These are stages built to intentionally favor learning. They constitute the construction of learning situations in the classroom, in the school and in the environment because the educational fact is not only given in the classroom, but it goes beyond the boundaries of the school to extend the formative function to other face-to-face scenarios and virtual, and the constitution of social networks.
However, in the classroom for the generation of environments that favor learning, the teacher is central. The teacher acts as a mediator, that is:
In this sense, it is incumbent upon him to promote communication, dialogue and the taking of agreements, with and among his students, in order to procure practices of respect, tolerance, appreciation for plurality and diversity, the exercise of rights and liberties. The school is also a learning environment. With this perspective, it is assumed that organizing common spaces is important because the learning environments do not occur spontaneously, since it mediates the teaching intervention to integrate them, build them and use them as such.
School coexistence is the set of interpersonal relationships that occur between members of an educational community and that give rise to a certain school climate. The values, the forms of organization, the way to face conflicts, the expression of emotions, the type of protection that is provided to the students and other aspects, configure in each school a special way of living that influences the quality of learning. , in the formation of the students and in the school environment.
Similarly, learning environments require providing challenging experiences, where students feel motivated to inquire, find their own answers, experiment, learn from error and build their knowledge through the exchange with their peers.
The construction of learning environments highlight the following aspects:
Clarity regarding the educational purpose to be achieved or the learning that is sought to build with the students.
The focus of the subject, because based on it must consider the learning activities in space that are within reach and interactions between students, so that learning is built.
The very possibilities of space to directly or indirectly support the learning process, whether allowing the interactions between the students and the teacher, or allowing elements of that space to be an object of knowledge. Here aspects as varied as the history of the place, the practices and customs, the traditions, the rural, semi-rural or urban character of the place, the climate, the flora and fauna, to mention a few, take relevance.
A learning environment must take into account that information and communication technologies are radically changing the environment in which students learn. Consequently, if a space of the school, the community and the classroom could previously be used as a learning environment, now distant spaces can be used as part of the learning environments. To take advantage of this new potential, one of the initiatives that run in parallel with the Integral Reform of Basic Education is the integration of telematic classrooms, which are school spaces where information and communication technologies are used as mediators in the processes of teaching and learning.
The educational materials, printed, audiovisual and digital, propose strategies that aim to build learning. In such a way that if these strategies are combined with the possibilities that the spaces offer, the learning environments can be diversified.
Significant learning environment
I would like to conclude with one of the final considerations of the Meeting of School Councils, where he affirms that a successful school is one that achieves the inalienable objective of endowing its students with the essential knowledge and skills and is capable at the same time , to offer the cultivation of the attitudes and values that favor their integral formation, whatever their socio-economic and cultural context and their personal characteristics. It is therefore vital to create a meaningful, pleasant, comfortable learning environment that encourages creativity, research and different ways of working, but above all that students and teachers enjoy what they do.
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