Positive Climate and Its Impact on

Academic and Social-Emotional Learning

in Elementary School

A Thesis Presented in Partial Fulfillment

Of the Requirements of the Degree of
Bachelor of Arts
in
Liberal Studies

Dominican University of California

by
Rabea McCullough

Signature Page

This thesis, written under the direction of the candidates thesis advisor has been
presented to and accepted by the faculty of Education in partial fulfillment of the
requirements for the degree of Bachelor of Science/Arts. The content and research
methodologies presented in this work represent the work of the candidate alone.

__________________________________________

____________

Rabea McCullough, Candidate

Date

__________________________________________

_____________

Rosemarie Michaels, Thesis Advisor

Date

Abstract
With college degrees now required to receive a high-paying job, staying in school
through high-level education is imperative. However, students who are not engaged and
supported in an elementary classroom are more likely to drop out, abuse drugs, get
involved in gangs, and become pregnant by the time they are in high school (Nelson,
Lott, and Glenn, 2013). Within my study, I looked at what teachers and students perceive
to be the aspects of a positive classroom climate and how it positively affects students
academic and social-emotional growth. In order to collect data, I looked at several studies
done on various positive classroom climate strategies and students perceptions of said
strategies, and also administered a survey to three teachers from Marin County
elementary schools.
Results indicated that students view a positive classroom climate as successful
when it incorporates variation in instruction, includes social elements, and values
students opinions and ideas. It was also found that there are many strategies to create and
maintain a positive classroom climate, including hosting class meetings, assigning class
jobs, and alternating between individual and group work. All teachers surveyed utilized
one or more of these strategies, along with others. If these skills are used in classrooms
across the country, there is no doubt that student engagement would improve and drop
out rates would decrease.

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Table of Contents
Signature Page ............................................................................................................................................ 1
Abstract........................................................................................................................................................... 2
Arrival Story ............................................................................................................................................................ 4
Statement of the Problem .................................................................................................................................... 4
Significance of the Study..................................................................................................................................... 5
Purpose of the Study ............................................................................................................................................. 5
Background Information...................................................................................................................................... 6
Research Questions ............................................................................................................................................... 6
Definition of Terms ............................................................................................................................................... 6
Section II: Review of the Literature...................................................................................................... 8
Student Perceptions ............................................................................................................................................... 8
Positive Classroom Strategies..........................................................................................................................13
Section III: Methods.................................................................................................................................20
Overview.................................................................................................................................................................20
Procedures ..............................................................................................................................................................20
Participants .............................................................................................................................................................21
Data Analysis.........................................................................................................................................................22
Section IV: Findings.................................................................................................................................23
Overview.................................................................................................................................................................23
Description of a Positive Classroom Climate.............................................................................................23
Strategies That Create a Positive Classroom Climate..............................................................................24
Strategies That May Not Create a Positive Classroom Climate...........................................................27
Summary of Findings .........................................................................................................................................28
Section V: Discussion and Conclusions ............................................................................................29
Discussion...............................................................................................................................................................29
Limitations..............................................................................................................................................................31
Implications............................................................................................................................................................32
Conclusions............................................................................................................................................................32
About the Author.......................................................................................................................................33
References....................................................................................................................................................34
Appendix .....................................................................................................................................................36

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Section I: Introduction
Arrival Story
For as long as I can remember, learning has been something that I have held dear.
I am curious and adventurous, seeking knowledge even outside of the classroom. For the
majority of my life I had assumed that everyone felt this way about learning. Whenever I
hear someone say, I hate reading or Cs get degrees I am always shocked. There are
many people out there who think that schooling, especially higher-level education, is just
a mandatory action, rather than an exciting experience. A staggering number of students
drop out of both junior high and high school each year due to disinterest or academic
challenges. It has come to my attention that if a student feels discouraged or belittled in
elementary school, it can affect his or her performance in school and later on in his or her
career. Elementary school is the place where the love of learning is instilled in us, but
how do we foster this love? As a future teacher, I think that it is important for teachers to
know how to create a positive classroom climate in which everyone feels supported,
confident, and curious.
Statement of the Problem

In todays world, there are many different types of learners. Each student needs
special attention and care in order for them to learn and understand. Unfortunately, with
twenty students, or many more, in one classroom, no parent help, and disruptive student
behavior, this attention is not always possible or positive. When students behave
inappropriately and are punished or receive poor grades and feel embarrassed, negative
feelings towards schooling and learning begin to grow, eventually leading to disinterest
and frustration. However, if teachers create a positive classroom climate in which their

 5
students can learn, a better attitude towards education is reflected. This research will
reveal how to create a positive classroom climate and what the best practices are in doing
so.
Significance of the Study
In the aftermath of No Child Left Behind of 2001 (NCLB), education has become
focused on test results and funding, rather than on the growth of the individual student.
NCLB negatively effects student learning, school climate, motivation, and instruction
(Smyth, 2008). Modern classrooms are focused on success and failure and therefore
social and emotional skills are not developed. This harms the psyche of many students,
causing an increase in drop out rates and feelings of failure. Students who are weak in
the development of [social and emotional skills] are at high risk for developing serious
problems such as bullying, drug abuse, teen pregnancy, suicide, delinquency, and gang
involvement (Nelson, Lott, and Glenn, 2013, p. 9). In addition, daily life is full of
distractions. Children are being shuffled from ballet, to swim, to soccer, to eating dinner,
to watching TV, and then barely squeezing in time to focus on homework. School has
become another stop in the busy day of the child. By creating a positive classroom
climate, students will enjoy their time spent at school and look forward to it. Students
will feel confident, encouraged, and supported in learning, creating a learning
environment that is more enjoyable for both teachers and students.
Purpose of the Study

