were at level 1 with all their classes, they could see that things could be (Assistant Head) worse…’ Developing teachers’ and pre-service teachers’ understanding of the importance of classroom climate Where student teachers or teachers had experienced 10’ lessons, which are ‘level characterised on the scale by the teacher being in relaxed control of the class, and all pupils being keen to learn and work together with the teacher towards the learning objectives for the lesson (see Appendix 1), several interviewees remarked on the impact it had on student learning, the quality of their teaching, and perhaps most strikingly, the effect it had in terms of job satisfaction, even in comparison to lessons where behaviour was not a major problem. Four examples of respondent testimony are given, as being representative of feedback on what it was like, teaching level 10’: ‘at cannot stress how wonderful it is to a well behaved class. It ‘I actually enables you to lower your guard and completely relax. Even though I was teaching them about a religious pilgrimage, I really enjoyed (Student teacher) the lesson and the children did too… I could tell.’ a funny sort of way, it puts a bit of pressure on you when you’ve got a ‘In great class which you get on really well with... you keep thinking what you are going to do to give them a great lesson… to keep it up… it keeps you on your toes. But the lessons are great. You come out feeling great. You know that you have their respect, they rate you, they think you are a good (Newly Qualified Teacher) teacher.’
were at level 1 with all their classes, they could see that things could be worse…’ (Assistant Head) Developing teachers’ and pre-service teachers’ understanding of the importance of classroom climate Where student teachers or teachers had experienced ‘level 10’ lessons, which are characterised on the scale by the teacher being in relaxed control of the class, and all pupils being keen to learn and work together with the teacher towards the learning objectives for the lesson (see Appendix 1), several interviewees remarked on the impact it had on student learning, the quality of their teaching, and perhaps most strikingly, the effect it had in terms of job satisfaction, even in comparison to lessons where behaviour was not a major problem. Four examples of respondent testimony are given, as being representative of feedback on what it was like, teaching ‘at level 10’: ‘I cannot stress how wonderful it is to a well behaved class. It actually enables you to lower your guard and completely relax. Even though I was teaching them about a religious pilgrimage, I really enjoyed the lesson and the children did too… I could tell.’ (Student teacher) ‘In a funny sort of way, it puts a bit of pressure on you when you’ve got a great class which you get on really well with... you keep thinking what you are going to do to give them a great lesson… to keep it up… it keeps you on your toes. But the lessons are great. You come out feeling great. You know that you have their respect, they rate you, they think you are a good teacher.’ (Newly Qualified Teacher)
Working_to_improve_classroom_climate_revised_clean.docx