Building a positive classroom culture is not something that just happens - it requires a LOT of planning, preparation, and adaptability. In this post I will review some of the tools and techniques that can help a teacher manage the learning environment effectively and appropriately.
What constitutes a positive classroom climate?
Students learn best when they feel safe, feel valued and are having fun. This should be reflected in the classroom space.
The students have a strong connection to their peers and to their teacher.
Students find positive affirmation and acceptance of their whole identity (not just academic) in the classroom space.
These qualities need to be present beyond the individual classroom and teacher, and be reflected by the whole school, to build a sense of community and support between all students, staff, and parents.
Strategies for Positive Classroom Climate:
Setting the tone at the start of each class - e.g. greeting students by name, meeting them at the door (or as they log on in the virtual classroom) and getting them calm and ready before entering the learning space. If necessary, the teacher can do a check-in activity to see how students are doing mentally and emotionally before starting the lesson.
Using personal examples and experiences in activities - this helps students and the teacher get to know each other, and interests the students because it shows their experiences are valid and valued.
Using team building activities to build trust - these can be small warm up or cool down activities, and also present an opportunity to practice Social Emotional Skills.
Authenticity and humor - the teacher will seem more approachable and trustworthy if the students can relate to them as human beings.
Clear expectations - The teacher and students agree on a set of classroom norms regarding behavior and participation.
Regular routines and schedules - The teacher presents each lesson with clear instructions and outcomes to reduce confusion and anxiety. Lessons follow a predictable structure and well-rehearsed procedures are in place for transition times.
Opportunities for positive peer interaction - Whether through group work, SEL activities or just unstructured free time, the teacher gives students the chance to interact and build positive peer relationships.
Classroom Norms and Behavior Expectations
Classroom norms are the foundation of a safe, engaging, and student-centered learning environment. Norms are:
simple - easy for students to understand and follow.
positive - they state what we will do and not what we don't do.
collaborative - students and teachers discuss and agree on norms together.
Here are some of the norms that I have implemented in my in-person and online classrooms:
We listen quietly and attentively when someone else is speaking
When discussing this with students, I emphasize that this is how we would like others to listen to us when we are speaking, so we should extend that same respect to others. When we have something that we would like to add or ask, we raise our hand and wait for acknowledgement before speaking.
ONLINE - This includes not pulling faces on Zoom video, diving out of frame or typing in the chatbox while someone is speaking. We use the “raise hand” feature if we have a question, otherwise our hands are off the keyboard and our books are closed.
We tell the teacher when we are feeling unwell
While I generally want to know if a student is feeling unwell in some way, I feel that in these Covid times, it is more important than ever for students to report any symptoms they might be feeling. I also want to convey to the students that we really care about each other and how we are feeling, and that I won’t brush it off if they aren’t well (physically, emotionally or mentally), and that I’ll modify the lesson where possible to accommodate them.
ONLINE - If the class goes online, it’s even more important to have a quick check-in with the students about how they are feeling, since we do not have all the cues that we’d normally observe in an in-person classroom. Besides feeling physically unwell, we should check on mental and emotional wellbeing, that students aren’t struggling with feeling disconnected, demoralized, or distracted before starting the lesson. It may be necessary to do a few extra warm up / team building activities before starting the lesson, just to make sure everyone is feeling okay.
We are leaders and cheerleaders
We discuss what it means to be a leader, especially in terms of who we are leading and how we lead them, e.g. helping our peers, motivating and encouraging them, working together to achieve goals, interacting with respect and kindness.
ONLINE - In an online class we can lead by example, and participate in the class with respect and kindness. We can be leaders when using digital tools, e.g. if we’re making video responses on flipgrid, we can provide commentary that is helpful and motivational. We can celebrate each other’s successes in the digital space.
We take responsibility for our learning space
A big part of creating that sense of belonging that students need is to help them relate to the physical classroom space. Students are encouraged to make the classroom their own (within reason), e.g. how seating is arranged, creating spaces for activities like a reading nook, having areas to display their work or making posters and artwork for the class, etc. This also means taking care of the classroom space, i.e. keeping it clean and tidy, making sure everything is packed away at the end of class. Finally, this includes making the classroom space safe, which means we sanitize our hands, keep things clean and keep our masks up all the time.
