Classroom Culture

Volume 4 2025

Rabina Baksh Bissessar

Abstract

By maintaining regular schedules, outlining specific learning goals, and incorporating student input, I create a positive classroom environment that improves engagement and results.

     In my English classes, my students include a few who are identified as academically or intellectually gifted, a few average students, and a majority of below average students. They are of diverse races and ethnic backgrounds, predominately White and Black with fewer Hispanic students. About 55 percent of the students are college bound.

     When I asked my students about their perceptions of my classroom environment, students used adjectives like “calm,” “warm,” and “positive” to describe it. One student said:
“This classroom environment is very calming and a good learning space and it is one of my favorite learning spaces because it’s very positive…”

     Many students highlighted my “positive attitude”, a tendency to “talk positively”, and “easy-to-communicate” approach as strengths in my classroom. Furthermore, my students mentioned that I make the class interactive by “bringing in props, and [incorporating] music to make students more engaged” in the subject content. My students commented that my “teaching habits are really good” because I include “interactive activities”, “let us work with partners” and “collaborate.”

      Additionally, a student observed that I am “always talking to us and not at us.”They view my classroom as a welcoming, stress-free space that encourages conducive learning without overwhelming pressure. Students often compliment my classroom on how serene, comfortable, and attractive it is; they especially mention the posters of positive affirmations that are hung on the walls. Furthermore, many students emphasize how “safe, reassuring, and inviting” the classroom is.

     Though I am writing about my high school classes, I believe the great majority of my procedures are applicable to college classes. Most of the actions can be adopted or adapted for younger grade levels, as well.

Laying a Positive Foundation

Having clear expectations reduces disruptive behavior, and having fair and consistent consequences helps me to quickly resolve problems.

     In the first two days of the school year, I make a pledge to my students:

I will be prepared, seek your input, state the learning intentions and show you success criteria daily, strive to challenge but not overwhelm you, create a safe place for you to make mistakes and learn, and give you meaningful feedback in a timely manner. 

     I spend time going over the rules, safety procedures, and expectations for classroom behavior.

     The course syllabus, which acts as a contract between the students and me, contains the expectations and rules for the class. Students are expected to go over the syllabus with their parents or guardians, after the first class review. The initials of the student and the parent/guardian are required for acknowledgment in certain sections of the syllabus. The syllabus must be signed by the student and the parent/guardian after review. In order to facilitate communication, parents and guardians are also asked to supply their current phone number and email address.

     Having clear expectations reduces disruptive behavior, and having fair and consistent consequences helps me to quickly resolve problems. Practices of restorative justice, like holding class meetings, assist my students in seeing the consequences of their behavior and in making better decisions. To keep a supportive and motivating learning environment, I focus on developing positive relationships.

… establishing a secure and encouraging learning environment, where each student feels appreciated and respected is a top priority for me.

Throughout the Year

     As Griczika (2024) asserts, fostering a positive classroom culture has several advantages, such as increased academic performance, better teacher-student relationships, improved student motivation and engagement, and a decrease in behavioral problems and conflicts. Therefore, establishing a secure and encouraging learning environment, where each student feels appreciated and respected is a top priority for me. At the beginning of every class, I position myself by the classroom door to personally greet my students as they enter. Reflecting on this practice, a student says, “I usually feel very welcomed when you greet me at the door and acknowledge each student.” 

     Routines. To ensure an effective class period, I introduce and sustain a consistent routine with which my students are well-acquainted. Students participate in a warm-up activity, as students enter the classroom, giving me time to take attendance and handle other administrative duties.

     The warm-up activities that we do in my English classes are Daily Grammar Practice (DGP) tasks. The tasks vary day by day: Monday, Identify parts of speech; Tuesday, Identity sentence parts; Wednesday, Identify clause(s), sentence type, and sentence purpose; Thursday, Add capitalization and punctuation; and Friday, sentence diagramming. In the beginning of the school year, the students are provided with a handout of notes that provide all the information needed to complete the above tasks. The expectation is that students enter class, take their seats, take out their Daily Grammar Practice notes, and complete that day’s DGP task. 

     Learning objectives and success criteria. My school implemented Hattie’s and Zierer’s (2018) 10 Mindframes for Visible Learning framework, as a means of improving instructional strategies. Hattie and Zierer emphasize the formulation of learning objectives and success criteria, as two key aspects that are transformative in the classroom. Aligning with 10 Mindframes, on my presentation slides, I include the learning intention, which summarizes the lesson’s goal in clear terms, and the success criteria, which indicate the tasks that will be used to evaluate students’ performance of the learning intention. This method ensures that students are aware of their educational goals, and more actively engages them in the learning process, which increases motivation.

I strike a balance between freedom and accountability …which fosters a sense of self-responsibility.

     Small group activities. After whole-class instruction, I usually include small group activities that foster student collaboration. An example of a small group activity is students collaboratively developing and presenting a skit, based on an easily accessible story they have read. Students pick from a range of skit option. Another small group activity in which my students have participated is collaboratively, rewriting a story.

