The learning space

NCFE Level 3 Award in Education and Training Understanding Roles and Responsibilities in Education and Training (URET) The learning space

Setting the scene

Before your start any learning , you need to ensure your learning environment is suitable for learning.

Part of your role is to ‘set the scene’ for your learners to ensure the session is accessible, comfortable and inclusive. This will include different aspects:

The environment
The equipment

The resources
Learner expectation

Click on the titles to review each aspect in more detail: You may want to add some information in your Notes that is specific to your teaching.

The learning environment, or room, that you use has an immediate impact on the way people feel when they walk in. We are not all lucky enough to have pristine painted walls, a working air conditioning system with use of the latest technology, however we have a responsibility to ensure that it is as safe and as comfortable as possible for our learners.

Click on the titles below for more information.

The walking space

Is it wide enough for people with mobility issues?

Health and safety

Is there somewhere people can hang their coats so they are out of the way and not a trip hazard?
Are exit routes clearly identified.

Lighting and heating

People will lose concentration if they are focusing on whether they are too cold or the room is too dark.

Tidy

All teachers are responsible for leaving the room in a suitable state for learning. If this has not been done by the previous teacher, its will be something you have to do at the beginning of your session.

There are three questions you need to ask in regards to equipment before your start teaching your session.

Do you have the right equipment?

2. Is it working?

3. Do I have a back-up plan if there are any issues?

Below are some of the primary types of equipment used.

Computer/Laptop
Tablet
Projector
Extension leads
CD/USB
Internet
Speakers

Depending on your subject, there will be a range of different resources that you will use for your session. Resources are the handouts, worksheets and supporting information that enhance and add variety to learning.

One of the key details with the resources that you use is that they should represent a fully inclusive environment. This should include representations of different members of society from culture, to age, to religion.

Your materials should be non-discriminatory, e.g. not feeding in to stereotypes, and is an integral way to promote equality, diversity and inclusion.

Watch the following video from apple on their view of equality, diversity and inclusion.

Video from Apple

Once you have checked the basics, it will be time to either meet your learners or welcome them back to another session.

At the beginning of a new course or if the course takes place in a new venue there is some initial information should supply.

House keeping	Introductions	Session aims	Group contract
Information about fire exits, toilets, break-times.	Brief overview of your skills and experience. This could be followed by the group introductions.	This is so people have an understanding of what to expect in the course of session.	This is a mutual understanding between learners and yourself on behaviour expected in the session.

Group contract

Group contract may also be called ‘learning guidelines’ or ‘ground rules’. Some organisations may provide a learner handbook to those enrolled on a course outlining some basic expectations.

Some training rooms may also display ground rules on the wall, however it is still important to create learning guidelines at the start of the first session

Group contract notes

Statements should be group appropriate, there will be some core guidelines such as ‘respect for others’ or ‘time keeping’ but some are likely to differ from group to group.

Having a set of statements can provide a base for group interaction and contributions. It also gives you something to refer back to if some of them are being broken.

It is up to you (and possibly your organisation) if sanctions are to be put in place if statements in the group contract are not adhered to.

A good way to encouraging adherence to group contract is to let the group decide (with your facilitation), what the statements should be. This gives the group a sense of ownership and in turn are more likely to stick to them.

Summary

There are many factors to creating a safe learning environment. Inclusive planning will help you to create an environment that is welcoming and enjoyable to learn in.

Before you move on to the next lesson, complete the Learning guidelines assessment below.

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