The classroom climate physical learning environment

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The classroom climate physical learning environment

  1. 1. The classroom climateThe classroom climate Ms. Rosalyn V. De la CruzMs. Rosalyn V. De la Cruz
  2. 2. READ THE POEMREAD THE POEM Bring your papers, pencils, and books,Bring your papers, pencils, and books, Unless you want my dirty looks.Unless you want my dirty looks. Class will start – I know I’m pushy-Class will start – I know I’m pushy- When in your seat, I see your “tushy”.When in your seat, I see your “tushy”. You need to know that it’s expectedYou need to know that it’s expected That you respect and feel respectedThat you respect and feel respected Watch your words and be polite,Watch your words and be polite, Avoid aggression, please don’t bite.Avoid aggression, please don’t bite.
  3. 3.  Sometimes you’ll sit, sometimes you’ll walkSometimes you’ll sit, sometimes you’ll walk  Sometimes you’ll listen, sometimes you’llSometimes you’ll listen, sometimes you’ll talk.talk. Please do each of these on cue.Please do each of these on cue. Listen to me, I’ll listen to you.Listen to me, I’ll listen to you. These rules exist so we can learn.These rules exist so we can learn. Obey them and rewards you’ll earn.Obey them and rewards you’ll earn. I also feel compelled to mention,I also feel compelled to mention, Breaking rules will mean detention.Breaking rules will mean detention.
  4. 4. If these rules seem strict and terse,If these rules seem strict and terse, Please make suggestions but only inPlease make suggestions but only in verse.verse. (source: Robert J. Marzano, et al. (2003),(source: Robert J. Marzano, et al. (2003), p.19p.19
  5. 5. QUESTIONS:QUESTIONS: Do you like the poem?Do you like the poem? Why or why not?Why or why not? When do you think wasWhen do you think was this poem introduced bythis poem introduced by the teacher? Beginning,the teacher? Beginning, middle or end of themiddle or end of the school year?school year?
  6. 6.  In your opinion, what was the purpose of theIn your opinion, what was the purpose of the poem?poem?  Will it make a difference if the teacher simplyWill it make a difference if the teacher simply announced her class rules?announced her class rules?  Why did the teacher make use of a poem as aWhy did the teacher make use of a poem as a strategy?strategy?
  7. 7.  Based on the poem, whatBased on the poem, what kind of classroomkind of classroom atmosphere does theatmosphere does the teacher want to establish?teacher want to establish?  What conditions must beWhat conditions must be present in order topresent in order to establish suchestablish such atmosphere?atmosphere?  What class rules did theWhat class rules did the teacher want to introduce?teacher want to introduce?
  8. 8. What is Classroom Climate?What is Classroom Climate?  Classroom Climate isClassroom Climate is more a product of themore a product of the interaction, betweeninteraction, between and among teacherand among teacher and students, thanand students, than the physical conditionthe physical condition of the classroom.of the classroom.
  9. 9.  The physicalThe physical condition of thecondition of the classroom may exertclassroom may exert an influence on thean influence on the social interactionsocial interaction among theamong the personalities in classpersonalities in class but it may notbut it may not contribute as much ascontribute as much as the classroom socialthe classroom social interaction does.interaction does.
  10. 10. The Classroom Climate that is conducive forThe Classroom Climate that is conducive for learning is one that is non-threatening yetlearning is one that is non-threatening yet business-likebusiness-like  Specific classroom rules andSpecific classroom rules and procedures are clear.procedures are clear.  These classroom rules andThese classroom rules and procedures are discussed on theprocedures are discussed on the days of class.days of class.  Students are involved in theStudents are involved in the design of rules and procedures.design of rules and procedures.  Techniques to acknowledge andTechniques to acknowledge and reinforce acceptable behaviorreinforce acceptable behavior and provide negativeand provide negative consequences are employed.consequences are employed.
  11. 11.  Clear limits for unacceptableClear limits for unacceptable behavior are establishedbehavior are established  There is a healthy balanceThere is a healthy balance between dominance andbetween dominance and cooperation.cooperation.  Teacher is aware of the needs ofTeacher is aware of the needs of different types of students.different types of students.  Teacher is fully aware of theTeacher is fully aware of the happenings in class.happenings in class.  Students’ responsibility for theirStudents’ responsibility for their own behavior is enhanced.own behavior is enhanced.
  12. 12. The PHYSICAL LEARNINGThe PHYSICAL LEARNING ENVIRONMENTENVIRONMENT Ms. Rosalyn V. De la CruzMs. Rosalyn V. De la Cruz
  13. 13. We do not get affected only by theWe do not get affected only by the psychological climate in the classroom.psychological climate in the classroom. We are also affected by the physicalWe are also affected by the physical condition of the learning place.condition of the learning place. The learner is put at a disadvantageThe learner is put at a disadvantage when the classroom is over-crowded,when the classroom is over-crowded, dark and damp.dark and damp. The physical learning environmentThe physical learning environment matters, too, in facilitating learning.matters, too, in facilitating learning.
  14. 14. The PHYSICAL LEARNINGThe PHYSICAL LEARNING ENVIRONMENTENVIRONMENT Has something to do with theHas something to do with the condition of the classroom, thecondition of the classroom, the immediate environment of theimmediate environment of the learner.learner.
  15. 15. A conducive physical learningA conducive physical learning environment is one that:environment is one that:  Allows maximum interaction between teacher andAllows maximum interaction between teacher and student and among students;student and among students;
  16. 16. Allows student movement withoutAllows student movement without unnecessary distractionunnecessary distraction Allows teacher to survey the wholeAllows teacher to survey the whole class.class.
  17. 17. Is safe, clean andIs safe, clean and orderly;orderly; Is well-ventilated,Is well-ventilated, spacious, andspacious, and adequately lighted andadequately lighted and Makes possible re-Makes possible re- arrangement of chairsarrangement of chairs as the need arises.as the need arises.
  18. 18.  Let us not forget the fact that while theLet us not forget the fact that while the physical condition of the classroom andphysical condition of the classroom and the persons that the students interactthe persons that the students interact with constitute their immediatewith constitute their immediate environment, our students are alsoenvironment, our students are also influenced by factors outside theirinfluenced by factors outside their immediate environment.immediate environment.
  19. 19. Our students bring toOur students bring to the classroom manythe classroom many attitudes as a resultattitudes as a result of their beingof their being conditioned by theirconditioned by their families, their ethnicfamilies, their ethnic groups, theirgroups, their communities:communities: These attitudesThese attitudes influence their classinfluence their class performance.performance.
  20. 20.  THANK YOU FOR YOUR LISTENING!!!THANK YOU FOR YOUR LISTENING!!!  GOODLUCK!!!GOODLUCK!!!  HAPPY VACATION!!!HAPPY VACATION!!!

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