School should be a place not only for academic learning, but one for social and
emotional development as well. If students are not taught these skills, discipline and
frustration towards learning increase (Nelson, Lott, and Glenn, 2013). A positive

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classroom is needed in order for this type of learning to take place. One purpose of this
research is to explore how to make all students feel comfortable, engaged, and welcome
in the classroom. A second purpose is to discover skills and techniques that teachers can
use to create and maintain a positive classroom climate.
Background Information

It is undeniable that both students and teachers want the classroom to be a positive
place for learning and development. Despite this unified desire, there are many who
associate school with frustration, negativity, and embarrassment. In order to discover
what it is that these two populations want to experience in the classroom, researchers
have done many studies and surveys. Numerous strategies have been implemented and
tested to discover a way in which the classroom climate can become one of support,
cooperation, and, of course, academic learning.
Research Questions

This paper addresses the following research questions:
1. What are the benefits of a positive classroom climate?
2. How do teachers create a positive classroom climate?
Definition of Terms

Classroom Climate The perceived quality of the classroom setting (Gillen, Wright,
and Spink, 2011, p. 65). This characteristic ambience of the social setting is pervasive
and like physical climate it can be changed, judged as pleasant or unpleasant, and
affect everyone within its influence (Evans, Harvey, Buckley, & Yan, 2009).

 7
Hidden Curriculum The underlying messages that are implied through a teachers
actions and words, intentionally or not. Unstated norms, values, and beliefs that are
transmitted to students through the underlying structure and meaning... in the social
relations of the school and classroom (Langhout and Mitchell, 2008, p. 595).
Self-Efficacy Self-efficacy reflects confidence in the ability to exert control over one's
own motivation, behavior, and social environment. These cognitive self-evaluations
influence all manner of human experience, including the goals for which people strive,
the amount of energy expended toward goal achievement, and likelihood of attaining
particular levels of behavioral performance (Carey & Forsyth, 2013).
Social and Emotional Learning (SEL) [I]nvolves the processes through which
children and adults acquire and effectively apply the knowledge, attitudes, and skills
necessary to understand and manage emotions, set and achieve positive goals, feel and
show empathy for others, establish and maintain positive relationships, and make
responsible decisions (Weissberg and Cascarino, 2013, p. 9).

Section II: Review of the Literature

This study examines the academic and social benefits of a positive classroom

climate. A variety of strategies can be used to create this environment and will also be
discussed. The first section, Student Perceptions, presents a study of the factors that
middle school students perceive as important in creating a positive classroom climate.
Following is a study on the hidden curriculum, demonstrating how teachers can
unintentionally create a negative environment for some students. The second section,
Positive Classroom Strategies includes four approaches to creating a positive classroom
climate. At the end, I will summarize the information found in the literature.
Student Perceptions

Gillen, Wright, and Spink (2011) examined which factors are perceived by
students to be important in creating a positive classroom climate. The classroom climate
includes social, physical, and organizational factors in the classroom; these consist of
interactions between students, along with teachers; the decorations on the walls; and the
way the classroom is set up. Classroom climate affects student engagement, attendance,
self-efficacy, and the overall quality of school life (Gillen, Wright, and Spink, 2011). At
the request of a middle school leadership team, the researchers were asked to determine
the main elements that students believed to be important in creating a positive climate
and how these elements could be adapted to better support learning.
The research took place at a middle school in the United Kingdom and constituted
mostly students who had recently transitioned from primary school. Gillen, Wright, and
Spink (2011) used data triangulation through focus groups, inductive thematic analysis,

 9
and a follow-up questionnaire based on the analysis. Sixteen students were randomly
selected from the Year 7 and Year 8 population and then divided into groups of four to
five based on gender and year. During the focus groups, students were asked to work
together to identify what their ideal learning environment would look like within a
classroom. Students were given pens and paper and were encouraged to draw or use
words to depict their ideal classroom. The focus groups lasted between 40 minutes to an
hour and also included a main discussion, which elaborated on their collaborated ideas.
The information found during these focus groups was then used to understand the
main themes of the students ideas. Once the main themes were determined, they were
then used to create a questionnaire that all of the Year 7 and Year 8 students were asked
to complete. The questionnaire was assembled in such a way that it would require
reflection and thought when answering the questions. For example, one question would
be worded negatively, while another would take on an opposing, positive form. Each
question was followed by: Strongly Agree, Agree, Disagree, and Strongly Disagree. After
the analysis of this data, the results indicated that there were indeed elements of the
classroom that students agreed were more important towards achievement and learning.
The results of the questionnaire were categorized into the three categories as
defined in the classroom climate: social, physical, and organizational. Socially, students
felt that being able to sit with their friends was one of the most important factors. This
highlights the importance of strong peer relationships, friendships, and peer support
(Gillen, Wright, and Spink, 2011). The idea of a reward system was also very prevalent
within the study. Gillen, Wright, and Spink (2011) infer that this may be due to the
emphasis on reward systems in primary education. The perceived importance of the