     Groups are comprised of three to four students. During the beginning of the school year, I typically utilize a simple counting-off method to form small groups. As the year progresses and I have established a stronger rapport with my students, I gradually transition to allowing students to select their own group members.  For some small group work, students are assigned to groups that are differentiated, based on reading levels.

     Students without a group. When a student is without a group, I have quick one-on-one consultation with the student, to learn about their preferences. I am open to the possibility that some students will indicate they would rather work independently. In these situations, I work with the student to modify the assignment specifications to allow for individual completion. I actively assist in introducing students to other groups when they express a desire to participate, highlighting their individual talents and abilities that would enhance the team dynamic.

     Keeping students on track. I monitor students’ participation throughout their small group activities, offering support, making sure students stay on target and interact respectfully. Including small group activities after whole-class instruction, strikes a balance between freedom and accountability. It improves the learning environment and fosters a sense of self-responsibility.

Choice

     I prioritize providing my students with opportunities to make decisions that contribute to their academic success. I proactively solicit student input regarding my instructional strategies. For instance, I get feedback from students on the efficacy of various teaching techniques through casual conversations or the use of Exit Tickets. I can improve my teaching strategy and make sure it is satisfying my students’ needs and preferences with the help of this feedback.

     Another example of providing student input and choice is, on occasion, I let students assist in creating assignment and project rubrics, as a way to include students in the assessment design process. As a result, my students can better comprehend the expectations for their work and they feel more in control of their education.

     Giving students the freedom to select their own seat in the classroom, including the choice to sit close to friends, represents one such decision. As a classroom management technique, assigned seating is something that many of my colleagues use, but I prefer to give my students some autonomy and explain that it is a privilege that can be taken away if it is not used appropriately.

Less Participative Students

     It takes a multifaceted approach to engage students who are quieter or less engaged. I provide a variety of engagement opportunities that let students freely express themselves, including written assignments, presentations, peer review, and small group discussions. I work hard to identify each student’s unique learning preferences and offer tailored assistance to boost their self-esteem. Lastly, I actively recognize and value the contributions of every student—even the more reserved ones—in order to motivate them to keep participating. By putting these techniques into practice, I hope to establish a classroom atmosphere where each student feels appreciated, respected, and equipped to engage completely in the educational process.

Modeling Respect for Diverse Views

     In my English I class, my students were analyzing statements that addressed the themes of a short story. The theme in question was “In extreme situations, it is impossible to make good decisions.” A student boldly stated that they did not agree with this statement because they thought the statement did not make sense. This student was used to being referred to as the smartest in their grade and enjoyed challenging or proving their teachers wrong. As such, I asked the student to explain their reasoning for disagreeing with the statement. After I listened to their justification, I presented an opposing viewpoint and outlined my rationale. The student held firm on their stance and replied that they disagreed with me because they could not understand my viewpoint, to which I responded, “Great, let’s have a discussion.”

     We debated the statement as a class to try to get as many interpretations of the statement as possible. After the discussion, the student who sparked this debate, and I decided that we did not agree with each other’s viewpoints.Allowing this impromptu discussion, taught the students an important lesson: they discovered how to express divergent viewpoints, actively listen to others, and try to comprehend different points of view. In this teachable moment, the students realized that despite our differences in opinion, respecting others’ viewpoints is essential to effective communication.

     The difficulties of establishing a continuously positive class culture cannot be overstated. Certainly, the teacher’s efforts have a significant impact. However, there are various additional factors that influence a class’s culture. (Tu, 2021). I might not reach as many students, if I am not backed by a larger school-wide initiative. Furthermore, it can be difficult to meet each student’s complex social and emotional needs, especially when students come to school with serious academic deficiencies or preexisting negative outlooks. Despite these obstacles, I work to reduce behavioral problems and disputes in my classroom by focusing on developing strong relationships with my students and applying classroom rules consistently.

     I strike a balance between freedom and responsibility by giving students some autonomy, such as selecting their own seats and taking part in small group activities. Students’ comments emphasize my upbeat demeanor, my hands-on teaching style, and the friendly atmosphere of the classroom, which is regarded as a cozy and welcoming place to learn.

References

Griczika, M. (2024). Cultivating a positive classroom culture. Teacher Vision.
      Retrieved from https://www.teachervision.com/blog/morning-announcements/cultivating-a-positive-classroom-culture

Hattie, J., & Zierer, K. (2018). 10 mindframes for visible learning:
     Teaching for success. Routledge, Taylor & Francis Group.

Tu, X. (2021). The Role of Classroom Culture and Psychological Safety in EFL Students’
     Engagement. Frontiers in Psychology, 12, 760903–760903. https://doi.org/10.3389/fpsyg.2021.760903

Rabina Baksh Bissessar, EdD, a recent doctoral graduate from the University of North, served for three years as a high school English teacher. Rabina Baksh Bissesar currently works with the Housman Institute as an Emotional, Cognitive, and Social Early Learning (ECSEL) Coach. Dr. Baksh Bissessar can be reached at rabina.bissessar@gmail.com.