Blog Post View

Knowing how to manage a classroom does not only mean knowing how to maintain discipline but also, above all, being able to build a positive classroom climate, encouraging the creation of significant relationships with and between students.

In fact, to have a rewarding educational experience, both the teacher and the students must have a serene atmosphere and a cognitive and relational environment suitable for learning.

The long periods of distance learning and the uncertainty due to the health emergency regarding teaching times and methods have represented a challenge for teachers of all levels and, for this reason, maintaining a good climate has become even more important.

The importance of the classroom climate

The expression "classroom climate" means the atmosphere that reigns within the classroom context, the set of all those aspects of school life that do not fall within the official study program and educational objectives, but which pertain to the social, emotional and relational spheres.

The classroom climate is a fundamental element to which we pay close attention, because it has the power to significantly influence all phases of the teaching process. A good classroom climate can encourage the personal motivation of individuals and cooperation between students, self-esteem, the spirit of observation and critical sense, empathy, and emotional intelligence.

It must be remembered, in fact, that the social, affective and emotional education of students passes, above all, through the processes of interaction and bonds that are created between students and between students and teachers within the classroom context.

For this reason, promoting positive relationships at an interpersonal and group level must be considered a priority of teaching activities, just like the achievement of cognitive objectives.

How to promote a positive classroom climate

To promote a positive classroom climate, it is appropriate, first of all, to observe the dynamics that occur naturally and spontaneously among students, in order to identify and understand any problematic or, on the contrary, virtuous situations.

The teacher can, therefore, resort to corrective and constructive actions, directly involving the students (especially in the case of older classes) and inviting them to make their own observations regarding the dynamics of the class group, thus encouraging the understanding and recognition of the emotions (positive and negative) that these dynamics generate in them.

In this sense, the correct use of reinforcements by the teacher is very important: rewarding virtuous behaviors such as, for example, the willingness to help classmates, to work together, and to share knowledge and resources contributes to forming students' understanding that they are also responsible for creating a positive and relaxed climate within the classroom and motivates them to implement and repeat desirable behaviors. Additionally, offering thoughtful and customized gifts to your students can serve as a meaningful way to acknowledge and reinforce these positive behaviors.

Furthermore, attention must be paid to practicing effective communication based on empathy, so as not only to establish a positive teacher-student relationship but also to act as a communication "model" and encourage the development of individuals' relational skills. Students, thus also improving student-student relationships.

In fact, one of the fundamental elements of a positive classroom climate is precisely the presence of correct interaction and cooperation between students. It is, therefore, essential that the teacher promote these dynamics, which he can do, for example, through the practice of "Cooperative Learning": a specific teaching methodology in which students are asked to work in small groups, helping each other and feeling co-responsible for each other's path.

How to promote a positive classroom climate in Distance Learning

The activation of distance learning has meant, for many teachers, a particularly difficult challenge to face, especially in reference to the more social and relational aspects linked to classroom management. In addition to technological, organizational and methodological difficulties, teachers also had to face problems of inclusiveness, psycho-emotional well-being and socialization.

The classroom system represents a fundamental place for discussion and growth for the student who, deprived of the physical and tangible opportunity to share experiences and relationships with his teachers and classmates, risks not having the tools available to fully develop his communicative, social and relational skills.

Promoting a positive classroom climate requires paying a little more attention to some factors which, due to the mediation of the screen, can hinder communication and the formation of positive relationships.

Use what you have at home to involve the class

Distance should not always and only be considered a limit; unlike what happens in the classroom, at home, you can find many commonly used objects that can be used to explain concepts or carry out experiments and demonstrations. Furthermore, the presence of non-typically "scholastic" elements can represent a real surprise effect, capable of involving and surprising the entire class. Using engaging resources such as creative quiz presentations can enhance this interactive experience, making lessons more dynamic and enjoyable. This will not only provide a visually appealing way to present enjoyable quiz questions but also encourage active participation and immediate feedback, fostering a more engaging and responsive learning environment.

Remember to look at the webcam often

Even if you have notes and books at hand or are presenting slides, it is essential to remember to maintain frequent eye contact with the students, looking towards the webcam. In this way, not only is it easier to capture attention, but it is also possible to convey the message you are communicating with more effectiveness and conviction.

Use videos and photos as food for thought

Also in this case, the mediation of the screen can be used to one's advantage: to make the lessons more "captivating" (and effective), it is possible to use images and videos made personally or taken from films, cartoons or television programs , from which to start a dialogue and debate on the topic or provide food for thought to support teaching activities.

Invite students to use PCs and smartphones (correctly).

It is practically inevitable that a student will use a PC or smartphone during class if the lesson is held online. Why not take advantage of these tools within the lesson itself? Perhaps asking students to carry out research, individually or in groups, or to create small multimedia content linked to the lesson in progress.

Use the interaction tools made available by the platform

Almost all reference platforms have some tools that allow students to interact with others and with the teacher through a chat system, sending reactions or participating in real-time surveys. Knowing these tools and learning how to use them correctly can make the difference between a "frontal" lesson, in which students simply listen and respond only when questioned, and a truly interactive lesson, in which students feel fully involved and part of the class group.

The objective of these activities is to encourage interaction and communication, maintain high attention and encourage students to actively participate in the lesson, in order to convey the message that, without their personal contribution, there cannot be a “class” and there cannot be a good class climate.

Share this post

Comments (0)

    No comment

Leave a comment

All comments are moderated. Spammy and bot submitted comments are deleted. Please submit the comments that are helpful to others, and we'll approve your comments. A comment that includes outbound link will only be approved if the content is relevant to the topic, and has some value to our readers.

Login To Post Comment