Sisco (1991) on Effective Learning Climates

Sisco, B. R. (1991). Setting the climate for effective teaching and learning. In R. Hiemstra (Ed.), Creating environments for effective adult learning (New Directions for Adult and Continuing Education, vol 50) (pp. 41-50). San Francisco: Jossey-Bass.

Type of Work  
Book chapter
Audience
Instructors working with adult learners
Problem Addressed
Establishing an effective learning climate
My Notes
This article could easily be turned into a checklist for instructors to use when starting a new program. In fact, the appendix contains a checklist created for that purpose, but it is based primarily on Pratt (1984).

Key Points

1. To maximize learning, instructors must acknowledge and address early on the anxieties with which students enter the learning environment.
2. The first session is especially important to establishing an effective teaching/learning climate.
3. The teaching/learning climate is influenced by the metaphors, beliefs, and assumptions held by instructors.
1. Examples:
1. “learner-as-machine”: “This instructor uses a prescriptive teaching approach and encourages a passive role for learners” (p. 43, emphasis mine)
2. “learner-as-flower”: “the second instructor sees the teaching-learning transaction as an opportunity for learners to grow and develop using personal experience. Learners are encouraged to relate their experience to the course content with the instructor serving as a process facilitator. In this situation, the appropriate metaphor might be learner-as-flower, noting the developmental emphasis implicit in the experience” (p. 43, emphasis mine)
2. Instructors must acknowledge their assumptions … it will encourage students to act accordingly
4. Things to do in preparation for the first class meeting:
1. Create a rationale statement that explains
1. Why you chose the learning experiences you chose
2. How the instructional process will work
3. How the learners will benefit from the experience
2. List learning objectives
3. Decide what will be required
4. Get textbooks and other resources
5. Develop a way to organize all of the materials (suggestion: workbook)
5. To do the first time the class meets
1. Before class starts
1. Arrive early
2. Prepare the room
1. Arrange seating so all can see each other
2. Adjust temperature and lighting
3. Make sure you have all the resources you need (e.g., chalk)
4. Confirm that equipment is working
5. Prepare snacks and drinks
3. Greet each learner warmly
2. During the session
1. Build relationships (aka “The 3 R’s”)
1. With
1. Each other
2. The instructor
3. The content
2. By addressing the following questions:
1. Who are we?
1. Letting students answer this for themselves helps students get to know one another and creates an informal, relaxing atmosphere.
2. Who am I as the instructor?
1. Be sure to include
1. Qualifications
2. Personal and educational experience
3. Beliefs about teaching/learning
4. Belief that this will be a positive learning experience
3. Why are we here?
1. Be sure to include
1. Overview of content and objectives
2. Instructional process you plan to use
3. “Housekeeping” issues
1. Policies and requirements
2. Restroom location
3. Plans for breaks
2. Use icebreakers
3. Be vigilant
1. Make sure that the climate stays positive
2. Pay attention to how and the extent to which learners are participating
3. Make sure the physical environment is still comfortable
3. At the end of the session
1. Make sure everyone leaves wanting to return

What others have written about climate setting:

1. Knowles
1. Used “educative environment” instead of “climate”
2. Described these conditions as necessary for learners’ growth and development: (The following is a quote from Knowles [1980, p. 67] from pp. 43-44, but it has been reformatted here as a bulleted list.)
1. respect for personality;
2. participation in decision making
3. freedom of expression and availability of information
4. mutuality of responsibility in defining goals, planning and conducting activities, and evaluating
2. Knox
1. Says climate should be both supportive and challenging
2. Recommends the following to create the appropriate climate (especially at the first meeting): (The following is a quote from Knox [1986, pp. 132-134] found on p. 44, but it has been reformatted here as a bulleted list.)
1. choose attractive facilities that participants are likely to find hospitable and comfortable
2. help participants get acquainted with each other
3. present oneself as a person
4. reduce apprehension by using icebreakers or warm-up activities that reflect empathy and learner advocacy
5. encourage active participation by having participants introduce themselves
6. provide an overview of the course or workshop content
7. obtain feedback from participants about their initial reactions
8. encourage the return to the learning experience by emphasizing success
9. be available for informal conversation
10. review and summarize the first session
11. provide an advance organizer of what will occur during the next class session
3. Brookfield
1. Learners must trust instructor for meaningful learning to occur
2. Required for trust
1. Teacher credibility: “’refers to teachers’ ability to present themselves as people with something to offer students. When teachers have this credibility, students see them as possessing a breadth of knowledge, depth of insight, and length of experience that far exceeds the students’ own’” (Brookfield, 1990, pp. 163-164, as cited on p. 44)
2. Teacher authenticity: “consists of (1) being explicit about how the teaching and learning experience is to be organized and the evaluative criteria used, (2) making sure one’s words and actions as an instructor are consistent and congruent, (3) being ready to admit errors, (4) revealing aspects of oneself as a person outside an instructor’s role, (5) taking students seriously by listening carefully to their concerns, anxieties, or problems, and (6) realizing the power of role modeling” (p. 44, citing Brookfield, 1990)
4. Pratt
1. Says problems usually arise in one of 4 areas (PERC)
1. Purpose
2. Expectations
3. Roles
4. Content
2. Problems can be avoided if these areas are openly addressed at the very beginning

Terms & Definitions

• Climate: “prevailing condition, atmosphere, or ambience” (p. 42); equivalent to Knowles’ “educative environment”
• Icebreakers: “techniques used at the beginning of the first session to reduce tension and anxiety, help acquaint participants with each other, foster involvement of all class members, and assist the instructor in getting to know class members and their range of experiences” (p. 47, citing Draves, 1984)