9. Learning environment

A classroom or a computer laboratory, which are the most usual place settings, are physical places where learning occurs. The learners can be affected positively or negatively by the way the place setting is arranged or decorated, by the distance from the other learners, by the teacher who may be sitting away from them or is among them and close to them, and other factors that define the learning place setting. The psychological aspect here, although it may not be considered by some educators, is essential. The learners may feel ‘accepted’ or ‘rejected’ merely by a room. A friendly and accessible atmosphere can sometimes gain them by 50% to be open to learning. On the other hand, a neutral or ‘cold’ classroom can make them more reserved and, no matter how interestingly a lesson has been planned, they may have negative perceptions about both the teacher and the material.

10. Guidance

Learners need guidance during the presentation and the post-presentation phases of the new teaching material to be motivated to learn and be willing to make their own efforts. The acquisition of new and sometimes complex knowledge and the development of skills in a new area require willingness and perseverance from the learner. Proper guidance from the teacher to lead them to learning is essential in the same way that happens in the internship practices where the new employees are instructed and monitored by a trainer/supervisor. While guided, the learners have the sense of security and are confident that should errors occur their teacher/trainer is there to help them go ahead. Gradually, and after the first guided stages are accomplished, the teacher can expose them to free practice and then can assess the results of their efforts while dealing with the newly acquired knowledge and the newly developed skills. Consequently a lesson plan must include guidance as well as free practice stages.

11. Emotional factor

Humour is an essential element to approach the learners better. A teacher must have humour. People learn better and more effectively when the teaching material is appropriate to their cognitive level and is presented in an enjoyable and interesting way. The emotional factor can make them more approachable when they enjoy their tasks and more open to desire to learn. If they are pressed by a stern educator, they are more likely to resist and to be in constant denial. In any case, the teacher must not reproduce stereotypes of parental behaviours that may have in the past affected some of the learners’ attitude to learning. Interesting graphics, humorous remarks, relaxing atmosphere – without losing any of the goals of the tasks – can gain the students’ attention better than merely applying stern rules.

12. Social interaction

Learning can be affected to a great extent by social interaction, interpersonal relations, and communication with others. Collaborating with the other learners while working on given tasks reinforces their interpersonal relations while respecting cultural diversity or other personal differences in learning. Pair-work and group-work are ideal to practise their interactive skills and enhance their social competences. Quality interpersonal relationships provide the sense of stability and mutual trust. Moreover, it is bound to increase the learners' sense of being a member of a team, being respected and being accepted thus creating a positive learning environment.