essay on enabling learning environment

Essay on Enabling Learning Environment

Students are often asked to write an essay on Enabling Learning Environment in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Enabling Learning Environment

Understanding a learning environment.

A learning environment refers to the diverse physical locations, contexts, and cultures in which we learn. It’s not just about the classroom, but also includes homes, parks, or even virtual spaces.

Importance of a Learning Environment

A good learning environment is crucial because it can help students feel safe, comfortable, and engaged, making it easier for them to learn. It also encourages positive social interaction among students.

Creating an Enabling Learning Environment

Teachers can create an enabling learning environment by arranging the classroom in a way that promotes interaction and collaboration. They can also use technology to enhance learning.

Benefits of an Enabling Learning Environment

An enabling learning environment can improve student performance and motivation. It can also help students develop important skills such as critical thinking and problem-solving.

250 Words Essay on Enabling Learning Environment

Introduction, physical and virtual aspects.

A physically enabling environment is well-resourced, safe, and comfortable. It should be flexible to accommodate various learning styles and activities. In the digital age, virtual environments such as online learning platforms also play a crucial role. They should be user-friendly, interactive, and accessible to all students.

Social and Emotional Climate

The social-emotional climate is equally important. A positive climate is characterized by respect, trust, and mutual understanding between teachers and students. It promotes collaboration, reduces fear of failure, and encourages risk-taking in learning.

Teaching and Learning Approaches

Effective teaching strategies are central to an enabling environment. These should be learner-centered, promoting active engagement and critical thinking. Differentiation and personalization of instruction are key to cater to individual learning needs.

In conclusion, an enabling learning environment is a multifaceted concept that involves physical and virtual aspects, a positive social-emotional climate, and effective teaching strategies. It is crucial for promoting high academic achievement and fostering a lifelong love for learning.

500 Words Essay on Enabling Learning Environment

An enabling learning environment is a critical element in the educational process. It is a space that fosters a positive atmosphere conducive to learning, where students feel safe, comfortable, and engaged. It goes beyond the physical classroom and includes emotional, social, and academic support.

The Concept of an Enabling Learning Environment

Components of an enabling learning environment.

The enabling learning environment consists of various components. The physical environment includes the classroom’s layout, lighting, temperature, and noise levels. The emotional environment involves the relationships among students and between students and teachers. The pedagogical environment includes teaching methods, curriculum, and assessment.

Creating an enabling learning environment requires thoughtful planning and execution. It involves setting clear expectations, fostering a sense of belonging, encouraging student engagement, and providing effective feedback.

The Impact of an Enabling Learning Environment

An enabling learning environment has a profound impact on students’ learning outcomes. It enhances students’ motivation and engagement, leading to improved academic performance. It also promotes social and emotional development, fostering skills such as communication, collaboration, and self-regulation.

Challenges in Creating an Enabling Learning Environment

Despite its importance, creating an enabling learning environment is not without challenges. These include managing diverse learning needs, dealing with disruptive behavior, and maintaining a balance between academic demands and students’ well-being.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Essay Curve

Essay on Enabling Learning Environment

Essay on Enabling Learning Environment: Creating an enabling learning environment is crucial for fostering student growth and success. In this essay, we will explore the key components of an effective learning environment, including physical space, resources, and teaching methods. By providing a supportive and engaging atmosphere, educators can empower students to reach their full potential and achieve their academic goals. Let’s delve into the importance of creating a conducive learning environment for all learners.

Table of Contents

Enabling Learning Environment Essay Writing Tips

1. Start by defining what an enabling learning environment is. This can include creating a space that is safe, inclusive, and supportive for all learners to thrive.

2. Discuss the importance of an enabling learning environment in promoting student engagement and motivation. Highlight how a positive learning environment can enhance learning outcomes and foster a love for learning.

3. Emphasize the role of the teacher in creating an enabling learning environment. Teachers should be supportive, approachable, and understanding of the diverse needs of their students.

4. Address the importance of building positive relationships with students. Encourage open communication, active listening, and mutual respect in the classroom.

5. Discuss the significance of incorporating a variety of teaching strategies and resources to cater to different learning styles and abilities. This can include hands-on activities, group work, technology integration, and visual aids.

6. Highlight the importance of creating a culture of collaboration and teamwork among students. Encourage peer-to-peer learning, group projects, and cooperative activities to foster a sense of community in the classroom.

7. Discuss the role of feedback and assessment in an enabling learning environment. Provide constructive feedback to students to help them improve and grow, and use assessment as a tool for learning rather than just evaluation.

8. Address the importance of promoting a growth mindset in students. Encourage them to embrace challenges, learn from failures, and persist in the face of obstacles.

9. Discuss the impact of a positive learning environment on student well-being and mental health. Emphasize the importance of creating a space where students feel safe, supported, and valued.

10. Conclude by summarizing the key points of your essay and reiterating the importance of creating an enabling learning environment for all students to succeed. Encourage teachers to continue to strive for excellence in creating a positive and supportive learning environment for their students.

Essay on Enabling Learning Environment in 10 Lines – Examples

1. A welcoming and inclusive atmosphere where all students feel valued and respected is essential for creating an enabling learning environment. 2. Providing a variety of resources and materials that cater to different learning styles and abilities can help students engage with the material more effectively. 3. Encouraging collaboration and teamwork among students can foster a sense of community and support their learning process. 4. Offering opportunities for hands-on learning experiences can help students apply their knowledge in real-world situations. 5. Providing regular feedback and constructive criticism can help students understand their strengths and areas for improvement. 6. Creating a safe and supportive space where students feel comfortable taking risks and making mistakes can encourage a growth mindset. 7. Incorporating technology into the learning environment can enhance student engagement and provide new ways to explore and interact with the material. 8. Encouraging critical thinking and problem-solving skills can help students develop a deeper understanding of the subject matter. 9. Creating a structured and organized learning environment can help students stay focused and on track with their learning goals. 10. Celebrating student achievements and milestones can boost their confidence and motivation to continue learning and growing.

Sample Essay on Enabling Learning Environment in 100-180 Words

An enabling learning environment is crucial for fostering growth and development in students. It is a space where students feel safe, supported, and motivated to learn. This environment is characterized by positive relationships between teachers and students, clear communication, and opportunities for collaboration and creativity.

In an enabling learning environment, students are encouraged to take risks, ask questions, and explore new ideas. Teachers provide constructive feedback, guidance, and resources to help students succeed. This environment also promotes inclusivity and diversity, allowing all students to feel valued and respected.

Overall, an enabling learning environment is essential for creating a positive and effective learning experience for students. It helps to build confidence, independence, and a love for learning. By fostering a supportive and engaging environment, students are more likely to reach their full potential and achieve academic success.

Short Essay on Enabling Learning Environment in 200-500 Words

Creating an enabling learning environment is essential for promoting effective learning and ensuring that students reach their full potential. An enabling learning environment is one that is conducive to learning, where students feel safe, supported, and motivated to engage in the learning process. In this essay, I will discuss the key elements of an enabling learning environment and the strategies that educators can use to create such an environment.

One of the key elements of an enabling learning environment is a sense of safety and security. Students need to feel safe in order to be able to focus on their learning. This can be achieved by establishing clear rules and expectations for behavior, as well as providing a supportive and nurturing environment where students feel valued and respected. Teachers can also create a sense of safety by fostering positive relationships with their students and addressing any issues of bullying or harassment that may arise.

Another important element of an enabling learning environment is motivation. Students are more likely to engage in learning when they are motivated and interested in the subject matter. Teachers can help to motivate students by making the material relevant and engaging, and by providing opportunities for students to take ownership of their learning. This can be done through project-based learning, group work, and other interactive activities that allow students to apply their knowledge in real-world contexts.

In addition to safety and motivation, an enabling learning environment should also be inclusive and supportive of all students. This means creating a classroom culture that celebrates diversity and respects the unique strengths and abilities of each individual. Teachers can support students by providing differentiated instruction, accommodations for students with special needs, and opportunities for students to work at their own pace. By creating an inclusive environment, teachers can help all students to feel valued and supported in their learning.

Finally, an enabling learning environment should be one that promotes collaboration and critical thinking. Students learn best when they are actively engaged in the learning process and have opportunities to work together to solve problems and explore new ideas. Teachers can foster collaboration by creating opportunities for students to work in groups, participate in discussions, and engage in hands-on activities. By encouraging students to think critically and work together, teachers can help students to develop the skills they need to succeed in school and beyond.

In conclusion, creating an enabling learning environment is essential for promoting effective learning and ensuring that all students have the opportunity to reach their full potential. By establishing a sense of safety and security, fostering motivation, supporting all students, and promoting collaboration and critical thinking, educators can create a learning environment that is conducive to learning and growth. By prioritizing these elements, teachers can help to create a classroom where all students feel valued, supported, and empowered to succeed.

