The article's Classrooms as Learning Community describes what

The article's "Classrooms as Learning Community" describes what is learning community and reviews the ideas that make a community of classrooms, such as school as a context for classrooms and classroom practices. Moreover, it includes the basic ways and rules of creating a learning environment that increases learner's performance, understanding, and reduces traditional education.

Introduction:

Learning community is a group of people who share the same interests, beliefs and values, who work actively and collaborate to learn from each other. To help learning, there are different ways operate classrooms, so the most influential one is 'learning=being taught', another two are 'learning=individual sense-making', and 'learning=creating knowledge as part of doing things with others' approaches.

Anyways, classroom affects learner's outcomes more than school do, but the culture of school is the most influencer. Another influencer is classroom practices; they operate in different ways with different patterns of activities which could be described with some effective elements such as tasks, goals, resources, time and pacing.

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The school as a context for classrooms:

First influencer which includes that student's behavior inside and outside the school is affected by their feelings about school membership. Its's divided into 3 sections, classrooms as communities, as communities of learners, and as learning communities. The first section is defined as environments in which students feel valued as individuals and it also means "students are crew, not passengers" which means that collaboration is the key to success for classrooms as communities and that learners have to work together to create these communities.

Besides the relationship between learners, also the way to build the right ones for increasing participation, sharing supports and to motivate each other, in addition to respecting diverse of individuals and groups. The second section defined the environment in which student can learn and have a sense of belonging regardless to commonalties or differences and it poses that strengthen a community of learners give a confidence to students to involve in self-reflective learning and share their knowledges and experiences by proceed each other's understandings through a mutual teaching to promote children's emergent strategies and metacognition. The last section clarifies that classrooms as learning communities work on understanding that the growth of knowledge involves individuals through supporting individual contributions to a communal effort by being responsible to know what needs to be known and then make others know it, and it includes the idea of debating understanding helps to increase selves and others knowledge.

Classroom practices:

Another influencer that describes class activities, its effects on learner, and aims to create an interdependence in the classroom, so the conduct of pupils doing less telling and more designing of activities have an opposite impact. This influencer is divided into 2 sections, observing classroom and closing reflections. The first section poses that changing our way of seeing from current position to something new is a way to view a classroom as a learning community, it takes practice and it have 3 separated versions. Version 1 'Learning=being taught' depends more on teachers, by planning effectively, showing a responsible teaching, using methods that interest pupils, resulted learners show a good responding and improving. Moreover, version 2 'Learning=individual sense-making' is more about to prove learner's understandings by thinking about difficulties in learning, how they could become better learners, acquired knowledge by applying them in real world and trying new ways of learning. In addition to version 3 'learning=creating knowledge as part of doing things with others' which relies more on learners by creating products for each other and for others and work together to improve knowledge. Another section of classroom practices is closing reflections which review and appropriate suggestions to encourage the idea that the growth of learning communities should be a key characteristic of 21st century schools. However, classroom should be done by people acting as a group, but it's rarely described as that. Besides that, this review proposes that treating a class as energetic or productive collective results much to be acquired.