 10
physical environment was also emphasized within the focus groups. Factors including the
layout and organization of the classroom as well a students level of comfort are
important for these students in creating a positive climate. A classroom organized with
free time throughout class had a high level of perceived importance. Students also
stressed importance in lesson structure variety and clarity.
Gillen, Wright, and Spink (2011) concluded that the classroom environment is
important to students. The researchers suggest allowing opportunities for collaborative
working, using a range of seating arrangements for activities, using language and
opportunities to build relationships and raise self-esteem, and sharing lesson objectives
with students as ways to improve the learning climate. They also emphasize the
importance of student opinion when determining how the students learn best.
Students, especially in the United States, come from many different ethnic and
cultural backgrounds. What one student perceives as important could be drastically
different from anothers opinion. In contrast to the previous article, the following
demonstrates the importance of taking all of ones students needs into account.
The purpose of this next study, done by Langhout and Mitchell (2008), was to
examine how the hidden curriculum is conveyed to students and the effect it has on
academic engagement for Hispanic and African American male students in low-income
schools. For the purposes of this study, Langhout and Mitchell (2008) define the
curriculum as the unstated norms, values, and beliefs that are transmitted to students
through the underlying structure and meaning in the social relations of the school and
classroom (p. 595). In other words, the hidden curriculum describes the non-verbal
messages that are related from student to teacher through their actions and words. In the

 11
context of this research, the hidden curriculum communicates that school is not the place
for some students. This message was transmitted through discipline to students who
participated in inappropriate ways according to the teachers classroom rules; they were
punished despite their enthusiasm. The researchers believe that Hispanic and African
American male students are the most likely to be discouraged by these methods.
Although these students are eager to learn and to participate, the emphasis on rules and
discipline found in low-income elementary schools takes away from the positive
environment that this second grade teacher strived to emulate.
The study took place in one second-grade classroom at a low-income elementary
school found in a town in Northeastern United States. The class contained fourteen boys:
three African-American, three Hispanic, and five white; ten girls: four African-American,
two Hispanic, and four white; and one white, female teacher, Ms. Merlin. The research
took place over the course of three months, four hours at a time, for a total of ninety-six
hours. In order to collect data, Langhout and Mitchell (2008) used an interview with their
observed teacher, observation notes from sitting in and helping out in said teachers
classroom, and results from a behavior chart used in the classroom paired with observed
student morale. Results from the behavior chart, a system in which student names move
down a color line based on bad behavior, were compared with notes from the
observations in order to find patterns of interaction between the teacher and the students.
The interview was used to discover the motives and concerns of the teacher.
Results indicate that student engagement is correlated with discipline and that white,
female students are favored over Hispanic and African-American, male students.
Students were punished for engaging in a discordant way to the rules and their

 12
engagement dropped. If a student was exhibiting signs of engagement in an inappropriate
way, such as shouting out an answer without raising his or her hand, the teachers
response largely affected the students engagement for the rest of the day. For Hispanic
and African American male students, this behavior resulted in warnings, behavior chart
changes, and therefore attitude changes as their name moved to more severe colors. On
the other hand, white female students were praised and smiled at when speaking out of
turn. The nature of the interruptions is the same, but the behavior was treated in two
different ways. For those students who are punished the message is clear: learning and
academic achievement are less important than following the rules and if you cannot
follow the rules, you do not deserve to learn. As found in the interview with Ms. Merlin,
teachers in low-income schools are not trained in discipline and therefore are not able to
handle infractions in appropriate ways. As a fairly new teacher, Ms. Merlin faced
judgment from her more experienced and stricter peers who believed that Ms. Merlin
brought chaos to the school. She taught in a fun and exciting way, but felt the need to
enforce the schools rules in a way that did not coincide with the learning environment
she wanted to create.
This research was done in order to discover the reasons behind the startlingly high
drop out rates of minorities in the United States. The researchers believe that rather than
trying to treat everyone the same, a students ethnicity and culture should be put into
consideration. When teachers are more aware of the differential demographic patterns of
behaviour and discipline that exist in their classroom, they are more likely to understand
how their interactions are related to differential student outcomes (Bigg & Edwards,
1991 cited by Langhout & Mitchell, 2008, p. 610). They conclude that this research is

 13
proof that race is a strong factor in the hidden curriculum and that it needs to be evaluated
further to determine the proper training that teachers need to understand student behavior.
Positive Classroom Strategies

Due to the many types of personalities and backgrounds in one classroom, it can
seem difficult to create an environment where every student feels comfortable and
engaged. The following articles describe strategies used by teachers to create a positive
classroom climate.
In a study done by Rimm-Kaufman et al. (2007), the researchers wanted to examine
the rate of academic achievement in correspondence with the Responsive Classroom
(RC) Approach. The RC Approach is an intervention program that seeks to teach social
and academic skills side by side; this is guided by Seven Essential Principles. RimmKaufman et al. (2007) describe the Seven Essential Principles in the following:
Equal emphasis on social and academic curriculum; focus on how children learn
as much as what they learn; the view that social interaction facilitates cognitive
growth; emphasis on cooperation, assertion, responsibility, empathy, and selfcontrol; focus on knowing the children individually, culturally, and
developmentally; emphasis on knowing the families of the children; and viewing
the working relationships among adults at the schools as critically important (p.
403).
Prior to this study, there had been little research on whether or not this program
produces academic improvement. Rimm-Kaufman et al. (2007) expected that their
studys participants would show academic achievement under the RC approach and that it

