Suriaga, Angelica F. - Module 23 - Classroom Climate

FACILITATING LEARNER-CENTERED
TEACHING
MODULE 23:
PRESENTOR
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SURIAGA, ANGELICA F.
BSED – 2 MAJOR IN ENGLISH
BALIUAG UNIVERSITY
Classroom
Climate
LEARNING
OBJECTIVES
• Describe the classroom climate • Discover the ways an educator
that is conducive for learning by can use to promote facilitative
the use of metaphor or simile. learning in the classroom.
• Determine the factors to consider • Discuss your future strategies as

in making favorable classroom an educator to ensure a positive
climate. classroom climate.
Read the poem below and analyze its
context.
I. Bring your papers, pencils, and books, Sometimes you'll listen,
Unless you want my dirty looks. Sometimes you'll talk.
Class will start – I know I'm pushy - Please do each of these on cue,
When in your seat, I see your "tushy". You'll listen to me, I'll listen to you.
II. You need to know that it's expected IV. These rules exist so we can learn.
That you respect and feel respected. Obey them and rewards you'll earn.
Watch your words, and be polite. I also feel compelled to mention,
Avoid aggression, please don't bite. Breaking rules will mean detention.
If these rules seem strict and terse,
III. Sometimes you'll sit, sometimes you'll walk, Please make suggestions but only in verse.
DEFINITION OF KEY VARIABLE
The classroom climate is more a

product of the interaction between
and among teacher and students
than that of the physical condition
of the classroom.
ASPECTS OF CLASSROOM
CLIMATE
PHYSICAL ASPECT OF CLASSROOM
CLIMATE
The physical environment in the classroom is one of the aspects
that count in classroom management. A good facilitator must realize

that an uncomfortable physical learning environment can lead to lack
of concentration on the class and may affect the way they behave
and feel.
• Furniture and fixtures are well
organized and in good and safe-
to-use condition.
• The environment has
maintained cleanliness.
• There is enough space for
activities and movements.
• There is adequate and properly
positioned lighting system.
• The entire classroom is well
ventilated.
• There are enough accessible
materials and equipment for
course-based hands-on
activities.
EMOTIONAL ASPECT OF
CLASSROOM CLIMATE
The emotional climate is superordinate to other classroom climate
domains, since it interfaces with the conventional and academic
elements of effective learning environment. It indicates the relationship
inter-women among the members (educator and students) of the
community (school). The status of emotional aspect will reflect the way
members feel in a given situation within your setting.
• The teacher shows her appreciation
towards the efforts and accomplishments
of the students.
• The students are comfortable to express

and share their thoughts and ideas.
INTELLECTUAL ASPECT OF
CLASSROOM CLIMATE
The emotional climate is superordinate to other classroom climate

domains, since it interfaces with the conventional and academic
elements of effective learning environment. It indicates the relationship
inter-women among the members (educator and students) of the
community (school). The status of emotional aspect will reflect the way
members feel in a given situation within your setting.
Students show academic excellence by passing Students display learning through active
written exercises. participation in oral assessment.
SOCIAL ASPECT OF
CLASSROOM CLIMATE
The social climate refers to the relationships between students

(individualistic vs. Team-work / competitive vs. Cooperative),
between students and instructor (the instructor is being
approachable and friendly / the instructor is authoritarian and terror-
like) , and the social atmosphere of the class ( casual, formal,
democratic, inclusive).
The students are comfortable to approach their
instructor regarding their lesson/ assigned tasks.
During a task, there's an evident different

approaches applied. Some are more comfortable
to do it by themselves while others prefer to
collaborate ideas with their classmates.
Main Agents of Classroom
Climate
STUDENTS
FACILITATOR
FAMILY MEMBERS
POSITIVE CLASSROOM
CLIMATE
What is it?
- Positive classrooms are

marked by responsive teachers
who manage behavior and
attention challenges as well as
the social and emotional needs
of individual children.
Strategies for
cultivating a positive
climate:
• Use behavior-approving
language more frequently
than behavior-disapproving.
• Eliminate damaging forms of
redirection (e.g., threats,
shaming, and sarcasm).
• Give specific praise.
• Maintain a pleasant affect
and tone when interacting
with children.
Examples of Behavior-Approving Language
-Behavior approving reinforces a particular behavior;

it says to the child that whatever he/she is doing, the
teacher/EA wants it to continue or approves of it.
-Behavior approving can come in the form of verbal

comments, facial expressions, or physical contact
with the children.
Verbal examples of Behavior Approving:

•“I like the way you are sitting.”
•“Pat yourself on the back.”
•“You are working really carefully.”
•“I like the way you are thinking.”
Non-verbal examples of Behavior Approving:

•Smiling, winking, nodding at one or more children
in response to behaviors.
Examples of Behavior-Disapproving Language
•The teacher/EA’s intent is to change the child’s behavior; to say to the child, “I want
you to do something different from what you are doing.”
•Teacher/EA uses disapproving facial expressions, verbal comments, tone of voice,
and/or physical contact with children.
Verbal examples of Behavior Disapproving:
•“Criss-cross applesauce, Jonathan.”
•“Put a bubble in it, Janie.”
•“Well, that wasn’t a good choice, was it?”
•“You must not want to go to the playground today, Keisha!”
Non-verbal examples of Behavior Disapproving:
•Grimacing, frowning, side-to-side head-shaking, gesturing

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FACILITATING LEARNER-CENTERED

• Determine the factors to consider • Discuss your future strategies as

The classroom climate is more a

The physical environment in the classroom is one of the aspects

that count in classroom management. A good facilitator must realize

• The students are comfortable to express

The emotional climate is superordinate to other classroom climate

The social climate refers to the relationships between students

During a task, there's an evident different

- Positive classrooms are

-Behavior approving reinforces a particular behavior;

-Behavior approving can come in the form of verbal

Verbal examples of Behavior Approving:

Non-verbal examples of Behavior Approving:

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