The learning environment is one of the most influential factors in student achievement. The classroom environment quality and life shape the students’ emotions and perceptions towards their peers, instructors, and classes. A positive psychosocial school environment supports quality teaching and learning. Therefore, school professionals are mandated to plan, develop, institute, monitor, and assess the positive psychosocial school environment’s characteristics. Physical factors considered in the learning environment boost student achievement. Therefore, classroom managers must cater to the physical and psychosocial environment to maximize class control.
Benefits of Catering to the Physical and Psychosocial Environment
Having an environment that caters to the physical and psychosocial environment offers numerous benefits. The components of a positive psychosocial environment include violence prevention, positive student-teacher relationships, disciplinary interventions that enhance socio-emotional development, reasonable workloads, and empowering students to appreciate the value and purpose of learning outside the classroom context (Gowrie & Ramdass, 2014). The physical environment describes the school’s building and physical environment. Critical physical factors that must be considered include air quality, noise, light, color, classroom organization, cleanliness, and sufficient supplies (Suleman & Hussain, 2014). Catering to the physical and psychosocial school environment enhances the learning environment and boosts student achievement.
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The classroom’s physical structure is a vital variable since it affects students’ morale and learning. Moreover, it influences the psychosocial environment because the physical environment should match the instructor’s objectives regarding human interaction and the instructional approach. The physical environment acts as a catalyzing agent to facilitate the achievement of the organization’s predetermined objectives. When classrooms are inviting, students feel good to be there. For example, organizing the classroom in rows hinders visibility for those in the back row and reduces interaction with the instructor. On the other hand, a semi-circle encourages interaction and visibility. Having such an environment emphasizes the relationships between students and creates a sense of community. When the learning environment emphasizes teacher-centeredness, open-ended interaction and investigation are discouraged, making the classroom boring. Classrooms with minimal windows and no natural light increase student depression. A well-lit and airy classroom that feels warm and homelike improves student’s morale and increases their excitement to be there (Suleman & Hussain, 2014). Therefore, creating an inviting environment supports positive interaction and empowers students. A positive learning environment also makes learning fun.
Catering to the psychosocial and physical environment maximizes class control. Classroom management is critical in ensuring effective and successful interaction. Effective classroom management facilitates quality teaching and learning. Considering the physical and psychosocial environment creates an optimistic classroom atmosphere and helps students feel safe, secure, cared for, and involved. Successful classroom management allows students to socialize while learning (Suleman & Hussain, 2014). Carefully crafted instructional activities accompanied by suitable physical provisions and a positive psychosocial environment stimulate intellectual tasks, enhance social interaction, limit negative behaviors, and enhance learning and student development. Positive student-teacher relationships affect students’ motivation and attendance. There should be a democratic approach to teaching and managing classroom behaviors. Performing social and emotional activities mediates the student-teacher relationship. A positive school environment correlates with student involvement, classroom order and organization, and teacher support (Ahmad et al., 2012). When the school environment makes students feel comfortable and positive, students’ achievement becomes higher.
The learning environment is characterized by the interaction between individual students, groups, and the learning setting. The physical environment contributes to the social and psychological aspects of the classroom. Air quality, classroom space, safety aspects, technology, and furniture predict students’ cohesiveness and open-endedness. Improving learning effectiveness is preceded by the learning environment’s ability to meet the pedagogical needs of teaching and learning for both students and teachers. A well-designed physical and psychosocial environment drives teachers and students towards active learning.
References
Ahmad, C. N. C., Osman, K., & Halim, L. (2012). Relationship between physical and psychosocial aspects in science laboratory learning environment. Procedia-Social and Behavioral Sciences , 46 , 1500-1505. 10.1016/j.sbspro.2012.05.329
Gowrie, G., & Ramdass, M. (2014). Teachers' perceptions of the dimensions of the psychosocial school environment in primary schools in Trinidad and Tobago. Journal of Education and Training Studies , 2 (4), 126-137. http://dx.doi.org/10.11114/jets.v2i4.524
Suleman, Q., & Hussain, I. (2014). Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat division, Pakistan. International Journal of Learning & Development , 4 (1), 71-82. http://dx.doi.org/10.5296/ijld.v4i1.5174