 14
would be more obvious for those exposed to higher levels of the approach for longer
periods of time.
Rimm-Kaufman et al. (2007) used three groups of as much as 500 students from
six schools from one single district; three were intervention schools while the other three
were control groups. The participants in the control schools were exposed to the RC
Approach for different lengths of time one, two, and three year periods all ending in
their fifth grade year. To be certain that the teachers were teaching with, or without, the
RC Approach, random teachers were blind participants in in-class observations and
completed questionnaires that rated the teachers use of the RC approach: The observers
had little to no prior knowledge about the intervention techniques. All students were
required to take pre-tests and post-tests for both reading and math: The Degrees of
Reading Power test (DRP) and the CMT-Math test. These tests were taken once a year
and tested reading comprehension and math skills based on the state of Connecticuts
math proficiency standards.
After analyzing quantitative and qualitative data from the tests and questionnaires,
the results indicated that the RC Approach produced greater academic improvement than
the control group. However, students exposed to the RC Approach showed greater
improvement in math than in reading. It was also concluded that the RC Approach had a
greater influence with longer exposure to the intervention.
Rimm-Kaufman et al. (2007) speculate that these improvements were based in RC
practices. Teachers who use the RC Approach may be better at creating a well-managed,
caring, and efficient classroom environment [by practicing] daily meetings to reinforce
social skills, using modeling for daily tasks, and explicit instructions in behavioral

 15
expectations (p. 417). The researchers also concluded that the RC Approach allows for a
more academically-rich and motivating classroom due to activity choice, interesting
learning formats, and student feedback. Although the researchers were slightly baffled by
the greater improvement in math than reading, they believe this was due to a greater
sensitivity to time and quality of instruction in math, in contrast to reading, which
depends greatly on literacy at home and out-of-school experience as well as in-class
instruction. The following strategy uses many of the same tactics in generating a positive
classroom climate.
Nelson, Lott, and Glenn (2013) have developed an approach to teaching that
incorporates many of the qualities voiced by above studies describing what makes a
classroom positive. Their book, Positive Discipline: Developing Mutual Respect,
Cooperation, and Responsibility In Your Classroom, emphasizes the importance of
encouragement rather than rewards/punishment; respect from both students and teachers;
along with self and group problem solving. The authors outline the goals, management
tools, and benefits of their Positive Discipline program.
There are seven beliefs and skills that the authors claim as being necessary for all
students to learn. These are called the Significant Seven and are broken up into three
beliefs and four skills that are supposed to empower the child. The three beliefs are: 1. I
am capable, 2. I contribute in meaningful ways, and I am genuinely needed, and 3. I use
my personal power to make choices that positively influence what happens to me and my
community (Nelson, Lott, and Glenn, 2013, p. 4). The four beliefs add on to the overall
success of the student: 1. I have discipline and self-control, 2. I can work respectfully
with others, 3. I understand how my behavior affects others, 4. I can develop wisdom and

 16
judgment skills through daily practice (Nelson, Lott, and Glenn, 2013, p. 4). These skills
are taught in a variety of ways, using a variety of management tools and leadership
techniques.
One of the main distinctions between Positive Discipline and current classroom
management techniques is the focus on empowerment rather than rewarding good
behavior and punishing the bad. Nelson, Lott, and Glenn (2013) believe that behaviorism
can be detrimental to students because it does not correct underlying problems that may
cause the behavior. Positive discipline states that the following are important:
[C]onnecting before correcting, focusing on solutions, following through, and
addressing the belief behind the behavior (p. 15). This involves allowing natural
consequences to occur; involving students in establishing routines; assigning classroom
jobs; parent-teacher-student conferences; chill outs instead of time outs; and teaching
students that mistakes are necessary to learning and improving. The result of these
techniques in the classroom is an environment filled students who are responsible for
their actions, willing to work together, and ready for their future role in the world.
In addition to these benefits, Nelson, Lott, and Glenn (2013) claim that [i]t
decreases absenteeism, fighting, bullying, and vandalism while promoting education
motivation, classroom engagement, academic performance, school attendance, and
completion rates (p. 73). Students learn that mistakes are a part of success, and therefore
are less influenced by their performance in school, and more motivated to keep trying. In
learning to problem solve with their classmates, students learn that solutions can be found
in many ways. Overall, the student becomes more willing to try news things because they
feel supported by their peers.

 17
There are many benefits for both students and teachers in a Positive Discipline
classroom (Nelson, Lott, and Glenn, 2013). One of the main benefits is the development
of social-emotional skills. In the classroom, the teacher treats the students with respect,
fosters a love of learning, and teaches them life skills, such as problem solving, critical
thinking, and self-control. Encouragement is the most important aspect of their approach:
When students are encouraged to express their opinions, are given choices instead of
edicts, and use groups problem solving, the classroom atmosphere improves and becomes
one of cooperation, collaboration, and mutual respect (Nelson, Lott, and Glenn, 2013, p.
10). By giving students a chance to have responsibility over their actions, they are more
willing to be accountable and change their behavior, creating a more positive classroom
environment. With the development of social and emotional skills being an integral part
of the classroom, students are more prepared to be productive and helpful members of
society.
Weissberg and Cascarino (2013) believe that social and emotional learning (SEL)
should be a core part of education. With SEL in the classroom, students feel supported in
their learning, making it challenging, engaging, and meaningful (Jones, Bouffard, &
Weissbourd, 2013, as cited by Weissberg and Cascarino, 2013). The authors outline the
benefits as improved relationship between the individual and school, fewer behavior
issues, reduced emotional stress linked to school, and better academic performance
(Weissberg and Cascarino, 2013). The authors believe that SEL should be put into the
Common Core Standards as a necessity for classrooms across the United States. One way
to do this is to allow students to learn from their mistakes, as stated above.

