Not exact matches
Natural
environments allows for a
less formal approach and engender
positive learning and meaningful relationships with peers, teachers and supporting adults.
And those students with fewer caring relationships with adults are
less likely to feel appreciated or welcome at school.22 When education leaders cultivate
positive and inclusive
learning environments, however, students are more likely to have a firm sense of belonging.23 This, in turn, improves their beliefs about their
learning ability and enhances their classroom performance.24
If preservice teachers work solely in a familiar
environment, they may refine their knowledge of a specific technology medium but fail to
learn less familiar media that offer
positive benefits for future teaching and
learning.
For these and other reasons, an extensive body of research suggests that small schools and small
learning communities have the following significant advantages: • Increased student performance, along with a reduction in the achievement gap and dropout rate • A more
positive school climate, including safer schools, more active student engagement, fewer disciplinary infractions, and
less truancy • A more personalized
learning environment in which students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional
learning communities that enhance teaching and
learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately, creating successful small
learning communities and small schools at the middle level increases the chances for students to be successful in high school and beyond.
By using
Positive Teaching methods, teachers can build
less stressful and more effective teaching and
learning environments.
In the long term, those participating children are more likely to be employed and
less likely to be dependent on government assistance.9 The
positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home
environments — which can have lifelong impacts on
learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early
learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable
learning environment that fosters children's development.14