# of Words: 800

Every educator has a responsibility to give a healthy learning environment for his or her students. Through the years, volumes of research have also been conducted to help educators determine what works best for the students. There is a wealth of methods and techniques which, through research, have been shown to improve the quality of the learning environment.

Diverse aspects of the learning environment ought to be considered. A positive learning environment is one where school staff, students, and parents build secure and peaceful environments where folks feel accepted and respected and where learning is the major focus (Stratman, n.d.).

Therefore, a positive school climate is present when all students feel comfortable, wanted, valued, accepted, and protected in an environment where they can interact with caring people they trust. A good school climate influences everyone associated with the school, being the students, staff, parents, and the neighborhood. It's the belief system or culture which underlies the day-to-day operation of a school. "Improved school climate is a goal to pursue. Educators need to constantly work toward enhancing their school climate, culture, and conditions so that student learning has been improved" (Noonan, 2004 p. How Teachers Can Set the Tone for a Positive Learning Environment. There are lots of things a teacher can do to make his or her classroom a safe and positive place for students to understand.

First and foremost, a teacher needs to be enthusiastic about himself or her. They have to come in with an energetic attitude. They have to be positive because it radiates. How the instructor feels and appears it is going to influence the classroom. The teacher will be the facilitator, the instructor places an example, and the instructor is the function model. Attitude goes a long way. When educators come to work stressed-out, it could be detrimental to the students. A study conducted by Yoon ( investigated whether or not teacher stress, adverse effect, and self-efficacy would predict the quality of student-teacher relationships.

Findings indicated, "adverse teacher-student relationships are called by teacher strain. Significant correlations were found among adverse affect, educator stress and negative relationships"(p. The instructor must share with the students the value of an education and the significance of being independent. So if they see a teacher enthused about learning and ideas have been shared, then the students will sense the same as well. Teachers can also help create a positive environment simply by caring for the students and showing all them that they are special.

Furthermore, they need to be educated to honor and attention for each other. Teachers should frequently conduct research to remain up-to-date on the best techniques and methods to utilize in developing a positive learning environment. Freda Glatt, a retired educator who firmly believes in the benefits of a positive learning environment has shared a few suggestions on creating a positive learning environment through the Sandral Sensations website (:Make sure each child knows that he's very important to you as an individual. Give eye contact along with a pleasant greeting to every child. Look and sound enthusiastic when a kid makes progress on a skill he's finding difficult.

Anyis a good time for a smile. In conclusion, with the support and dedication to the instructors, parents, and administration, any learning environment could and should be converted into a positive learning environment. Certainly, everyone has a different part to play and a responsibility to meet to be able to maintain the positive environment. There are lots of benefits to keeping a positive learning environment. "Positive learning environments in schools will maximize the learning of every student; Help children and youth become full participating citizens of society; Help to build a feeling of community; Lead to cost savings and economic benefits as prevention is less expensive than incarceration" (Positive Learning Environments in Schools. Reference.

Ajzen, I. (. Attitudes, personality, & behavior. Chicago: The Dorsey Press. Burnett, P. (. The effect of teachers compliments on students self-talk and self-concepts. New South Wales, Aus: Teaching and Teacher Education. Retrieved September 15, 2005, by ERIC database. Canadian Education Act. ( Retrieved Sep. 14, 2005, by http://www.gnb.ca/acts/acts/e-01-12.htm. DiGiulio, R. (. Teach, medicate, or even litigate? What teachers, parents, and administrators have to do about pupil behavior. California, US: Educational Management. Retrieved September 15, 2005, by ERIC database. Doctor, S. (. Creating a positive school climate. Towards Inclusion: Tapping Hidden Strengths. Retrieved Sep 14, 2005, by http://www.edu.gov.mb.ca/ks4/specedu/fas/pdf/3.pdf. Glatt, F. J. (. Retrieved Sep.

14, 2005, from Reading is FUNdamental Web site: http://www.sandralreading.com. Johnson, C., Templeton, R., & Guofang, W. (. Pathways to serenity: boosting non-violent learning environments. Chicago: Elementary and Early Childhood Education. Retrieved September 16, 2005, by ERIC database. Muijs, D., Harris A., Chapman C., and Stoll, L. (. Improving schools in socioeconomically disadvantaged areas--a review of research evidence. Effectiveness and School Improvement, 15(, 149-175.

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