This topic has considered how the environment impacts on learning. Two relevant theoretical frameworks were considered – Maslow’s hierarchy of needs and Bronfenbrenner’s bioecological model. There was an opportunity to consider what works in the classroom, drawing on Hattie’s fascinating 2009 work. The environment has a significant impact on the learner’s learning, and the reflective tasks aimed to underline the importance of the impact of the environment.
- Emotional environment: EYFS Every Child matters.
- Hattie image: Learning and teaching info (2010) Hattie barometer of influence in What works.
- Hinshaw. S.P. ( 1992) Externalizing Behavior Problems and Academic Underachievement in Childhood and Adolescence : Causal Relationships and Underlying Mechanisms. Psychological Bulletin, Vol 111(1), Jan, 1992. pp. 127–155 US: American Psychological Association.
- Maslow, A ( 1999) 3rd ed Toward a psychology of being. New York: John Wiley & Sons.
- Saenz, M. & Pettyjohn,J. ( 2011) What’s Your Motivation? Maslow’s Hierarchy of Need. Brownville College of Education: University of Texas.
- Wales: DCELLS (2010) A curriculum for all learners Cardiff: WAG.
- Wetz, J. (2009) Putting relationships at the heart of secondary school organization and design. London: Calouste Gulbenkian Foundation.
- AWCPP (2008) All Wales Child Protection Procedures. Produced on behalf of all local Safeguarding Children Boards in Wales
- NDCS (2008) Meeting deaf children’s potential: Briefing on Deaf Children’s Underachievement in England.
- Wales: DCELLS (2006) Practical Approaches to Behaviour Management in Classroom – a handbook for classroom teachers in primary schools based on a training course from the Welsh Welsh Government.
- Wales: NAfW. (2002) The Special Educational Needs Code of Practice for Wales. Cardiff: National Assembly for Wales
- Wales: NAfW. (2008) School Effectiveness Framework. Cardiff: National Assembly for Wales
- Wales: DCELLS ( 2006) Inclusion and Pupil Support.