Creating
a Positive Emotional Climate in an Elementary School Classroom
The purpose of the study is to
identify what a successful classroom management system is and how teachers
create successful learning environment and a positive emotional climate for
learning. The literature revealed that
classroom management is instrumental in establishing a climate for learning
that is positive for children. A negative
learning environment is detrimental to a students’ learning needs in the
classroom. The study is qualitative in design using interviews. The participants included elementary teachers
at a school near San Francisco. One of
the most important aspects of a classroom is the positive climate. Teachers in the study had different
management systems. Some are run well
and students seem happy and are thriving in their environment. Other classrooms did not seem as happy and
were not thriving on the same level.
They were somewhat negative. An
effective classroom for learning has a positive classroom climate, which in the
21st century is more important than classroom management
itself. Teachers learn specified
management practice to provide an effective learning environment for their
students.
What are effective elementary
teacher’s strategies for creating a positive emotional climate in the classroom?
It is important for teachers to find success in creating a positive classroom
climate. Classroom climate is important
in creating a supportive environment for students to learn.
Baer and Bandura (1963) Social
Learning theory suggests that people modify their behavior based on the
observation and modeling of other people’s behaviors. The results of this study
expressed that a child’s behaviors can be influenced by an adult’s pattern of
behavior through imitation. A child with reinforcement of such behavior can
maintain this behavior.
Swafford, Bailey and Beasley
(2014) reveal six components of a positive learning environment that include
security, shelter, social contact, symbolic identification, task
instrumentality, pleasure. The author explains that why it may be hard for
teachers, both new and seasoned, may have trouble incorporating these into
their classroom. All students have different learning styles and various needs
that may make it difficult to give students the individual attention, while creating
an all-around positive climate in the classroom.
Hoffman, Hutchinson and Reiss
(2009) collected data from a survey on the importance of teacher knowledge in
creating a positive classroom climate. This author of this study urges teachers
to advocate for training in behavior management, especially focused on
motivating students in improving their behavior, linking it to continued
learning. Data indicated that there is a link between positive classroom
climate and teacher background knowledge and training in the areas of classroom
management and strategies to promote a positive climate.
Committee for Children (2014)
focused on key factors for creating a positive climate in the classroom. The
authors provided three aspects of creating a positive climate, displayed in a
pie chart. The three aspects include, developing and reinforcing classroom rules
and norms, promoting positive peer relationships, and nurturing positive
relationships with all students.
Harris and Lowery (2002) discuss
data collected from a survey of 123 teachers who were enrolled in a principal
preparation program. This survey was conducted to seek insight into behaviors
participants thought were the most valuable behaviors for a principal to
encourage teacher to use in creating a positive school climate. Three themes
were identified as follows: respecting students, communicating with students,
and supporting students.
Weinstein, Curran and Tomlinson-Clarke
(2003) focus on Culturally Responsive Classroom Management (CRCM) to better
understand diverse student populations in each classroom. The purpose of this
article is to help teachers strengthen their ability to manage a diverse
classroom and teach specific strategies for creating culturally responsive
classroom management. They offer six strategies which include: creating a
physical setting that supports academic and social goals, establishing
expectations for behavior, communicating with students in culturally consistent
ways, developing a caring classroom environment, working with families, and
using appropriate interventions to assist students with behavior problems.
Related
Research for Creating a Positive Emotional Climate in an Elementary School
Classroom:
Jennings and Greenberg (2009)
focused on a model that includes the importance of teachers’ social and
emotional competence (SEC), student and teacher relationships, effective
classroom management, and program implementation. The authors explained that the
components of this model contribute to creating a positive classroom climate.
The authors then discuss research they conducted on the relationship between
SEC and teacher burnout. This includes developing stress reduction to support
teachers. Kearney and Peters (2013) collected data through a survey of students
and teachers on attitude about classroom. The authors suggested that it is
important for teachers to think about the students and their attitudes in the
class. Kipps-Vaughan, Ponsart and Gilligan (2012) consider human factors in
teachers, by looking at their needs and focusing on stress and its effect on
learning environments. When people in a school experience a great deal, it is
important for school leaders to establish stress management opportunities for
teachers and students. Leflot, van Lier, Onghena and Colpin (2010) focused on
preventative measures in behavior management. The purpose of this study was to
see how teachers in elementary school classrooms use behavior management to
address reducing disruptive, by using a universal classroom preventative
intervention. The study focuses on students with developing signs of
oppositional and hyperactive behavior, which are linked to other problems such
as social or learning problems. Pianta, Belsky, Houts and Morrison (2007) measured
opportunities to learn in a classroom, looking at the quantity and quality of
classroom instruction. Results were gathered by visiting and observing 2500
classrooms throughout 10 cities. The results of this study revealed that even
though the climate may seem positive in a classroom, there was not consistent
instructional support. The researchers discussed the need to design a plan to
observe teacher instructional skills, and also provide teacher-training interventions.
Self- Brown and Mathews (2003) found evaluation approaches to assess student
achievement, goal orientation and how they influence classroom structure,
specifically in mathematics. The results indicated that specific types of
classroom evaluation structure influences student achievement goals. Students
under the contingency contract condition set significantly more learning goals
compared to students without contingency contracts. Students under token
economy conditions set more performance goals than learning goals. The authors
conclude that in the classroom, a structure that emphasizes the importance of
individual goals and efforts show that learning goals become more important to
students. The results can lead to many positive effects such as ability,
self-competence and motivation to stay on task. Tetler and Baltzer (2011)
examined inclusion classroom setting for students with disabilities and their
attitude towards such a learning environment. The author looked at various
degrees of classroom environment including attitudes of other students.
Although this study is specific towards inclusion, the author does provide
various charts in his study that provide insight into the various aspects of
what a positive classroom climate should possess.
Based on this research and the
various types of classroom strategies for positive classroom management and
climate, I know the importance of the positivity in the elementary
classroom. It is important for positive
reinforcement and discipline, class meetings and dialogue, and brain
breaks. The most important thing is that
teachers are able to create a positive emotional climate in their classroom using
strategies that work. I intend to do
this daily in my kindergarten classroom.
Good,
Nicole, "Creating a Positive Emotional Climate in an lementary School
Classroom" (2015). Master's Theses and Capstone Projects. 186.
http://scholar.dominican.edu/masters-theses/186
