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       2

       Factors contributing to learning

       Introduction

      There are many factors which can contribute to learning taking place. These include the environment, a learner’s motivation to learn, the challenges they and you might face, and the different ways in which learning can occur.

      This chapter will explore the variety of learners you might teach, their differing age ranges, the locations in which learning takes place and possible challenges. Theories regarding how people learn are covered, as are theoretical principles and models.

      This chapter will cover the following topics:

      • Teaching and learning environments

      • Learner age ranges and modes of attendance

      • Motivation

      • Challenges

      • Learning preferences and styles

      • Teaching and learning theories, principles and models

Teaching and learning environments

      Teaching and learning can take place in a variety of environments and locations such as: classrooms, the workplace, training rooms, prisons, outdoors and online. Although learning can take place almost anywhere, not all locations and environments will be totally suitable. However, it’s how you ensure that learning takes place that matters. It helps if you can convey interest, enthusiasm and passion for your subject. It also helps to create a climate which is conducive to learning and mutual respect. Ideally, you should want your learners to leave your session wanting to come back for more.

      You might be restricted by the availability of particular rooms or resources; therefore you need to be imaginative with what’s available to you. Your learners don’t need to know about any organisational problems you might encounter, as your professionalism should enable you to teach your subject effectively. However, you do need to take into account any health, safety and security issues, and let your organisation know if you have any concerns.

      You will need to establish a purposeful learning environment where your learners feel safe, secure, confident and valued. The venue, toilets and refreshment areas should all be accessible and appropriate for everyone. However, you might not be able to control these aspects. Having some advance knowledge about your learners will help you check that everything is suitable for them. If it’s not, you might want to talk to your learners beforehand to see if any compromises can be reached. You can find out any particular learner needs from the results of initial assessments (covered in Chapter 3) or by talking to your learners. If your session includes a break, make sure you tell your learners what time this will be, and for how long. If you don’t, learners might not be concentrating on their learning, but thinking about when they can go to the toilet or where they can get a drink.

      What is on the wall, or what is visible from the windows, could have an impact upon learning. If there is a lovely view of trees and birds outside the window, your learners might be more interested in what’s happening outside than inside. It might be possible to use blinds or curtains to limit the distraction. If there are posters on the walls with stimulating pictures and words, your learners will probably look at them, and subconsciously take in the information. If learners have carried out activities which involved them creating posters or writing on flip chart paper, these could be added to the walls. Leaving them there as a visual aid could help the learning process. However, you will probably need to check in advance how you can attach things to walls, and whether or not you are allowed to.

      Music or sounds can also be useful to aid learning. Tranquil music played as learners enter the room could have a calming effect upon behaviour. Upbeat music while energetic activities are being carried out could stimulate learning. If you do use music, it’s useful to bear in mind that certain sounds can bring about memories, some of which might not be good for certain learners. You will also need to be aware of any potential of a breach to copyright legislation which applies to some music. You can get information regarding this from the Performing Rights Society; a weblink is at the end of this chapter. Music is also useful during certain activities for particular subjects such as yoga, tai chi and dancing.

      If you are teaching a practical subject, you will need a suitable environment

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