Classroom Climate
From WikEd
[edit] Descriptions, definitions, synonyms, organizer terms, types of
Classroom climate is defined as the type of environment that is created for students by the school, teachers, and peers. Teachers are continually looking to create a "positive" classroom climate in which student learning is maximized. According to Julie Crotty, author of Seizing the Days: Engaging All Learners website, having an environment where students feel safe, nurtured, and intellectually stimulated is a must for students to learn to their potential. This type of positive classroom climate allows for students to meet their basic needs of physical and mental health described by Glasser, William. While there is no specific definition of what creates a negative classroom climate, it is considered to be one in which students feel uncomfortable, whether physcially, emotionally, or academically, for any reason.
[edit] Application in classrooms and similar settings
According to the website Seizing the Days: Engaging All Learners, Glasser believes that “misbehavior of most students results from the failure of teachers and schools to fulfill their needs. He believes that students want to experience success, they want to have feelings of self-worth, and they want to learn‿ (Crotty, 2002). Before we can expect a child to learn, the physical needs such as food, clothing, shelter, and safety must be met. While some of these needs are beyond a teacher’s circle of influence, one can work with guidance counselors, social workers, and community service agencies in identifying those in need beyond the teacher’s help. In addition to these physical needs, humans have mental needs that must be met in order for them to be happy, emotionally healthy, successful people. These needs must be met in a way that does not harm anyone else. There are four basic mental needs: love, or the need for belonging, power to be in control of our own lives, fun, and freedom. Freedom in terms of the classroom is giving students the chance to make choices about assignments and other lesson planning as well as to help make decisions about the classroom (Crotty, 2002). Thus, by working to fulfill these needs, the teacher is applying the idea of a positive classroom climate because it is helping the students met their full learning potential. To leave any need unmet would be making the classroom experience a negative one for students.
When interacting with students it is important to recognize individual differences, learn names, arrange the seating where all students are angled to receive instruction, establish expectations immediately, make yourself (as the teacher) available to your student and encourage students positively to achieve.
It has been seen that meeting the needs of students creates a positive climate for learning, but, according to Linda Starr of Education World (2004), effective classroom management is necessary as well. Howard Miller, Associate Professor of Education at Lincoln University, has established 12 steps for the beginning of the year to help teachers promote effective classroom management. These are as follows (taken from Creating a Climate for Learning: Effective Classroom Management Techniques):
1. Develop a set of written expectations you can live with and enforce.
2. Be consistent. Be consistent. Be consistent.
3. Be patient with yourself and with your students.
4. Make parents your allies. Call early and often. Use the word "concerned." When communicating a concern, be specific and descriptive.
5. Don't talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working.
6. Break the class period into two or three different activities. Be sure each activity segues smoothly into the next.
7. Begin at the very beginning of each class period and end at the very end.
8. Don't roll call. Take the roll with your seating chart while students are working.
9. Keep all students actively involved. For example, while a student does a presentation, involve the other students in evaluating it.
10. Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room.
11. Keep your sense of perspective and your sense of humor.
12. Know when to ask for help.
Using all of these tips helps the teacher set clear guidelines for the student so that there is no confusion or uncertainty from the students. As the former U.S. Department of Education teacher-in-residence, Mary Beth Blegan, said, "Setting the classroom environment is key. For a new teacher that means pretending that you know what you're doing" (Starr, 2004). Unecessary and constant confusion from unclear expectations can cause students to be uncomfortable in the classroom which leads to a depleted climate.
Besides the classroom management techniques, inner-city high school teacher Robert Bencker gives several tips of daily interactions that help create a positive learning environment. He recommends starting the day by greeting each student personally, which then sets the tone for the day as well as establishes rapport. He also reccomends dealing with all the minor problems before they can escalate into big ones (Starr, 2004). It is also suggested that to continue to maintain control without confrontation, use other techniques such as: establishing eye contact, moving around the room to be nearer to restless students, have a silent signal and give a quiet reminder, know ways to re-direct a student's attention, begin a new activity when the other one is out of control, offer students a choice, be prepared to use humor to diffuse situations, provide positive reinforcement, wait quietly until everyone is on task, make use of directed questions, and understanf that when all else fails, try something else! (Starr, 2004).
