Safer Practice, Safer Learning (NIACE, 2007) – http://shop.niace.org.uk/safer-practice.html
Society for Education and Training (SET) Code of Practice – https://tinyurl.com/m23e9p4
2
Factors contributing to learning
Introduction
There are many factors which can contribute to learning taking place. These include the environment, a learner’s motivation to learn, the challenges they and you might face, and the different ways in which learning can occur.
This chapter will explore the variety of learners you might teach, their differing age ranges, the locations in which learning takes place and possible challenges. Theories regarding how people learn are covered, as are theoretical principles and models.
This chapter will cover the following topics:
• Teaching and learning environments
• Learner age ranges and modes of attendance
• Motivation
• Challenges
• Learning preferences and styles
• Teaching and learning theories, principles and models
Teaching and learning environments
Teaching and learning can take place in a variety of environments and locations such as: classrooms, the workplace, training rooms, prisons, outdoors and online. Although learning can take place almost anywhere, not all locations and environments will be totally suitable. However, it’s how you ensure that learning takes place that matters. It helps if you can convey interest, enthusiasm and passion for your subject. It also helps to create a climate which is conducive to learning and mutual respect. Ideally, you should want your learners to leave your session wanting to come back for more.
You might be restricted by the availability of particular rooms or resources; therefore you need to be imaginative with what’s available to you. Your learners don’t need to know about any organisational problems you might encounter, as your professionalism should enable you to teach your subject effectively. However, you do need to take into account any health, safety and security issues, and let your organisation know if you have any concerns.
You will need to establish a purposeful learning environment where your learners feel safe, secure, confident and valued. The venue, toilets and refreshment areas should all be accessible and appropriate for everyone. However, you might not be able to control these aspects. Having some advance knowledge about your learners will help you check that everything is suitable for them. If it’s not, you might want to talk to your learners beforehand to see if any compromises can be reached. You can find out any particular learner needs from the results of initial assessments (covered in Chapter 3) or by talking to your learners. If your session includes a break, make sure you tell your learners what time this will be, and for how long. If you don’t, learners might not be concentrating on their learning, but thinking about when they can go to the toilet or where they can get a drink.
What is on the wall, or what is visible from the windows, could have an impact upon learning. If there is a lovely view of trees and birds outside the window, your learners might be more interested in what’s happening outside than inside. It might be possible to use blinds or curtains to limit the distraction. If there are posters on the walls with stimulating pictures and words, your learners will probably look at them, and subconsciously take in the information. If learners have carried out activities which involved them creating posters or writing on flip chart paper, these could be added to the walls. Leaving them there as a visual aid could help the learning process. However, you will probably need to check in advance how you can attach things to walls, and whether or not you are allowed to.
Music or sounds can also be useful to aid learning. Tranquil music played as learners enter the room could have a calming effect upon behaviour. Upbeat music while energetic activities are being carried out could stimulate learning. If you do use music, it’s useful to bear in mind that certain sounds can bring about memories, some of which might not be good for certain learners. You will also need to be aware of any potential of a breach to copyright legislation which applies to some music. You can get information regarding this from the Performing Rights Society; a weblink is at the end of this chapter. Music is also useful during certain activities for particular subjects such as yoga, tai chi and dancing.
If you are teaching a practical subject, you will need a suitable environment such as a workshop or a laboratory so that you can demonstrate and your learners can practise. If you are teaching a theoretical subject, you may be fine in a room with tables and chairs, but you might need a computer, data projector and/or an interactive whiteboard. Internet and/or wifi access might not always be available, therefore you might like to check in advance. If you are not teaching a practical subject, for example, you are delivering a one day event or a seminar, it could be in a venue you have never been to. If this is the case, it would be useful to telephone, email, or visit in advance to check what facilities are available, and find out how accessible everything is. You could also send out some pre-event materials informing people how to get there, and what facilities are available. Creating a good first impression and being organised should help your learners feel they are receiving a professional service. If they are paying to attend a session with you, they will not expect a second-best service or poor facilities.
Class sizes could affect the learning process, in both positive and negative ways. If you teach on a one-to-one basis or to a small group, you will be able to get to know your learners well and devote more time to them. If you have a large group, this might be more difficult. You might have no control over class sizes; however, you can try using different teaching and learning approaches and activities to get around this (covered in Chapter 5).
Room layouts
An important influence upon the way your session progresses, and how you and your learners can communicate, will be the room layout. You may not be able to control this if the furniture is in fixed positions: for example, a room which has computers on tables, or a laboratory with immobile workstations. Hopefully, the chairs can be moved and this might be a way to ensure all your learners can face you when you need them to hear what you are saying and see what you are doing.
If you can, it is best to create an environment where learners can communicate with each other, and see and hear everything you are doing and saying. Ideally, you should move around the room regularly and interact with your learners, rather than staying at the front of the room or sitting behind a desk.
Some training rooms have a fixed projector with a screen at the front, which all learners will need to be able to see if you are using a visual presentation. However, some modern training rooms now have smaller television screens strategically placed around the room. These enable anyone who is not near the front to see the presentation nearer to where they are seated. If this is the case, you may need to seek technical support if you are not familiar with how to operate the system.
If you can choose the layout of the room, you could decide on the furniture arrangement based on the teaching and learning activities to be carried out.