Essay on Enabling Learning Environment in 1000-1500 Words

Creating an enabling learning environment is essential for fostering student growth and development. An enabling learning environment is one that supports and encourages students to reach their full potential by providing them with the necessary tools, resources, and support to succeed. In this essay, we will explore the key components of an enabling learning environment and discuss how educators can create such an environment in their classrooms.

One of the key components of an enabling learning environment is a positive and supportive classroom climate. A positive classroom climate is one where students feel safe, respected, and valued. This can be achieved by creating a sense of community and belonging in the classroom, where students feel comfortable expressing themselves and sharing their ideas. Educators can promote a positive classroom climate by establishing clear expectations for behavior and communication, and by modeling respectful and inclusive behavior themselves.

Another important component of an enabling learning environment is the use of engaging and interactive teaching methods. Research has shown that students learn best when they are actively engaged in the learning process, rather than passively receiving information. Educators can promote active learning by incorporating a variety of teaching methods, such as group work, discussions, hands-on activities, and multimedia presentations. By providing students with opportunities to actively participate in their learning, educators can help them develop critical thinking skills, problem-solving abilities, and a deeper understanding of the material.

In addition to engaging teaching methods, an enabling learning environment also requires the use of appropriate and effective instructional materials. Educators should select materials that are relevant to students’ interests and learning styles, and that are at an appropriate level of difficulty for their age and ability. This may include textbooks, workbooks, online resources, and multimedia tools. By providing students with high-quality instructional materials, educators can help them stay engaged and motivated to learn.

Another key component of an enabling learning environment is the use of formative assessment. Formative assessment is a process of gathering feedback on students’ learning progress throughout a unit or course, in order to identify areas where students may need additional support or instruction. Educators can use a variety of formative assessment techniques, such as quizzes, discussions, projects, and peer evaluations, to monitor students’ understanding and provide timely feedback. By using formative assessment, educators can help students track their own progress, identify areas for improvement, and take ownership of their learning.

In order to create an enabling learning environment, educators must also be responsive to students’ individual needs and learning styles. Every student is unique, with their own strengths, challenges, and preferences for how they learn best. Educators can support students’ individual needs by providing differentiated instruction, which involves tailoring teaching methods and materials to meet the diverse needs of students in the classroom. This may include providing extra support for students who are struggling, challenging enrichment activities for students who are advanced, and accommodations for students with disabilities or special needs.

Finally, an enabling learning environment requires strong communication and collaboration between educators, students, and parents. Educators should communicate regularly with students and parents about students’ progress, goals, and areas for improvement. This may involve holding parent-teacher conferences, sending home progress reports, or using online communication tools. By involving students and parents in the learning process, educators can create a supportive network of stakeholders who are invested in students’ success.

In conclusion, creating an enabling learning environment is essential for promoting student growth and development. By fostering a positive classroom climate, using engaging teaching methods, providing high-quality instructional materials, using formative assessment, supporting students’ individual needs, and promoting communication and collaboration, educators can create a learning environment where students feel motivated, supported, and empowered to succeed. By creating an enabling learning environment, educators can help students reach their full potential and achieve their academic goals.

Related Essays

Essay on A Visit To A Fair – 10 Lines, 100 to 1500 Words

Value of Games And Sports – Essay in 10 Lines, 100 to 1500 Words

Essay on Importance of Teacher – 100, 200, 500, 1000 Words

Essay on A Visit To A Museum – 100, 200, 500, 1000 Words

Essay on Effect of Social Media On Youth

Essay on Shri Guru Nanak Dev Ji – Short & Long Essay Examples

Essay on Nuclear Family – Short Essay & Long Essay upto 1500 Words

Essay on Anudeep Durishetty – 10 Lines, 100 to 1500 Words

Essay on Non Violence – Samples, 10 Lines to 1500 Words

Covid 19 Responsive School – Essay in 10 Lines, 100 to 1500 Words

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Home — Essay Samples — Education — Teaching — Enabling Learning Teaching Style

Enabling Learning Teaching Style

• Categories: Teaching

About this sample

Words: 1368 |

Published: Nov 19, 2018

Words: 1368 | Pages: 3 | 7 min read

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Verified writer

• Expert in: Education

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

4 pages / 1783 words

4 pages / 1859 words

5 pages / 2213 words

2 pages / 1016 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Teaching

In conclusion, I would bring a valuable contribution to the Fulbright Foundation as an FLTA. I am highly motivated by the idea of evolving in an academic environment where cultural exchanges are fostered. In addition, I would [...]

Community teaching plays a crucial role in promoting health and wellbeing by providing essential education and resources to individuals and communities. This essay aims to provide a comprehensive overview of a community teaching [...]

Effective teaching is a multidimensional concept that encompasses a variety of strategies, techniques, and methodologies aimed at promoting student learning and engagement. At its core, effective teaching is about making a [...]

In conclusion, understanding and leveraging one's strengths as a teacher is essential for creating an effective and engaging learning environment. By focusing on building positive relationships with students, sharing passion for [...]

Education is necessary for everyone. Education is very important, without education no one can lead a good life. Education is of two kinds i.e. natural and nurture. In nurture, education given to a child requires proper [...]

Learning is a complex process that requires a lot of effort, so sometimes it can be difficult to prove to students that studying is fun, and you have to find smarter ways to prove it. Is an undeniable fact that cannot be [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

• How an enabling learning environment improves child outcomes?
• On: November 10, 2023
• By: Smile Foundation

Imagine yourself as a child in a crammed classroom, without proper lighting or ventilation, and the teacher holding a book in one hand and a cane in the other. Even if it was your favourite subject being taught, would you be able to focus on the lesson? Certainly not! In fact, you might actually want to flee away at the earliest chance available. Now, that’s how deeply our environment impacts our learning process.

Learning Environment

The learning environment goes much beyond the classroom. It refers to the physical setup, context, and culture in which the teaching-learning process takes place. In other words, the learning environment includes physical, social, and emotional aspects of the educational setting. It plays a crucial role in the learning process by impacting student engagement, motivation to learn, sense of safety and belongingness among students.

An effective learning environment is one that evolves with time and suits the age-specific physical, psychological, and emotional status of students. For example, the learning environment for toddlers and preschoolers will be different from that of adolescent students. However, the most essential features of a good learning environment are that it is encouraging, supportive, interactive, and makes the students feel safe and comfortable to express themselves.

Early Childhood Environments

Early childhood basically comprises stages of infants, toddlers, and preschoolers. A safe, supportive, and nurturing environment is highly essential in this stage to lay a strong foundation across various developmental domains like cognitive, social, communication, and motor skills. Such  environments also contribute to preventing challenging behaviours and aid in interventions for kids with identified disabilities.

The major components of learning environments in early childhood can be identified as:

• Physical environment: This includes the architectural design and layout of a room including furniture, its arrangement, and other display materials
• Social environment: This includes the interpersonal relations and communication among peers, with teachers and family members inside the classroom
• Temporal Environment: This entails the aspect of time, duration, and sequence of various activities that take place throughout the day 

According to a  research paper  published in the International Journal of Education and Practice, good and bad social behaviours in children develop as a result of both physical and social factors associated with the classroom environment. A friendly and supportive classroom environment creates desired social behaviour in children. The paper further suggests that classrooms that are not architecturally appropriate for early childhood learning, cause confusion and at times lead children to develop poor attitudes towards schooling.

Research shows that  changes in the physical set up of early childhood learning environments like a rearrangement of furniture, implementation of activity schedules, and change in the mode of instruction have increased the probability of appropriate behaviours and decreased that of challenging behaviours significantly.

Children, irrespective of their cultural or regional backgrounds have certain traits in common. They are happy, and playful and have a need to feel safe and protected. Children should be provided an atmosphere that gives them the freedom to explore and express themselves.  Thus these aspects and requirements must be taken into consideration while designing the learning environment in early childhood.

Online Learning Environment

A good learning environment is one that adapts itself to changing times. This is the era of technology and the online learning environment dominates today’s scene. The most distinct feature of this type of learning environment is that there is no need for a physical location and the teacher/instructor and students are separated by space, sometimes countries or continents apart.

While online learning environments have the potential to use the power of technology to create an engaging and immersive atmosphere for students by providing easy access to various reading materials and learning resources; they do have their own limitations. The kind of interaction that happens in a physical space is often not possible in a virtual space.

The major challenge that an online learning environment faces in this regard is the interaction between learners. While online education facilitates interaction of learners with content and instructor, the absence of interaction of learners with other learners can make the students feel lonely and lead to loss of focus, ultimately leading to disinterest in online courses.

Also, the response of different age groups to online learning environments might vary. While adolescents and adults can find it helpful to continue learning and up-skilling through online courses, young kids might find online courses disengaging or overwhelming. Though there has not been much research on online learning readiness of different age groups, some  existing studies  suggest that learners’ age is definitely an important factor affecting online learning success or outcomes. 

Flexible Learning Environment

As its name suggests, Flexible Learning Environment refers to a learning method where students participate in designing their learning journey. It is more of a personalised environment where students are given access to determine not just the physical space but the grouping patterns and use of resources and time as well in their learning centres.