Another way to apply the ideals of a positive classroom climate, according to the Indiana University Center for Adolescent Studies, is to create a peaceful classroom. The center promotes seven guidelines:
1) have a genuine interest in your students;
2) communicate classroom rules clearly;
3) be objective, not judgmental;
4) show that you are human;
5) minimize the power differential in everyday communication;
6) address problem behavior directly and immediately; and
7) adopt a collaborative approach (Hawley, 1997).
A suggested way to combine all of these ideas and start a positive classroom climate from day one is to use Icebreakers. These are a good way to get students emotionally started for the school year with a positive attitude. The students need to buy what you as a teacher say about the classroom climate being important and very valuable for both their personal school experience as well as their learning experience. Name games are very good Icebreakers as students want to know each other, they want to know you as a teacher, and, of course, you want to know your students as quickly as possible too. It is also easier to remember the names because with each name you can associate now a personal story, a hobby or favorite movie etc. . Finally it sets the basis for future group activities. Students should productively interact with each other and with the teacher and for this interactive classroom climate, it is important to know and trust each other. This should be the message given to your students from your icebreaker used in the first day of class.
Due to differing teaching styles and personalities of teachers, the way the positive classroom climate is implemented will change. Some teachers may see the open forum between teachers and students approach as disrespectful to the teacher, and so they would prefer the peaceful classroom approach. Also, the students will vary in what will make them feel comfortable within the classroom and so their needs will require being met in different ways. As long as all needs of all students are met the classroom climate will be positive, but the way in which all these needs will be met will need to be changed to address the wide variety of student and teacher personalities.
[edit] Evidence of effectiveness
Tips for Managing the Classroom Environment
1. Start class on time, sending a message that being there is important. If a student arrives late several days in a row, say something before it becomes a habit. If it does become a habit, take further action.
2. End class on time. If you begin letting students out early, they will begin routinely packing up their backpacks before class is over; if you go over time on a regular basis your students will become resentful.
3. Announce your office hours and keep them faithfully. Being accessible can prevent many problems. If students know you are there for them they may be more willing to come to class and participate because they know help is available.
4 . Set policies at the beginning of the course. In particular, make sure attendance and grading policies are clear, preferably in writing. Don't stray from these policies or students may see you as a pushover.
5. Be conscious of signs of racial or sexual harassment, whether by you, towards you, or towards other members of the class. Make it clear by your wordsand actions that put-downs or derogatory comments about any groups for whatever reason are simply not acceptable.
6. Refer students with psychological, emotional, academic, or financial trouble to the appropriate counselors. You can be sympathetic and supportive, but becoming a student's counselor can cause problems.
7. When acting as a teaching assistant, involve yourself only to the extent that you are expected to be involved. If the professor you are assisting is in charge of determining grades and you receive complaints about grades, have the students deal with the professor. Do not foster a "me against you" attitude, and do not side with the students against the professor.
- These tips are adapted from those provided by the Center for Teaching Effectiveness at Pennsylvania State University.
http://cte.udel.edu/TAbook/climate.html
[edit] Critics and their rationale
[edit] Alternative explanations due to Diversity considerations
Creating a positive classroom climate includes creating an environment that is fair and just and accepting of diversity.
Teaching Tolerance - Classroom climate is directly affected by the level of respect and tolerance that is displayed towards cultures, opinions, differences of individuals or groups that are part of the classroom community. Teachers play a role in teaching and modeling tolerance in the classroom.
Cultural Acceptance - Accepting and embracing individual cultures, understand how those cultures impact learning in the classroom, and treating all students in a fair and just manner creates a positive classroom climate.
