Classroom ENvironment
source: http://insideology.files.wordpress.com/2011/05/maslows-hierarchy-of-needs1.jpg
A humanistic orientation to learning is based around Maslow’s hierarchy of human needs. It proposes that needs are organised in a hierarchy, with the goal of self-actualisation not being able to be fulfilled until the other needs are met first (Maslow, 1943, 1954). Other scholars, such as Rogers, feel humanistic learning theory emphasises a need for a positive classroom environment and strong levels of student-teacher and student-student trust (Lau, 2009).
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Perhaps the most important of the needs which Maslow identified is the need for the student to feel they are in a safe, trusting environment. A stable routine was a key part of creating this environment at Spring Parks PS, but there were other factors involved. The manner of Ms H, her patience and praise when instructing, and the gentle language she used was critical in reassuring the students. Another element I saw as important was making the classroom a fun place for the students. Shared learning areas such as a couch/reading area, netbook hub, arts and craft area were setup and operated in a very open manner. The children were empowered to take ownership of these spaces, decorate them, and use them how they felt necessary, leading the students to feel safe and valued and create their own fun experiences.
Positive Reinforcement
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My observation highlighted to me how, in a primary school setting, learning cannot occur until basic needs of the student are met. For instance, on the first day I asked why lunch was at 11 am, and the assistant principal explained that many children were fed an early breakfast and were simply too hungry to concentrate on learning in the last hour before lunch. Rearranging the timetable created much more effective learning in that time period.
Students enjoyed having a regular routine.
Shared learning areas, the children were encouraged to make full use of these resources
It is always important to have fun!