A classroom/learning space that can adapt to allow multiple learning activities to be conducted simultaneously is integral to optimise the teaching methods of the 21st century. A flexible classroom is fluid in terms of space management for free movement of children, sight, sounds, and light; versatile as it allows multiple uses and is modifiable to suit different instructional needs.

A flexible learning environment is more engaging and interesting, thus boosting the development of creative, communicative, and collaborative skills in learners. In this process, the students take ownership of their learning and are better motivated towards success. A flexible learning environment also allows instructors to constantly adapt pedagogy and work more collaboratively, thus allowing for interdisciplinary planning and helping students prepare for real-life situations.

Social Learning Environment

Social learning is perhaps the oldest form of learning where people learn from each other through observation, imitation, and modeling themselves on others. The simplest and most common example is, a child learning to speak or pick up actions of parents by observing and imitating them. In fact, social learning is intrinsic to human behaviour.

In the context of classrooms or formal learning setups, the social learning environment includes the interaction that happens within the learning space between teachers and students and among various students. According to a  research paper , various dimensions of classroom social environment like teacher support, mutual respect, student task-related interaction, and promoting performance goals significantly relate to students’ motivation levels, self-regulated learning, classroom behaviour, social relationships, and achievements.

Teachers play a crucial role in creating positive social environments in the classroom as they understand their students, their learning styles, their strengths, and their limitations. In this direction, a  teacher/instructor can:

• Help build essential skills through group-activities
• Promote interaction among children
• Foster the habit of sharing
• Teach them to appreciate and give compliments
• Induce the habit of responding rather than reacting which develops appropriate social behaviour in children

Wrapping It Up

The surrounding and situation in which children learn largely determines their learning outcomes. Hence, it is imperative on the part of policymakers, school authorities, teachers, and parents to collectively work towards providing a supportive learning environment that can bring out the best in children.  

Smile Foundation for Children’s Education

Smile Foundation with its resolution of putting every child back to school is making relentless efforts in helping children and their families continue the journey of education through its initiative, Shiksha Na Ruke.

One reply on “How an enabling learning environment improves child outcomes?”

a good read. Thank you Smile foundation

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

More To Explore

Corporate Scholarships for Girl Child Education in India

India’s rich mythology venerates goddesses, and daughters are often seen as their

Child Development- Benefits of Writing for Children

Anne Frank was 13 when she started penning down her emotions in

Upskilling painters of India for better quality of life

Blue-collar workers form a significant portion of India’s workforce, accounting for over

Is India’s healthcare system healthy?

It has become common in recent times to spot news articles regarding

Achieving 17 Sustainable Development Goals by 2030- How?

Sustainable Development Goals are no longer an unknown term, and the world

What are the ways to celebrate Daan Utsav in India?

Every year, in October, India celebrates the father of the nation Mahatma

BLOG SUBSCRIPTION

You may also recommend your friend’s e-mail for free newsletter subscription.

•  Blog Home

10 Ways Teachers Can Create a Positive Learning Environment

This article demonstrates the importance of a positive learning environment. Directors and educators can take the steps outlined in this article to create the optimal classroom climate and culture to help students. It includes a free resource to help map out the thoughts, feelings, actions, and body states associated with the choices to help students understand where they are leading.

Environment and Achievement

There is a direct relationship between the kind of learning environment teachers create in their classrooms and student achievement. Here are 10 specific strategies for developing a positive learning environment, the optimal classroom climate and culture.

Address Student Needs

Remember that students, like adults, not have only physical needs, but also important psychological needs for security and order, love and belonging, personal power and competence, freedom and novelty, and fun. Students are driven to meet all of these needs all the time, not just two or three of them. When teachers intentionally address these needs in the classroom, students are happier to be there, behavior incidents occur far less frequently, and student engagement and learning increase.

Create a Sense of Order

All students need structure and want to know that their teachers not only know their content area, but also know how to manage their classrooms. It is the teacher’s responsibility to provide clear behavioral and academic expectations right from the beginning—students should know what is expected of them all the time. Another important way to create a sense of order is by teaching students effective procedures for the many practical tasks that are performed in the classroom. For example, teach students how to

enter the classroom and become immediately engaged in a learning activity

distribute and collect materials

find out about missed assignments due to absence and how to make them up

get the teacher’s attention without disrupting the class

arrange their desks quickly and quietly for various purposes: in rows facing the front for direct instruction, in pairs for collaborative learning, in groups of four for cooperative learning, and in a large circle for class discussions.

Greet Students at the Door Every Day

As students enter your classroom, greet each one at the door. Explain that you want students to make eye contact with you, give you a verbal greeting, or—depending on the age of the students—a high five, fist bump, or handshake. This way, every student has had positive human contact at least once that day. It also shows students that you care about them as individuals. If a student was disruptive or uncooperative the day before, it gives you an opportunity to check in, explain your “every day is a clean slate” philosophy, and express optimism for that class (“Let’s have a great day today!”).

Let Students Get to Know You

Students come into the classroom with preconceived perceptions of teachers. Sometimes it’s good, but sometimes it can be an obstacle. I wanted my students to perceive me as a trustworthy, three-dimensional human being rather than as the two-dimensional perception of an “English teacher” that they may have already had. Since the only way to impact people’s perceptions is to provide them with new information or new experiences, I would give students a quiz about me during the first week of school. (Of course, it didn’t count toward their grade.) I’d have them take out a piece of paper, number it from 1 to 10, and answer questions about me. Things like: Do I have children of my own? Where did I grow up? What is something I value? What is something I do for fun? What other jobs have I had besides teaching?

After the quiz, we would go over the answers as a class while I shared a slideshow of pictures of my children, my hometown, and representations of things that are important to me, like family, education, a strong work ethic, fairness, and so on. (I would even get a laugh out of some of their answers.) Students enjoy learning about their teachers, and the quiz gave me an opportunity to share who I am, what I value, and what experiences I bring to teaching.

If the “first week quiz” isn’t something you’re comfortable with, think of other ways you can share with your students

who you are

what you stand for

what you will do for students and what you won’t do for them

what you will ask of your students and what you won’t ask of them

Get to Know Your Students

The more you know about your students’ cultures, interests, extracurricular activities, personalities, learning styles, goals, and mindsets, the better you can reach them and teach them. Some ways of getting to know your students

educate yourself about their cultures

talk to them

assign journal prompts, and read and respond to them

attend extracurricular events

have students complete interest inventories or surveys

have students complete learning style and personality assessments

hold regular class meetings

play team-building games with students

Avoid Rewarding to Control

Over 50 years of research has shown that incentives, gold stars, stickers, monetary rewards, A grades, and other bribes only serve to undermine students’ intrinsic motivation, create relationship problems, and lead to students doing nothing without a promised reward. The human brain has its own reward system. When students succeed at a challenging task, whether it’s academic (a class presentation) or behavioral (getting through a class without blurting out), their brains get a shot of endorphins. Instead of devaluing their successes with stickers or tokens, talk to students about how it feels to achieve proficiency and praise the effort, strategies, and processes that led them to those successes. Then talk about what they learned this time that will help them achieve their next successes.

Avoid Judging

When students feel like they are being judged, pigeonholed, and/or labeled, they distrust the person judging them. It’s hard not to judge a student who just sits there doing no schoolwork after you’ve done everything you can to motivate them. It’s easy to see how we might call such students lazy. And it’s easy to label the student who is constantly provoking and threatening peers as a bully. But judging and labeling students is not only a way of shirking our responsibility to teach them (“There’s nothing I can do with Jonny. He’s simply incorrigible.”), but it also completely avoids the underlying problem. Instead of judging students, be curious. Ask why. (Where is this fear or hostility coming from?) Once you uncover the underlying reason for the behavior, that issue can be dealt with directly, avoiding all the time and energy it takes to cajole, coerce, and give consequences to students.

Employ Class-Building Games and Activities

It’s important to develop positive relationships  with  your students; it’s equally important to develop positive relationships  among  them. One of the best ways to break down the cliques within a classroom and help shy or new students feel a sense of belonging is to engage students in  noncompetitive  games and cooperative learning structures. There are hundreds of resources online and in books that provide thousands of appropriate choices for your grade level. Another benefit of bringing play into the classroom is that it gives your students a very powerful reason to come to your class—it’s fun.

Be Vulnerable

Being vulnerable develops trust faster than any other approach. Admitting your mistakes shows that you are human and makes you more approachable. It also sends the message that it’s okay to make mistakes in this classroom. That’s how we learn. Vulnerability and public self-evaluation also help develop a growth mindset culture: we embrace mistakes rather than try to avoid them at all costs. We learn from those mistakes and grow. Make a simple mistake, like spilling a glass of water or misspelling a word on the board, and instead of making excuses, talk about how you’re glad you made that mistake, because it taught you something.

