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Chapter image Chapter 24: Strategy 22: Classroom climate

Self Evaluation

Please rate yourself or a teacher you have closely observed.




22.  Creates a positive, motivating classroom climate

You create a psychological environment that facilitates learning. Such an environment is emotionally safe, predictable and motivating.


Mitchell, 2014, pp252–264.

  1.  You create an emotionally safe environment that learners can trust by, for example, understanding their emotions and conveying to them that they are worthwhile.
  2. Your classroom environment is characterised by stability, security, warmth, empathy, support and a sense of community.
  3. You help learners to set and achieve goals.
  4. You convey high, but realistic, expectations.
  5. You establish essential rules and boundaries for behaviour.
  1. All the indicators are regularly met.
  2. Three or four of the indicators are regularly met.
  3. One or two of the indicators are met.
  4. None of the indicators are met.

YouTubeYouTube links

Proven classroom management tips and strategies.wmv. (13.28 US)

This video is intended to help teachers with management of their classrooms to provide an effective learning environment for their middle school students. Administrators can also use this video to provide staff development to their staff helping them with classroom management and discipline. This video emphasizes organization, routines and procedures.


websitesWeb links

Cornell University Center for Teaching Excellence: Classroom climate.

Provides an overview of classroom climate.


University of Delaware Center for Teaching and Assessment of Learning.

Provides an outline of positive classroom climate.


Google images of classroom climate.

Includes possible posters.


journalsJournal links

Myers, S.S. and Pianta, R.C. (2008). ‘Developmental commentary: Individual and contextual influences on student-teacher relationships and children’s early problem behaviors’. Journal of Clinical Child and Adolescent Psychology, 37(3), 600–608.

Understanding factors associated with children’s early behavioural difficulties is of vital importance to children’s school success, and to the prevention of future behaviour problems. The probability of children exhibiting classroom behaviour problems is intensified when they are exposed to multiple risk factors, particularly negative student–teacher interactions. Using a developmental systems model, this commentary provides a conceptual framework for understanding the contributions of individual and contextual factors to the development of early student–teacher relationships. Parent, teacher and student characteristics are discussed as they are related to shaping student–teacher interactions and children’s adjustment to school.