Positive classroom climate

The most important aspect in classrooms is creating and maintaining a positive classroom climate. A positive classroom is a performing work place and specially suited to cater for middle school or a school with fair number of students displaying challenging behaviours. Disruptive behaviours in classes stem from learning difficulties and/or learning disabilities and lead to patterns of behaviour which impede on the development of Intrapersonal and interpersonal skills. The development and application of these skills can be practised at school by creating and maintaining a positive classroom climate.

A “positive classroom climate” is said to exist when people want to be a part of what’s going on in a pedagogical situation and genuinely enjoy the experience (Berlach,R., 2009).The behaviours student need to display include a respect of self, classmates, teachers and an understanding of our community needs. Modelled in the larger community, responsible behaviour in the learning setting must mirror the behaviour of a responsible citizen. This in the classroom translates to the concept that the school is a workplace and each individual is working towards the future of our community in particular and the country at large. Disruptive behaviours impede on the skill development of the entire workforce because those who want to learn are not given an fair opportunity to use their learning time as a result of challenging in- class behaviours exhibited by the very few who fail to rationalise the reason of why they are at school.

A classroom can promote the development of the student self by comparing the students in that classroom to the larger community. A classroom of 25 students is a micro-community and within those students we must have a workforce which has people with all skills. This means that students wanting to develop skills need to use their working time wisely and those students not efficiently managing their time are hindering the progress of the community. This proposition must be clarified in the classroom through a discussion to promote the understanding of a positive classroom climate.

In a middle school with an emphasis on workforce development it is vital that students need to understand their work goals and to conceive of a future for their community. In a class with challenging behaviours, students who challenge authority, imagine that they are rebels and confront rules. However, the veracity of that belief is clouded by limited experience, not verified through rational discourse and at most forces this belief among other students who believe otherwise. The values and associated attitudes among such disruptive students undermine the nature of work ethics in a classroom. The teacher and other students have a right to seek the rationale for such behaviour in a democratic, communicative and positive framework which involves reflection by the disruptive students. This reflective process has potential to improve the understanding between intrapersonal and interpersonal skills as used in the community and practised in a positive classroom climate.

The classroom climate is adaptable and can be changed as per the needs of the learners. The potential of classroom climate to cater for Generation Y by invoking democratic, communicative and reflective means is substantial. It can counter the proposition that, “schools are stuck in the 20th century. Students have rushed into the 21st.How can schools catch up and provide students with relevant education?”(Prensky., 2005/2006).Positive classroom climate promotes the development of appropriate work ethics which are basic skills to shape education into a career. In today’s high speed technological environment schools guarantee relevancy by promoting work ethics from the classroom by adapting the classroom climate.

The following checklist (Berlach,R.2009) needs review in class before the progression towards a positive classroom can be made.
1. Students can learn to be responsibly self-governing.
2. Student can be expected to determine appropriate rules and follow them.
3. Students can learn to understand their motives and, consequently, are able to eliminate their own misbehaviour
4. Human beings are basically self-regulating and can learn to manage their own behaviour.
5. Students can learn to manage their own behaviour.
6. Students are individually responsible for how they control their own perceptions.
7. Students need to belong and will act responsibly so long this objective is being met.
8. Students can govern themselves with assistance.

The checklist is a reflective sheet to comment on the ability of students to be responsible for their behaviour and work. The students can also work on this sheet or a modified form to gauge their motivation while providing them a reflective tool. In middle schools serving as links to the employment through work placements, the students are on the fringes of taking up independent work. In schools with a number of students exhibiting challenging behaviours, most students are at risk of being excluded. In both instances there is need for reflection to help construct an understanding of rationale for behaviour and of their self. The reflective sheet also provides a means of explaining the need for maintaining a positive classroom climate.

Maintaining a positive classroom climate is being communicative. It is the right development of cooperative skills within the classroom, the school and the larger community. It is using and honing intrapersonal skills by seeking answers form the students in a reflective mode and thus promoting individual work and responsibility. The group work is active and changes are made as required to accommodate the sharing of interpersonal skills. The teacher/facilitator works with the students on a communicative, democratic and positive framework to create a positive classroom climate which has the potential to improve individual students and to increase awareness of appropriate work ethics.

Working towards a positive classroom climate involves the creation of a performing work place. It begins with an understanding of rational for behaviour and of the self. It also places responsibility and accountability because it involves reflection and seeks answers. It encourages the use of both interpersonal and intrapersonal skills and is suited to middle school or school with fair number of students with challenging behaviour.

Rudresh Kumar Dakoor
M.A.(English), M.Teach (Secondary)

Modified Reflective sheet for students:
Answer the following by writing I agree/I disagree across the statement as it applies to you as a member of the class, school and community.
Set A:
I spend considerable time at school.
I need to use the time in school to develop skills.
I must ensure that I help others use their time by not disturbing the class.
I feel responsible for my actions.
I must learn to self govern myself because I am getting older.

Set B:
I know rules are made for a purpose.
I think breaking rules can lead to mishaps.
I can help determine appropriate rules.
I feel the need to follow rules.
I must learn to follow rules because they are made for the community.

Set C:
I think before I act.
I act before I think.
I find learning interesting.
I feel the need to communicate with my friends.
I must learn to think because thinking helps me act appropriately.

Set D:
I know what I will be employed as.
I have a career plan.
I want to ignore questions about my future.
I feel the need to plan for time after I finish school.
I must learn to do this over this and this will help me manage time better.

Set E:
I know the teacher is there to help me.
I think I am ignoring school activities.
I like to discuss school with somebody who is understanding and helpful.
I find other activities which are not part of school very interesting.
I must learn to seek assistance when I am not clear.

References:
Berlach, R., (2009). Professional Responsibilities of a Teacher (Sem Two.).UNDA, Fremantle.
Prensky,M., (2001). On the Horizon (NCB University Press, Vol. 9 No. 5, October) © 2001 Marc Prensky,. Accessed on 25/05/2010 from
http://pre2005.flexiblelearning.net.au/projects/resources/Digital_Natives_Digital_Immigrants.pdf

Prensky,M.,(2005). Listen to the Natives (Learning in the Digital Age , Vol. 63 , No. 4,December),.Accessed on 25/05/2010 from
http://www.siprep.org/prodev/documents/Prensky.pdf