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Students know that the purpose of the class is to learn and make progress.

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Students know that the purpose of the class is to learn and make progress.

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If the teacher communicates the purpose as to why and what students are there to learn, they know why they are there and what is expected of them. Hopefully they will then dedicate themselves more.

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Students feel that it is okay to say 'I do not know' or 'I need help'.

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Students feel that it is okay to say 'I do not know' or 'I need help'.

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Students should feel safe in asking for help. If they don't, then a negative climate has been created and students will not learn as much as they should.

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Students have to work together to get all of the pieces to the "puzzle".  Each student has a piece of the puzzle, but the group has to work together to get all of the information they need to draw a conclusion.

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There is a high level of trust and students believe that they are listened to.

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There is a high level of trust and students believe that they are listened to.

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Trust goes two ways: If teachers want to be able to trust the students, they must first feel that they can trust the teacher. This connects with feeling as if they can ask questions. When a teacher seems to blow a student off, regardless of the reason, the student may then back off and not ask questions, also preventing them from learning all they need to be.

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Students are put into small groups, given a category, then given a certain amount of time to brainstorm words that relate to the category. After a set amount of time, the whole class can come back together, or they can stay in groups to to help start a class discussion.

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Classroom Climate
The climate of the class, evaluated from the student's perspective, is seen as fair.

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temp Create Positive Classroom Cluture Secondary Smorgasbord

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Cooperative Learning
Working with others to see different points of view.