Celebrate Success

At first this may seem to contradict strategy six about avoiding rewards. It doesn’t. A celebration is a spontaneous event meant to recognize an achievement. It is not hinted at or promised ahead of time like an “if-you-do-this-then-you-get-that” reward. Instead, you might set a class goal, such as the whole class achieving 80 percent or higher on an assessment. Chart students’ progress on a wall chart (percentages, not individual names). After each assessment, discuss the strategies, processes, or study habits that students used in order to be successful and what they learned and might do to improve on the next assessment.

Once the class has achieved the goal, hold a celebration. It doesn’t need to be a three-ring circus. Showing some funny or interesting (appropriate) online videos, bringing in cupcakes, or playing some noncompetitive games would suffice. The next time you set a class goal and students ask if you’re going to celebrate again, tell them not necessarily. It really isn’t about the cupcakes, it’s about the effort and learning.

Teachers and directors can work to create safe and positive learning environments and help students master critical social and emotional skills. Each of the practical SEL-supporting ways outlined in this article will help build a caring climate and culture in which all students can learn and achieve.

Categories:

Author bio:, jonathan c. erwin, m.a., author.

Jonathan C. Erwin, M.A., has been a secondary English teacher, professional development specialist, college professor, and director of training and curriculum for a federally funded character education program. His previous books include The Classroom of Choice (ASCD, 2004) and Inspiring the Best in Students (ASCD, 2010). Jon is currently an independent educational consultant, a senior faculty member of the William Glasser Institute, and a trained HealthRhythms Facilitator. Jon’s work focuses...

Share this article:

Join the free spirit publishing blog community.

Subscribe by sharing your email address and we will share new posts, helpful resources and special offers on the issues and topics that matter to you and the children and teens you support.

You May Also Be Interested In:

Using inquiry to achieve equity: inquiry-based learning for social studies, accelerate summer break learning, 4 ways to create a positive, productive learning environment.

HWB.GOV.WALES uses cookies which are essential for the site to work. Non-essential cookies are also used to tailor and improve services. By continuing to use this site, you agree to our use of cookies.

• About cookies

We've saved some files called cookies on your device. These cookies are:

• essential for the site to work

We would also like to save some cookies to help:

• improve our website by collecting and reporting information on how you use it
• Accept cookies
• Change cookie settings

You have accepted additional cookies. You can change your cookie settings at any time.

Enabling learning

This section has been developed to support senior leaders and practitioners in schools and settings in the planning, designing and implementing of a pedagogically appropriate curriculum for all learners.

• Designing your curriculum

Introduction

This ‘Enabling learning’ section of Curriculum for Wales guidance has been developed to support senior leaders and practitioners in schools and settings in the planning, designing and implementing of a pedagogically appropriate curriculum for all learners. It may also be used as a tool to support evaluation of the quality and impact of curriculum design on learner progress. It will be of particular interest to those working with learners who are in the period of learning leading to Progression step 1 (‘this period of learning’).

The value of this period of learning should not be underestimated. It should be thought of as the gateway to the statements of what matters in the six areas of learning and experience (Areas) and the descriptions of learning at Progression step 1. It provides the firm foundation that all learners need to support development, at their own pace, towards realising the four purposes of the curriculum.

The following guidance in this section focuses on the key principles that are essential for holistic and meaningful learning for all learners during this period. Fundamental to this are three ‘enablers’, identified in this guidance as:

• enabling adults
• engaging experiences
• effective environments

These enablers are interrelated and interdependent and the interplay between them is integral to teaching and learning across Curriculum for Wales. While the twelve pedagogical principles apply to all curriculum design, particular attention should be paid to the following key features, which are essential for this period of learning:

• play and play-based learning
• being outdoors
• observation
• authentic and purposeful learning

When designing a curriculum, the practitioner’s knowledge and understanding of child development is essential. The focus of teaching and learning should include the traditional areas of child development, expressed here as the following five developmental pathways:

• communication
• exploration
• physical development

The pathways are child-centred and are interdependent, having equal value in supporting overall development and progress. Development within and across the five pathways will be dependent upon the quality of the interactions between the practitioner and the learner, and the learning experiences and environments that are created.

Realisation of an appropriate curriculum should ensure progression from the pathways through to the descriptions of learning at Progression step 1 for all learners.

The role of the enablers

The enablers described in this guidance are there to support all learners in this period of learning. Practitioners working with learners with additional learning needs (ALN) will also benefit from using this guidance to support one or more aspects of development.

Practitioners in schools and settings should use this guidance to explore the ‘how’ and ‘why’ of curriculum design for this period of learning. To inspire and challenge children and young people in their learning, practitioners should focus particularly on the quality and impact of the interplay between the three enablers.

Enabling adults

The role of the adult is integral to all learners’ progress, but is particularly significant in this period of learning. It is the enabling adult who sets the expectation for learning by creating emotionally safe environments that support learners to begin to express and regulate their feelings and behaviours in positive ways. They are consistent in their care, and model compassion and kindness. They support learners to cope with uncertainty and change, preparing them to manage transitions and changes in daily routines.

To deepen their understanding of the developmental needs of learners, it is essential for adults to observe, notice and respond sensitively to those learners. They should make decisions about when and how to intervene to support learners in constructing meaning. They should encourage and support learners to begin to work collaboratively to solve problems.

Enabling adults help and support learners to begin to recognise that others can have thoughts and feelings that are different from their own. They respond to learners’ interests, likes and dislikes, and respect their preferences and choices, supporting them to have a voice and make decisions.

Enabling adults help make strong connections between the learner’s home and wider community, strengthening the learner’s sense of belonging through embracing past and present experiences. They value and respect inclusivity and learners’ identity within their community and the wider, multi-cultural Wales. They promote the unique identity of the Welsh language, culture and heritage of Wales. Enabling adults encourage learners to begin to make connections between languages, including English and Welsh, and alternative methods of communication.

Enabling adults are responsive, tuning into and interpreting learners’ communication through actions, words and behaviours, and responding sensitively to support understanding. They develop learners’ confidence in communicating with others by valuing their attempts to express thoughts, feelings, ideas and opinions. They show understanding that learning to communicate is a different process for every individual and that learners acquire and develop skills at different rates.

Enabling adults create an environment that is communication rich , modelling multiple ways of expression. They support learners’ understanding through skilful interactions, expanding on learners’ existing knowledge to support and encourage them in making connections with people, places and things. They model appropriate use of context-specific language and concepts.

It is essential for enabling adults to support learners’ skills development through varied experiences and opportunities. It is the role of the practitioner to recognise opportunities to make the most of cross-curricular connections that draw on learners’ previous knowledge and experiences. They maintain quality of provision, and adapt their plans to meet the needs and interests of all learners.

Enabling adults model a joyful approach to learning, using learners’ curiosity to make best use of teachable moments . This can support learners to develop resilience, independence and confidence by encouraging them to take calculated risks and to challenge themselves.

Engaging experiences

Engaging experiences should promote learners’ independence, offering challenge and the opportunity to experience success along the learning journey. They should provide opportunities for deep-level involvement and uninterrupted active learning, and be rooted in real-life, authentic situations.

Experiences can include learners’ own choices or emerge from local or current interests. They should support holistic child development, helping learners to make connections between the Areas and across the curriculum.

Engaging experiences should respect and value the uniqueness of every learner and their families. They should reflect and celebrate the two official languages of Wales, and its rich culture and heritage.

Engaging experiences should reflect the diversity of culture in local, national and international contexts. Experience of different languages and cultures should be offered in sensitive and meaningful ways that give purpose to learning. These experiences should reinforce learners’ own identity, and develop and broaden their understanding of the richness and diversity of Wales, past and present.

Engaging experiences are essential to supporting learners to develop social and communication skills. Learners need experiences that help them build emotional resilience and they should be given time and support to recognise their feelings and the feelings of others. Experiences should be carefully planned to develop learners’ attention and listening skills in a variety of contexts, both indoors and outdoors.

Engaging experiences will help learners to notice and develop their understanding of symbolic representation , and support them to recognise that they carry meaning. There should be opportunities for learners to experiment with a range of mark-making instruments and materials across a range of contexts, as they begin to attribute meaning to their marks. Learners need practical experiences that encourage them to use simple mathematical vocabulary when exploring quantity, number, shape and pattern. Engaging experiences should support learners’ cognitive development, for example allowing opportunities for comparing, sorting and classifying living and non-living things. Learners need opportunities to explore and experiment with digital technology for a range of purposes.

All learners should have experiences that promote enjoyment in physical activity. They need regular access to a wide range of physical experiences indoors and outdoors, using a range of equipment and resources. They should have experiences that allow them to use a wide range of tools and equipment with increasing control.

These experiences will support learners in developing an awareness of their bodies and of co-ordination, core strength and balance, as well as gross and fine motor control. They will help learners to gauge and manage risk, supporting them to think, plan and make decisions about their movements and actions.

