Managing the Natural Environment

Have you ever wondered just what creates an ideal learning environment?

We now have brainstormed and discussed this topic with a number of different categories of participants in the Capacity Train the Trainer workshops. From those discussions we’ve identified some of the stuff you because the trainer might do to set a dark tone. We now have arranged the important thing points into five categories: Physical Environment, Communication, Training Aids, Encouragement and Classroom Management.

In the following paragraphs we’re focusing on the Physical Environment. What else could you do as a facilitator so that participants have the best physical environment?

1. Make sure the air quality is healthy.

What this means is having adequate ventilation and designating a place outside the classroom for smoking. Additionally, it means sticking with WHMIS guidelines and requirements when working with equipment such as chainsaws.

2. Schedule a suitable number of breaks and become willing to adjust to the learners’ needs.

Determine if the learners in your group have physical challenges to limit the amount of time they are able to sit or stand and factor this to your activities. It is also effective to design and employ activities that contain movement, variety and changes of pace.

3. Ensure that learners are comfy.

Observe body gestures and do not hesitate to ask participants if you are unsure whether they are comfy. Putting on a coat or repositioning chairs can both indicate unease. Hard seats, crowded tables or perhaps a pace that is too slow or too quickly can all possess a negative impact on learning.

4. Provide healthy foods that energize learners.

Be aware of the result of various foods on the metabolism and consider this when planning your sessions. A heavy lunch may be appropriate if your learners is going to be doing hard physical work afterward. Exactly the same lunch could create a serious lull within the energy flow if participants will be involved in less vigorous activities following the lunch. A number of snacks and beverages give participants a chance to consume because they want.

5. Make sure the room has effective lighting.

Ideally, the area will offer plenty of sun light along with the ability to control the quantity of light for different purposes. You may want to turn the lights right down to view a video or turn them up for livelier activities. In our experience, most locations offer some lighting challenges. After some creativity we’re always able to make it work.

6. Ensure that your individual hygiene isn’t offensive to others.

What this means is not slathering on too much perfume or after-shave lotion and wearing an excellent deodorant. Additionally, it entails knowing that conditions for example temperature fluctuations or nervousness could potentially cause sweating. Take special precautions with regards to breath. An oz of garlic with lunch could sabotage one pound of well-planned learning activity.

7. Allow a large enough room to maneuver in comfortably.

Even though you might get away with squishing people together for brief periods of time, limited space can soon have perfectly functional adults acting like caged rats. It can be very agitating to need to clamour over other learners or their “stuff” to get into one’s chair. Select few activities seem to function best when each group has ample space in which to operate.

8. Make safety a priority.

With respect to the kind of training you’re providing this can incorporate a wide range of concerns, including:

Being conscious of and respecting individual’s personal space.
Ensuring adequate lighting within the classroom and related areas.
Securing electrical cords towards the floor with tape.
At night, making sure everyone is conscious of any parking lot concerns and perhaps encouraging a buddy system if there are any potential threats.
Ensuring that all participants wear proper safety gear for that activities.
When conducting activities in the forest, understanding the wildlife you might encounter and planning how to approach them in advance.
Being conscious of and adhering to regulations and practices pertaining to food safety.
Being clear on your policy with regard to drug abuse.
Having effective communications equipment for field activities.
Using safe transportation back and forth from field sites and ensuring the drivers are qualified to carry passengers and that their licenses are valid.
Wearing proper dress and gear for different seasons and weather conditions.
Having the necessary first-aid, fire and safety equipment on-site.
Being aware of and sticking with any safety regulations and practices with regard to any heavy equipment such as tractors or helicopters.

9. Limit or eliminate outside distractions.

It may be effective to close the classroom door or windows if you will find distracting noises or activities outside the classroom. In one community our classroom was situated so close to the railway track I swear the water would vibrate out of your glass every time a train went by. I was capable of working around this distraction by either calling a rest or assigning a short individual activity throughout the entertaining interlude.

10. Permit quiet/private time.

As alluring as it is to design lessons that involve plenty of physical movement and activity, it is important to build in time for individual thought and reflection on what has been learned. This could take the form of special assignments or short segments of quiet or private time within other activities. Either can work well – at least until a train passes by.