) Classroom environment research and possibilities
(2) Science Learning Environments: Assessment, Effects and Determinants
(3) Chinese Language Learning Environment

When I first read these articles, I was quite amazed that there are so many tools/instruments available in assessing the classroom and school environment. These tools have been used and modified over the years, and many have proven to be valid. The flexibility of these tools is also evident, as the Chinese language classroom environment inventory (CLCEI) was developed from the WIHIC instrument.

I supposed these tools are similar to the School Climate survey that we are required to complete every year. The survey aims to find out teachers' perceptions on the school leadership, school climate, school working environment etc. so that the school leaders can do something to address the areas for improvements. Some of us might do the survey with dread. Reason? There are simply too many questions to be answered. In the end, some teachers might just go through motion, do for the sake of doing, and might not reflect and answer truthfully.

Even from the pupils' perspective, they might suffer from "survey-fatigue" if the assessment is not carried out appropriately/at the correct time. Some of my pupils commented before that sometimes, they'll just click without really reading the questions, in order to get the survey over and done with quickly. Thus, in order for a survey instrument to be accurate, it must not be too lengthy and the objectives must be communicated clearly to those doing the survey.

Tools aside, i was more interested in how we can make use of the results obtained to create a more positive learning environment. One interesting thought crossed my mind while reading these articles: Pupils seemed to be the customers, and educators the "service provider". We use the tools to find out the gap between the actual and preferred classroom environment, and attempt to address this gap. This is because actual-preferred congruence seemed to enhance pupil learning.

The articles also suggest that trainee teachers be taught and made aware of what makes a positive classroom environment, so that they can start on the right note and modify their teaching methods accordingly when they start their teaching career. However, we must not forget about those who are already in service for years. They might face more inertia to change, but in order to provide the best for the pupils and to catch up with the changing times, upgrading is a must.

Besides looking at the classroom and school environment, the research also suggest that we place more attention to look at how external environment (especially home) also play an important part in influencing learning outcomes. Educators must work closely with parents and guardians of the pupils and gain the support and cooperation of the parents. I find that a lot of the under-achieving pupils come from less supportive backgrounds. Sometimes, i get parents telling me to help to monitor and advise their sons/daughters as the parents find that they've lose control of their children already. This shows how much trust the parents placed in schools and teachers. The roles and responsibilities of a teacher is no doubt very great. We have to be parents to the 40 children under our charge (form class), to make sure they learn the right thing. And learning outcomes do not only refer to academic. Teaching of values and life skills are just as important.