Classroom Culture and Climate

• The relationship between school culture  (Links to an external site.)and climate  (Links to an external site.)and classroom culture and climate differs for various groups of learners, depending on the age level. For instance, learners in the Foundation Phase would not differentiate between school and classroom culture and climate, as they spend most of their time in the same classroom (Kruger & Steinmann, 2003:15).

• As learners grow older and start to go to different classrooms for different subjects, they differentiate more between school climate and classroom climate. The personality and teaching style of the teacher also begin to play a role. Kruger and Steinman (2003:15) also suggest that if enough classrooms with positive climates exist in a school, they contribute towards a positive overall school climate.

The relationship between school culture and climate and classroom culture

and climate differs for various groups of learners, depending on the age level 

• Similar to school culture, classroom culture is related to aspects such as a set of values and norms which reflect the communication  (Links to an external site.)and behaviour of everybody in the classroom and which are evident in the classroom management philosophy of the teacher. In a classroom where individual needs and differences are accepted, where everybody has a feeling of being wanted and appreciated, and where the core social values of justice, tolerance, concern for human dignity (Links to an external site.) and mutual respect are acknowledged, respected, promoted and fulfilled, a positive climate will be created in which effective teaching and learning can take place.

• By using their knowledge, skills and specific behaviour, effective educators can ensure the creation of effective learning environments in their classrooms.

• In these environments, well-managed learners experience maximised opportunities to learn, and will be motivated to learn.

• In such environments, learners can rely on the teacher to create a sense of security and order in the classroom, to create opportunities to participate actively in the class, and to ensure that it will be an interesting and exciting place (Kruger & Steinmann, 2003:17-18).

Kruger and Steinman (2003:18) recommend the following activities for the creation of a classroom climate that supports learning:

Key points:

• Let your learners get to know you
• Get to know your learners and treat them with respect.
• Learn your learners’ names and how to pronounce  (Links to an external site.)them.
• Show your learners that you respect them.
• Use language and humour appropriately.
• Build a sense of community  (Links to an external site.)in the classroom.

The creation of a positive and open classroom climate 

is an integral part of the teacher’s classroom management practice.

The creation of a positive and open classroom climate is an integral part of the teacher’s classroom management practice. The way in which all the elements within the classroom are managed by the teacher determines the climate of the classroom. In turn, this will influence the attitude and inclination of the class (Kruger & Van Schalkwyk, 1997:93).

Learner behaviour forms a major part of a positive classroom climate. It is facilitated by clear expectations within the school setting. When all learners consistently behave appropriately, a positive classroom climate is created.

Learner behaviour usually falls within a range from consistently attentive to mildly disruptive (Links to an external site.). By implementing effective classroom practices, learner behaviour can be managed by the average classroom teacher. Classroom management can be described as planned, organised activities and procedures put in place by the teacher to ensure that effective teaching and learning take place. 

 Classroom management is characterised by:

• Well-placed and varied lessons
• Minimal disruptions and disciplinary actions
• Calm and efficient problem solving
• Differentiated instructions for learners with different needs
• Established routines for specific behaviours
• An atmosphere of respect
• Consistency.

 Kruger & Van Schalkwyk (1997:17) list a number of descriptors for classroom climate: 

                                                                                                     Source: Kruger and Van Schalkwyk (1997:17).

• A positive classroom climate allows learners to be their true selves, open up and have a positive teaching and learning experience.

• A negative classroom climate results in tense, introverted  (Links to an external site.)learners who do not open up to others, with negative influences on the teaching and learning climate (Kruger & Van Schalkwyk, 1997:86-7).

Key points:

A positive classroom climate will also be promoted by the following educational values:

• The identity and dignity of all individuals in the classroom are equally valued. Difference and diversity are respected and seen as assets. Tolerance, respect and understanding are promoted.

• Importance is attached to the capacity of individuals to achieve, and the multi-dimensional qualities of learners are recognised as enhancing greater appreciation among learners for diversity and respect for others.

• Self-dignity and self-confidence are seen not only as essential bases for personal development and progress in learning, but also as promoting a greater awareness of the collectivity of the group. Learners need self-confidence to reach out to those with whom they should collaborate and also to embrace and accept new learning challenges.

• The development of autonomy  (Links to an external site.)and responsibility creates independent learners that manage their own learning. To achieve this, learners must be able to critically construct new knowledge through active participation and reflective thinking.

• Learners must take responsibility for fellow learners and people in the wider community, thus acknowledging their own interdependence on the society in which they must make a contribution (Nieuwenhuis, 2004:222).

Accountability refers to the duty to give an account of one’s work in terms of set criteria and standards. In other words, educators are held answerable for results. Educators are accountable to the principal and the head of department, but also to the parents and the learners.
Learners must also learn to accept responsibility for their own conduct and learning. In a learning school there should be a common responsibility for the interests of co-teachers and learners.

• Module: Discipline

• Module: Key Concepts

• Module: Values Entrenched in the Constitution 
• Module: A Learning School

• Introduction: A Learning School
• The National Curriculum Statement and CAPS
• The Focus of Learning School
• Principles Guiding Learning Schools
• Classroom Conditions