Experiences should provide learners with multi-sensory opportunities to respond to and be inspired by the creativity of others, and support learners to communicate and express themselves creatively. They should provide opportunities to make and choose from a range of materials with different properties, and encourage learners to develop skills integral to the four purposes , particularly their creativity, critical thinking and problem-solving skills.

Engaging experiences can support learners to find out about their environment, and develop an appreciation of the world around them and the need to take care of it. They can support learners to develop an understanding of how things work, to actively solve problems and develop an awareness of causality. Learners should be able to explore how they and objects move in space and should experience language that describes and directs movement. Engaging experiences should encourage learners to notice, think about and comment on their immediate environment and local surroundings , including natural phenomena.

Effective environments

The environment, indoors and outdoors, should be central to learners’ authentic experiences. During this period of learning, exploration of the environment is a key driver for development. Through exploration of their environment, in the local community and beyond, learners begin to develop a sense of belonging and an appreciation of the world around them.

In realising their curriculum, practitioners should consider not only the physical spaces but also the emotional climate that support learners to achieve their potential. These environments should provide for wide and varied experiences that allow learners to express themselves physically, creatively and imaginatively, and allow them to follow their interests, independently or with others.

Effective environments should celebrate and value diversity and demonstrate inclusivity. They should promote a sense of belonging so all learners feel valued and represented. These environments should be communication rich and focus on promoting emerging communication skills and developing them further, ensuring that learners have access to a broad range of resources to help build vocabulary and facilitate concept development . An effective environment will scaffold the development of learners’ understanding of mathematical concepts, visual and practical opportunities for learners to experience number, shape and pattern in authentic contexts, both indoors and outdoors. Effective environments should use digital media and a range of other resources to enhance learning in developmentally appropriate ways.

Effective environments should offer opportunities for learners to experience a sense of awe and wonder; they should ignite curiosity about the living and non-living world, motivating them to explore, solve problems and develop their creativity and critical thinking skills. The environment should also offer time and space for both contemplation and reflection, as well as opportunities for learners to develop gross and fine motor skills, as they challenge themselves physically.

There should be flexibility and variety within the environment, offering risk and challenge, and supporting learners to develop resilience, confidence and independence. An effective environment will also support mastery, by allowing frequent and extended opportunities to practise, rehearse and embed taught skills in a wide range of contexts.

For further guidance on effective pedagogy, see Pedagogy page.

Child development and curriculum design

Progression is at the heart of curriculum design. All learners in Wales have a right to be valued and well supported to make progress throughout their learning journey through experiences that are important and meaningful to them. This journey should meet individual needs and be at a pace that is appropriate to each individual learner.

In order to include all learners, regardless of their age, background, needs or ability, practitioners should consider progress from a holistic viewpoint by applying the principles of child development when they plan, design and implement a curriculum. It is important to acknowledge that there are incremental steps that learners take as they progress, in all areas of development. Practitioners should understand these steps when planning across a curriculum and give learners time to practise, develop and refine aspects of their learning.

Practitioners should explore learners’ motivations, aspirations and interests to develop an understanding of the needs of each individual, incorporating the voice of the learner in planning. Taking a learner-centred approach, working collaboratively with families and other partners involved in the learner’s progress, can support holistic development.

Development of a responsive curriculum can empower learners to develop the skills, knowledge and dispositions needed to learn successfully and realise the four purposes . With skilful and sensitive support from those who know them well, learners become more engaged, capable and independent participants and contributors in the world around them. They become healthier and more confident to interact with a diverse range of people, places and experiences. This prepares them well for the next stage in their learning journey. Over time, at their own level and pace, learners build relationships, develop skills for life and ignite personal interests that enable them to reach their potential.  

The rate of acquisition of skills and knowledge will differ for all learners, as well as differing across an individual learner’s progress. Practitioners should use observation and knowledge of child development to plan learning experiences that support and challenge all learners to develop towards realising the four purposes . As learners reach developmental milestones , they should become more sophisticated in their ability to self-reflect and self-regulate , and develop greater competency across a wider range of skills. They should acquire a greater breadth and depth of knowledge and become more able to use and apply what they have learned. Consequently, they should begin to make secure connections across the statements of what matters within the Areas.

Curriculum design should focus on enabling learners to navigate a wide range of familiar and unfamiliar experiences, to refine and apply skills, and to broaden and deepen knowledge, allowing learners to make connections and transfer learning to new contexts.

The developmental pathways

When designing and implementing a curriculum, practitioners should consider the following five developmental pathways, which are fundamental to the development of all learners within this period of learning. Practitioners can use them to ensure learners are supported to make progress at their own pace and in their preferred learning environment. This is important for all learners, but particularly so for younger learners and learners who may have ALN or uneven developmental profiles.

Holistic use of the five pathways in curriculum design will support authentic and purposeful learning, and the realisation of progression for all learners within and across all Areas.

Belonging is essential to a sense of happiness and well-being. It shapes a learner’s sense of who they are and who they can become, and should underpin the ethos of all schools and settings. During this period of learning, children and young people begin to develop a sense of how they fit into the many groups and communities to which they belong, and a sense of their importance within them. Schools and settings should develop an ethos that fosters strong and secure relationships, as those are vital to a strong sense of belonging for all learners.

A strong sense of belonging can help to create positive feelings of connection between the learners and their home, as well as their school or setting, and which can also be extended to their community and to Wales and the wider world. Schools and settings that value, celebrate and build upon past and present experiences from the learner’s home and their community, can strengthen a sense of belonging. Schools and settings should ensure learners feel safe and secure within their environment, and show genuine care and provide emotional support.

Communication

Communication is fundamental to a learner’s development. It is vital to the foundation of relationships and essential for learning, play and social interaction. Communication involves developing attention, listening and understanding skills, alongside vocabulary and expressive skills.

The amount, and type, of language learners experience and interact with can have a marked effect on their communication development. Practitioners should make the most of interactions to support learners to understand and make themselves understood. Learners acquire and develop skills at different rates, and practitioners can support their language development by modelling active listening and speaking for different purposes.

When designing a curriculum, practitioners should provide an environment that supports learners to express and communicate their needs, thoughts and feelings. Developing effective communication, language and literacy skills is important to self-expression, to the development of strong social relationships and to learning more generally.

Exploration

Learners’ curiosity about the world around them is a strong motivator for exploration. Practitioners should build on learners’ curiosity during everyday occurrences, to stimulate awe and wonder. Learners should have the opportunity to explore and investigate by themselves, and with others, in order to share their delight in new knowledge or skills, and to learn from each other, and celebrate their achievements and those of their peers. Learners should be encouraged to seek knowledge and skills that are both within and beyond their current capabilities. With appropriate support, they can focus attention for extended periods of time on things that are of interest to them. As their exploration develops, they can rehearse and practise skills and test emerging theories , both alone and with others.

Learning involves the gradual development of skills, knowledge and competencies in increasingly complex ways. Inclusive environments, both indoors and outdoors, that provide time and opportunity to explore, play and investigate, and where adults are attuned to learners’ interests, can support positive dispositions towards learning, as well as increasing knowledge and skills.

Physical development

Physical activity and movement are fundamental to the development of all learners and are linked to cognition and learning. Engaging in physical activities enhances a learner’s sense of belonging and well-being and can support greater levels of concentration, motivation and memory, as well as support healthy bone and muscle development.

Practitioners should provide plenty of opportunities for movement and understand its important relationship to learning. As part of their development, all learners have a natural need to move, or be moved, and to move or manipulate objects. This involves both gross motor and fine motor manipulation. These motor movements become more refined and smoothly co-ordinated with time and opportunity. Repetition and variety are critical to development as learners begin to explore their increasing physical capabilities and develop increasing independence.

Feeling connected, secure and safe is essential for positive well-being. Learners are influenced by the adults, experiences and environments they encounter. These three enablers should work together to provide learners with the opportunities to develop their emotional, social and physical health to create a strong sense of well-being.

Practitioners should create emotionally safe environments that support learners to begin to recognise and manage their feelings and behaviours in positive ways. They can also help learners to begin to understand that actions have consequences.

Practitioners should provide opportunities for learners to develop secure attachments and relationships, so that they can feel confident in themselves and be better able to make choices, take risks, show greater resilience and independence, and participate positively in everyday activities.

• First published 30 January 2023
• Last updated 30 January 2023

We use cookies to enhance our website for you. Proceed if you agree to this policy or learn more about it.

• Essay Database >
• Essay Examples >
• Essays Topics >
• Essay on Environment

Good Essay About Effective Learning Environment

Type of paper: Essay

Topic: Environment , Learning , Development , Design , Children , Culture , Communication , Education

Published: 07/01/2021

ORDER PAPER LIKE THIS

When designing an effective learning environment, professionals encounter various challenges. The first challenge is brought about by the cultural dimension of learning (Dillon, 2010). In this century, there is a trend whereby education is increasingly becoming multicultural in nature. This learning environment that is multi-cultured is sensitive. For instance, it becomes critical for instructional designers to develop skills that are sufficient to deliver instructions that are culturally sensitive. Cultural differences mean that designers lack uniformity in coming up with a tailor-made solution to the problem. To overcome such challenges, there is a need for designers to come up with a universally accepted dimension through which education should be approached.

