Whether we are adult learners or only beginning our journey through academia, we look for learning environments that are safe and positive. If we are going to optimize interaction among our learners, which can have tremendous effects on learning, all learners must feel that they can safely take those risks that are part of exploration and constructivism.

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Creating a positive classroom environment is an important aspect of effective teaching. By creating positive classroom environments, teachers are provided the opportunity for better classroom discipline and management. A positive classroom environment is essential in keeping behavior problems to a minimum. It also provides the students with an opportunity to think and behave in a positive manner. Positive classroom environments help to enhance, promote, and encourage students’ learning in all academic settings. The classroom environment can be defined in terms of the students’ and teachers’ shared perceptions in that environment. There are a number of ways in which teachers can create positive classroom environments. Some suggestions for creating a positive classroom environment includes: starting the year with high expectations, encouraging student involvement, making the classroom visually appealing, getting parents involved, and using effective praise and effective feedback.
It is essential for teachers to start the school year with high expectations in order to guarantee a positive classroom environment. The implementation of positive expectations should occur on the first day of school. By doing this, the students will gain a sense of ownership & responsibility for their actions. This implementation will encourage them to behave and act appropriately with an academically structured setting. Teachers should adhere to these expectations throughout the school year. Teachers must strictly adhere to the structured guidelines set forth at the onset of the school year. Failure to do so will undermine the process and students will revert to previous undesirable behaviors.
Smaller class sizes result in higher achievement among students who are economically disadvantaged. Smaller class sizes result in students with lower academic ability doing better. Class size might affect student attitudes more significantly than it affects achievement.
CLASS SIZE
Class size refers to the number of students in a given course or classroom, specifically either the number of students being taught by individual teachers in a course or classroom or the average number of students being taught by teachers in a school, district, or education system.
The increase in population in a school affects the class sizes, the performances of students become an issue. Class size refers to the number of students in a given course or classroom, specifically either the number of students being taught by individual teachers in a course or classroom or the average number of students being taught by teachers in a school or educational system. The term may also be the number of students participating in learning experience. Class size is almost an administrative decision over which teachers have little or no control. Class size refers to an educational tool that can be used to describe the average number of students per class in a school. There are large and small sizes in school. The smaller the class, the greater the likelihood is that a teacher will spend more time with individual pupils.
STUDENT LEARNING
Student learning is defined as the measurable skills, attitudes, and knowledge of the learner as a result of participation in an educational activity. A Student Learning Goal/Objective, when used in teacher evaluation, typically covers the entire course of instruction rather than a single unit, reflects high expectations for student learning or improvement and aims for mastery of content or skill development.
The importance of learning is that it helps the individual to acquire the necessary skills through learning and knowledge so that he can achieve his set goals. An important fact about learning is that it is a means to improve knowledge and gain skills that will help in reaching specific goals.
Student learning outcomes are the cornerstones of course design and assessment, and help students focus on what is important. Learning outcomes can also be considered an inclusive teaching practice as they can help clarify expectations for all students.
LEARNING IN A SMALL CLASS SIZE
It has been proven that students learn faster and perform better in smaller classes. A class size of fewer than 20 students often results in more individual attention, increased participation, and better communication between the instructor and students. Students not only receive more feedback from their peers and instructors, they also tend to encounter more opportunities for hands-on learning than those in large classes. Unlike large classes, coursework
in a smaller classroom setting can be adapted to fit the needs of the students. Instructors are able to get to know a small group of students faster and tailor their approach according to the learning styles of the group. This customized curriculum prevents students from having to learn about a topic they have already mastered, allowing them to move on to the next subject.
There is more incentive for students to pay attention and become involved in a small class, because it is obvious when they don’t. Since students feel more motivated to participate in a small class, they tend to get more out of it. Students are able to share their ideas and ask questions about topics they don’t understand.
More feedback from instructors results in a better, more effective learning experience. Students in smaller classes benefit from a more thorough assessment of their work. Faculty tends to have more time to devote to reading their students’ assignments and providing feedback.
CONCLUSION
In conclusion, if we are to really make a difference for our learners, we must help create the optimal conditions for learning to occur. This optimization includes establishing the framework in which learning will reside. A teacher has the ability to create the best or the worst memories of learning, and shape the direction that the learner may take as they take on formal and informal learning opportunities. A final thought includes remembering that patience is needed in a positive, safe learning environment. Just as each of us hold memories of good and negative learning environments, some of your learners come into your setting feeling this chip. Understand that some may be on the defense because of past encounters with negativism, but it does not take long to win them over so long as you can show them that their input and experiences are important. Modeling the positive behaviors and communications is contagious and will expedite the process, but understand that this will need to be ongoing if we are to change the culture that may exist. Let’s get it right and play it safe from the beginning.