Browsing by Subject "luokkailmapiiri"
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(2021)Objectives. The purpose of this thesis is to study the use of the See the Good! digital application and its effects on classroom climate. I study how a class teacher uses the application and how it has affected the classroom climate. The theory of my research is based on See the Good! digital application developed by Positive Learning Oy and the five dimensions of school climate by Amrit Thapa, Jonathan Cohen, Shawn Guffey and Ann Higgins-D’Alessandro (2013). Methods. This study was conducted as a qualitative descriptive case study. It does not pursue to give general results but instead it provides a description of the examinee´s overall personal experience of the subject. The study material is based on interview conducted with a semi-structured theme interview. The study consists of 1 subject who has been teaching for over 25 years and has used the See the Good! application over a year. The responses of the interview were transcribed and analyzed by data driven qualitative content analysis. Results. The examinee used the application irregularly as a part of many positive pedagogy applications along with actual schoolwork. The use of the application was based on examinee´s own interest and motivation towards the topic of the application. Examinee used the application as a teaching material and as an assistance in planning lessons. Examinee had used all the sections in the application, of which the Teach section was the most used. The use of the application didn´t affect every dimension but it had effect on most of the dimensions. The most significant effects of using the application were on the dimension of relationships and social skills. The use of the application had positive effects on students´ social skills and it improved class spirit and respect for diversity. The use of the application had also positive impact on teacher´s work and it improved students´ work in the classroom.
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(2016)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.
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