Creating the Climate

Group Members:

K. Alexander, B. Carr, H. Durham,

D. Stone

*Gregory and Chapman categorized the classroom climate into four sections. Learning Atmosphere, Physical and emotional atmosphere, use of music , also laughter and celebrating.

Learning Atmosphere:• The way a teacher looks at a student can determine the outcome of the

students success. Exp: If a student “understands” a question and the teacher looks surprised it may make the student feel like he/she was not expected to “understand.”

Physical and Emotional Atmosphere:• Lighting, cleanliness, orderliness, and the students work displayed all

contribute to the classroom climate.• Classrooms that have different challenges, tasks, and materials can also add

greatly to the climate of the classroom and the emotional atmosphere. Uses of Music:• When using music in the classroom this allows the students to feel relaxed if

teachers use music like Mozart. If a teacher uses POP music like Marvin Gaye’s “I Heard It Through the Grapevine” it can make it playful for the students.

• If a teacher uses a song that is 60 beats per minute it makes the students mind more receptive.

• Music can be a great tool in classroom climate because it energizes and helps with the back ground silence.

Laughter and Celebrating Learning:• Laughter releases endorphins which are a neuro-chemical transmitters. (p17)• Laughter also helps with the immune system. • When the teacher asks the class to clap or cheer for their fellow classmate it

allows students to react kinesthetically. • Celebrating learning is a way to add to the climate. Teachers can celebrate

learning by having the students cheer especially when a students “light bulb” goes on in a group.

• This not only allows the students to have a physical happiness but also a mental happiness.

Gregory and Chapman believe that students are more successful in learning when it is personalized and they are able to feel that they have contributed to the learning experience.

– “By creating a space for fun, interaction, and trust, teachers and students together can build a learning environment that promotes engagement, deep learning, and meaning. Such a space emphasizes process, not product, personalizes learning, and contributes to whole person development. To facilitate the creation of this space, the teachers show respect for students as individuals, encourage original thinking, and expand the boundaries of the classroom through field trips and guest speakers, and the students share written reflections on critical issues that link to personal experience and conviction, contribute to dynamic class dialogues, and develop and present creative responses to environmental and social complexities.” (Robinson & Kakela, 2006)

By involving students in creating a positive classroom climate, learning takes on a new meaning for each individual student. Teachers who engage students to actively contribute to creating an enjoyable classroom atmosphere tend to allow students to connect learning with background knowledge and experiences. These connections create a safe, enjoyable climate that fosters positive student learning. The more connections a student can make with past experiences, the more successful the student becomes.

*Lemov describes the classroom climate as “Classroom Culture.” He describes them in his “five principles of classroom culture;” discipline, Management, control, influence, and engagement.

Discipline:• Students can only do what they are taught. If a teacher does not teach the students how

they want them to sit or act then the students do not know. • According to Lemov a teacher must teach with discipline (p147).

Management:• Management- is the process of reinforcing behavior by consequences and rewards (p147). • Discipline is related to management. Both of these are needed to make a successful

classroom. • If you overuse management students lose the intensity of it, but when used strongly it can

be effective.• This will also allow a teacher to build a strong relationship with the students.

Control:• Control allows you to cause someone to do something you asked no matter the

consequences (p148). • Lemovs definition of control is “the capacity to cause someone to choose to do what you

ask, regardless of consequences” (p148).• Teachers who have control understand the relationship of power and language.

Influence:• Influence is linked to control. By controlling them it allows you to influence them and this

gets them to make what a teacher suggest to them and want it for themselves.• Influence allows the teacher to make the students want things for themselves like behaving

positively.

Engagement:• Engage the students by allowing the students to have plenty to get involved in, to do, and

to lose themselves in. • No matter what they do they will do it in a positive manner. • The students get lost in what they are doing because they want to know more or they are

excited about what they are doing. • *All of these contribute to the climate of a classroom because they allow the teacher to help

guide the mood of the classroom and make it happier place.

Lemov has noted in “Teach Like A Champion” that effective classroom management is a key component to having an engaging, differentiated learning environment.

– “Research indicates that the most effective classroom managers do not treat all students the same. Effective managers employed different strategies with different types of students (Brophy, 1996; Brophy & McCaslin, 1992). Teachers with effective classroom management skills are aware of high needs students and have a repertoire of specific techniques for meeting some of their needs (Marzano & Marzano, 2003).” (Beaty-O'Ferrall, Green, & Hanna , 2010)

When teachers effectively plan engaging lessons for differentiated learners, the classroom atmosphere tends to be more controlled and disciplined. Learning takes place for all students and the classroom culture is one of success.

ReferencesBeaty-O'Ferrall, M., Green, A., & Hanna, F. (2010). Classroom

Management Strategies for Difficult Students: Promoting Change through Relationships. Middle School Journal, 41(4), 4-11. Retrieved from EBSCOhost.

Robinson, C. F., & Kakela, P. J. (2006). Creating a Space to Learn: A Classroom of Fun, Interaction, and Trust. College Teaching, 54(1), 202-206. Retrieved from EBSCOhost.

Lemov, D. et al. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.

Gregory, G., Chapman, C. et al. (2007) Differentiated instructional strategies. (2nd ed.). Thousand Oaks, California: Corwin Press.