Stephanie Todd, S00143925

ESSAY:
Topic: Active learners
Issue: How can I create a learning environment where children are actively engaged?
Statement: Actively engaging children in their learning environment creates the best
possible outcomes for them as learners.
Essay:
A well-developed teaching philosophy should articulate teachers beliefs, teaching
approaches and practices. It is clear that teachers all have the same belief in wanting
what is best for the student, while achieving the best possible outcomes for them as
learners. They must also ensure students are happy and supported. This can be achieved
through actively engaging them in their learning environment, therefore the importance
of creating active learners should be portrayed in a teaching philosophy. However,
teachers must not simply state that students should be actively engaged in their learning
environment, teachers must consider what it means to actively engage them, and how
the environment should look and feel. It is important that teachers must clearly
articulate and unpack their beliefs, teaching approaches and practices throughout their
teaching philosophy, this will avoid general statements which have no value. This essay
will explore how the learning environment should be structured, ways teachers can
control and organise the environment, and methods to empower student voice, allowing
them to become actively engaged in their environment and successfully achieve the best
learning outcomes.
Learning environments must be structured in ways that allow students to become
actively engaged, in order to offer the best outcomes for them. Schools play a vital part
in preparing students for their future roles as active and informed citizens (Quinn &
Owen, 2016, p.2). Therefore, students involvement must be embraced from the
beginning to empower their future. Research states that an active learning environment
for students must have a sense of belonging, promote inclusion, inspire peer support and
constructive interactions, while also being student centred to permit control over their
learning (Waters, Cross & Shaw, 2010; Kurawa, 2010; Acat & Donmez, 2009).

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Promoting a student centred environment can be associated to Bronfenbrenners

ecology model, as this model recognises the significance of the individuals
environment in relation to their school, family and the broader community, which in
turn shapes the individual (Waters, Cross & Shaw, 2010; Waters, Lester & Cross, 2014;
Slee, Campbell & Spears, 2012). Recognising the student as a whole provides the ideal
support for them as learners through increasing learning opportunities and active
engagement, as all areas of their life are of value, not just school. However, research
states that if students do not feel valued, in control of their environment, or actively
engaged, they will not perform to their full potential (Pirola-Merlo, 2003). Therefore,
Kurawa (2010) suggests without an inclusive and interactive environment, it is almost
impossible for students to discuss and argue their views in order to become actively
involved in their learning. Furthermore, to avoid creating a non-inclusive environment,
Banks (2014) explains the physical arrangement of a classroom environment should be
designed for accessibility and student interactions, ensuring they have opportunities to
control their learning. This will prevent problematic behaviour, in turn creating a
positive classroom environment filled with active learners. It is a fact that the physical
environment plays an important role in actively engaging students in their learning, and
without the appropriate actions put in place, students would not succeed.
Teachers ultimately have the power to influence the classroom environment in either a
positive or negative way, and it is up to them to positively impact on the environment to
provide the best outcomes for the students. Research states a positive classroom
environment is created by teachers that promote respect, plan for challenges, establish
rules and consequences, while focusing on positive behaviours in the classroom (Banks,
2014; Fogelgarn & Lewis, 2015). Therefore, teachers must have strong management,
control and organisational skills in the classroom to create the ultimate environment for
active learners. Additionally, research explains to actively engage students in the
classroom, teachers must use classroom management strategies that foster the learning
environment and encourage students to take part in responsible conduct (Fogelgarn &
Lewis, 2015). Increasing student responsibilities and independence in the classroom,
allows for enhanced opportunities for them to become actively involved. However,
teachers must manage students responsibilities by collaboratively creating class rules

