A quality learning environment is achieved when the classroom or other learning environment displays “high levels of support for learning” (NSW DET, 2003, p.12). Dempsey and Arthur-Kelly refer to the classroom environment as the “range of conditions in the learning setting that interact to influence the learning outcomes from that setting” (2007, p.110). In such environments, positive relationships are formed between teachers and students as they work cooperatively in an encouraging atmosphere.

 

Gender

 

Within the classroom context, gender plays a significant role, as teachers will often “respond differently to different students” (Schlechty & Atwood, 1977, p.286). Teachers often also act in ways that sustain the gender roles taught at home. Boys are often praised for their knowledge for example, and girls for their obedience. More of the teacher’s time in the classroom is also spent interacting with boys than girls, with teachers likely to interrupt girls more than boys during conversations (Berk, 2006).

Verenikina, Vialle and Lysaght (2011) support that this can impact on girls’ development in certain subject areas, as well as the development of their self-esteem.

 

Although girls seem to be more susceptible to teacher expectations compared to their male counterparts, girls perform better in classroom environments in which they have private and personal contact with the teacher (McCormick & Pressley, 1997). It is therefore important that teachers and students “form a community of learners” (Verenikina, Vialle & Lysaght, 2011, p.226), in which teachers understand individual student’s needs and in turn, both boys and girls are given the support and assistance they require.

 

Academic Outcomes

 

Teacher’s classroom practices and their interactions with their students are seen to have the greatest effect on student learning outcomes (Hayes et al., 2006). Connor et al. (2005), examine research that indicates that teachers’ regard for their students, their responsiveness to student questions and interests, the emotional climate of the classroom and their expectations, have all been related to student achievement. These expectations developed by teachers potentially influence their approach to particular students, which can ultimately affect the performance of those students (Verenikina, Vialle & Lysaght, 2011). Another important aspect affecting students’ academic outcomes in the learning environment is the development of students’ self-regulatory skills, such as autonomy and initiative (Ladwig, 2005). Self-regulation is important for students to develop, however, is not easily acquired by students on their own (Verenikina, Vialle & Lysaght, 2011).

 

The central role of the teacher involves modelling self-regulatory skills “as a means of promoting students' academic achievement and associated self-efficacy beliefs” (Schunk & Zimmerman, 1997, p.195). The learning environment as a result needs to encourage social networks and teacher–student interactions where students are placed at the centre of learning and are encouraged and challenged to make sense of information for themselves (Churchill et al., 2011).

 

Student Behaviour

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McCormick and Pressley (1997) define an orderly classroom as one in which students know how they are expected to behave, going on to outline the importance of establishing classroom rules and procedures. However, without reminders or reprimands “not all students consistently show the kind of behaviour that enables a classroom to operate in an open, democratic manner” (McGee & Fraser, 2008, p.101). Behaviour and engagement however are directly related, and therefore the challenge for teachers is to engage their students in learning (Churchill et al., 2011).

 

When teachers are able to form positive student relationships and engage their students, learning becomes an enjoyable experience – taking place in a balanced classroom atmosphere (Krause, Bochner & Duchesne, 2006). When students are given a chance to participate in their learning in learning-friendly environments, they are likely to be more motivated and to feel positive towards their schoolwork, also working more cooperatively in teams (UNESCO, 2004). If teachers make their classroom a “good place for students to be, then they will want to be there, and will generally be both on task and well behaved” (Churchill et al., 2011, p.278).