Module 3

Organization and Management of Learner- Centered

Classrooms

Lesson 9: Forms of learner- centered classroom

Objectives:

At the end of the lesson, the pre-service teacher should be able to:

1. value the importance of a properly organized and managed classroom; and

2. put into practice the principles of a well -structured classroom.

A. Room Structuring is establishing a warm, accommodating and conducive place for

learning. It starts with a well-run classroom’s physical layout — the arrangement of
desks and working space, the attractiveness and appeal of bulletin boards, the
storage of materials and supplies. Below are some of the factors the teacher has to
consider:
 Arranging Space

The physical layout reflects the teacher’s teaching style. If the teacher wants the
students to collaborate in small groups, for example, organize them around tables or
clusters of desks. For frequent whole-group discussions, try a circle or U-shaped desk
configuration. If you plan on an individualized, self-paced curriculum, you might set up
learning stations.

The physical layout should also reflect you. Don't hesitate to give the room a personal
touch with plants, art, rugs, posters, and maybe some cozy pillows for the reading
corner.

Author and educator Mike Hopkins points out that personal teaching style and specific
educational needs should largely determine how you design your classroom space.
Hopkins urges teachers to forget about the way things have always been done and to
visit museums, libraries, other schools, and colleagues' classrooms to identify different
ways of organizing learning space.
1
Many teachers prefer to create different areas within the classroom. For example, a
classroom might feature a quiet reading corner, a music area where students can play
soft music while completing work, a discussion/conversation center, a large table for
cooperative projects, spaces for wet or messy projects, multimedia spaces, learning
centers or stations, and individual work areas.

Easily accessible materials and supplies can eliminate delays, disruptions, and
confusion as students prepare for activities. In poorly arranged classrooms, students
spend a lot of time waiting — waiting in line, waiting for help, waiting to begin. To
eliminate some waiting, store frequently used items such as scissors and paste in
several different areas.

 Desk Placement

In many classrooms, the largest amount of space is devoted to the arrangement of

individual student desks. Teachers vary greatly on their preferred arrangements, but
most agree that the days of 30 desks lined in neat rows and facing the teacher's desk
up front are long gone. Instead, some teachers like to arrange desks in cooperative
groups of four, while many others prefer a U-shaped configuration, where everyone has
a front row seat.

Arrange the room to make eye contact with every student and reach each student with
ease. But no matter how you arrange desks, don't be afraid to make changes.

 Environmental Preferences

Other important environmental features include temperature, lighting, and noise

level. These factors affect students in different ways and are directly related to
individual learning styles. Studies suggest that when teachers adjust the environment to
students' preferences, the students perform better academically and are better
behaved.

How can you address environmental preferences in the classroom? Here are some tips
from research and practice:

2
 Create both well-lit and dimly-lit areas in the classroom by using bookcases,
screens, plants, and other furniture. Some children learn best in bright light, but
others do significantly better in low light. Bright light actually makes some
students restless and hyperactive. Try allowing students to sit where they feel
most comfortable, or try placing fidgety children in low-light areas and listless
children in brighter areas.

 Provide opportunities for children to move around while visiting learning

centers and other special classroom areas. Most of us have the mistaken
impression that children learn best when sitting still, but research now proves that
many children need extensive mobility while learning. These children learn
significantly more if they move from one area to another as they acquire new
information.

 Establish informal furniture arrangements where students can sit on soft

chairs or pillows, or lounge on the carpet. Another myth is that children learn best
when sitting up straight in hard chairs. About 75 percent of the total body weight
is supported on only four square inches of bone when humans sit up straight in a
hard chair, so it is easy to understand how the resulting stress on the buttock
tissues causes fatigue, discomfort, and the need for frequent changes in posture.
Research supports the common-sense notion that many students pay better
attention and achieve higher grades in more comfortable settings.

 Establish listening stations with headsets for children who need sound, and
quiet study areas for those who work best in silence. Many children disprove
another commonly held conception: that silence helps kids concentrate better.

 Help students become aware of their own temperature preferences and

encourage them to dress accordingly. Temperature preferences vary
dramatically, and most children can't concentrate when they are either too cool or
too warm.

3
  Designing Classroom Space

The sky's the limit when it comes to designing classroom space. Here are some of the
teachers’ innovative and creative ways of designing a classroom space.

