Creating a Positive Classroom
Environment
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Agenda
How to structure the physical
environment
How to structure the emotional
environment
The role of self-esteem in the classroom
Structuring the Physical
Environment
Konza, Grainger & Bradshaw (2001) in their
book, Classroom Management: A Survival
Guide explain that the physical environment
of a classroom explains a lot about your
expectations as a teacher.
Structuring the Physical
Environment
Desk arrangements
Student placement
Classroom decoration
Music in the classroom
Desk Arrangement
Desks in groups, with
students facing each
other, can help
stimulate student
discussion
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Desk Arrangement
Desks in single or
double rows are good
for demonstrations
and independent
work
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Desk Arrangement
Desks in u-shapes
are recommended
where possible
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Desk Arrangement
Desks in workstations
are suited for
students who have
developed self
management skills
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Desk Arrangement
Remember, all seating arrangements
should accommodate an inclusive
learning environment
Foreman (1996) notes that some
classrooms may require free and quiet
spaces to facilitate learning
Student Placement
Place easily distracted students away
from each other, doorways, windows
and areas of high traffic
Preferably, place to one side of the
classroom, close to the front
An inclusive classroom should place
students in areas of the class best
suited to their needs
Classroom Decoration
Students like to see their own work
displayed, even in High Schools
Class-made posters help students
develop a sense of belonging to the
classroom
Plants and animals can have positive
effects on the classroom (Nicholls, 2006)
Music in the Classroom
Music can be a great addition to any
classroom
– Use as reward
– Create positive mood
– Helps broaden musical experiences
In inclusive classroom music can:
– Comfort/calm and help focus (some
students)
Structuring the Emotional
Environment
“It is the teacher’s responsibility to value
each and every one of the students in
their class, so that each student feels
special and important.” (Groundwater-
Smith et al, 1998, p. 95)
Structuring the Emotional
Environment
The bond between a teacher and
student is much more important for
students with management and
behavioural issues such as ADHD and
Asperger’s.
Structuring the Emotional
Environment
ADHD
– Students need extra motivation so they can
maintain attention, work consistently, and
avoid boredom associated with repetitive
tasks. (eg. Maths)
Asperger’s
– A bond with the teacher can encourage,
inspire and greatly assist them.
Knowing and Liking You
Who you are
What you stand for
What you will ask them to do
What you will not ask them to do
What you will do for them
What you will not do for them
(Glasser, 1993, p.32)
Strategies
Greet students personally
Make frequent eye contact
Negotiate rules and routines with
students
Acknowledge positive behaviours
Use positive language
Interact with students outside the
classroom
