Browsing by Author "Karell, Laura"

Objectives. The purpose of this thesis was to examine how a class teacher can impact on classroom climate. Specifically, I examined this theme from a view of a class teacher’s actions in elementary school because I wanted to obtain practical benefit for a teacher’s job. Classroom climate and communality sustain development and secure growth of a child and create a basis for learning (Salovaara & Honkonen, 2011, s. 42–43). This is the reason why classroom climate is a significant factor in operation of a class and a class teacher. Methodology. This study was implemented as a systematic literature review. The research material consisted of eleven english peer-reviewed articles. The studies were implemented in the U.S., Norway, Belgium and the Netherlands. These articles were published in 2010–2016. I analyzed the data with thematic analysis. Results and conclusions. The results were classified by the themes I developed. The main results of the theme interaction and practice of a teacher were that sosio-emotional skills of a teacher, the relationships between a teacher and pupils, atmosphere that a teacher had created and the support of pupils autonomy enhanced a good classroom climate. The results of the theme discipline were that nonverbal reminder for disruptive behavior improved and exclusionary discipline strategies impaired the classroom climate. The notable results of the theme support for a practice of social skills were the positive impact of practicing the sosio-emotional skills on the climate. The main result of the fourth theme organizing the classroom was that the teacher-determined classroom seating arrangement influenced on likeability of peers. Teacher’s actions, interaction, discipline and organizing the classroom were significant considering the forming of a classroom climate.