ONLINE - We can find ways of making the online space our own, e.g. using unique zoom backgrounds, or using tools and apps for collaboration or to display our work. “Keeping it tidy” is also important online, in terms of how we present and display our work, and what we choose to share both verbally and digitally. The learning space also extends to the space in which they are attending the virtual lesson, e.g. their bedroom. The space should be organized with all the necessary things (pencil, eraser, notebook etc) ready, and preferably somewhere quiet with minimal distractions.
We have a growth mindset
We discuss the differences between Fixed and Growth mindset, and come up with positive affirmations that we can use for encouragement or reinforcement, e.g. “I don’t know how to do this, YET”. “We don’t fail, we learn”, “Progress, not Perfection”, “Mistakes are proof that I’m trying” etc... Students can create their own or choose one that resonates with them, and we make a poster for the classroom, something big and visual that we can point to any time someone is feeling a bit discouraged. It also helps with the above norm “be a leader”, i.e. giving students the language for motivating their peers.
ONLINE - Students can create a similar poster or mind map with a digital tool, e.g. padlet, that we can refer back to as needed. Students could also be encouraged to comment or make a short video reply any time they used an affirmation and how it helped, or a time when having a growth mindset was important to them.
Routines, Procedures and Transitions
Clear and consistent routines and procedures assist teachers in managing their learning environment effectively. They also help students navigate their day with comfort and confidence. Transition times (Break times, changing activities, bathroom breaks, snack times, etc.) can be a source of uncertainty, anxiety and disorder. However, with appropriate procedures in place, these transitions can happen smoothly.
Below I have outlined some of the routines and procedures that I have implemented in my classroom in order to manage the learning environment more effectively:
Entry Routine (In person class)
I greet students by name when they enter the class.
Students put their homework into the designated HOMEWORK box on my desk as soon as they arrive.
At the start of the semester, we have created norms about what is and is not acceptable behavior while they wait for class to start (e.g. okay to chat to friends, not okay to run and scream), and I remind students of these norms if / when needed.
I have the lesson breakdown written on the board.
I have simple subject-relevant activities on hand (word search, crosswords etc.) as an option if students would like to try them while they wait for class to start.
I give a 3 minute warning before the lesson starts, where we calm down, put phones away, go to the bathroom, and get ready for the lesson to start soon.
1 minute warning to get seated, get pencils and books ready, make sure homework has been handed in.
Entry Routine (Online class)
I greet the students by name as they join the online class. I thank them for having their camera set up correctly, or ask them to make adjustments so I can see their faces.
I give the students an opportunity to greet each other.
I do a quick visual inspection of each student's learning environment, (if it's very noisy, if there are other people around being disrupting, if they are sitting upright at a desk) and ask them to make adjustments if possible.
I have the lesson breakdown shared on my screen so that students can familiarize themselves and prepare the necessary books and stationery.
I post a quick reference to our norms in the chat, or screen share the poster, to briefly remind students of what is expected in terms of behavior.
Whole group to small group activity (In person class)
I explain the activity clearly to the whole group and check understanding before anyone moves:
how we will move the desks and where we will sit.
how long the activity will take (put a visible timer on the screen / board)
what the learning objectives are / review the rubric
I put the instructions on the screen / board where everyone can see them.
I have the necessary tools / worksheets ready as a set for easy collection
(e.g. 6 groups = 6 sets of colored pencils, 6 glue sticks, 6 iPads, etc.)
I assign students into groups (and into group roles if necessary):
This is based on my knowledge of the students’ strengths and weaknesses.
The goal is to have groups that are balanced and will interact well.
I check student readiness, and only proceed when everyone is calm and has understood the objectives / activity.
I give the agreed upon signal and we start the transition.
At the end of the activity, when the class has moved back to their original seats, it is helpful initially to have the students reflect on how the transition went, and if they feel anything could be done better or needs attention, (e.g. “We were very noisy." "We rushed and bumped the desks." "We moved before I was ready.”) so that we can agree as a class on where we need to improve in the upcoming lessons.
Whole group to small group (Online class - break out rooms)
I explain the activity clearly to the whole group and check understanding before we start:
how many students will be in each group.
how long the activity will take (put a visible timer on the screen)
what the learning objectives are / review the rubric
the instructions are on the screen, and students can be asked to read them out loud.
I check that students have any necessary tools or apps ready and open, (e.g. google docs for taking notes or making a quick presentation.)
I assign students into groups (and into group roles if necessary). The groups are posted on the screen so that students can see who will be in their group, and what their group topic is.
