Deriving the Ideal Learning Environment For Communal Intermediate Educational Institutions

The effective dissemination of information that encourages critical thinking has challenged educators for decades in the traditional classroom. Communal education institutions, particularly the 6th and 7th grades, are faced with the obstacle of providing an environment to effectively facilitate learning. Many experts, ranging from educational administrators to psychologists, have begun to recognize the benefits of Montessori-style schooling. To date, numerous studies have demonstrated the advantages of devising an ideal learning environment by creating an autonomy-supportive domain that centers around providing actual tools, choices while learning, and trust from the mentor(s). This literary review will provide original research and explore the direct outcomes of altering the education environment to maximize learning potential. The paper will specifically focus on the neuroscientific literature providing empirical data supporting an autonomy-supportive classroom model.