The fifth LQ Review: A little more about the learning environment.

personalised learning environment

We instinctively know that tour learning environment is important to us because we try to create that which is comfortable and avoid that which is uncomfortable. This leads us to a question about our learning environment, just what is it? Take a moment to answer the following question.

What makes up or is part of your learning environment?

a)      The “landscape” (buildings, rooms, outdoor spaces, light, sound, temperature, furniture)

b)      The people (teachers, parents, other learners)

c)       Your  learning map (what you believe you can and cannot learn)

d)      Your emotions (those we recognise as influencing our learning. For example feeling confident.)

e)      Other  (please let me know if you believe there is another element to our learning environment)

What decision did you reach? My belief is that it is a) through to d) but I am not ruling out anything else that comes along. For example the presence of technology, now such a large part of our lives, has made a significant impact on our learning environment. We can have “anytime, anywhere learning” through appropriate use of technology.

lQ graphic 6

In this review of LQ I want to look at a slightly different aspect of the learning environment, one where people are the focus. People can cause a number of issues in the learning equation in the same way as our physical environment can. For example a chair may be uncomfortable and cause us to fidget or lose concentration in the same way as the actions or behaviours of others can achieve the same effect. People can make us feel insecure or embarrassed one the one hand and on the other confident and brave.

In the possible answers to the question of “What makes up or is part of your learning environment?” only one element is the physical aspects of the environment. In the remaining three options two are accounted for by your interaction with people. It is safe then to consider the need to have some understanding of people and specifically your emotions when interacting with people when seeking to manage your learning environment.

The concept of emotional intelligence as defined by Daniel Goleman [i] is now recognised as a key aspect of understanding a child’s success in the classroom. When we are stressed, placing our emotional centres in turmoil, we do not learn easily or well. Here is a question and answer from the website [ii]

“Q: Is EI (emotional Intelligence) also crucial to a student’s success in the classroom? And if so, why?

A: EI is crucial for all life success, including for students in the classroom, because of the basic design of the brain.  Our emotions evolved as a tool for survival, and today emotions have a privileged position in the brain.  When we are upset the emotional centers can hijack the thinking centers, rendering us unable to think clearly, focus on the task at hand, perceive in an undistorted manner, and even make it harder to remember what’s relevant to what we’re doing (instead we remember easily anything about what’s upsetting us). So whether in the workplace or the classroom, managing our emotions is the prerequisite to learning and focus.”

EQ or “EI” is well documented and to ignore its impact on learning and the learning environment would be to ignore a key element in managing the learning environment and in understanding LQ. Being aware of your own emotions is only part of the LQ equation; you need to be aware of the emotions of others too. In short you need to be able to “read” other people, to recognise the behaviours and signals that give away how they are feeling and perhaps why they are behaving as they are. When we get this wrong our world can turn upside down in an instant. Further it can have long lasting effects on how we interact with our learning environment, sometimes making us withdraw altogether. Have you ever mis-read the signals from a parent, teacher or boss and “gone too far” before you realised it?

Earlier I wrote about how the learner needs to find ways of approaching the teacher that can help them acquire the support they need and avoid possible conflict. Some approaches made by inexperienced learners can be interpreted as a challenge. I also reminded teachers to be ready to listen and not to judge or jump to conclusions.  Both are important aspects of the learning environment and both underline how important emotions are in that landscape.

I also mentioned how subtle the clues in individuals can be, especially at the early stages of display.  For example we are all well aware of body language and can recognise displays of anger, fear, surprise, or love. What if these displays, however subtle, leave a “fingerprint“?  What if there are clues we all carry which indicate traits we are prone to demonstrate? Being able to recognise the subtle markers of likely behaviours can help us navigate around those that have a negative impact on our learning and head for those that support us.

I have also commented on how we use our senses and how we interpret and diagnose by using them. In an earlier LQ article I also made the point that “Being aware of those around us, their behaviours, and emotions is part of our general survival toolkit. Not recognising when those around us sense danger could result in us being left behind so we are wired to respond in some way to others around us.”

A discussion with Alan Stevens [iii] who is described as a “face reader” and a recognised authority in his field came about as I was preparing this review of LQ learning environment article. His work is inspiring, especially for those who are working closely and collaboratively with people. As we talked a number of questions came to mind about things such as:

  • nature and nurture influences
  • when and if we get “hard wired” in our emotional responses
  • is the face the window to the soul, do those facial muscles we use most often become more highly developed and change our appearance as a body builder attempts to do with their body
  • what do you do when you recognise something in someone when they do not recognise it in themselves
  • what about the issues surrounding prediction by reading somebody?

You can see my talk with Alan got my grey cells working. I would say I was using my LQ to explore a new learning landscape that was opening up to me.  I am now faced with questions about such things as “micro expressions” and their impact in the learning environment (both for the learner and the teacher).

A key area for me to explore in relation to LQ is what happens if the teacher is not expressing or displaying the micro expressions expected by the learner and as a result sets up an emotional imbalance in the learner. Can this inhibit learning? We know anything that negatively impacts our emotions inhibits learning so the answer would be yes, but what to do about it.  What can the learner do and what can the teacher do to address this imbalance and stabilise the learning environment? The first step must be to explore and understand these expressions and which ones match which situations. We know teaching is an art involving acting and acting involves duplicating emotions and expressions at will to suit a character or role. The better we are at acting the more believable our character is.  The next question is what the teacher can do with the “intelligence” or information they receive as a result of accurately reading people. It would in effect cut the “getting to know you time” at the start of a course or term by many weeks and help establish working learning partnerships much earlier.  Exciting times and I would recommend you check out Alan’s work.

A word about the courses and presentations I have developed around the LQ concept.

Having recently used the principles of LQ in coaching learners in literacy and numeracy I know LQ “works” and  it brings about improvements in learning. Two presentations which can be part of a morning course if required are available. One is aimed at teachers and will develop the insight and tools necessary to promote LQ in learners and the second focuses on developing an understanding of LQ and the implications for learning in pupils/students (this can be customised for learners from the age of 9 up to adults). If you are interested in finding out more about the LQ presentations or courses then please contact me at ace-d. My e-mail is:

Link to the original LQ article

Developing Learning Intelligence

[i] Emotional Intelligence       Daniel Goleman Random House Publishing Group, 2012


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About 4c3d

"4c3d" (AcEd) is the abbreviation for Advocating Creativity in education, a company I set up to challenge how we think about and deliver education. The blog champions my concept of Learning intelligence, how we manage our learning environment to meet our learning needs.

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