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The ethos or climate in the classroom is of critical importance in determining the quality of learning that takes place, because there is little doubt that pupils respond best in a safe, secure and accepting classroom.   How teachers establish their authority, their tone, the little things they continually say and do on a daily basis, also determine that climate.

Points Arising from Research

	Pupils learn more and behave better when they receive high levels of understanding, caring and genuineness than when they receive low levels of support
	There is a need for standards of behaviour to be agreed and applied consistently throughout school and for teachers to have positive expectations that they will be met
	Good relationships in classrooms must be based on the teacher having established a framework for order and having earned the respect of the pupils.

A positive and supportive environment is characterized by high teacher and learner expectations, where the learner is relaxed, alert and free from stress, yet challenged.   The brain needs positive emotions to learn effectively.   Self esteem, confidence, sense of belonging, freedom from physical and psychological harm, successful experience and achievements recognised, are required constants if learning is to be effective.

Key Elements of Ethos

Relationships:
 

	Good rapport stems from teacher and pupil understanding, sharing and valuing perspectives, as individuals, on a whole range of matters and experiences, academic, social and personal
	This relationship must be a two-way: a teacher’s respect for pupils should be reciprocated in their respect for the teacher
	Involve pupils to develop a code of standards and expectations for work and behaviour
	Provide opportunities for expressing emotions, use affirming, “can do” messages
	Encourage pupils to develop their own interests yet still cover coursework
	Respect pupils’ anxieties over workload, difficulties, etc.; for example allow them more time when appropriate
	Help pupils develop their emotional and interpersonal skills by talking through issues or difficulties
	Decide together with pupils on next steps in learning
	Deal with any pupil misbehaviour in a calm, planned and constructive way and thus contribute to the positive classroom climate
	Give positive and educative feedback: can do; action to improve; mistakes are OK; mistakes are the way we learn; promotion of belief in self as a “super learner”

Responsibilities:

	Pupils and teachers have the right to feel safe both physically and psychologically
	Pupils and teachers have the right to dignity and respect
	Teachers have the  right to teach and pupils to learn
	Teacher focus must be upon enabling pupils to make positive choices about their behaviour
	Teachers have both the right and the responsibility to develop a climate in the classroom, which supports effective learning. This involves maintaining order without undermining learners’ self esteem

	Provide regular breaks from focused attention and concentration (attention-diffusion-attention model)
	Adult attention spans up to 25/30 minutes
	Younger learners: chronological age plus or minus 2, e.g. 10 year old may have 8-12 minutes attention span
	Provide 3 - 4 minutes off task to allow for diffusion

PCP: Praise - Constructive Educative Feedback - Praise:

	Constructive, educative feedback = what needs to be done to improve
	Start and finish an exchange with positive language: “Well done”, “I like that”….
	Use affirmation constantly: “We can do this”, “We’re all  successful learners”
	Avoid conditional language: “That is good but….”

	Provide a well ordered but relaxed atmosphere where learners feel safe but are not over protected
	Maintain consistency so that learners know what they are doing and what is expected of them but allow for spontaneity so that they feel able to take risks, to explore and to think creatively
	Avoid over emphasis on set performance standards, on formal systems of rewards and on competition against each other - these inhibit learning

Reflection and Discussion

Which areas of the above do you recognise in your current school/classroom practice?

Are there any areas that you would consider adapting to establish a more positive classroom climate?
 

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