This document discusses the importance of classroom climate and physical learning environment. It defines classroom climate as the product of interactions between the teacher and students, shaped more by social dynamics than physical space. An ideal climate is non-threatening but businesslike, with clear rules developed with student input. The physical environment also impacts learning and should allow interaction, movement, and rearrangement while being safe, clean, well-ventilated and adequately lit. The teacher should be aware of students' diverse needs and attitudes from outside influences.

1. The classroom climateThe classroom climate
Ms. Rosalyn V. De la CruzMs. Rosalyn V. De la Cruz

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.  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. 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. 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.  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.  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. 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.  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. 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.  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. The PHYSICAL LEARNINGThe PHYSICAL LEARNING
ENVIRONMENTENVIRONMENT
Ms. Rosalyn V. De la CruzMs. Rosalyn V. De la Cruz

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. 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. 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. Allows student movement withoutAllows student movement without
unnecessary distractionunnecessary distraction
Allows teacher to survey the wholeAllows teacher to survey the whole
class.class.

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.  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. 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.  THANK YOU FOR YOUR LISTENING!!!THANK YOU FOR YOUR LISTENING!!!
 GOODLUCK!!!GOODLUCK!!!
 HAPPY VACATION!!!HAPPY VACATION!!!