Beverly Kirk, from Carson City Nevada, had her husband make a special desk with a
recessed top to keep math manipulatives in one place. Marilyn Aldrich, from
Westhampton Beach, New York, uses flat pizza boxes, stacked for storage, to house
math manipulatives and other materials. And Jack George, who teaches fourth grades
in Rome, New York, built an eight-foot high loft (it can hold six children) in his classroom
that functions as a puppet theatre, quiet reading/writing space, teaching platform,
private conference center, test make-up area, and place to stage skits, science
experiments, and more.

B. Classroom Routines and Procedures

Establishing effective classroom routines early in the school year helps keep classroom
running smoothly and ensures that no time is wasted while students wonder what they
should be doing during times of transition. Classroom routines can be established for
many activities, including entering the classroom in the morning, transitioning between
activities and preparing to leave the classroom. Hereunder are the basic procedures for
establishing solid routines remains the same regardless of the routine procedure that
you are teaching your students:

1. Explain the routine to the class. Tell the students why routine is important and
what should they expect to do as part of the routine. If the teacher wants the students to
enter the classroom quietly in the morning and select a book to read, explain how
entering the room- this way helps get the day started quickly; define what quietly
means, because without clarification, some students may consider quietly to mean a
whisper voice while others will take it to mean no talking. Allow students to ask
questions about the routine and expectations.

4
2. Model the expectations. Act out, in detail, what is expected from students when
completing a routine. Break the routine down and narrate what is done. Show each step
of the routine and how it should be properly completed.

3. Have students practice the routine. Select one or two well-behaved students to
demonstrate the routine first, allowing the class to see how the routine should be
completed by a student. Once students all understand what is expected, have the whole
class practice the routine. Younger students may benefit from completing the routine
one step at a time before practicing the whole routine at once.

Have students practice the routine until the class feels comfortable completing
the routine without the teacher’s assistance. Implement the routine every day. Once
students understand the routine, have them complete it during the day. As the routine
implemented, remind the students of the proper procedures and expectations, making
the reminders less detailed until they are able to complete the task completely on their
own.

Review the routine as often as necessary. If the class struggles to remember the
routine or has trouble completing the routine after a break from school, review the
expectations and have students practice the proper way to complete the routine again.

C. The Social Environment

Social-Emotional Teaching Strategies

Role of the Teacher

The teacher can promote social-emotional development in the classroom by
embedding teaching practices throughout the day. Remaining sensitive to children’s
needs helps them feel secure and confident, and act as a model for effective social
behavior.

For example, asking questions to help children find a solution to a social conflict
helps them develop problem-solving skills. Reading a story and engaging children in

5
 a conversation about a socially challenging situation can also serve as a lesson in
handling social problems as well as in literacy.

 Be Attentive to Each Child’s Needs – Be attentive to the social-emotional skills

and needs of each unique child so one can respond with lessons and interventions
tailored to help every child develop their skills.

The attention and presence as a teacher can be a pillar of confidence for children
who are dealing with stressful life circumstances. Letting children know that you are
there to help will build children’s trust that a teacher is a source of guidance.

 Recognize Early Emotional Experiences– Emotional domain is foundational to all

other developmental domains. If children start school in an emotionally supportive
environment, they will acquire the love of learning necessary for success in all areas
of school.

“As young children develop, their early emotional experiences literally become
embedded in the architecture of their brains,” therefore great care should be given to
children’s emotional needs, according to the National Scientific Council on the
Developing Child.

If you seek children’s opinions, allow children to initiate activities and are flexible
about responding to children’s ideas, you’ll build children’s feelings that they are
competent and respected, and at the same time motivate their desire to learn.

 Promote Consistent Structure with Play – Providing the transitional

kindergarteners with consistent structures and expectations about appropriate
behavior through play activities helps them remember and follow classroom norms,
and behave in ways that are conducive to learning.

6
 According to the American Academy of Pediatrics, “Play is integral to the academic
environment. It ensures that the school setting attends to the social and emotional
development of children as well as their cognitive development.”

Creating routines of fun and meaningful activities such as songs, chants and games
can minimize problems or stress during challenging times, such as when children
wait in line or during transitions.

 Building Relational Capacity and Importance of Close Relationships

 Positive relationships with peers and adults – including parents and teachers,
is the key to children’s social-emotional development.
First, they make school a comfortable, secure safe place where children can
focus on learning.
Second, mutual, caring relationships provide opportunities for children to develop
and practice important social skills.