Gender Equity - Research has documented clear evidence of gender bias in schools, where teachers responded differently (more often) to the educational needs of boys verses girls (Kelly, 40). Gender stereotypes lead to lower performance in girls, an imbalance of power between girls and boys, and unequal access to resources and opportunities. See Wiked entry for Gender Inequities. A positive classroom climate is supported when the classroom teacher respects students for their individual talents and abilities and avoids gender stereotyping.
Students With Disabilities - Creating a classroom climate that is inclusive of students with disabilities is more then just following school policy for full inclusion and accommodation.
Creating a Safe Environment - Students feel safe when they know they are in an environment that is free of ridicule and condemnation. They feel safe when teachers manage classroom behavior in a way that minimizes disruptions and inappropriate behaviors.
Creating a Democratic Environment - Students learn best in an environment where policies and educational practices are fair and just, where teachers are open to the diverse needs of individual students, and where curriculum is designed to represent the diversity in the school community. Equity in the classroom ensures that all students have equal access to resources and opportunities. Equity in the classroom also embraces the individual skills, talents, and cultural experiences of students.
[edit] Signed "life experiences", testimonies and stories
While one does not have to be a product of his/her environment, the individual's sense of the environment will greatly dictate what actions he/she will perform. Does the student feel comfortable saying "I don't know" - or will he/she fear scorn from classmates and instructors? Is there a sense of team, or a sense of many individuals competing? The classroom is a social environment, and anyone that has graduated high-school can remember how brutally tough it can be from time to time. Teachers need to work to create an ideal classroom climate within their room and within the school. It will adjust the ambience and mental mindset of the students - which can significantly improve or harm the learning experience of students. Warm and fuzzy may not be necessary, but "easily approachable" should always apply. -Christopher Liang
This is such an important issue that many young teachers do not think about before entering the classroom. While I am not one for "cuddly fuzzy" type education, the classroom must be a safe and fair environment for every student. Remember, the students are watching everything you say and do; the younger ones will mimic, the older ones will sit waiting for an issue to make. Use fun, use humor (NOT sarcasm!) and be fair and your classroom climate will be like San Diego :-) -M. Hanes (2006)
I pride myself on the fact that my classroom is a place that students want to be during every school day. Being such a large room as well, the band room is somewhere that most of my students come and do homework before and after school. It is an area of comfort for them and also a learning environment. There are your traditional rules; no food or drink, gum chewing, throwing things, respect for others and property, etc., and most students understand this expectation. I am happy that students find comfort in my area and welcome them there anytime they find it necessary. -J.T.D.
I think that it is very important to have a positive classroom environment for the children no matter what grade level is taught. It can really make a difference in the type of relationship the teacher has with her students. Sometimes the teacher may not realize the powerful influence they have. In the pre-k classroom, I will often observe or hear the children repeat to their parents or each other about what should or should not happen. Camille Unzicker
I think that everyone's comments about the importance of a positive classroom climate are right on target. If your class cannot function as a respectful and caring unit, it will be virtually impossible for children to truly learn. As has been stated many times, children must feel comfortable to take risks and fail. If they do not feel that they will be supported by those around them, they will not become actively involved in their education. One area that I always have to spend a lot of time reinforcing is student communication. Children often do not know how to talk to each other in a positive manner. They need to be given the words to use to support each other. That skill needs to be both taught and modeled by the teacher. --Amanda P.
