Dinner by candlelight, soft music, meaningful glances. This is a classic setting for romance. There is much for teachers to learn from this: the use of externals to kindle a whole range of internals.

The DDP-LSI calls these externals the environmental preferences of learners: sound, light, temperature and design.

Some learners prefer bright light, while others prefer dim light. Of course, most teachers prefer ample light: the better to see who is paying attention or who is cheating.

A practically costless remedy is to create soft-light sections inside the classroom using planters, curtains or other light diffusing but transparent dividers. Allow soft-light learners to rule such nooks, and seat bright-light learners near the window or immediately under a light source.

Research has consistently shown that many learners perform better with the help of a little background music – especially if the music is of their choosing. Better yet, research indicates that certain types of music elicit specific emotional states: helping students relax and be more receptive to new information.

Thus, taped music during exams or group activities might be order. Perhaps students should also be allowed one headphone during class, so long as they keep the volume low so as not to distract other learners.

Hot or cold?

Temperature might be a bit more tricky. How do you create cool and warm sections in the same classroom? Perhaps the primary concern should be to avoid temperature extremes.

Decorative screens may be put up – with the help of  the students themselves. Whenever feasible, exhaust fans may be better than electric fans. Better yet, ask the class for suggestions. You may be in for some happy surprises.

And then there’s design. While some learners actually prefer hard, straight-backed desks, others may learn better on cushions or throw pillows. At the very least, allow those who so prefer to sit on the floor or to reposition their desks elsewhere inside the classroom.

Teaching by candlelight. All it means is creating more options for learners in terms of physical comfort. The less time your learners spend being distracted by discomfort, the more likely they’ll pay attention, and the more likely they’ll learn well. This may also be called “romancing your learners.”

(Henry S. Tenedero is the president of the Center for Learning and Teaching Styles and MINDful IDEAS, an affiliate of the International Learning Styles Network, based at St. John’s University in New York. He is a graduate of the AIM Masters in Development management and of the Harvard Graduate School for Professional Educators. He can be reached at htenedero@yahoo.com.)