 Positive and Consistent Relationships – Social-emotional development is

supported through positive and consistent relationships among teachers and
children. Try going beyond expectations of compliance with school rules, and
support social-emotional development by crafting a positive, emotionally
supportive climate in the classroom that skillfully connects new experiences with
children’s unique home experiences.

According to the National Scientific Council on the Developing Child, “Children

who develop warm, positive relationships with their teachers are more excited
about learning, more positive about coming to school, more self-confident, and
achieve more in the classroom.”

Children are more likely to develop positive relationships when teachers:

 model appropriate social behaviors;
 provide opportunities for them to develop new social-emotional skills;

7
  give explicit guidance;
 offer curriculum that is engaging and relevant to children’s lives and
cultures;
 engage with parents in a two-way relationship to build children’s social-
emotional skills; and
 reflect an ethic of caring and nurturing.

D. The Role of the Learner-Centered Teacher

The learner-centered model, the teacher takes on the role of facilitator: guide,
coach, conductor, midwife, and gardener. Why? Because the students are doing
the work of problem solving, reviewing, discussing and creating.

Initially, this may feel like the teacher’s job has been replaced by her students.
However, the teacher’s voice becomes more critical because she is now
engaging her students as they work through higher order thinking skills of
application, evaluation, and creation.

This doesn’t mean that learner-centered teachers stop giving examples, telling
stories, and exploring content in front of their students. Weimer offers seven
principles for teachers who want to develop their facilitation skills. She provided
very helpful, concrete examples from her own teaching experience and from
other teachers.

7 Principles of Facilitative Teaching

1. Let the Students Do More Learning Tasks: Set the students up to do all of the
things mentioned in the quote at the top of this post. The challenge we encounter here
is that our students aren’t going to do these tasks as well or in the same way as we
would. It’s like learning to walk; they will pick up the skills of our discipline as they try it
out.

8
2. Teachers Do Less Telling so that Students Can Do More Discovering: Most
teachers I know spend an entire class session reading through their syllabus. Weimer
offers a totally different and interactive approach where here students explore and
discuss the elements and structure of the course.

3. Teachers Do Instructional Design Work More Carefully: In short, the lion’s share
of a teacher’s work is done before class. I think that online teachers have an edge here
because their classroom time has been displaced and is most often asynchronous. For
those of us moving our courses to a hybrid format, we are offered an opportunity to
rethink and better integrate the learning activities in our courses. Instead of just
preparing lectures, we are designing learning activities for our students to participate in.

4. Faculty More Explicitly Model How Experts Learn: In the place of a polished talk,
we explain our own process: what we do when we encounter difficult learning tasks,
how do we decide if a resource is worthwhile, and how they are encountering new
information in their field. She explains that “Students need to see examples of learning
as hard, messy work, even for experienced learners.”

5. Faculty Encourage Student to Learn From and With Each Other: Most students
and teachers groan when they hear about “group work” (see the image ->).
But I think that’s because we expect collaborative projects to work right out of the box.
They don’t. Later in the chapter, the author shares one such experience and what she
learned from it. Given time by perseverance, and improvement through redesign and
skill development, group work can be a very effective teaching strategy.

6. Faculty and Students Work to Create Climates for Learning: When students are
given responsibility for their classroom experience, classroom management becomes a
secondary issue.

9
7. Faculty Use Evaluation to Promote Learning: Students learn to evaluate their own
work and the work of their peers. Teachers still issue grades, but the evaluation process
becomes formative as well as evaluative.

10
Lesson 10: The Place of Motivation in Learning
Objectives:
At the end of the lesson, the pre- service teachers should be able to:

1. define motivation and relate how motivation improve our desire to learn.
2. outline a list of factors that causes motivation from the most to least effective
according to each student's perspective.
3. determine the effective factors that cause motivation based on the student's own
perspective.

Motivation Defined
Motivation is an internal impulse that brings us to complete an action. Without
motivation, there is no action. Motivation is important because it is what causes us to
actively look for resources to guarantee our success. While some motivation requires a
conscious effort, others, like looking for food, eating, and finding a sexual partner are
innate motives that we are born with and allow us to stay alive. Secondary motives keep
us motivated to do activities and learn which depend on each person’s culture.

