Identifying the best way in which students learn successfully has been an important topic under discussion for many years. The education system on its own is one of the most important aspects of people’s lives. Every person goes through some educational facility at some point in their life. However, not every person is ensured to study well just by attending lectures and having lessons. In order to get better results out of learning, it is essential to identify the key factors that influence the learning process in a good way. The factors that require consideration in the learning process are being a part of a safe environment, educative and restorative practices, and collaboration.
From early childhood, the main factor that concerns a vulnerable human being is safety. Being a part of a safe environment can ensure positive feedback and foster the connection between the teacher and the child. Yet, this factor does not only apply to children. According to the study made in Bronxdale High School, a safe and caring community is also important for teenagers as they learn and progress in life (Ancess et al., 2019).
Bronxdale’s theory of action implies that creating a caring community inside the school will elicit the behaviors that will produce the necessary outcomes (Ancess et al., 2019). Whenever students are working in a safe, non-judgmental environment, it is possible to see their full potential, as there are no restrictions put in the means of expressing their beliefs. Therefore, ensuring the safety of a learning environment may lead to positive learning outcomes in students.
When exploring the learning aspect of successful education, it is easy to omit the human factor and practices that may take care of it. The case of Bronxdale High School has shown that taking care of students’ social-emotional needs can significantly affect the academic success (Ancess et al., 2019). Proving that the students are rich in potential and worthy of effort increases a student’s overall performance. The study has shown that implementing restorative practices, such as metacognitive learning and culturally responsive pedagogy, has increased students’ engagement in the learning process. Therefore, supporting students with out-of-class procedures, such as peer mediation, youth court, and circles, helps establish healthy mental conditions that ensure productive learning.
Apart from measuring the learning progress depending on teacher-student relationships, it is vital to acknowledge peer collaboration to provide better education for the students. Commitment to community and organizational structure, which was also reinforced in Bronxdale High School, promoted cooperation. Problems arising at school are solved collectively by students and staff members, allowing everyone to be responsible (Ancess et al., 2019).
The collective problem-solving idea provides the opportunity for many people to work together on the issue and solve it together. Collaboration in the classroom may also provide better learning outcomes. Whenever students communicate with their peers, it becomes easier to express a thought or a question under discussion. They primarily reside on the same level, rather than a teacher and a student. Therefore, providing students with peer collaboration might be a way to improve their learning abilities through collective effort.
In conclusion, it is vital to examine measures that support the students along with their learning experience when exploring successful education. In order to ensure better learning practices, it is essential to give the students a safe learning environment to express their ideas. Moreover, it is vital to provide students with social support and out-of-class practices to make sure they receive the help they need. In addition, teaching students collaboration can also positively impact students’ learning process. Sharing the information with peers can assist with creating new points of view that are vital in education.
Reference
Ancess, J., Rogers, B., Duncan Grand, D., & Darling-Hammond, L. (2019). Teaching the way students learn best. Learning Policy Institute, 15(1), 4-23.