The phrase “Classroom Atmosphere” refers to two related but distinct things:
- The Physical Setting in which teaching takes place, and 2. The Emotional/Spiritual Climate that is created for the learning experience. Below are some factors related to each of these items:
THE PHYSICAL SETTING
- Is the space provided the proper size for the number of students?
- Is the furniture appropriate? (size, function, enough)
- Are basic physical comforts adequate? (heat, light, ventilation)
- Are there distractions that interfere? (sights, sounds, odors)
- Is the furniture arranged in the best feasible way for each activity?
- Are pictures, bulletin boards, charts, and maps used on the walls to enhance the learning experiences, and are these items placed properly to fit the needs of the learner? (eye levels, up to date materials)
- Are learning centers provided, such as interest tables, a book corner or display center for projects?
- Is the physical setting changed occasionally, by moving things around, providing new pictures, changing the furniture arrangement, etc.?
- Is the room decorated in cheerful bright colors? Is the room clean?
It is nice to have carpeted floors, movable equipment and furniture, a room of your own, plenty of electrical outlets, lots of chalk-board space, ample room to work and move around in, a full range of equipment, supplies, materials. . . but what if you don’t have all this?
- Are you making the best out of what you do have?
- Are you helping others to see what you do need?
- Are you concentrating on setting a good “emotional climate?”
THE EMOTIONAL/SPIRITUAL CLIMATE
- Is there an attempt to greet students in a meaningful way?
- Is the student free to be himself, say what he thinks in your classroom?
- Is there a feeling of trust among students and teacher?
- Is there an absence of unnecessary rules, procedures, and formalities so that an informal, relaxed, atmosphere prevails?
- Are the comments, opinions and questions of each person accepted and really listened to with respect?
- Is there an attempt being made not to put people on the spot: to threaten, embarrass or downgrade people by the leader?
- Is there evidence of a concern to establish equality among group members (leveling) so each person feels free to participate?
- Are you free to sense the direction of the Holy Spirit, or is the Spirit grieved over broken relationships?
- Are students and teacher sensitive to the presence of God and/or spiritual needs?
If the emotional climate of your room is being disturbed by one or two disruptive persons, it is probably their problem. You may want to work with them personally to see if you can help them with their problem. However, if you have over half the class being disruptive, it’s probably your problem. You may want to work more carefully on the above factors to improve the emotional/spiritual climate in your classroom.