Motivation refers to an internal state of arousal that often precedes behavior

(Epstein & Rogers, 2001). It means that motivation is linked with behavior. If we are
motivated to do something, such motivation is manifested in our behavior. In the
classroom, learning becomes a form of behavior. From the vantage point, we can say
that learning is motivated. Motivation is caused by a variety of factors: exercise, good
nutrition, sleep, rewards, challenges, friendship, kindness, security, authority,
independence, pleasant environment, creative expression, and meaning. (Epstein &
Rogers)
 Exercise. Physical activities can really increase our energy level. If we feel that
we are feverish or sluggish, we can do a little stretching of our arms and legs to
keep us alive and alert.
 Good nutrition. There are foods that make us energetic. Nutritional supplements
help us energize our body, make it vibrant, and keep it in good shape.

11
  Sleep. A good night sleep helps our body maintain vigor. If we are tired and
sleepy, we may not be fully energized and concentrated.
 Rewards. When we receive rewards, we get motivated.
 Challenges. Sometimes, problems and heartaches challenge us to do better next
time.
 Friendship. Real friends can motivate or can simply provide us with the needed
encouragement to push through with our projects. Supportive friends are
wonderful people who can serve as motivators. They are the ones who spice up
our lives and keep us highly motivated.
 Kindness. It is something that comes from within. Sometimes we easily obey the
elders because of their words of encouragement and gestures of love and caring.
 Security. Most of us want to be safe and secure. We do not want to be in danger
or in peril. If we are secured, we are motivated to do more and be more.
 Authority. We are motivated by power; we aim to get a position because we want
to be powerful. We want to get promoted not just for prestige, for recognition, or
for upward movement, but for authority.
 Independence. Some of us want to be free and autonomous. We do not want to
be dictated or directed by others. And also we seek for self-employment.
 Pleasant environment. It is so nice to work in a conductive and noisefree
environment. In most cases, we churn out better results because of a pleasant
environment with friendly and supportive people.
 Creative expression. We are motivated by our freedom for creative expression.
When we believe that we can creatively express our inner thoughts and feelings
then, the pinnacle of our motivation level is at its best.
 Meaning. Everyday occurrences trigger us to search for meaning. If we believe it
is a worthwhile task, then we are motivated to continue and succeed in doing it.

In this aspect, we can talk about two different types of motivation: intrinsic
and extrinsic. These two ideas might not be two different ideas after all, but rather
opposites of the same idea, and are rarely ever “purely intrinsic” or “purely extrinsic”.

12
 Intrinsic motivation: This kind of motivation occurs when you are internally
motivated to do something because you believe that it is important or because you
enjoy doing it. Students with this kind of motivation will be happy and excited to do their
homework because they find it an exciting challenge, even though they might not
receive any reward or compensation. Intrinsic motivation may wane through schooling
as children are required to learn subjects that may be of little or no interest to them. In
order to improve this kind of motivation, it’s possible to make abstract material more
concrete and put it in context.

Extrinsic motivation: This kind of motivation is when a student wants to study or

learn because of external factors, like punishment or reward. However, it’s been shown
that punishment is more harmful than helpful, and that rewards have the potential to
create a type of dependency. For this reason, it’s best to give less and less rewards
while building intrinsic motivation.

The Importance of Motivation in Education

Motivation is the impulse that brings us to carry-out and achieves what we
propose and plays a large role in learning. According to a study, motivation influences
math performance more than IQ. Researchers found that while IQ is a factor in the
successful acquisition of math, it mostly applies to the basic concepts that you learn in
early schooling. Motivation and study skills become more of a determining factor as you
continue to develop math skills. The students that felt competent were intrinsically
motivated to learn, and used skills like explaining, synthesizing, and making
connections to other materials, while avoiding memorization.
 Motivation improves persistence and effort.
 Motivation improves initiative.
 Improves cognitive processing skills.
 Motivation improves overall performance.

13
How Motivation Affects Learning and Behavior
1. Motivation directs behavior toward particular goals. Motivation determines the
specific goals toward which learners strive (Maehr & Meyer, 1997; Pintrich et al.,
1993). Thus, it affects the choices students make—for instance, whether to enroll in
physics or studio art, whether to spend an evening completing a challenging
homework assignment or playing videogames with friends.

2. Motivation leads to increased effort and energy. Motivation increases the amount of
effort and energy that learners expend in activities directly related to their needs and
goals (Csikszentmihalyi & Nakamura, 1989; Maehr, 1984; Pintrich et al., 1993). It
determines whether they pursue a task enthusiastically and wholeheartedly or
apathetically and lackadaisically.