I check student readiness and only proceed when everyone is calm and has understood the objectives and instructions.
I give the agreed upon signal and we start the transition.
I give 5 and 2 minute warnings before the end of the group session.
I check in with the various rooms as the activity progresses.
At the end of the activity, when all students are back in one space, I have the students reflect on how the transition went, and if they feel anything could be done better or needs attention, (e.g. “We didn’t know what to do at first." "We weren’t ready." "The apps weren’t working”), so that we can agree as a class on where we need to improve in the upcoming lessons.
Setting High Expectations
The expectations we set, for ourselves as teachers and for our students, need to strike a delicate balance between being attainable, but also challenging. In order to strike this balance, it is essential that the teacher knows their students well. Teachers need to take the time to build those relationships and positive rapport, and the classroom environment and how it is managed plays directly into how those relationships form.
We cannot successfully build rapport when there is anxiety, chaos, insecurity, or loneliness. Successful classroom management aims to create a learning environment that fosters inclusion, a growth mindset, and feelings of safety, comfort and fun. That is what this reflection is all about.
Once we have that rapport and those data points, we can discuss our expectations. It is important to communicate to the students that those expectations apply to you as the teacher as well, and that you too will be working hard to meet those high expectations. It's also important to explain the motivation behind the expectations, i.e. why do we want a specific outcome? How will it benefit the students and the class in the future, even though it seems like hard work in the present? This is also an opportunity for social-emotional learning to take place. Expectations are not limited to academic improvement, but also behavioral and interpersonal development.
What we permit, we promote. What we expect, we get.
We must teach our students that high expectations are not there to pressure us, but to challenge us, and we set them because we recognize and honor our potential.
Using Technology Tools in the Classroom
The greatest gift that technology gives me as a teacher is more teaching time. There is an abundance of apps and tools that can assist me in cutting down on all the little tasks that demand my attention, that I could be giving to my students instead.
Sometimes these are tasks that could just be done more efficiently (like automatically grading worksheets or creating slideshows instead of writing things out on a board) and some things are related to making classroom management run more smoothly (easier transitions, monitoring student behavior).
Here are some examples of tech tools and the problems they help me solve (this list is by no means exhaustive!):
Best Sand Timer: visual representation of time. Assists with transitions and teaching students time management skills.
Equity Maps - Chart Dialogue: Shows data on who is speaking and how much they are speaking. Allows the teacher to track participation and engagement.
Google Classroom: Collating many functions in one space, e.g. taking attendance, assigning homework and deadlines, creating and grading quizzes, giving feedback, communicating with parents, creating documents and slides.
Classcraft: Provides behavioral insight and motivational support for students and teachers by integrating SEL and mental health into classroom management.
Nearpod: Interactive slideshows, videos and lessons that increase student involvement. Comes with pre-made lesson content. Provides the option for differentiation by letting students set their own pace as they progress through the content.
Communicating with Parents
A positive classroom climate extends beyond the classroom. Childhood development and education requires a holistic approach, and that means teachers, schools, parents and communities working together to create the best possible learning environment for the children.
Fortunately, there are a multitude of apps and tech tools that makes communication with parents easier and more streamlined than ever before. Used correctly, these apps benefit the student, parents and teachers in the following ways:
The apps are easy to access and navigate.
The apps provide a private and secure means of communication, that goes through an official channel and leaves a record of all interactions.
They allow the teacher to give instant, detailed feedback that can be saved and reviewed by students and parents.
The apps keep all information in one place, e.g. all homework, all feedback, all grades. This makes it easy to keep track of any missed classes and assignments, and for parents to track their child's progress through the semester and school year.
Some of the most popular apps include:
Class Dojo - Announcements, weekly updates, feedback, comment and like features.
Klassly - platform to share documents, homework, photos, events and make appointments.
Seesaw - keeps student work and family communication all in one place, more meaningful connection between them and the school community. Parents can engage directly with what their kids are doing at school.
Final Thoughts
Managing the learning environment effectively is not only helpful for the students and crucial to their success, but massively beneficial to the teacher as well. If students learn best when they feel calm, safe, happy and prepared, then I teach better when I feel that way as well.
I have witnessed firsthand in my own classrooms how my teaching is affected when I don't have enough time to prepare the lesson, when materials are missing, when there are interpersonal issues with other staff, and when I am feeling stressed. By using the tools, strategies and norms discussed here, I become a better teacher.
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