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Another important strategy for teachers in understanding their students is outlined
in The Power of Our Words. Denton (2007) emphasizes the power of language and its
effect students perceptions of themselves and others. Listening is described as one of the
most important parts of a teachers interactions with his or her students. By listening to
students and then reflecting back to them [through paraphrasing] what we heard, we can
help them become more conscious of their own interests, talents, worries, and questions
(Denton, 2007, p. 76). Active listening shows a student that he or she is a significant
member of the classroom community. The chapter outlines the importance of listening
and strategies for good listening.
There are two strategies for positive listening outlined in the text. The first
strategy is pausing for three to five seconds after the student finishes speaking. This
allows the teacher to actually hear the students words, rather than thinking about the
answer to the question while it is being asked. The second strategy is paraphrasing.
Paraphrasing differs from a voice over, when the teacher repeats word for word what the
student said. Instead, the teacher should try to restate the main point of the students
words in his or her own. Using this approach to communicate with students promotes a
variety of good responses.
Denton (2007) states that listening is important because of the benefits that are
seen within the classroom. Students who feel as if they are being listened to are more
motivated to learn and participate. It allows for not only the teacher to get to know the
student, but the students to know one another as well. Listening can also make
questioning more effective, and therefore students take learning more seriously and
become better communicators (Denton, 2007). With a true intention on understanding

 19
their students needs, teachers can use listening as an important teaching and learning
tool.
Summary
All the above literature points to the conclusion that creating a positive classroom
climate is essential to student involvement, self-efficacy, and continued interest in
education. It also shows that a positive classroom climate can be created using a variety
of strategies, including class meetings, varied instruction, classroom jobs, group work,
and supporting social emotional learning. Gillen, Wright, and Spink (2011) outlined the
ideas of middle-school aged students on which qualities were most attractive in a
classroom, while Langhout and Mitchell (2008) observed the negative influences a
teacher may unknowingly have on his or her students. Rimm-Kaufman, et al. (2007),
Nelson, Lott, and Glenn (2013), Weissberg and Cascarino (2013), and Denton (2007)
described strategies for creating a positive classroom climate and the benefits that exist
both inside and outside of the classroom.

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Section III: Methods

Overview

It comes to my attention that it is beneficial for social skills to be taught alongside
academic subjects in elementary school. These skills are crucial for success in both
school and adult life. The most conducive environment for this type of learning is a
positive one in which students feel ready to learn and thrive. Therefore, one purpose of
this research is to explore how to make all students feel comfortable, engaged, and
welcome in the classroom. A second purpose is to discover skills and techniques that
teachers can use to create and maintain a positive classroom climate, and which ones do
not. This study focused on two research questions: What are the benefits of a positive
classroom climate?; and How do teachers create a positive classroom climate?
Procedures

This research study followed a quantitative design using a Survey Protocol. To
attain knowledge pertaining to the research questions the researcher gathered information
from six outside research studies. The studies used were made of academic research
articles, wisdom writing articles, and books. The information gained from these articles
offered evidence of the benefits that a positive classroom climate has upon students and
strategies used by teachers to create such a climate.
To further attain answers to these questions, the researcher administered a survey
to three teachers from one public California elementary school (see Appendix A). One
teacher was given two days to complete it for the sake of time management, while the
other two filled out the survey with the researcher sitting close by. The Survey Protocol

 21
included questions addressing the teachers opinions and use of different positive
classroom climate strategies as well as a section to include their definition of a positive
classroom climate. The teachers who were surveyed were a sample of convenience and
were initially asked to participate in person and subsequently through email. The data
was then analyzed through thematic analysis.
Participants

Three teachers from two different grades in a public elementary school in Marin
County participated in a survey. The three teachers were chosen because they are all
teachers in the school in which the researcher is doing her fieldwork, so this is a sample
of convenience.
Teacher #1 is a Caucasian female kindergarten teacher. She has taught
kindergarten for four years and has not taught any other grades besides in her student
teaching. Teacher #1 has a Multiple-Subject Credential as well as a MA in Education.
She has received positive discipline or other positive classroom training.
Teacher #2 is a Caucasian female fourth grade teacher. She has taught for 21
years in first, second, third, and fourth grade classrooms. Teacher #2 has a MultipleSubject Credential, Specially Designed Academic Instruction in English (SDAIE)
certificate, and a BA in International Relations. She has received positive discipline or
other positive classroom training.
Teacher #3 is a Caucasian female fourth grade teacher. She has taught for 10
years in first, fifth, pre-k, and fourth grade classrooms; as well as 6th-8th in a
behavior/alternative middle school. Teacher #3 has a Multiple-Subject Credential,
Bachelor of Music, MA in Education, and a MS in Counseling. She has received positive

 22
discipline or other positive classroom training. Teacher #2 and Teacher #3 teach in a
combined classroom together.
Data Analysis

Survey results were examined for commonalities and contrasts between teachers.
The Institutional Review Board for the Protection of Human Subjects at Dominican
University of California approved this study (#10247).

