Factors_Contributing_to_a_Positive_Classroom_Atmosphere.

Factors contributing to a positive classroom atmosphere. Introduction There are different factors that contribute to a positive atmosphere in the classroom. We will be looking at the following factors: Learner motivation, Communication, Interpersonal relations between learners and the facilitator, The maintenance of discipline, Classroom discipline policy 1. Learner Motivation Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical relationships among cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom. Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation determined deep cognitive and metacognitive strategy usage. Perceived autonomy, perceived competence, and task mastery orientation mediated the classroom environment’s effect on intrinsic motivation. These findings suggest that active applicationoriented experience delivered by enthusiastic faculty, who provide high interaction, supportive feedback, and clear goals that emphasize learning over grades, will increase intrinsic motivation and the use of self-regulated learning strategies. 2. Communication Effective learning by students relies heavily on the ability of the classroom atmosphere to be open and inviting to involvement, questions, comments, easy communication, constant encouragement and sometimes respectful disagreements. Conversely, interpersonal communication problems among students and teachers can dampen any classroom and cause 3. Interpersonal relations between learners and the facilitator. Realness in the facilitator of learning. Perhaps the most basic of these essential attitudes is realness or genuineness. When the facilitator is a real person, being what she is, entering into a relationship with the learner without presenting a front or a façade, she is much more likely to be effective. This means that the feelings that she is experiencing are available to her, available to her awareness, that she is able to live these feelings, be them, and able to communicate if appropriate. It means coming into a direct personal encounter with the learner, meeting her on a person-to-person basis. It means that she is being herself, not denying herself. Prizing, acceptance, trust. There is another attitude that stands out in those who are successful in facilitating learning… I think of it as prizing the learner, prizing her feelings, her opinions, her person. It is a caring for the learner, but a non-possessive caring. It is an acceptance of this other individual as a separate person, having worth in her own right. It is a basic trust - a belief that this other person is somehow fundamentally trustworthy… What we are describing is a prizing of the learner as an imperfect human being with many feelings, many potentialities. The facilitator’s prizing or acceptance of the learner is an operational expression of her essential confidence and trust in the capacity of the human organism. Empathic understanding. A further element that establishes a climate for self-initiated experiential learning is emphatic understanding. When the teacher has the ability to understand the student’s reactions from the inside, has a sensitive awareness of the way the process of education and learning seems to the student, then again the likelihood of significant learning is increased…. [Students feel deeply appreciative] when they are simply understood – not evaluated, not judged, simply understood from their own point of view, not the teacher’s. (Rogers 1967 304-311) 4. Maintenance of discipline In education, teachers are charged with the responsibility of becoming responsible for management of others. Namely, this is a group of precious and energetic students. They become our pride and joy in a learning environment. Students are filled with excitement and a burning desire to learn. Enthusiasm and interaction are essential to the learning process. The more enthusiastic the teacher is, the greater is the likelihood that the number of interactions will increase. However, while enthusiasm and interaction can promote learning, if not carefully managed, they can also sabotage and ultimately destroy the fragile balance between them. This will cause students to move from productive to non-productive behaviors (Orlich, 1994, p. 348). The students zeal and tenacity to excel sometimes become side tracked by distractions and disruptions in the classroom. These disruptions are usually counter-productive. Off task behavior is common at all ages regardless of their ability and/or interest. Another issue that causes discipline problems in the classroom is poor planning on behalf of the teacher. A poorly planned lesson results in a poor learning situation for students. Inadequate preparation on the subject matter by the teacher simply indicates that the concept of classroom management and discipline has not been adequately addressed. This oversight leaves behind the maintenance of discipline and control. Most individuals focus their primary attention on subject-matter preparation, not discipline. The measurement of classroom observations of teachers against the strategies should provide and prepare teachers with the knowledge and background available to handle the task (p.349). 5. Classroom discipline policy Every classroom needs a set of procedures to manage the array of activity that students create. Occasionally ... sometimes often ... the expectations of teachers and the actions of students will conflict. Many teachers (myself included) consider it important to review such class expectations during the first days of school, especially expectations related to student discipline. A classroom discipline policy is a codification of these expectations, a point of reference for teachers and students throughout the year.