The educational environment is a combination of historical influences and intentionally created pedagogical conditions aimed at forming and developing a student’s personality. It determines academic performance, and therefore the foremost task of an institution is to maintain the requirements that will constitute vital qualities and provide for successful learning and socio-psychological self-determination at all age stages. It is believed that the creation of the educational environment depends primarily on the teacher, and the role of learners often recedes into the background. However, modern practices question the rationality of this approach and offer an alternative, the central idea of which is students’ crucial influence on the learning process (Ormrod & Jones, 2018). I have repeatedly noticed how motivation, beliefs, and feelings affect academic performance, so the topic of the connection between environment, behavior, and internal variables seems incredibly fascinating.
This issue is controversial because it is the teacher who sets most of the properties of the environment by implementing the educational concepts, standards for assessing behavior, and even the style of communication. However, it is compelling to understand the role of learners and their interrelation with educators. The leading function of the professor is objectively conditioned by social purpose, which consists of transferring the rich background to the younger generation. Nevertheless, acquiring new skills is impossible without students’ engagement, and the relationship between teacher and learner is interdependent (Ormrod & Jones, 2018). Moreover, motivation is the crucial factor that can guide both to carry out specific actions. Students should understand the necessity of developing particular knowledge and abilities. On the other hand, the teacher should have the desire to impart skills and explain their significance for later life and career choices.
Professors often give an advantage to individuals who actively participate in the learning process and try to get as much out of it as possible. On the contrary, non-involvement and a lack of willingness to gain knowledge are primary reasons for unsatisfactory academic performance. Students’ attitude often alters the teacher’s mindset toward them, leading to a change in the educational climate (Ormrod & Jones, 2018). Everyone’s inner beliefs influence behavior, which can both improve and impair the environment. It is intriguing whether the teacher can affect the dependence of these elements if the learner’s conduct is contrary to his attitudes.
It seems that a competent and experienced tutor is able to tackle this issue by offering a concept that resonates with the student and contributes to his motivation. The supreme criterion of coherence is not just the interaction; it is the co-creativity aimed at achieving the ultimate goal, not the methodological improvement, but the personality and its development, learning, and upbringing. Children have various values at every stage of growing up (Ormrod & Jones, 2018). Therefore, the educator should study and consider their characteristics painstakingly and be able to determine and revise strategies and tactics of the educational approach. Each transformation in the environment will affect internal variables and promote further progress and behavior change. However, the learners should not stand idle and must be open to these transitions and guide them in the right direction.
Therefore, it is evident that the learning process is dynamic and changes in one variable necessarily affect the other. In order for the teacher and the student to feel comfortable, they need to be ready for dialogue and have specific qualities that will contribute to a quality interaction between behavior, the educational environment, and internal variables. What qualities do you think are the primary key to the harmony between the above elements?
Ormrod, J. E., & Jones, B. D. (2018). Essentials of educational psychology: Big ideas to guide effective teaching (1st ed.). Pearson.