 23

Section IV: Findings

Overview

This research study followed a quantitative design using a Survey Protocol. Three
teachers filled out a survey. Teachers were asked to describe a positive classroom climate
in their own words. Teachers were also asked to rate both how effective and how often
they use ten different classroom management strategies on a scale of 1-5 (See Tables 1
and 2). Survey results were organized into three themes. The first theme outlines
teachers descriptions of a positive classroom climate. The second theme will discuss the
strategies that create a positive classroom climate. Lastly, the third theme will examine
the strategies that do not necessarily create a positive classroom climate.
Description of a Positive Classroom Climate

Teacher #1 described a positive classroom climate with both a student and teacher
focus. She explained that a classroom is positive when: students feel comfortable taking
risks, students and teacher feel respected and valued, students can solve their own
problems, students know what is expected, and students and teacher enjoy time at school.
Teacher #2 believed that a classroom climate is positive when students feel safe
emotionally, physically, and academically to express themselves and feel free to be who
they are. Both Teacher #2 and Teacher #1 emphasized the feeling of safety in the
classroom.
Teacher #3 focused on teaching strategies and student roles that create a positive
classroom climate. She described a classroom where process, not product, and social
emotional learning are top priority in establishing a safe learning environment. Teacher

 24
#3 emphasized the use of classroom meetings and student-driven curriculum so that
students learn to value and take ownership of their classroom community.
Strategies That Create a Positive Classroom Climate

The majority of strategies listed on the survey were given very high ratings in
being effective in creating a positive classroom climate. These strategies included time
outs, repetition, class meetings, group work, varied instruction, giving time to chill out,
classroom jobs, and social emotional learning. Teachers were asked to rate the
effectiveness of these strategies in creating a positive classroom climate on a scale of 1-5,
with 1 meaning note effective and 5 meaning very effective (See Table 1). Teachers also
asked to rate how often they used these strategies on the same scale, with 1 meaning
never and 5 meaning every day (See Table 2).
Class meetings, group work, varied instruction, giving time to chill out, classroom
jobs, and social and emotional learning were given very high ratings by all the teachers.
As can be seen in Table 1, all had an average teacher rating of 4.7. Teacher #2 and
Teacher #3 marked that they used all of these strategies every day in their classroom.
Teacher #1 differed in that she does not give her students time to chill out every day.
Repetition was rated moderately high by all three teachers, with an average rating
of 3.8. Teacher #1 and Teacher #3 rated it highly, while Teacher #2 circled a 3. This is
interesting because Teacher #2 and Teacher #3, although they work together in the
classroom, gave this strategy different ratings. All teachers marked that they used this
strategy every day.
Time outs were given a range by Teacher #2 and Teacher #3. Teacher #2 circled
both 3 and 4 while Teacher #3 circled 1 through 5. Both teachers noted that it was

 25
dependent upon the student. Teacher #1, on the other hand, noted that this strategy was
not used as a punishment, but as student think time. Overall, this strategy was given an
average rating of 3. Despite this high rating, all teachers marked that they rarely or never
used time outs in the classroom.
Table 1: Effectiveness of Strategies
Teacher #1

Teacher #2

Teacher #3

Average

Time Outs

3-4

1-5

Flip-a-card
(Green, Yellow,
Red)

Marbles in a Jar

Repetition

4-5

3.8

Class Meetings

4.7

Group Work

4.7

Varied
Instruction

4.7

Giving Time to
Chill Out

4.7

Classroom Jobs

4.7

Social Emotional
Learning

4.7

0 = Never Used, 1 = Not Effective, 5 = Very Effective

(Teachers could also choose 2, 3, or 4)

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Table 2: Use of Strategies
Teacher #1

Teacher #2

Teacher #3

Average

Time Outs

1.3

Flip-a-card
(Green, Yellow,
Red)

Marbles in a Jar

1.3

Repetition

Class Meetings

Group Work

Varied
Instruction

Giving Time to
Chill Out

6.3

Classroom Jobs

Social Emotional
Learning

1 = Never, 5 = Every Day

(Teachers could also choose 2, 3, or 4).

 27

Strategies That May Not Create a Positive Classroom Climate

Most strategies listed on the survey were related to encouraging students, creating
a classroom community, or keeping the classroom engaging. However, there were also
strategies listed that focused on correcting behavior, including time outs, flip-a-card, and
marbles in a jar. Only two out of the three behavior-focused strategies were rated
ineffective in creating a positive classroom climate: Flip-a-card and marbles in a jar.
Flip-a-card is a strategy that involves the teacher asking the student to move his or
her name down a stoplight color line due to bad behavior. A red card usually results in a
conversation with the parents about behavior or another type of punishment, depending
on the teacher. Both Teacher #2 and Teacher #3 chose not to rate this strategy, as they
had never used it. This was considered a 0 to the researcher in calculating the average
rating. Teacher #1 gave this strategy a rating of 3, which made the average of all three
teachers a 1. Teacher #1 also marked that she used this strategy almost every day.
Marbles in a Jar is a strategy that rewards or punishes the class by adding or
removing marbles from a jar due to class behavior. This strategy was given an average
rating slightly higher than the flip-a-card strategy. Teacher #3 chose not to rate this
strategy because she had never used it. Teacher #2 gave this strategy a rating of 3. She
remarked that she had once used it in her classroom, but does not anymore. Teacher #1
also gave this strategy a rating of 3 and marked that she used it sometimes in her
classroom, a rating of 2. The average rating for the effectiveness of this strategy was a 2.

