What strategies can you use in your classes to establish and maintain a positive learning environment?

Developing a positive learning environment isn’t just a nice idea, it’s a prerequisite to effective learning. Get it right and learners will be better able to focus, take control of their learning, and be more willing to experiment and take risks with language.

Thankfully that doesn’t mean having a shiny state-of-the-art classroom (although that would be nice). It’s about finding ways to minimise distractions, while ensuring students feel safe, encouraged, valued and supported.

The good news is that whether you meet your students in person, or teach online, there are some simple steps you can take to establish and maintain a positive learning environment. Read on for a selection of practical classroom-ready tips, or watch the video below.

1. How you look and sound

Teacher enthusiasm has a huge impact upon learner motivation, which increases active participation and therefore learning.

Our tone of voice and facial expressions play a key role so it’s worth finding out if you look and sound as you expect (lesson recordings revealed how grumpy I look when thinking). If that’s an issue for you too, then a note by your webcam or on your lesson plan reminding you to smile, may help.

Don’t feel you have to be someone you’re not though – your students will see through that anyway. Just be conscious of how you come across and do your best to present an encouraging, positive you. That’s easier if you feel good, so make time for things that put you in the right frame of mind, whether that’s music, exercise, or tea and a chat.

2. Be prepared – and kind to yourself

Before trying out something new in class, test it out with a few colleagues beforehand. You’ll be more confident and reassuring when introducing it to learners – and able to overcome problems that may come up.

From time to time things won’t go to plan; the tech may fail or you’ll forget something. While that can be a pain, it’s often more of a problem for students if their teacher appears distracted or upset as a result. So, give yourself a break and avoid lingering on things that don’t go well.

Above all, remember that you’re working to create a safe space where taking risks and making mistakes are encouraged – and that’s something we can model through our responses to setbacks.

3. Responding

Challenge learners while showing you believe in them; “This is difficult, but I know you can work it out, Anna.”

Thank and praise students for their contributions. Acknowledging that something scary has been overcome provides a real sense of achievement.

Respond to what’s said before giving feedback on language – and then ensure it’s balanced. Drawing attention to good language use (as well as errors) is useful for all.

Help students respond to each other more effectively by modelling and teaching active listening strategies in class.

4. Sense of progress

A positive learning environment is often one where learners feel they are learning and making progress. Help enable this by regularly prompting students to reflect upon what they’ve learnt, and where possible linking it to real-world uses. For example, using appropriate words and phrases to message a friend in English, being able to quickly find key information in an academic text, or politely asking a stranger for directions.

Displaying learner work in classrooms, encouraging students to keep portfolios – or learner diaries, can be nice ways of prompting this reflection.

5. Less is more

Decorating 50% – 80% of wall-space with student work, learning aids and inspiring images helps provide a good balance of visual stimulation. However more than that can reduce students’ ability to focus, so remember – less is more.

With the additional cognitive load associated with navigating a platform, the same applies to teaching online.  Help students by limiting on-screen text and not being afraid of silence: thinking time and a break from your voice are important.

6. Their class

Help students feel invested in their class, rather than a place where learning happens to them. Seeking input from learners about what happens in their classroom can instil a greater sense of ownership and trust. This can range from selecting background music, to identifying topics and getting feedback on activities and texts.

When you find yourself making a choice, stop and ask yourself if learners could benefit from making it instead. 

To read more from Chris Thorn, why not take a look at his previous post on Assessment for learning: 4 tips for teachers

You might be preparing to return to the classroom or for blended learning. We’re here to support you wherever you are with advice, tools and techniques to make sure you’re ready for what’s ahead. Discover more articles as part our Be Ready for Anything series.  

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