3. Motivation increases initiation of and persistence in activities. Learners are more

likely to begin a task they actually want to do. They are also more likely to continue
working at it until they’ve completed it, even if they are occasionally interrupted or
frustrated in the process (Larson, 2000; Maehr, 1984; Wigfield, 1994).

4. Motivation increases students’ time on task, an important factor affecting their

learning and achievement (Brophy, 1988; Larson, 2000; Wigfield, 1994).

5. Motivation affects cognitive processes. Motivation affects what learners pay attention
to and how effectively they process it (Eccles & Wigfield, 1985; Pintrich & Schunk, 2002;
Pugh & Bergin, 2006). For instance, motivated learners often make a concerted effort to
truly understand classroom material—to learn it meaningfully—and consider how they
might use it in their own lives.

6. Motivation determines which consequences are reinforcing and punishing. The more
learners are motivated to achieve academic success, the more they will be proud of an
A and upset by a low grade. The more learners want to be accepted and respected by
peers, the more they will value membership in the “in” group and be distressed by the

14
ridicule of classmates. To a teenage boy uninterested in athletics, making or not making
the school football team is no big deal, but to a teen whose life revolves around football,
making or not making the team may be a consequence of monumental importance.

7. Motivation often enhances performance. Because of the other effects just

identified—goal-directed behavior, effort and energy, initiation and persistence,
cognitive processing, and the impact of consequences—motivation often leads to
improved performance. As you might guess, then, students who are most motivated to
learn and excel in classroom activities tend to be our highest achievers (A. E. Gottfried,
1990; Schiefele, Krapp, & Winteler, 1992; Walberg & Uguroglu, 1980). Conversely,
students who have little interest in academic achievement are at high risk for dropping
out before they graduate from high school (Hardré & Reeve, 2003; Hymel et al., 1996;
Vallerand,Fortier,&Guay,1997).

Aspects of motivation

Our behavior is motivated. Without motive we cannot move even a step ahead
(Yadav,2003). As a corollary, one of the principles of teaching states that: An individual
must be motivated in order to learn. Motivation is a force which makes us take an
action. This condition may be stimulated by a physical need, an emotion, or an idea; but
whatever is the cause, motivation always drives us to perform something. The following
are some aspects of motivation:
1. Motivation takes place within the individual. It cannot be superimposed by
someone else. In other words, motivation dwells within the individual. Other people’s
motivation does not reside in us and our own motivation does not reside in others.
2. Motivation is something personal; we cannot do something about other people’s
motivation if they are not willing to do something about it. We can only stimulate it but
we cannot superimpose it.
3. It is impossible to present materials to be learned in ways that will make
learning easier. We should stimulate the learners’ motivation because it will be very
impossible to present the lessons without the needed amount of motivation.

15
4. The potential learner’s motivation will automatically be directed towards his or
her most pressing need at the moment. It means that no matter how interesting the
lesson may be. The learner’s motivation will always be directed towards their most
pressing need. If they are not ready to learn because they are hungry, they must attend
first to their physiological need.

Motivation and Behavior

The connection between motivation and behavior is first noted by a famous
philosopher Arthur Schopenhauer. He believed that to be motivated is to be moved into
action (Deckers, 2001). Schopenhauer has clearly illustrated that motivation cannot be
divorced from behavior. Schopenhauer’s belief about motivation is related to Freud’s
idea that “all actions are motivated and nothing happens by chance.

Factors Affecting Motivation

Motivation is individual and elusive; it is important to learning; and yet a person’s
beliefs, feelings, interests, and goals influence it. The following factors affecting
motivation:
 Knowledge in a particular content area;
 Beliefs about what the teacher expects;
 Adolescents’ self-concept or perceived personal ability;
 Anxiety and concern over grades;
 Level of support in the classroom environment
 Difficulty and challenge of the task;
 Social interactions; and
 Belief that learning is useful, meaningful, and of consequence of others.

Motivation has created a great impact to learning. Motivation is all about

available opportunities that we engage in and the interpersonal relationships that may
support and challenge us. Motivation is a form of engagement; it involves the learners’
disposition connecting with an opportunity which results in meaningful activity (Copper
&McCaslin, 2006)

16
 Motivation is our willingness to expend certain amount of effort to achieve a
particular goal under a particular set of circumstances (Snowman &Biehler, 2006). It is
for this reason that motivation plays a very important role in academic success. It is
therefore important that we develop various abilities to enhance our motivation level
(Epstein & Rogers, 2001).