 28
Summary of Findings

Teachers described a positive classroom as one in which students feel safe and
comfortable to develop socially, emotionally, and academically. Teachers also
emphasized mutual respect between teacher and students and the importance of creating a
classroom community. Strategies that were related to social, emotional, and academic
skills were rated highly by all teachers, these include class meetings, social and emotional
learning, classroom jobs, varied instruction, repetition, group work, and giving time to
chill out. Those strategies that focused on reward and punishment, except for time outs,
were all rated poorly, i.e. marbles in a jar, and flip-a-card.

 29

Section V: Discussion and Conclusions

Discussion

There were two purposes to this study. The first purpose was to determine what is
needed in a classroom for students feel safe, comfortable, and engaged within a learning
community. The second purpose of this study was to discover classroom strategies and
techniques that teachers utilize to create a positive classroom climate.
My first research question asked: What are the benefits of a positive classroom
climate? Some researchers indicated that a positive classroom climate is beneficial
because it supports the development of social-emotional skills (Nelson, Lott, and Glenn,
2013; Rimm-Kaufman et al., 2007). Classrooms with positive climates emphasize
acquiring community skills such as respect, responsibility, problem solving, teamwork,
and empathy. When classroom climates are not positive it is generally because the main
focus is on rewarding and punishing behavior rather than encouraging change and
thinking of different solutions. Other researchers have noted that an emphasis on
discipline, behaviorism, can cause engagement to drop and eventually lead to increased
absenteeism, poor academic performance, and low educational motivation later on in
their schooling (Langhout and Mitchell, 2008; Nelson, Lott, and Glenn, 2013).
Surveyed teachers generally agreed that there were numerous benefits for both
students and teachers in a classroom that contains a positive climate. All teachers
emphasized a feeling of comfort that was essential for students to make mistakes and
express themselves. Teacher #3 remarked that focusing on process, not product, as well
as social and emotional learning establishes a safe learning environment. Teacher #1
noted that in a positive classroom students are respectful and value one another, while

 30
also feeling respected and valued. I found out that both researchers and teachers agree
that more academic learning can take place if there is also an emphasis on socialemotional development. If all students feel safe and comfortable to take risks, learning
becomes exciting and engaging rather than intimidating.
My second research question asked: How do teachers create a positive classroom
climate? Research showed that there are many strategies that can be used to help students
feel comfortable and engaged in the classroom. Rimm-Kaufman et al. (2007) stressed the
importance of getting to know students individually, as well as their families, and the
value in social interaction among students. Nelson, Lott, and Glenn (2013) emphasized
social-emotional development through encouragement rather than rewards/punishment
and mutual respect between teacher and student. Weissberg and Cascarino (2013) link
social and emotional learning to improved academic achievement and fewer behavioral
issues. Interviewed teachers outlined numerous strategies that are effective in creating a
positive classroom climate.
All teachers agreed that strategies that were used to promote a classroom
community were the most effective. These strategies included classroom meetings, group
work, and social and emotional learning. Teacher #2 and Teacher #3 thought that
strategies that focused on behaviorism were ineffective in creating a positive classroom
climate. Teacher #1 agreed with this, but still used some of those strategies in her own
classroom. However, Teacher #1 had transformed a strategy that is usually punishmentbased, i.e. time outs, into a social-emotional strategy by using it as think time instead.
Class meetings, classroom jobs, repetition, and group work allow for the development of
social-emotional skills such as respect, responsibility, teamwork, and problem solving.

 31
Group work, giving time to chill out, and varied instruction are all strategies that will
keep students engaged in the learning environment.
Teachers reported that strategies using behaviorism to teach skills are not
effective in creating a positive classroom climate; such as marbles in a jar or flip-a-card. I
believe that this is due to the damaging effect that negative reinforcement produces.
Students who are constantly punished do not learn new behavior, but instead learn that
they cannot succeed.
Limitations

There were several major limitations to this research. With these limitations, this
research does not give a good representation of the opinions of the teaching population.
The first limitation was the relationship between the researchers and the teachers. As a
student observer, the researcher had spent about forty hours in total in these teachers
classrooms. A second limitation is the number of teachers surveyed. Only three teachers
were chosen to complete the survey, all of whom teach in the same school, and two of
whom teach together in the same classroom. A third limitation is the teachers previous
positive classroom training. It may be the case that not all teachers in California, or the
United States, have positive classroom training and would be aware of effective
strategies. All teachers had Masters degrees as well, which could have been where this
training took place. A fourth limitation is time. If the researcher had had more time to
survey more teachers and read more academic articles, the research would be more
complete and comprehensive.

 32
Implications

The research findings show that social-emotional development is essential in
creating a positive classroom climate. Due to the fact that a positive classroom climate is
essential in academic engagement and performance, it seems that it would be beneficial
for social and emotional learning to be a part of every day curriculum. Although it is not
clear from the research, it appears that positive classroom training may be necessary for
learning effective strategies to create a positive climate. It seems that positive classroom
training is useful for gaining knowledge about effective classroom management and
teaching strategies.
If this research were to be carried out further, I would recommend focusing on
teacher training in creating positive classroom climates. I did not research teachers
without Masters level education, so it was unclear whether this had an affect on teacher
knowledge about creating positive classroom climates. I would also recommend
surveying or interviewing a larger sample size in order to get a better idea of how
widespread this knowledge is. I also suggest looking into middle school and high school
classrooms to see if teachers use these strategies in their classrooms and if so, are these
classrooms more successful than others.
Conclusions

In conclusion, a positive classroom climate is beneficial for both students and
teachers. With a positive climate in place students feel comfortable to learn and take
risks, making academic learning more engaging. Students also learn valuable socialemotional skills, which allow them to be more successful in both higher education and in
their future relationships and careers. Research found that by knowing a student

 33
individually, creating a classroom community, and emphasizing skills for working in a
community, a positive classroom climate is created. Overall, all studies and findings
agreed that a positive classroom climate is vital in molding successful students and future
citizens.