I think the most important factor in creating a good classroom climate is promoting and directly teaching the concept of respect within a diverse community of learners. Many topics can be covered within this realm...respect for self, property, others...but perhaps the most important topic to teach is respect for different ideas and opinions. This kind of respect can be taught through class meetings and discussions, rules, role-play, and even through using literature. I believe that when you directly teach how to be respectful (i.e. what it looks like, what it sounds like, etc.) and establish a respectful environment in which students feel safe to express their ideas and opinions from day one, you end up with more acceptance of ideas and more opportunities in which students can learn about and from one another. -D. Jacob (June 2006)
The classroom climate is very important. It needs to promote positive learning and stimulate students to want to learn. The classroom climate needs to address all types of learning styles. There are many aspects to think about. The rules need to be appropriate for the age of the students. The room needs to be in an orderly fashion and the desks need to be arranged in a way that encourages class participation. Another very important factor to remember is the room temperature. If the room is too hot or too cold, the students will not learn because they will be focused on the temperature. For example, I have had two classes while here at the University of Illinois where the room temperature was so cold that I took a coat to class on 80+ degree days. If I forgot to take a coat, I would spend the entire time trying to keep warm and thinking about how cold I was. ~Linda
Without a good classroom climate no one can teach effectively. While saying that what is a good classroom climate varies from teacher to teacher. One teacher may work best in a very structured classroom while another may prefer a more laid back approach. In either instance though the teacher must be willing and able to insure that their is no interference with the learning process. In my classes I have found that classroom climate is largely based on the maturity of the students. My juniors and seniors generally can handle a classroom environment that is more relaxed. My freshman geography students often have rules the older students do not have. The other key is that your students understand you are truly interested in them and in teaching them. If you gain the students respect it does not matter what teaching style or classroom climate you use. If the students don't think you are interested in them and respect them you will find it very difficult to instruct them effectively.
I think classroom climate is a very important thing to think about, and it often gets overlooked. The climate needs to be satisfactory for the teacher because they are in the environment all of the time. Also, if the temperature is too warm within the classroom, the students are more likely to fall asleep while you are talking. Holly
How to create a good classroom climate is really important for my teaching career. I used to ignore it since I always held that as long as your teaching and curriculum methods are OK and attractive to your students, it is a waste of time to pay too much attention to how they react to my decision, which I was really that authetic at the very beginning of my teaching life. However, my views change dramatically since that day I had made a terrible mistake all because of my ignoring such a ripple effect--I had unconsiously overpraised one student's homework, which seemed to be my extreme bias from the perspectives of her peers. And I was not experienced and tacit enough to perceive the other students' smirk and still insisted my judgement, which obviously led to my other students' objection in a deadly silence in the future teaching days. Since then, I become very cautious to make a hasty judgement, positive or negative, as I know my students are so sensitive,fairplay-conscious, competitive even jealous when they think the teacher has made a biased comment, and all these could demage the whole class climate, only to feel that the majority of the class are in a silent protest to your every decision. That's really bad sitation and it will take a long period until the teacher changes the situation a little bit. So whenever I am going to make a decision, I will think hard about the following questions:
1. Is this declaration or decision is fair and objective to every student?
2. What will be their probable reaction if they get notified certain announcement?
3. What is the classroom climate now? Is it as usual as before, or not? How could I change it or maintain it?
4. How can I utilize such climate to motivate my students?
Reference:
http://cte.udel.edu/TAbook/climate.html
Classroom climate is especially important to me as a teacher. Before the year starts, the physical environment of my room and the adjacent hallways is my focal point. I want my room to be inviting to my kindergarten students – a home away from home, one they become comfortable in quickly. Throughout the year, a combination of teacher created along with student created materials is displayed. The room becomes "our" room; I encourage the students to also take responsibility in keeping it clean and tidy.
To create a warm, unthreatening environment, I feel I must value all the students’ needs – emotional and social as well as academic. An open relationship with my students will help their confidence grow. With my guidance, they must also learn self-control.
My attitude is important in the scheme of classroom climate. The more enthusiastic I am, the more motivated the students are (I also encourage this enthusiasm at home!). And many times their enthusiasm rubs off on me, too! A positive rapport with my students will help them not only in the academic area but also in the classroom discipline area. A greeting as they walk in the room not only sets the tone for the day but also lets them know that I am glad they are here.
