• << eFellows
• Introduction
  • Background & Context
  • Personal Significance
  • Research Questions
  • Theoretical Perspectives
  • The Process of Education
  • The Learning Environment
  • The Physical Environment
  • Different Learning Styles
• Methodology for a case study
  • Quantitative data
  • Qualitative data
  • Standards for validation
• Data Collection
• Data Sources & Analysis
  • Quantitive data sources
  • Standardized test results
  • Qualitative data sources
  • Data Analysis and Interpretation
• Creating a user friendly classroom environment
  • Teacher Training
  • Lifelong learning
  • The learning journey
  • Fitting policy into practice
• Conclusion
• References
• Appendix 1
• Appendix 2
• Appendix 3

The Learning Environment

The working environment can be the 'make or break' for a dyslexic child. They may be having difficulties with listening, hearing, looking, sitting still, concentrating, writing and finding things they need.

If their classroom environment works against them, no matter how hard they try, they will not succeed.
(BDA-dyslexia website, 2004) http://www.bda-dyslexia.org.uk

By making these students aware that their classroom environment can influence their learning, they can then take steps to improve their own learning. At the same time, their teachers need to be aware that they too can influence their students' success in their classroom, by making a few simple changes to the way things are done.

"Classrooms must communicate values environments in which children feel a sense of welcome and belonging, in which their ideas are valued, and where participation is continually encouraged."
Norton & Wiburg, 2003. p. 211

"Current educational practice is built on the factory model. Mass education that teaches basic reading, writing and arithmetic, a bit of history and other subjects constitutes the 'overt curriculum'. Beneath it, however, lies an invisible or 'covert curriculum' that is far more basic. It consist of three courses: one in punctuality, one in obedience, and one in rote, repetitive work."
Toffler (1980)

Norton & Wiburg question whether much has changed in this new millennium.

"Educators who plan to design environments for today's students must design for the whole learning - the covert as well as the overt. They must recognise that much of learning is social, that learning is not for later life but for living, and that students are not vessels to be filled but constructors of their knowledge. They must create values environments that promote problem-solving, co-operation, communication, critical thinking, and learning how to learn."
Norton & Wiburg, 2003 (p. 266)

© Karen Newbrook 2004