The second challenge that designers may face is lack of a common language (Dominus, 2010. Learning environments where children and adolescents communicate in a similar language help promote understanding and appreciating each other. However, when the pupils communicate in different languages, it becomes difficult to design a system that will satisfy them all at once. This means that any system that is designed may negatively affect other children at the expense of others. Professionals have always found this situation very tricky and disturbing. To solve this problem, there is need for stakeholders to appreciate a common language. Designers should develop a common language in order to solve the problem.

Several trends are emerging for the future of effective learning environments. Digital delivery is one such trend (Chen, 2010). In this century, books are not the only source through which one can get content. Students and instructors have aligned towards employing online mechanisms to get content. Several sites provide up-to-date information that is relevant in learning. This is unlike the past centuries. Learning environments should be designed in such a manner to reflect such improvement (Chen, 2010). For instance, the designers should incorporate some sites that students can acquire information in the syllabus.

Chen, M. (2010). Education nation: Six leading edges of innovation in our schools. San Francisco: Jossey-Bass. Dillon, S. (2010). Wi-fi turns rowdy bus into rolling study hall. A22-A22. Dominus, S. (2010). Play-Doh? Calculus? At the Manhattan Free School, anything goes. A23-A23. Edge 4: The Time/Place Edge: Learning Anytime, Anywhere. (2011). 139-151.

Cite this page

Share with friends using:

Removal Request

Finished papers: 2583

This paper is created by writer with

ID 271535768

If you want your paper to be:

Well-researched, fact-checked, and accurate

Original, fresh, based on current data

Eloquently written and immaculately formatted

275 words = 1 page double-spaced

Get your papers done by pros!

Other Pages

Cable business plans, variation business plans, dispatch business plans, clarity business plans, cruise business plans, craft business plans, kid business plans, closure business plans, horizon business plans, absorption business plans, self acceptance college essays, ethical analysis of engineering topics essay, leadership evaluation case study, example of aristotle the nicomachean ethics essay, example of why college education is important to me essay, free essay on we are water, a franchise research paper sample, internship report, torts case study examples, free essay about mystification of art, free essay about tuesdays with morrie, illegal crime committed research paper, four seasons hotel marketing plan term paper sample, free essay on project space, forensic psychology and due process research paper example, discrimination in the workplace critical thinking, crest report example, supply chain management critical thinking examples, adolescent suicide essay examples, free essay about us military operations overseas, free essay on lessig debate, higher education and income does it pay off argumentative essay examples, good research paper about death a personal understanding, virtual reality and radio frequency identification detection course work, essay on federal reserve policy will stay easy if inflation stays low, free essay about world affairs, piercy essays, alexander lukashenko essays, tarver essays, kanye west essays, costa essays, network infrastructure essays.

Password recovery email has been sent to [email protected]

Use your new password to log in

You are not register!

By clicking Register, you agree to our Terms of Service and that you have read our Privacy Policy .

Now you can download documents directly to your device!

Check your email! An email with your password has already been sent to you! Now you can download documents directly to your device.

or Use the QR code to Save this Paper to Your Phone

The sample is NOT original!

Short on a deadline?

Don't waste time. Get help with 11% off using code - GETWOWED

No, thanks! I'm fine with missing my deadline

Essays on Learning environment

We found 6 free papers on learning environment, essay examples, dtlls assignment.

Educational psychology

Learning environment

Negotiation

Introduction This assignment supports the Planning and Enabling Learning module of DTLLS and requires research to be conducted in the following areas: Negotiating with learners, Inclusive learning, Integrating Functional Skills and communication. I will present a precis of my research to reflect my findings. The format of the assignment in many ways reflects the experiential…

Final paper for field placement

1)      Which management skills did you observe with reference to creating a positive organized learning environment?      The key factor to a healthy learning environment lies in mutual respect of a teacher and students in classroom. The main problem of a teacher is to organize this atmosphere of cooperation and it requires a lot of…

Role of Employee Assessment and Motivation

Assessments should not just be made available in one form. This will limit many candidates’ abilities to achieve success at their assessment. Will now review different factors which should be considered in order to help meet an individual’s needs. One factor to consider is where a learner has difficulty expressing them verbally. They may have…

What Do You Think Makes a Class Enjoyable?

Both teaching ang learning has been a very enjoyable activity for teachers and students but sometimes the hours we spend on teaching and learning may turn into nightmare because of the boring course book, listening sessions and difficult topics. The teacher should make learning enjoyable and fun. This change will bring lots of benefit to…

Scaffolding in Early Childhood Education

Teacher presence is essential in all aspects of the curriculum, as it sets the foundation for a successful early childhood program through high-quality interactions with children. This essay examines the importance of scaffolding as an intentional teaching strategy and its impact on enhancing children’s play. It also investigates various theories related to scaffolding, emphasizing how…

Ptlls Level 3 Unit 6

Learning styles

The most common, and general procedure to be covered within any area of teaching is Fire Safety. This will be relevant to my own practice, whether I specialise in running workshops on environmental sustainability, tree planting, organic plot conversion and farming, low carbon cookery, assisting behavioural change in energy usage, or within an organic food…

Frequently Asked Questions about Learning environment

Don't hesitate to contact us. We are ready to help you 24/7

Hi, my name is Amy 👋

In case you can't find a relevant example, our professional writers are ready to help you write a unique paper. Just talk to our smart assistant Amy and she'll connect you with the best match.

• Our Mission

How to Nurture a Sense of Belonging for Students With Disabilities

Prioritizing the inclusion of students with disabilities into all aspects of the school community ensures a welcoming learning environment.

School is a place where everyone should feel that they belong. However, for students with disabilities, this has not always been the case—the education system has a long history of exclusion and segregation when it comes to these students. It wasn’t that long ago that there was no expectation that children with disabilities should or could attend public schools, the Individuals with Disabilities Education Act changed that by mandating that children with disabilities are entitled to a free appropriate public education alongside their peers with and without disabilities in the general education setting or least restrictive environment to the greatest extent possible. This is often easier said than done.

Moving From Exclusion Toward Inclusion

Children with disabilities have been brought into the public school setting amid their same-age peers without disabilities. However, the lives of students with and without disabilities still rarely intersect. In the absence of shared activities, strong social connections are unlikely to form. Integration falls short of fostering true belonging for students with disabilities within their school communities.

While situations have greatly improved, it has been a long journey from exclusion to segregation to integration to inclusion. The journey won’t be complete until we all embrace the next step, a sense of belonging. Belonging comes when each person in the school community feels valued and accepted by their peers and teachers. It is when everyone strives to create connections among students that reciprocal relationships can form and all parties can feel like true members of their school.

Simple Ways to Promote a Sense of Belonging

So how can this be accomplished? As Cheryl M. Jorgensen, Michael McSheehan, and Rae M. Sonnenmeir have written, school community members must go beyond simply allowing students with disabilities to be present in all school activities . They need to take an active role in promoting an atmosphere of belonging. Some can easily be integrated into daily classroom routines. 

Consider the following six options to support a sense of belonging:

• During class discussions, regularly ask students with and without disabilities to share stories of when they felt welcomed by others. Students can learn from each other’s experiences.
• Engineer occasions for students with and without disabilities to collaborate on projects and assignments that offer both independent and group accountability so that students can learn to value every group member.
• Consider how peers can provide natural support to one another. Often adults are assigned to help and support children with disabilities. This can be marginalizing and exclusive. Encourage peers to support their classmates as friends and colleagues, not as helpers.
• Combine “ universal supports ” (those that benefit everyone) and “individualized supports” (those that an individual student might need) to make it more viable to meet the educational needs of all the students, such as visual schedules, timers, and flexible seating options.
• Integrate student choice, goal setting, and preferences into lessons and other class activities every day, such as offering flexible seating during independent work or options for self-assessment like rubrics and checklists for class and homework assignments.
• Make sure that students with disabilities are considered for schoolwide recognition, awards, and accolades available to any student.

When students with and without disabilities have plenty of well-supported opportunities to spend time together within and beyond the classroom, many preconceived notions or misconceptions about people with disabilities can be turned around simply through the experience of sharing space. Sometimes, though, it may take a bit more planning and collaboration. 

Know Your Students and Build Community 

Researcher Eric W. Carter advocates for expanding dimensions of belonging for students with disabilities . One way this can be done is by having teachers work together to create student profiles for all learners that emphasize student strengths. This ensures that everyone knows the positive qualities of students with (and without) disabilities. Ask parents, other teachers, and other students about students’ interests, preferences, desires, likes, dislikes, abilities, and talents. 

