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EO M409.02 - Identify Elements of a Positive Learning Environment
Transcript of EO M409.02 - Identify Elements of a Positive Learning Environment
("Fight or flight" response) TP 1: Discuss the importance of a physically and emotionally safe learning environment Introduction Why?: To be able to create a physically and emotionally safe environment to learn in & to discuss techinques to manage a class
When/Where?: When instructing (eg. mutuals, or in levels 5+) TP3: Identify Classroom/ Training Area Management Techniques Attention Signals:
Something to immedialy capture the cadets' attention when beginning a lesson, giving instructions, passing on information, or transitioning from one activity to another
Helps the instructor not become frustrated and establishes a calm tone for the lesson Managing Classroom Techniques Engaging the Cadet
Create a chart
Road trip Conclusion TP1: Describe the importance of a physically and emotionally safe learning environment
TP2: Conduct a group discussion on stress management techniques
TP3; Identify classroom/training area management techniques EO M409.02
Identify Elements of a Positive Learning Environment FSgt Choi, J
2x30 minutes Safe Learning Environment Emotional Aspects What constitutes a safe learning environment? Why is it important? Adequate Lighting There is a connection between emotions and lighting; learners are proven to do better in lightly-lit environments compared to dimly-lit environments Physical Aspects Good Ventilation Be conscious of the temperature & air quality
Cool temperatures are more relaxing and help learners be more receptive while warm temperatures may encourage acting out
Turn on a fan, or open a door/window if possible Colourful Atmosphere There is a connection between colour, moods, and emotion.
Warm colours are "exciting' and may encourage acting out.
Cool colours are more relaxing.
Researchers suggest that the best colors are a mix of yellow, light orange, beige, or off-set white. Flexible Seating Arrangments The learning environment should allow cadets to move quietly to take part in small and group learning activities
Having the cadets learn through large and small group interactions will help them learn new material more efficiently Movement Cadets learn better if there is movement during a period of instruction, especially long periods
Eg. Through physical activity, stretching, deep breathing
Lead with a Positive Attitude Establish a friendly learning environment Make learning fun Encourage supportiveness Appeal to a variety of sense Provide feedback Use encouragement Communicate clear expectations & routines Provide processing time Stress Eustress Distress Created naturally when participating in naturally exciting, but safe, activities
eg. Riding a rollercoaster
Completing an activity
Acing a test Sense of stress that causes worry, anger, or pain
Eg. Lack of sleep
Negative relationships How to Create Positive Stress Use music design activities which challenge cadets Use movement Control Negative Stress Inform cadets of expectations Provide necessary resources Provide adequate time Incorporate physical activity Provide time to process information Eg: Raising a hand
Flicking the light switch
Sounding a bell
Clapping a rythym
Whistling 1. Quick Learner 2. Quiet Learner 3. Helpful Learner 4. Monopolizer 5. Critical Learner 6. Know-It-All 7. Distracter Provide this cadet with more advanced work
Ask this cadet to help others who require help
Have extra work prepared that reinforces this lesson Determine the cadet's interest and make a topic for a group discussion.
DISCREETLY encourage them to speak on the discussion and ask open-ended questions. If this cadet is truly generous, explain in private that their behavior is appreciate but may be misinterpreted by the group.
If this cadet is trying to gain favor of the instructor, advise the whole group that only true merit will be rewarded. Pose questions to this cadet that only require brief "yes" or "no" answers. Listen to the cadet's problems and address them if possible.
If not, admit that there are areas to be improved but DO NOT argue with them during the class. Advise them that you would be happy to discuss the issues after the lesson. Determine if the cadet is knowledgeable or simply trying to get attention. Allow the cadet to answer some questions but give other cadets the opportunity as well. Acknowledge their questions but only address those that relate to the topic at hand Managing Distractions
Know your teaching style
Can cadets talk during transitions?
Can the cadets move during transitions?
What is the desired behaviour during a transition Why?: To be able to create a physically and emotionally safe environment to learn in & to discuss techinques to manage a class
When/Where?: When instructing (eg. mutuals, or in levels 5+) Questions?