Personal Testimony: In the choral music classroom, it is very important for the students not to feel inhibited. Of course, this is difficult sometimes for middle school and high school students. I encourage silliness in my class because I feel that it is a virtue that helps them feel more comfortable. As long as progress is being made in the music, a joke here or there is perfectly acceptable. I try to show true enthusiasm in my teaching and conducting. If there are days when I am dragging for one reason or another, I communicate this to my choir. They in turn are encouraged to communicate with me when their day isn't going as well as they had hoped. Somehow, when this is communicated, we kind of hold each other up. I hope that makes sense. Sometimes we as a group leave the class much happier as a result. I feel that telling them what is stressing me out and having them do the same helps us jump into the music and release every care on our minds. This is why I can't wait to get back into teaching after I get my masters. I was so proud of their ability to work together and I know I helped them understand how important that is in the choral music classroom. :)
Kathryn Milner
When you walk thorugh a classroom door, you can typically get a feel for the tone of the environment, the climate that has been established. There is a common feel (or feng shui) to the strongest classrooms I have been in. Students have ownerhsip of the room-their work is proudly displayed. Manipulatives should be withing reach, alongside accessible books, a reading corner, and more. Color and fun accents make school a better place to be. I am always decorating my classroom and find that the students look forward to discovering new changes and coming to school. Other climate factors incoude a vibe as to how students work with one another, their level of volume, the clarity of encouragement and excitement about learning. Establishing a strong classroom climate leaves a lasting impression on visitors and on our children as well. -Heidi M. Savoca
I teach science and I feel that classroom climate is one of the most important aspects of the start of the school year. In my class students can physically get hurt with some of the labs that we are involved in. I have to set the stage with good classroom management, recognize their abilities, and understand their past experiences. If I do not believe that they have the ability to do a task without jeopardizing someone's health, then the lab does not get done. I teach my students the value in trust. If horseplay occurs in the room, it is a zero tolerance and you are done with labs until a parent can come in and we talk about why that is a dangerous action. I also have to take into consideration the teachers they have had in the past. Science is not a strong suit for most elementary teachers and therefore not much science is done there. Unfortunately most the time I have to assume they know nothing and start fresh each year. So, for me classroom climate can start the year off with understanding and fun labs, or headaches.
It is very important to me that my students are comfortable in my classroom and proud of the way it looks. I have my room organized so that all materials are easily accessible for the students. Shelves and containers are clearly labeled so that it is easy to return things to the proper place. My bookshelves are all painted red, and I hang colorful artwork and posters on the wall. My students take pride in our classroom and the way it looks. I often get compliments from the custodians, parents, and even subs. I think as teachers it is important for us to make our classrooms a very welcoming and non-threatening place for everyone that might happen to enter it. NMF
As a teacher of 7th graders, I think classroom climate is of the utmost importance. Junior high students are going through many changes in their lives, and it is sometimes hard to convince them that what they are learning about does matter. A positive and productive classroom climate helps with this tremendously. If a student feels safe in your classroom and knows that it is a place where new ideas are shared freely and not laughed at, he/she will be willing to work hard for that teacher. I also try to learn about each student individually. That is oftentimes difficult with 85 students that I see throughout the day, but I feel that making a personal connection with the student really helps in promoting a positive atmosphere. This is especially important with students who may be troublemakers. If you can make some sort of connection with them, sometimes all you need to do is remind them that they are misbehaving and they will stop out of respect for you. Amy Higgins
As an early childhood educator, I think classroom climate is essential to the teaching effectivenss. An inviting and warm physical environment settles young children's emotions and encourages them to learn in a motivating place. Other than physical environment, classroom routines and activities also have impacts on a positive classroom climate. Classroom routine needs to consider the needs of young children and the activities need to be designed according to their interests. Starting from the first moment the children step in the school till they get on buses home, the climate constantly influences their learning. A welcome message and a praise can also have positive impact on children's learning. A Positive Classroom Climate. Please refer [[1]]--Ting 13:49, 11 Dec 2004 (CST)
I teach chemistry and in my opinion the classroom climate is key if students want to be in class or not. At the beginning of each semester I focus particulary in knowing each students' name and encourage them to participate and ask questions. My goal is to set up an interactive classroom within the first two weeks of teaching. When students spend their time in class actively participating they learn better compared to only passively listening. Key for an active and lively classroom is a good classroom climate from the very beginning. Students need to get the message that I care for each of them individually, that asking questions is always good (there are no stupid questions) and that I take every concern seriously. My classroom should be always an emotionally safe place this comes first before chemistry. Felix Autenrieth
My teaching experience has been mainly in laboratory situations. It has been my experience that classroom climate is crucial to the students successes in many ways. One of the most important things to creating a good classroom climate in the laboratory is to be positive. The students can sense when you are upset or don't anticipate an experiment working. If the teacher in the laboratory is being positive about what is going on, the students will feel first that they can do the experiments, and further that what is happening is actually interesting. One of the things to remember about being a science teacher is that experiments are rarely perfect. Expect this and don't be upset about it, the students should know that unexpected things are part of science. Finally, part of being positive in these situations, is really thinking that the experiments your students are doing are cool. The teacher has to convey true enjoyment to what is going on in the lab. If a teacher can manage this, the students (at least some of them) will follow the teacher's lead.