Teachers can then use this information to group students for projects, assignments, or other social activities. For instance, rather than randomly grouping students, assign them to groups by a common like or dislike, favorite food, or least favorite school subject. This allows students to connect socially before taking on the assigned task. People tend to collaborate more effectively when they share a connection.

Design the School Environment to Meet Students’ Needs

According to research, creating a true culture of belonging needs to extend beyond the classroom and permeate the entire school environment . Schoolwide efforts might include conducting a walk-through of your school buildings and surrounding areas to identify any physical or environmental barriers that could prevent students with disabilities from accessing the location and the people within it.

Pay attention to how people at your school talk about students with disabilities. Do they emphasize the disability labels over the students? (For example, do they use phrases like “IEP [individualized education program] students” or “special ed students”?) Do they equate disability with deficit? Do their words and actions communicate acceptance and belonging, or do they tend more toward exclusion, discomfort, or intolerance?

Gently and respectfully interrupt these connotations each time you encounter them. Educate people voicing them, rather than scolding. When you hear “IEP students,” respond with “students with disabilities.” If you hear someone describing what a student cannot do, remind them of all the things the student can do.

It’s also helpful to plan schoolwide events and activities aligned with national awareness days and months: Developmental Disabilities (March), Down Syndrome (March 21 and October), Cerebral Palsy (March), Autism (April), Disability Pride Month (July), the UN International Day of Persons With Disabilities (December 3), and Inclusive Schools (December). 

With our long history of exclusion and segregation of students with disabilities in education, shifting to a sense of belonging may feel like a big leap. We have come a long way, but we have a bit further to go.

• Find information about your device
• Rename your device
• Change default apps
• System configuration tools
• Configure startup applications
• Configure Windows startup options
• Enable virtualization

Enable virtualization on Windows

Virtualization lets your Windows device emulate a different operating system, like Android or Linux. Enabling virtualization gives you access to a larger library of apps to use and install on your device. If you upgraded your device from Windows 10 to Windows 11, these steps help you enable virtualization.

Note:  Many Windows devices already have virtualization enabled, so you might not need to follow these steps.

Before you begin, determine your device model and manufacturer. You'll need this information later in the process. 

Step one: Access the UEFI (or BIOS)

Before you begin, we recommend opening this page on a different device. Here's how to get to the UEFI from Windows:

Save your work and close any open apps

Select Start  > Settings > System >  Recovery > Advanced startup , then select Restart now

Once your PC restarts, you'll see a screen that displays Choose an option. Select Troubleshoot > Advanced options > UEFI Settings > Restart

Your PC will restart again and you'll be in the UEFI utility. At this step, you might see the UEFI referred to as the BIOS on your PC

Step two: Make changes in the UEFI (or BIOS)

The way the UEFI (or BIOS) appears depends on your PC manufacturer. Once you've enabled virtualization and exited the UEFI, your PC will restart.     

Important:  Only change what you need to in the UEFI (or BIOS). Adjusting other settings might prevent you from accessing Windows. 

Instructions based on your PC manufacturer

Choose your PC manufacturer for specific instructions on enabling virtualization. If you don't see your manufacturer listed, refer to your device documentation.

 These are external links to the manufacturers' websites.

Instructions based on your UEFI (or BIOS)

If your PC manufacturer isn't listed or you're unsure who it is, you may be able to find instructions for your UEFI (or BIOS). Choose your UEFI firmware developer for specific instructions on enabling virtualization. If you don't see your firmware developer listed, refer to your device documentation.

Step three: Turn on Virtual Machine Platform in Windows

These instructions might apply if you upgraded your PC from Windows 10 to Windows 11.

Here's how to turn it on:

Select Start , enter  Windows features , and select  Turn Windows features on or off from the list of results

  In the Windows Features  window that just opened, find  Virtual Machine Platform and select it

Select OK . You might need to restart your PC

 For more advanced info or help with troubleshooting, go to  Microsoft Docs . 

Need more help?

Want more options.

Explore subscription benefits, browse training courses, learn how to secure your device, and more.

Microsoft 365 subscription benefits

Microsoft 365 training

Microsoft security

Accessibility center

Communities help you ask and answer questions, give feedback, and hear from experts with rich knowledge.

Ask the Microsoft Community

Microsoft Tech Community

Windows Insiders

Microsoft 365 Insiders

Was this information helpful?

Thank you for your feedback.

• Skip to main content
• Skip to search
• Skip to footer

Products and Services

Cisco Secure Firewall

Do you have a firewall fit for today's challenges.

Does it harmonize your network, workload, and application security? Does it protect apps and employees in your hybrid or multicloud environment? Make sure you're covered.

Anticipate, act, and simplify with Secure Firewall

Cisco AI Assistant for Security demo

With workers, data, and offices located across the country and around the world, your firewall must be ready for anything. Secure Firewall helps you plan, prioritize, close gaps, and recover from disaster—stronger.

Lean on AI that simplifies policy management

Streamlining workflows. Finding misconfigurations. Auto-generating rules. With thousands of policies to manage and threats pouring in, Cisco AI Assistant saves time by simplifying how you manage firewall policy.

Achieve superior visibility

Regain visibility and control of your encrypted traffic and application environments. See more and detect more with Cisco Talos, while leveraging billions of signals across your infrastructure with security resilience.

Drive efficiency at scale

Secure Firewall supports advanced clustering, high availability, and multi-instance capabilities, enabling you to bring scalability, reliability, and productivity across your teams and hybrid network environments.

Make zero trust practical

Secure Firewall makes a zero-trust posture achievable and cost-effective with network, microsegmentation, and app security integrations. Automate access and anticipate what comes next.

Find the ideal firewall for your business

1000 Series

Best for smaller businesses and branch offices.

1200 Series

Advanced security for distributed enterprise branches in a compact, high-performing form factor.

3100 Series

Enhanced for medium-sized enterprises, with the flexibility to grow in the future.

4200 Series

Experience faster threat detection with greater visibility and the agility to safeguard large enterprise data center and campus networks.

9300 Series

Optimized for service providers and high-performance data centers.

Secure Firewall Threat Defense Virtual

Virtual firewalls for consistent policies across physical, cloud, and hyperconverged environments.

Secure Firewall ISA3000

Rugged design for manufacturing, industrial, and operational technology environments.

Secure WAF and bot protection

Enhance application security and resilience for today’s digital enterprise with Secure WAF and bot protection.

DDoS protection

Defend against attacks that flood your network with traffic, impacting access to apps and business-critical services.

Why migrate?

Level up your security posture with the latest capabilities for unified network and workload micro-segmentation protection.

Experience Firewall Management Center in action

See how you can centralize and simplify your firewall admin and intrusion prevention. With visibility across ever-changing and global networks, you can manage modern applications and malware outbreaks in real time.

Get 3 vital protections in a single step

You don't have to trade security for productivity. The Cisco Security Step-Up promotion deploys three powerful lines of defense that are simple, secure, and resilient for your business. Defend every critical attack vector–email, web traffic, and user credentials—in one easy step.

Explore the evolution of network security

We asked hundreds of IT and security professionals how they’re managing threats and using firewall in the face of AI, cloud complexity, and more. Here’s how they’re meeting those challenges.

Cisco Community: Connect with peers and experts

Cisco Community is your destination for product advice, a place to foster connections and share your knowledge.

Find the latest content and resources to help you learn more about Cisco Secure Firewall.

Add value to security solutions

Cisco Security Enterprise Agreement

Instant savings

Experience security software buying flexibility with one easy-to-manage agreement.

Services for security

Let the experts secure your business

Get more from your investments and enable constant vigilance to protect your organization.

Customer stories and insights

Powering fuel providers.

Ampol's global business includes refineries, fueling stations, and corporate offices. The company's infrastructure and retail operations are protected and connected with Cisco technology.

Ampol Limited

Reducing cybersecurity risk

A zero-trust approach to security protects the privacy of patients' personal data at this Ohio children's hospital.

Dayton Children’s

Better wireless access and security

A Texas school district turned to Cisco technology to bring ubiquitous, reliable wireless access to students while assuring proactive network monitoring capabilities.

Protecting networks and assets

A Michigan-based credit union protects the digital security of its hybrid workforce, customers, and assets with help from Cisco.

Lake Trust Credit Union

Boosting visibility and security

This Indiana university provides reliable and safe network access with Cisco's unified security ecosystem as its foundation for zero trust.

Marian University

The NFL relies on Cisco

From the draft to Super Bowl Sunday, the NFL relies on Cisco to protect billions of devices, endpoints, and users from cyber threats. What does that look like on game day? Watch the video on the story page to find out.

National Football League

Share your experience. Create a safer digital world.

Join us in shaping the future of cybersecurity and creating a safer digital world, one story at a time.

Simple, visible, and unified

Unify security across your high-performing data centers, providing superior visibility and efficiency. Then watch it work with ease.