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and expectations with students, which will offer them with greater responsibilities as
they will have ownership over the rules (Banks, 2014). As well as creating a learning
environment where responsibilities and independence is used to actively engage
students, research suggests that learner engagement can be increased by the teacher
using materials or objects that are of an interest to the student (Keen, Pennell, Muspratt
& Poed, 2011, p,295). In addition, research also states a curriculum that responds to
the needs and interests of students and students being actively involved in structuring
the curriculum, may increase interest and enjoyment in education (Oliver &
Oesterreich, 2013, p. 395-396). It is obvious that it is extremely important for teachers
to create a positive environment which supports students needs and interests, while
providing them with responsibilities and empowerment within the classroom
environment so that they can become active learners.
All students must be empowered and have their voice heard by engaging in meaningful
interactions to become active learners. Research states that students voices must be
respected in a supportive learning space which promotes interactions and discussions, as
this increases learning opportunities, allowing them to become actively engaged in their
learning (McVittie, 2004). Student voice is a vital component in any classroom
environment, if students are not given numerous opportunities to voice their opinions
then they will struggle to become involved. Therefore, to ensure students voices are
heard, Quinn and Owen (2016) suggest that teachers and students should constantly
collaborate in learning situations and classroom discussions throughout the day to give
power to student voice. However, to develop their voice, students must be given endless
opportunities to collaborate with their peers as well as the teacher. Additionally,
alongside empowering student voice, Fox-Turnbull (2016) explains interactions with
peers and adults, the use of language and solving differences and conflict through
conversations, particularly dialogue, is a critical part of learning p.23. Likewise,
Vygotsky (1934/1986) argued that students must try out words in context, using words
in different ways, and hearing how others use the words, to learn language (McVittie,
2004, p.502). Therefore, it is clear that empowering language in the classroom is not
only part of learning but also allows students to become actively engaged in their
environment. It is clear that students must believe they have a right to speak and

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influence future conversations, rather than an environment where the teacher questions
them with predetermined answers in their head (McVitte, 2004). The research presented
visibly displays the significance of student voice to empower students in becoming
active learners in their environment, where they have ownership over their learning,
while being respected and valued for their opinions.
Evidently the key to achieving the best possible outcomes for all students is through
actively engaging them in their learning environment, it is also critical that this
environment is structured in a way that encourages this. The teacher must manage,
control and organise the environment in positive ways to promote active learners, and
students must also have ownership over their learning, their voice must be heard so that
they gain the respect to become actively engaged. If these ideas are not considered or
put into action by teachers, students can not become active learners. Therefore, the
research further strengthens the idea that a learning environment can be developed to
actively engage students in their learning, allowing them to achieve the best possible
learning outcomes for themselves. The ideas and concepts in this essay depict what
makes an active learner, these should be further portrayed in a teaching philosophy.
Word count: 1253

References:
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Acat, B., & Dnmez, I. (2009). To compare student centred education and teacher
centred education in primary science and technology lesson in terms of learning
environments. Procedia - Social and Behavioral Sciences, 1(1), 1805-1809.
doi: 10.1016/j.sbspro.2009.01.320
Banks, T. (2014). Creating positive learning environments: antecedent strategies for
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acu.edu.au/docview/1523893980/fulltextPDF/D0DEC0ABAE564753PQ/1?
accountid=8194
Fogelgarn, R., & Lewis, R. (2015). Are you being your best? Why students behave
responsibly. Australian Journal of Education, 59(3), 278-292. doi: 10.11
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Fox-Turnbull, W. (2016). The nature of primary students conversation in technology
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Keen, D., Pennell, D., Muspratt, S., & Poed, S. (2011). Teacher self-report on learner
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Kurawa, G. (2010). Teaching diversity in a primary school: Examining teachers
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Oliver, K., & Oesterreich, H. (2013). Student-centred inquiry as curriculum as a model

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for field-based teacher education. Journal of Curriculum Studies, 45(3), 394417.doi: 10.1080/00220272.2012.719550
Pirola- Merlo, S. (2003). Relationship management in the primary school classroom.
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Slee, P. T., Campbell, M., & Spear, B. (2012). Child, adolescent and family
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Waters, S., Cross, D., & Shaw, T. (2010). How important are school and interpersonal
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