Motives and Drives

Our everyday life events involve some ways through which we improve human
conditions. Our desire to get better chances of improving the quality of our life continues
to thrive as we traverse life’s intricate fashion. What causes us to face squarely life’s
intricacies? What moves us to do something better in order to accomplish our goals and
dreams? The answer to all these questions is clear all because of motivation. Therefore,
our desire to pursue our goals is to driven by our motivation.

The predominant theories of human motivations mostly assured that people are
compelled to act in order to:
1. increase pleasure and decrease painful experiences
2. get innate physiological needs and
3. compensate for innate drive (Compton,2005)

Motivation is an innate and integral part of our biological predispositions. It

means that motivation is connected to our minds, feelings, and emotions. For example,
when we are thinking of improving our grades in English, we think of something
concrete one that will help us realize our goal. With the goal in mind, our motives will
determine how to respond to that goal. Our feelings are influenced by our responses to
a particular behavior.

Motivation is related to motives and drives. However, most psychologists often

distinguish between motives and drives. They prefer the term drives for motivation that
is assumed to have a strong biological component and plays an important role in
survival and reproduction (Zimbardo, Johnson, & Weber, 2006). Hunger, thirst, and fear

17
are all examples of biological drives. On the contrary, still many psychologists reserve
the term motives for urges that are mainly learned such as the need for achievement
(Zimbardo, Johnson, & Weber). Conversely, many of our goals, activities, and desires
are driven by both biological components and learning.

18
Guide Questions:
1. What is room structuring?
2. How to establish classroom routines and procedures?
3. What is the role of the teacher in developing the socio-emotional aspect of the
learner?
4. Discuss the importance of motivation in education.

Answers to Guide Questions:

1. Room Structuring is establishing a warm, accommodating and conducive place for

learning. It starts with a well-run classroom’s physical layout — the arrangement of
desks and working space, the attractiveness and appeal of bulletin boards, the
storage of materials and supplies.

2. Establishing effective classroom routines early in the school year helps keep
classroom running smoothly and ensures that no time is wasted while students
wonder what they should be doing during times of transition. Classroom routines can
be established for many activities, including entering the classroom in the morning,
transitioning between activities and preparing to leave the classroom.

3. The teacher can promote social-emotional development in the classroom by

embedding teaching practices throughout the day. Remaining sensitive to children’s
needs helps them feel secure and confident, and act as a model for effective social
behavior.
For example, asking questions to help children find a solution to a social conflict
helps them develop problem-solving skills. Reading a story and engaging children in
a conversation about a socially challenging situation can also serve as a lesson in
handling social problems as well as in literacy.
4. Motivation is the impulse that brings us to carry-out and achieves what we propose
and plays a large role in learning. According to a study, motivation influences math
performance more than IQ. Researchers found that while IQ is a factor in the
successful acquisition of math, it mostly applies to the basic concepts that you learn

19
in early schooling. Motivation and study skills become more of a determining factor
as you continue to develop math skills. The students that felt competent were
intrinsically motivated to learn, and used skills like explaining, synthesizing, and
making connections to other materials, while avoiding memorization.

20
Assessment # 9

Name:
Year and Section: Date:

Instruction: Applying the factors in organizing and managing a learner- centered

classrooms, draw a well- structured classroom.

My Homeroom

Refere

21
Assessment # 10
Name:
Year and Section: Date:
Instruction: Identify which type of motivation was utilized to the following behavior,
activity, or outcome.

1. autonomy
2. competition
3. fear of punishment
4. rewards
5. mastery
6. money
7. badges
8. curiosity
9. meaning
10. love

22
References:

Lardizabal, A. (1999). Principles and Methods of Teaching, Phoenix Publishing House,

Inc.

Vega, V. (2006) Facilitating Learning, Books Atbp. Publishing Corp.

Classroom Management - Creating a Learning Environment, Setting Expectations,

Motivational Climate, Maintaining a Learning Environment, When Problems Occur -
Students, Teachers, Student, and Teacher -
StateUniversity.com https://education.stateuniversity.com/pages/1834/Classroom-
Management.html#ixzz6XnL2nMP1

https://www.scholastic.com/teachers/articles/teaching-content/classroom-organization-
physical-environment/

https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1886-how-to-
establish-classroom-routines

https://tkcalifornia.org/teaching-tools/social-emotional/teaching-strategies/

https://www.education.com/reference/article/motivation-affects-learning-behavior/
retrieved on June 30, 2018

23