CONSIDERING THE LEARNING

CLIMATE

Gina Pineda Esteban Vlez
Chapter 5

Introduction
Teacher concerns
Teacher warmth and control
Social environment
Dimensions of Learning Climate
Fraser and Walbergs Model

Classroom
Climate
Individual
personalities
and
dispositions
Institutional
roles and
expectations
1)Teacher concerns
Fuller (1969)
Themselves (teacher): interests, pressure, doing
well.
Tasks and situations (teaching): innovation,
appropriate, adequate.
To impact (student): to recognize the social and
emotional needs of students. To encourage them.
A teacher concerns
Instrument
Observing Teacher concerns
To observe the teachers predominant stage
of concern:
To control the class.
To be liked by the class.
To be only authority.

Teacher -> between : cooperation or control






Ethnographic method -> recording every
single fact.
Flexible
Cooperation
Choral Responses
Teacher facts
Rigor
Obedience
Individual Responses
Student opinion
2) Warmth and Control
Dimensions of Warmth and Control
Control
Warmth
Behavioral Signs of Warmth and Control
3) Social Environment
To measure.
To focus on interpersonal relationship :
S-S
Ss-T
Ss- Environment
Parson:
Socialization: helping a learner translate personal
wishes about herself into realistic views, typical
perspectives of the world outside the classroom.
Allocation: process by which learners are prepared and
selected for roles and responsibilities outside
classroom.
15 Dimensions of Social
Environment
1. Cohesiveness: Feeling of intimacy created by
interaction.
2. Diversity: Different backgrounds, interest and
activities.
3. Formality: Behavior is guided by rules which influence
the flexibility needed for Ts and Ss to achieve goals.
4. Speed: Pace of the class.
5. Environment: The classroom physical environment
influence the relationship between the members and
the structure of the class.
6. Friction: Some Ss are responsible for class tension.
7. Goal direction: Clearly stated goals and acceptance.
8. Favoritism: to behavior in ways that benefit some members.
9. Cliqueness: persons who interact with each other more regularly
than other in the same classroom. Related to gender, ethnicity.
10. Satisfaction: whether or not students gain on sense of
accomplishment.
11. Disorganization: related to reduce instructional time and
opportunity to learn.
12. Difficulty: related to 3 human motivations:
The need to feel competent.
To exercise authority
To develop a sense of relatedness.
The content + easy = the performance more poorly.
Difficulties + high= the learners give up and disengage from the task.
13. Apathy: Students do not feel interest. Teacher have to
encourage them.
14. Democratic: Class = Authoritarian + Democratic.
Teacher is the authority + warmth
Students have greater control over the environment.
15. Competiveness: too much or too little detrimental to
learning.
Balance: Competition and Cooperation.
Observing the
Social
Environment of
the Classroom
Cultural Diversity and the
Learning Climate
Sources are influenced by the predominant cultures
and ethnicities within a classroom.
Information to consider:
1. Ethnic, racial and gender.
2. Family conditions (e.g., Single-parent, 2-parents).
3. Sense of ethnic identity among Ts and Ss.
4. Ss self-concept and motivation.
5. Economic and social class.
6. Variations and Abilities (word choice, tone, length)
7. Examine your own background.