Socioemotional Competencies and Positive Classroom Climate as Alternatives to Prevent Revenge in Colombian Schools

This theoretical study focuses on the school climate. In particular, it focuses on the phenomenon of the positive school climate and its specific areas. The aim of the paper is to describe important areas of the positive school climate based on the analysis of selected positive climate models (National School Climate Center, 2017; Rudasill et al., 2017; Thapa, Cohen, & Guffey et al., 2013; Grecmanová, 2008, etc.). The text describes basic concepts, such as classroom climate, learning climate, or teacher staff climate. Primarily, the school climate is defined and a brief description of the factors involved in its creation is provided. Subsequently, the text deals with the terminology concerning the positive climate, as there is a disunity in this area. A significant part of the contribution is devoted to specific models of positive school climate, where, based on various research surveys, areas are defined which are key for the positive climate. In the final part of the paper three important areas of the positive climate are described, which repeatedly appear in the selected models, so they can be considered important.

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The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

Journal of Youth and Adolescence ◽

10.1007/s10964-021-01432-0 ◽

2021 ◽

Author(s):

Lydia Laninga-Wijnen ◽

Yvonne H. M. van den Berg ◽

Tim Mainhard ◽

Antonius H. N. Cillessen

Keyword(s):

Elementary School ◽

Elementary Education ◽

Classroom Climate ◽

School Adjustment ◽

Fifth Grade ◽

Peer Norms ◽

Descriptive Norms ◽

Climate Perceptions ◽

School Maladjustment

AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

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Classroom Climate and Student-to-Student Interaction in the Post-Secondary French Classroom

The French Review ◽

10.1353/tfr.2012.0303 ◽

2012 ◽

Vol 85 (4) ◽

pp. 717-727

Author(s):

Carolyn Gascoigne

Keyword(s):

Classroom Climate ◽

Student Interaction ◽

Post Secondary

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Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

Sustainability ◽

10.3390/su13052605 ◽

2021 ◽

Vol 13 (5) ◽

pp. 2605

Author(s):

María-Jesús Cava ◽

Ester Ayllón ◽

Inés Tomás

Keyword(s):

Coping Strategies ◽

Peer Victimization ◽

Classroom Climate ◽

Well Being ◽

Good Health ◽

Social Climate ◽

Intervention Programs ◽

The Sustainable Development ◽

School Grades ◽

Teacher Student

The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

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Classroom climate and instruction: New goals demand new approaches

Journal of Science Education and Technology ◽

10.1007/bf00694527 ◽

1993 ◽

Vol 2 (2) ◽

pp. 389-395 ◽

Cited By ~ 4

Author(s):

John E. Penick ◽

Ronald J. Bonnstetter

Keyword(s):

Classroom Climate ◽

New Approaches

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Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

Education Sciences ◽

10.3390/educsci8030143 ◽

2018 ◽

Vol 8 (3) ◽

pp. 143

Author(s):

Katherine Main

Keyword(s):

Academic Success ◽

Classroom Climate ◽

Social Emotional ◽

Emotional Competencies ◽

Emotional Skills ◽

Assessment Task ◽

Social And Emotional ◽

Social And Emotional Skills ◽

Significant Difference ◽

Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

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Navigating Music Teaching in Uncertain Times

General Music Today ◽

10.1177/1048371320961384 ◽

2020 ◽

pp. 104837132096138

Author(s):

Chiao-Wei Liu

Keyword(s):

Peer Relationships ◽

Classroom Climate ◽

Music Teachers ◽

Well Being ◽

Thinking Skills ◽

Virtual Classroom ◽

Critical Thinking Skills ◽

Music Teaching ◽

Music Learning ◽

Teacher Student

As schools reopen and students return back to the classrooms, music teachers are faced with the challenge of how and what we could do (and continue to do) to support the well-being and music learning of our students in crises. I suggest that teachers take into consideration the various elements involved in creating engaging learning experiences. Recognize the changing classroom climate and student-teacher/student-peer relationships in the virtual classroom, it is necessary that we consider how to spark students’ motivation and generate meaningful dialogue, what strategies we apply to help our students develop critical thinking skills; how we connect with our students and address their emotional well-being while being physically separated from each other. As trivial as these ideas may appear on the surface, I believe that only when we truly listen and attend to the needs of our students will we provide the space for our students to flourish.

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Contextualizing Violence in a Participatory Classroom

Psychology of Women Quarterly ◽

10.1111/j.1471-6402.1998.tb00143.x ◽

1998 ◽

Vol 22 (1) ◽

pp. 77-96 ◽

Cited By ~ 3

Author(s):

Angela B. Ginorio

Keyword(s):

Sexual Orientation ◽

Classroom Climate ◽

Multidimensional Space ◽

Theoretical Frameworks ◽

Student Centered ◽

Theoretical Issues

Techniques for integrating race, class, gender, sexual orientation, age, disability, and other categories of socially defined identity in a student-centered participatory classroom are outlined for a survey course on women and violence. Keeping categories of socially defined identity central to every course component changes not only the content of the course, but also the questions asked and the range of possible answers. Students were given two tools with which to analyze each topic: theoretical frameworks (psychology, sociology, feminism) and the categories of socially defined identity. Difficulties with the material are interpreted as signposts of the complexity of the theoretical issues involved rather than as intellectual failures of the students or the instructor. An open and participatory classroom climate facilitates dealing with the stresses of this topic as well as with the ambiguities faced by students exploring the multidimensional space of socially defined identities.

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