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The Learning Environment is "the way the classroom works and feels" (Tomlinson, 2023).
The Learning Environment is "the way the classroom works and feels" (Tomlinson, 2023).
LET'S BREAK THIS DEFINITION DOWN.
The learning environment includes how the classroom is layed out (for example, flexible seating), teaching students how everyone has different needs (setting the stage for all learners), and ensuring that there are various opportunities for different kinds of interactions (grouping, + interactive learning environment).
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Flexible seating
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What is flexible seating?
The practice of allowing + providing various seating options for students (ex- balancing on a wobble stool, sitting on a ball & using a standing desk).
Why flexible seating?
In a classroom in which some students have SLDs, flexible seating allows them to "develop a greater sense of self-regulation" as they "are given ownership of their flexible seating options." Additionally, flexible seating creates a classroom environment in which "self-worth and individualization" are encouraged (Erz, 2018. p.49).
Though flexible seating gives students autonomy and fosters well-being, guidance by teachers is essential to ensure students make smart decisions on where to sit (ex- sitting next to peers who distract their learning).
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Grouping
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Heterogenous grouping
Homogenous grouping
With multiple instructional groups, "teachers can provide differentiated instruction based on both instructional levels and the nature of instruction" (Berninger & Wolf, 2009, p. 50).
Homogeneous versus Heterogeneous grouping:
While heterogeneous grouping can be useful for addressing specific content areas of concern (i.e.- a small group devoted to onset and rime), homogenous ability grouping in reading "lowers self-esteem and reduces motivation among poor readers, restricts friendship choices, and widens the gap between poor readers and good readers" (Vaughn et al., 2003, p. 312). Additionally, "students with an SLD expressed appreciation for mixed-ability groups because they could then readily obtain help in identifying words or understanding what they were reading" (Vaughn et al., 2003, p. 310). Besides receiving help, in heterogeneous group settings, students can also be a help, which can bolster their self-confidence. So, homogenous instruction is not recommended for continuous use in the classroom and should only be used for small group instruction when a subset of students needs help with a specific skill.
Flexible Grouping
Using a variety of grouping formats at different times is "determined by such criteria as students’ skills, prior knowledge, or interest." Flexible instruction is "considered an effective practice for enhancing the knowledge and skills of students without the negative social consequences associated with more permanent reading groups" (Vaughn et al., 2003, p. 301). Additionally, flexible grouping may satisfy students' preferences for working with new classmates.
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Interactive Learning Environment
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When instruction is built on interaction or communication + connection, students with SLDs benefit. Specifically, when students complete activities by relying on peer interactions as well as the support from a teacher, they feel a greater sense of community which creates stronger relationships, and a sense of autonomy (García-Carrión, 2018).
Teachers often express concerns about ALL students participating in group work. One way to help students with this is assigning specific jobs to students that allow each child to celebrate their strengths. For example, if one student is great at encouraging others, their job can be the "encourager," meaning they inspire and motivate their group members. By assigning jobs, all students, specifically those who may not be regular participants in conversations, have the opportunity to be a part of the group.
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Setting the stage for all learners
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To foster a classroom environment of understanding and responsible learners, teachers must educate their students that all learners have different needs. Doing this will reduce the stigma about students with disabilities engaging in different activities than their peers without disabilities (Tomlinson, 2023).
Pulling from my practicum experience: In a second-grade classroom in Brookline, a teacher tells her students that "fairness is not everyone getting the same thing, it is everyone getting what they need." The teacher constantly reinforces this message and holds discussions with her students on how they can make their classroom a more inclusive place.
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