DirectML expands NPU support to Copilot+ PCs and WebNN

• Adele Parsons
• David DeMarco

AI is transforming the way we interact with technology, enabling new and improved experiences across a variety of scenarios. DirectML empowers developers to bring their AI innovations to Windows and utilize local hardware acceleration to scale across the breadth of Windows devices. Today, we are excited to share how DirectML continues to expand platform support for NPUs on Copilot+ PCs and WebNN.

DirectML now supports Copilot+ PCs, powered by Snapdragon® X Elite Compute Platform

We are thrilled to announce that DirectML now supports Copilot+ PCs, powered by Qualcomm® Hexagon NPU in the Snapdragon® X Elite Compute Platform. Copilot+ PCs bring exceptional performance and energy efficiency, enabling amazing AI experiences on Windows. With DirectML, the foundational component for the Windows Copilot Runtime , developers can now target these machines to scale AI across Windows.

Upendra Kulkarni, Vice President – Compute Software Product Management at Qualcomm, echoes Microsoft’s sentiment: “With Snapdragon X Elite, we introduced industry-leading NPU with 45 TOPS of AI performance at incredible power efficiency. DirectML is a developer friendly ML programming interface that uses familiar DirectX API structure. By supporting DirectML on our NPU, developers are now able to easily access its phenomenal capability easily and can port their models from GPU to NPU with minimal effort. We collaborated extensively with Microsoft to optimize DirectML for NPU to maximize hardware performance. We are excited to be co-announcing this developer preview program.”

Getting started with DirectML on Copilot+ PCs

System requirements.

Ensure you have the correct versions of DirectML, ONNX Runtime (ORT), Windows and the minimum versioned Qualcomm® Hexagon NPU driver.

• DirectML minimum version of 1.15.2 (ARM64)
• ONNX Runtime minimum version of 1.18 (ARM64)
• Windows 11, version 24H2 or newer
• Qualcomm® Hexagon NPU Driver minimum version 30.0.31.250 or newer (instruction below)

Developer-environment set-up on your Copilot+ PC

Let’s walk through how you can utilize DirectML and ONNX Runtime to leverage a set of models on the Copilot+ PC powered by Qualcomm® Hexagon NPU. First, you need to ensure you have the latest Qualcomm® Hexagon NPU driver package. Setting up a Qualcomm dev account is your very first step:

• Create an account at https://qpm.qualcomm.com/

Now, log in with your account credentials and click the following link: Qualcomm Package Manager 3 and download the latest driver available. Then, follow the steps below to download the Qualcomm® Hexagon NPU Driver Package for Windows:

• Change OS from “Windows” to “Windows (ARM64)”
• Click Download ( latest driver version available )
• Extract QHND.Core.1.0.0.9.Windows-ARM64.zip
• Run PreAlpha_QCHexagon_NPU_Driver installer
• Verify that “Neural processors > Snapdragon® X Elite … NPU” has version 30.0.31.250 in device manager (see Release_Notes.pdf in the extracted ZIP file for details)

With the driver package installed and the minimum versions of DirectML, ORT and Windows enabled, try this ESRGAN super-resolution model sample to build a C++ application that runs on the new Copilot+ PCs!

Current capabilities and limitations

DirectML is rapidly expanding, and we are simplifying how developers can utilize the various local accelerators, hardware variations and frameworks across Windows. There are constraints with what is available today and they are highlighted below:

• C++ Developers need to depend on DirectML 1.15.2 as a redistributable package within their app (reference the sample above).
• NPU selection through the Python API for ONNX Runtime is not available currently but is coming soon!
• Developers will experience error code DXGI_ERROR_UNSUPPORTED (0x887A0004) stating “The specified device interface or feature level is not supported on this system” when attempting to use models outside of supported models .
• For testing any models outside of our supported list, developers may enable windows developer mode (settings/systems/for developers). Models that are run in this mode may have undefined behavior.

We are excited for this initial release and the continued expansion of DirectML on Copilot+ PCs. Stay tuned for more capabilities and announcements as we continue our investment in this space.

DirectML unlocks NPUs for web-based machine learning with WebNN NPU Developer Preview

At Build, we launched the WebNN Developer Preview across Windows GPUs, and showcased initial support for NPUs, powered by DirectML. We are excited to announce that web developers can now leverage the power of NPUs on Windows devices with the latest release of DirectML and WebNN Developer Preview. This release enables support for an initial set of models on Intel® Core™ Ultra processors with Intel® AI Boost and the Copilot+ PC, powered by Qualcomm® Hexagon™ NPUs that you can try out today on the WebNN Developer Preview website.

WebNN is an emerging web standard that defines how to run machine learning models in the browser and offers new possibilities for bringing AI innovations to the web. It defines how to interface with hardware acceleration APIs such as DirectML, enabling web sites to leverage the GPU or NPU on a user’s PC to run AI locally. DirectML, a key foundational component of the Windows Copilot Runtime , uniquely simplifies how developers can scale their AI innovations, through a single, cross-hardware DirectX API that provides a secure, consistent, performant experience across different hardware architectures. WebNN also supports integration with machine learning frameworks, like ONNX Runtime Web (ORT Web), which is part of the ONNX Runtime project. ORT Web is a JavaScript library that enables you to run ONNX models in the web browser and extends the Execution Provider (EP) framework to include WebNN as an EP.

Enabling DirectML across NPUs with WebNN is only possible with the support and close collaboration of hardware partners like Intel. Intel Fellow, Moh Haghighat, remarked: “Intel is excited that WebNN and DirectML can now provide countless web developers the ability to harness the power and efficiency of Intel’s NPU for creating and executing innovative machine learning features in web applications on AI PCs. We eagerly look forward to the new possibilities that WebNN and DirectML bring to web developers and the web users around the world who will benefit from faster, smarter, and more engaging web applications.”

This is just the beginning of our journey to enable AI on the web with WebNN and DirectML. Stay tuned for upcoming releases that will include more functionality and broader model coverage, including generative AI models.

Get started with the WebNN Developer Preview

With the WebNN Developer Preview, powered by DirectML and ORT Web, you can run ONNX models in the browser with hardware acceleration and minimal code changes.

To get started with WebNN on DirectML compatible devices you will need:

• Window 11, version 24H2 or newer
• Insider version of Edge (exact instructions provided below)
• Intel® Core™ Ultra NPU Driver for Windows
• Qualcomm® Hexagon NPU Driver Package for windows (see instruction set above)

Now that you have the latest NPU driver installed, here are the exact steps required to sample models with the WebNN framework.

Enabling Insider version of Edge for WebNN Dev Preview

• Download from https://www.microsoft.com/en-us/edge/download/insider
• Run installer
• Navigate to about://flags
• Search for “Enables WebNN API” and change it to “Enabled”
• Exit browser
• Download DirectML from https://www.nuget.org/packages/Microsoft.AI.DirectML/1.15.2
• Rename microsoft.ai.directml.1.15.2.nupkg to microsoft.ai.directml.1.15.2.nupkg.zip and extract it
• When the dialog asks for Administrator permission, choose “Continue”
• Edge Canary: “%LOCALAPPDATA%\Microsoft\Edge SxS\Application\129.0.2779.0\”
• The version-specific directory (129.0.2779.0) may differ on your machine
• New versions of Edge may require directml.dll to be recopied to the directory
• If using Edge Dev: “C:\Program Files (x86)\Microsoft\Edge Dev\Application”
• If using Edge Canary: “%LOCALAPPDATA%\Microsoft\Edge SxS\Application”
• .\msedge.exe –use-redist-dml –disable_webnn_for_npu=0 –disable-gpu-sandbox

Now, you can run samples with the WebNN Framework by navigating to aka.ms/webnn and choosing either Image Classification or Whisper Base samples (and don’t forget to click the ‘npu’ button) or by directly linking here:

MobilNetV2 NPU Selected / ResNet50 NPU Selected / EfficientNetV4 NPU Selected / Whisper Base NPU Selected

Note, model start up times may be >1 minute; NPUs are in a rapid optimization stage so compile times will improve as we move WebNN to production trials. For more instructions and information about supported models and operators, please visit our documentation .

Additional links

To find out more information, we encourage you to visit these sites below:

• aka.ms/directml
• DirectML GitHub
• WebNN Developer Preview samples
• WebNN Developer Preview documentation
• aka.ms/windowscopilotruntime

Looking ahead

DirectML is excited to continue to expand support across Copliot+ PCs and frameworks like WebNN and the ONNX Runtime. Stay tuned for more exciting updates as we continue to innovate and bring cutting-edge AI capabilities that allow you to scale your AI innovations across Windows.

As always, we appreciate your feedback and would like to learn from your experiences with NPU support in DirectML. To provide feedback and report issues, use the GitHub issues on the  DirectML repository or provide general feedback at aka.ms/directml feedback hub . Make sure to include the details of your device, your Windows build, your DirectML application and your machine learning model when reporting an issue and/or feedback!

Editor’s note – Aug. 29, 2024 –  The post above was updated to correct the name of the package to download from the Qualcomm Package Manager site.