Significance of the Problem

Instructional Relevance, and Knowledge Of Content. One of the fields is ‘Learning Climate’. Learning climate refers to a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted. The detailed keys are: Teacher Characteristics: a. Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups. b. Teacher motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. c. Teacher displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors. d. Teacher effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections. e. Teacher creates an environment where student work is valued, appreciated and used as a learning tool. Student Characteristics: a. Student accepts responsibility for hisher own learning. b. Student actively participates and is authentically engaged. c. Student collaboratesteams with other students. d. Student takes educational risks in class. From some studies reviewed above, it can be concluded that the set of key classroom teaching qualities vary in kinds. A teacher can apply one of standards or adapt the part of standards to build the effective classroom by his herself. The characteristics of pupils and the school situation can be taken into account to choose the standards of qualities. The more important next is how the teachers find the way to set up learning experience.

b. Setting up the Learning Experience

The learning experience is built by considering the different types of learning activities used by teachers. The learning activity is defined as the specification of what learners will actually do. Kyriacou 2009: 39 states that the basic task of effective teaching is to set up a learning experience in which pupils effectively engage in the mental activity that brings about those changes in the pupil’s cognitive structure that constitute the desired learning. On the same page, he adds that the pupil’s learning can be fostered in two main ways: 1 Teacher Exposition: listening to teacher exposition, which may include asking or being asked questions, watching a demonstration, and genuine teacher-pupil discussion. 2 Academic work: being instructed to undertake or engage in academic tasks activities, either on one’s own or together with other pupils. He 2009: 40 adds that teacher exposition tends to place emphasis on describing and explaining new information to pupils through direct teacher-pupil interaction, and is usually based on teaching the class as whole. Hence, the way pupils learn through teacher exposition is by listening, thinking and responding to what the teacher has to say. The main uses of teacher exposition are: 1 Making clear the structure and purpose of the learning experience 2 Informing, describing, and explaining 3 Using questions , dialogue and discussion to facilitate and explore pupil learning Moreover, the teacher has many roles in the teaching and learning process. Especially for the elementary school in Asia, the role of the teacher should be adapted with the changes of the society and the children needs. Paul 2003: 139 proposes that teachers should have roles: giving personal direction, providing