Creating a Positive Learning Environment

MQF Level: 6

ECTS Value: 3 ECTS

Duration: 6 Sessions

Contact Hours: 15

Self Study Hours: 36

Assessment Hours: 24


Module Description

This module aims to provide course participants with a sound knowledge of several learning theories and perspectives that developed over the last decades, and their implications for effective pedagogies that can be applied in the classroom. These theories and perspectives of learning will
also serve as a platform to learn about, reflect upon and discuss various effective classroom management styles and techniques, and how diversified learning environments can be created to maximize learning for all students having different learning preferences, styles and needs. Thus, the
module will simultaneously aim to help course participants learn about and reflect upon the propensities and affordances related to various strategies that lead to student engagement in the learning process.

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a) Manage the knowledge acquired and reflected upon in ways that could be applied to classroom environments and make learning enjoyable, reachable, and accessible to all;

b) Support students in developing various cognitive and non-cognitive skills that are essential for learning to take place;

c) Foster an environment which encourages students to explore their inner worlds of talent and potential, and feel motivated enough to continue developing such potential;

d) Establish positive relationships with parents for the benefit of the students’ well-being and suggest opportunities to the school’s SMT to create project initiatives through the input and cooperation of parents, students and teachers;

e) Create opportunities for students and parents to come together in communities of learning, formally and non-formally, and share their knowledge and its applications to everyday life, reflections on life experiences, and insights gained for well-being. 


a) Outline main theories of learning that have great relevance and significant implications to pedagogy;

b) Demonstrate knowledge of pedagogies that transpire from different learning perspectives, their philosophy, and the skills and competences they are based upon;

c) Identify aspects and elements that comprise a conducive and diversified learning environment;

d) Provide detail on how the pedagogical tools related to the pedagogies discussed can bring about a high level of student engagement;

e) Outline how diversified learning environments can be created in ways that cater for the needs and realities and learning styles of diverse students;

f) Explain how the classroom is managed for an optimum learning environment.

g) Identify ways in which parents, teachers and students can collaborate in various educational initiatives

h) Explain how learning is mostly effective and deepened when mediated and reflected upon through communities of learning in and outside the classroom;

i) Outline strategies for the effective implementation of a trans-disciplinary approach to learning through collaborative spaces that promote reflection.


a) Create different case study scenarios, analyze them, and think of solutions that pave the way forward for students and groups with specific challenges;

b) Create opportunities and spaces for students in class and for parents during seminars and other events, to reflect on knowledge acquired and experiences lived through, to enhance their holistic well-being;

c) Design class materials and resources that make classroom management and student engagement possible;

d) Design activities that promote student knowledge construction in collaborative spaces;

e) Apply learning theories and classroom management styles and techniques to assess and come up with alternative solutions for various challenges in everyday classroom practice;

f) Demonstrate an understanding of how the implications of various learning theories can be concretized in trans-disciplinary pedagogies and educational initiatives;

g) Demonstrate how the knowledge and skills learnt throughout the module can be applied to different scenarios and classroom situations in response to specific challenges.

Mode of Delivery

This module adopts an online approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This module will be assessed through: Practical Assignment; Ongoing Online Tasks

Suggested Readings

Core Reading List
  1. Clarke, S. (2001). Unlocking Formative Assessment: Practical Strategies for Enhancing Pupil’s Learning the Primary Classroom. Trans-atlantic Publications Ltd.
  2. Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. ASCD.
  3. Harlacher, J.E. (2015). Designing Effective Classroom Management. Marzano Research Laboratory.
  4. Moyles, J. (2011). Beginning Teaching, Beginning Learning: In Early Years and Primary Education. Open University Press.
  5. Partin, R.L. (2009). The Classroom Teacher’s Survival Guide: Practical Strategies, Management Techniques and Reproducibles for New and Experience Teachers. John Wiley and Sons Inc.
  6. Pritchard, A. (2017). Ways of Learning: Learning Theories for the Classroom. Taylor and Francis.
  7. Rogers, B. (2015). Classroom Behaviour. Sage Publications.
  8. Hornby, G. (2011). Parental Involvement in Childhood Education: Building Effective SchoolFamily Partnerships. Springer.
  9. Kaufman, D., Moss, D.M. & Osborn, T.A. (Ed.). (2003). Beyond the Boundaries: A Transdisciplinary Approach to Learning and Teaching. Praeger Publishers, Westport, CT.
Supplementary Reading List
  1. Fisher. E.S. and Komosa-Hawkins, K. (2013). Creating safe and supportive learning environments – A guide for working with lesbian, gay, bisexual, transgender, and questioning youth and families. UK: Routledge
  2. Marzano, R.J., Pickering, D.J. and Heflebower, T. (2010). The highly engaged classroom. Marzano Research Laboratory
  3. Sangster, M. (2015). Challenges Perceptions in Primary Education. UK: Bloomsbury.
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