Strategies for creating a positive atmosphere in the classroom

strategies for creating a positive atmosphere in the classroom

Creating a positive atmosphere in the classroom is crucial for fostering a conducive learning environment. It is one of the most powerful tools teachers can use to encourage children's learning and prevent problem behaviors from occurring.

Building meaningful and genuine relationships with and among your students is an essential aspect of creating a learning environment that supports their learning and promotes their positive classroom behavior (Emmer et al.,2006).

-Clearly communicate your expectations for behavior and academic performance from the beginning of the school year. -Provide consistent and fair consequences for both positive and negative behavior.

There are several strategies:

-Build strong and positive relationships with your students. Show genuine interest in their lives and well-being. -Use positive reinforcement to acknowledge and reward good behavior.

Positive Teacher-Student Relationships

Clear Expectations

-Teach and model conflict resolution skills to help students resolve conflicts peacefully.- Address conflicts promptly and constructively.

Mindfulness and Relaxation Techniques

Conflict Resolution Skills

Classroom Decor

-Create a visually appealing and organized classroom space. Display student work and positive messages on bulletin boards to reinforce a positive atmosphere.

Integrate mindfulness or relaxation techniques into the daily routine to help students manage stress and anxiety.

Bibliography:-Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103-112. Conroy, M. (2009). Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback. https://johnston1025.files.wordpress.com/2016/01/creating-a-positive-classroom-environment.pdf -Solano, L. (2021). Itinerario I: Methodology for Teaching English to Adolescents and Adults. Guía didáctica. Ediloja Cía. Ltda. ISBN digital - 978-9942-39-151-3. Name: Ericka Alexandra Bajaña Suarez Course 101-RED

Bibliography:--Salcedo, K. (2021). Didactic Guide “Second Language Acquisition”. Loja- Ecuador: UTPL -Budianto, L. (2011).STUDENTS’ PSYCHOLOGICAL FACTORS IN SLA: A DILLEMA FOR TEACHERS OF ENGLISH. DOI:10.18860/ling.v5i1.614 Name: Ericka Alexandra Bajaña Suarez Course 100-RED -

Bibliography:--Salcedo, K. (2021). Didactic Guide “Second Language Acquisition”. Loja- Ecuador: UTPL -Budianto, L. (2011).STUDENTS’ PSYCHOLOGICAL FACTORS IN SLA: A DILLEMA FOR TEACHERS OF ENGLISH. DOI:10.18860/ling.v5i1.614 Name: Ericka Alexandra Bajaña Suarez Course 100-RED -

Bibliography:--Salcedo, K. (2021). Didactic Guide “Second Language Acquisition”. Loja- Ecuador: UTPL -Budianto, L. (2011).STUDENTS’ PSYCHOLOGICAL FACTORS IN SLA: A DILLEMA FOR TEACHERS OF ENGLISH. DOI:10.18860/ling.v5i1.614 Name: Ericka Alexandra Bajaña Suarez Course 100-RED -