To consider the idea of ‘emotional temperature’ as applied to classroom climate

Aim

To consider the idea of ‘emotional temperature’ as applied to classroom climate.

Evidence and reflection

Consider the terms ‘warm/supportive’, ‘cool/detached’ and‘cold/antagonistic’ as described above. As you observe other teachers, use these terms to assess the ‘emotional temperature’ of the classroom. As you observe you might consider the following questions:

• What teachers do and say which establishes the ‘temperature’ of the classroom?
• Is the temperature constant or does it change in the course of a lesson? 
• If there are changes what causes them? 
• How did you recognise a change? 
• Is the temperature the same for all pupils?  
• How do the pupils respond to changes in emotional temperature?
• You might like consider the temperature of a tutor group session and of a subject lesson with the same teacher.  Are there differences?  If so what causes this?

Extensions

Use the two typologies ‘coercive’ and ‘incorporative’ to characterise the climate of the lessons you observe.  How does this kind of characterisation relate to the idea of ‘emotional temperature’?

Follow-up

Discuss the idea of ‘emotional temperature’ with other teachers.  Arrange for your mentor or a colleague to observe your lessons and provide you with data on the ‘emotional temperature’ of your classroom.  Were you aware of changes?   Were you deliberately raising or lowering the temperature?  How consistent were you across the lesson and with groups and individual pupils?      

More in this chapter

• To identify the overt and tacit content of classroom rules, routines and understandings
• To consider school rules as an expression of school ethos
• To check that we are acting in ways which are regarded as being 'fair'
• To reflect on the range of coping strategies which children use in the classroom
• To reflect on the coping strategies we use when teaching
• To gather information on how pupils feel about curricular activities which they undertake at schools
• To consider the idea of consistency from the pupil's perspective
• To monitor and place in perspective our own feelings on classroom relationships
• To assess the degree and type of positive reinforcement given to children
• To develop the use of praise and encouragement
• To 'measure' overall classroom environment at a particular point of time
• To evaluate progress towards an inclusive classroom
• To consider the degree to which the classroom is structured and run