Author(s): Ian M Evans & Shane T Harvey
A warm classroom climate enhances the learning and social behaviour of primary (elementary) school children. But how can a busy teacher create such a positive emotional atmosphere? Evans and Harvey, from the School of Psychology, Massey University, supported by a diverse team of experienced educators in New Zealand schools, propose a model of teachers’ emotional characteristics that can be readily individualised for different teaching styles. They describe a programme of research on how to create natural, positive teacher–pupil relationships and classroom environments that motivate children, allow them to feel accepted, ensure learning enjoyment, and facilitate social-emotional development. This is a thought-provoking guide for teachers who seek to provide the optimal learning environment for children. It offers: evidence-based insights into necessary positive teacher–pupil relationships draws on the views of many exemplary New Zealand primary teachers presents a new model of “warm” classroom climate provides a culturally sensitive approach, recognising the skills and value of both Māori and Pākehā teachers
What is classroom emotional climate? The psychology of emotion Developing a model of emotional climate Additional evidence for the model : cultural perspectives Observing in the classroom : what teachers actually do The emotional world of the teacher Changing the emotional climate of the classrooom The warm and accepting school : the importance of working together What’s on top? What’s underneath?.