- TimothyZorn
Being a band and choir director, I seem to have a more friendly classroom. Unlike many teachers who see the student for a semester or even a full year, I see many of my students for all four of their high school career. My students have a tendency to come into my classroom before school, between classes, and then again after school. They spend so much time in my classroom with rehearsals that they feel more comfortable there than at home. I am glad that it is such a positive room for the students so that they have somewhere safe to go so that they aren't outside somewhere or doing something unsafe. It is a better alternative than some. -Jeremiah Kramper-
Classroom climate is vitally important. As a band director, I come into school with the nototion I want my kids to achieve to day. Prior to the school bell sound, I mentally and physically prepare myself and the students. As the enter the room, I have some music feeling their ears. This helps sets the atmosphe in which learning would take place. Also it is a change from what goes on outside the classroom--C. Graham
In my public speaking class to create a comfortable classroom climate for my students, I try to calm most of their fears on the very first day. I emphasize that the class is a lot of fun and they will get to know their classmates really well. I also talk about how nearly everyone gets nervous for public speaking including myself, so it is perfectly natural for them to have some apprehension about the class. I tell them that public speaking gets easier with practice and that each time they give a speech in the class, it will get a little bit easier and they will all be surprised to see how much improvement they will make in their public speaking skills throughout the course. I also think it is helpful to emphasize that I am their resource if they ever have a question or a concern. I have found that starting the first day by emphasizing how much fun and manageable the course is has been effective for creating a comfortable classroom climate. By doing this I have found that my students have really been supporters of each other and want to see their classmates succeed. Bethany Harnden
Classroom climate is a very important part of teaching. It is important to create a climate that supports learning. I try my best to create a climate that helps students believe they are an important part of the learning process. I do this by telling all students they will be treated as adults until they force me to treat them like children. This has worked very well with my classes. I do have some students that like to push the issue but the majority of them are not problems. Nic D.
[edit] References and other links of interest
References:
Crotty, J. (2002). Seizing the days: Engaging all learners. Retrieved November 17, 2005 from http://www.aea267.k12.ia.us/cia/motivation/climate.html
Hawley, C. (1997). Tips for creating a peaceful classroom. Teacher Talk. Retrieved December 1, 2005 from http://education.indiana.edu/cas/tt/v2i3/peaceful.html
Kelly, C. A. (2002). Creating equitable classroom climates: An investigation of classroom strategies in mathematic and science instruction for developing preservice teachers' use of democratic social values. Child Study Journal; Vol. 32, p39-52, 14p.
Starr, L. (2004). Creating a climate for learning: Effective classroom management techniques. Education World. Retrieved December 1, 2005 from http://www.educationworld.com/a_curr/curr155.shtml
Wolfgang, C. H. (2001) Solving Discipline and Classroom Management Problems. New York, NY: John Wiley & Sons, Inc.
Other interesting links regarding classroom climate:
Does Your Classroom Climate Encourage Multiple Intelligences?
University of Delaware TA handbook
Saskatchewan School Divisions Tips for Postive Classroom Climate
An Internet Hotlist on Classroom Climate
Books to help classroom climate:
- The First Days Of School: How To Be An Effective Teacher by Harry K. Wong