About the Author

The author is a junior Liberal Studies major at Dominican University of CA
(DUC) and is preparing to enter the credential program in the fall. Although she began a
semester late, she has worked hard to take extra classes to catch up to her classmates and
begin her credential program on schedule. After graduating, she plans to continue on to
get her Masters degree in Education at DUC and then eventually work in a classroom in
San Francisco or Marin County. This research has greatly influenced her ideas on
classroom management and how she plans to teach her classroom in the future.

 34
References
Carey, M.P., & Forsyth, A.D. (2013). Teaching tip sheet: Self-efficacy. Retrieved from
http://www.apa.org/pi/aids/resources/education/self-efficacy.aspx
Denton, P. (2007). The power of our words: Teacher language that helps children learn.
Turners Falls, MA: Northeast Foundation for Children, Inc.
Evans, I.M., Harvey, S.T., Buckley, L., & Yan, E. (2009). Differentiating classroom
climate concepts: Academic, management, and emotional environments. Ktuitui:
New Zealand Journal of Social Sciences Online, 4, 131-146.
Gillen, A., Wright, A., & Spink, L. (2011). Student perceptions of a positive climate for
learning: A case study. Educational Psychology in Practice, 27, 65-82.
King, M.A., & Janson, G.R. (2009). First do no harm: Emotional maltreatment in the
classroom. Early Childhood Education Journal, 37, 1-4.
Langhout, A., & Mitchell, B., (2008). Engaging contexts: Drawing the link between
student and teacher experiences of the hidden curriculum. Journal of Community &
Applied Social Psychology, 18, 593-614.
National Association for the Education of Young Children. (2005). NAEYC code of
ethical conduct and statement of commitment. Washington, D.C.: NAEYC.
Nelson, J., Lott, L., and Glenn, H.S. (2013) Positive discipline in the classroom:
Developing mutual respect, cooperation, and responsibility in your classroom. New
York, NY: Crown Publishing Group.
Rimm-Kaufman, S., Fan, X., Chiu, Y., & You, W. (2007). The contribution of the
responsive classroom approach on childrens academic achievement: Results from
a three-year longitudinal study. Journal of School Psychology, 45, 401-421.

 35
Smyth, T.S. (2008). Who is no child left behind leaving behind? Clearing House, 81(3),
133-137.
Weissberg, R.P., & Cascarino, J. (2013). Academic learning plus social-emotional
learning equals national priority. Phi Delta Kappan, 95(2), 8-13.

 36

Appendix A: Positive Classroom Climate Survey (Part 1)

Demographic Information

Name:________________________________ Date:____________ School:______________________________


Grade Currently Teaching:___________ City:_________________________________________________


How many years have you been teaching? ________________________________________________

What other grades have you taught? _______________________________________________________

List the teaching credentials and degrees that you have earned: ________________________



Have you ever had any positive discipline or other positive classroom training? _____




Short Answer Section

How would you describe a positive classroom climate? _________________________________



_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

 37
Appendix A: Positive Classroom Climate Survey (Part 2)

Survey Section

Please rate how effective these strategies are in creating a positive classroom
climate on a scale of 1-5, with 1 being not at all effective, and 5 being very effective:

1. Time outs

Not Effective

Very Effective

2. Flip-a-card (Green, Yellow, Red)

3. Marbles in a jar

4. Repetition

5. Class Meetings

6. Group Work

7. Varied Instruction

8. Giving Time to Chill Out

9. Classroom Jobs

10. Social Emotional Learning

Please rate how often you use each of these strategies in the classroom:
1 = Never, 2 = Once a month, 3 = Once a week, 4 = 2-3 times a week, and 5 = Every day

Never

Every Day

2. Flip-a-card (Green, Yellow, Red)

3. Marbles in a jar

4. Repetition

5. Class Meetings

6. Group Work

7. Varied Instruction

8. Giving Time to Chill Out

9. Classroom Jobs

10. Social Emotional Learning

1. Time outs

 38

Appendix B: IRB Approval Letter

April 14, 2014

Rabea McCullough
50 Acacia Ave.
San Rafael, CA 94901
Dear Rabea:
I have reviewed your proposal entitled Positive Climate and Its Impact on Academic
and Social-Emotional Learning in Elementary School submitted to the Dominican
University Institutional Review Board for the Protection of Human Participants
(IRBPHP Application, #10247). I am approving it as having met the requirements for
minimizing risk and protecting the rights of the participants in your research.
In your final report or paper please indicate that your project was approved by the
IRBPHP and indicate the identification number.
I wish you well in your very interesting research effort.
Sincerely,
11.
12.

Martha Nelson, Ph.D.

Associate Vice President for Academic Affairs
Chair, IRBPHP
cc: Rosemarie Michaels

Institutional Review Board for the Protection of Human Subjects

Office of the Associate Vice President for Academic Affairs 50 Acacia Avenue, San Rafael, California 94901-2298 415-257-1310
www.dominican.com