Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center Palico IV, Imus, Cavite
(046) 471-66-07 / 4366584
www.cvsu-imus.edu.ph

TEACHER EDUCATION DEPARTMENT

MODULE 1: Models of Language Arts Instruction
(Part 1 of 5: Classroom Climate)

At the end of this module, students are expected to:

1. discuss the different models of language;

2. identify the purpose and importance of language teaching; and

3. give the meaning of Language.

It focuses on a safe environment supported by the teacher in which high, clear

expectations and positive relationships are fostered; active learning is promoted.

You may email back this module with answers to your instructor through Google
classroom or with this e-mail: clarence.tolentino@cvsu.edu.ph.

File format: BEED34-Module1_SURNAME

1. Classroom Climate refers to the prevailing mood, attitudes, standards, and tone that
you and your students feel when they are in your classroom.
2-4. Why is classroom climate important to teaching process?
 Climate regulates the circulation and construction of knowledge. For instance, in
an inclusive climate all students are more likely to volunteer different perspectives and thus
enrich discussions; conversely, if some students or groups feel that their contributions are
not as valued as those of others, they will withdraw from the conversation. As an example,
women in technical fields often report feeling undervalued compared to their male peers.
(https://www.cmu.edu/teaching/designteach/teach/classroomclimate/index.html)

5-7 Enumerate at least (3) three students characteristics you have.

- Goal-oriented
- Confident
- Consistent
8-10. Why is classroom climate important to learning process?
Classroom environment is one of the most important factors affecting student
learning. Simply put, students learn better when they view the learning environment as
positive and supportive (Dorman, Aldridge, & Fraser, 2006). A positive environment is
one in which students feel a sense of belonging, trust others, and feel encouraged to tackle
challenges, take risks, and ask questions (Bucholz & Sheffler, 2009). Such an
environment provides relevant content, clear learning goals and feedback, opportunities to
build social skills, and strategies to help students succeed (Weimer, 2009).

NAME: MONTAUS, DANIELLE ANGELO M. SECTION: BEED-3A SCORE: _________

Instruction: Think about your own perspectives on classroom climate. Use the following guide
questions.

a. How will you create a positive learning climate in the classroom?

b. What are the characteristics of a positive classroom climate?

Here is the suggested pattern in organizing your thoughts.

“Classroom climate refers to the prevailing mood, attitudes, standards, and tone that you
and your students feel when they are in your classroom.  A negative classroom climate can feel
hostile, chaotic, and out of control. A positive classroom climate feels safe, respectful,
welcoming, and supportive of student learning.”
 Teachers, kids, and parents all have mutual respect and admiration for one another,
which results in a pleasant, cheerful, warm, and friendly atmosphere at school. Respect for one
another and appreciation for one another makes the classroom a better place to be. Having a
good classroom climate celebrates this journey and allows children to master this skill at their
own pace, with the help of people around them. Children must be able to manage and conquer
their anxieties, worries, limiting beliefs, and issues in order to be successful.

References:

 https://www.ascd.org/books/encouragement-in-the-classroom?chapter=the-importance-
of-a-positive-classroom