Classroom Climate and Children's Self-Esteem

‘If the classroom climate is right, then there is a much greater chance that the children’s self-esteem will be enhanced’ (MacPherson, 2000).

What is meant by the term ‘classroom climate’? In what ways might it impact on a child’s self-esteem?

In this article I will define what is meant by classroom climate and consider some of the aspects that shape it, such as a teacher’s influence, her/his educational beliefs and how this is reflected in the teaching methods used, for example the seating arrangement and how this might have an impact on the relationships found in the classroom and whether or not children’s background and values are respected. I will look at how these might impact on a child’s level of self-esteem and why a good classroom climate can play a part in enhancing it.

Classroom climate is the overall atmosphere in a classroom which influences the way in which children learn and develop; it relates to how children are made to feel about their abilities and themselves. Suschitzy and Chapman (1998) suggest that it relates to the type of relationships found in that classroom and how these are allowed to develop and flourish, between children themselves and with adults. This is why the term ‘right’ is used: it is very important that teachers create a positive and healthy learning environment for children to be able to grow and develop into healthy adults. A good classroom ethos is key to ensuring that every child is given the opportunity to reach their full potential.

What do we mean by self-esteem?  I will define the term self-esteem using the definition given by Lawrence (2002). There are two main aspects that are linked to self-esteem: self-image and the ideal self. First there is the individual’s awareness of his/her own identity, what the person is and secondly there is the ideal self, what the person would like to be. Self-esteem is the result of how the person feels about the gap between what she/he is and what she/he would like to be. As children grow up their own self-image and ideal self are influenced by their experiences and by the people they love and care about them. As we grow up, we realize that particular skills in our society are given more value than others and we also learn to compare ourselves to our peers and use this to evaluate our self-image, which then has an impact on our global self-esteem. In various situations we have feelings of worth or unworthiness and over time these can have an impact on our overall feeling of self-esteem.

 Underpinning this theoretical account of the development of self-concept will be the notion that it is the child’s interpretation of the life experiences which determines self-esteem levels. (Lawrence 2002, p.3)

This is why a positive classroom climate is so important because as children go through primary school, their level of self-esteem develops and it is their every day experiences which influence it. As explained by Lawrence (2002) it is especially as we grow up that each individual’s appreciation of oneself takes shape.

Fontana (1995) suggests that teachers can inspire children to learn by becoming role models. For example if a teacher shows enthusiasm towards learning and the various subjects taught, and if a class teacher is creative and imaginative in their teaching, this will influence children’s interest in learning.

Good teachers will set good examples and will give children role models that will leave them favourably disposed towards teachers and towards the whole concept of education while unsatisfactory teachers will do just the opposite. (Fontana 1995, p.305)

As both Fontana (1995) and Lawrence (2002) state the teacher is the main person in control of the general climate in his/her class. In a class of thirty children, the teacher is generally speaking the one who decides who is given the opportunity to speak, when and how often. Other professionals do have a role to play in the overall classroom climate; however, on a day-to-day basis, the class teacher is the one who creates the learning environment. She/he is the one with the most influence on the children in her/his care and therefore an important part of the social relationships, social and academic behaviours found within the environment will be influenced by her/him.

Suschitzky and Chapman (1998) suggest that a relationship between two individuals evolves within a specific context and this will play a role in the way it develops. The teaching and learning styles used within a classroom will influence the nature of the interactions between individuals, as these can vary from a class teacher using autocratic to democratic approaches; for example whether the teacher takes the lead or regularly encourages group cooperation; whether the teacher makes the decisions or encourages children to partake in decisions; whether children are told what to learn or whether they are encouraged to learn independently; whether teacher uses criticism that is mainly negative or adopts positive approach to discipline. All these are important influences in the creation of a classroom climate and on whether or not the interactions between individuals found in it are meaningful ones or not.  Lawrence (2002), Fontana (1995) and Suschitzky and Chapman  (1998) all state how crucial it is in any relationship that each person feels respected and feels they can trust each other.  Therefore if children are given the opportunity to partake in decisions within the classroom on regular occasions, children will feel they are trusted and respected. They will feel valued and develop more independent attitudes towards their learning and in the long term their self-esteem will be enhanced.

In order to establish meaningful relations with children, teachers will need to show an interest in finding out about each child in their class.

Teachers know only too well that respect must be earned by providing a secure and positive environment in which children can achieve. (Suschitzky & Chapman 1998, p.39)

From my own observation at a school, I have noticed how a child became more and more distant towards his class teacher, as he was regularly humiliated in front of his peers or completely ignored. He progressively showed more apathy towards his own learning and started to act more and more as was expected of him by his class teacher. In the time I spent observing that child I noticed how his self-esteem was being affected. He participated less and less while doing group activities and showed little interest in his individual work. When asked why he was not taking part in activities, his response would be that he felt he was not capable to do them.

Children experience different types of relationship in their immediate environment and these need to be taken into account within the school and the classroom, as this will ensure that children feel respected and they will in turn respect the adults in the school. This is very important for their learning because if children feel valued they are more likely to show an interest in their learning. Suschitzky and Chapman (1998) explain how interactions between children and teachers should be based on trust and respect on both sides to ensure self-respect, which gives better possibilities of high levels of self-esteem. Suschitzky and Chapman (1998) give the following example: in the case of a disabled child, if the teacher’s attitude is one of pity, this can produce a particular pattern of behaviour from the child, whereas a response that acknowledges the disability but emphasizes the child’s other attributes will allow more independence and self-respect.

A teacher has to establish and maintain individual relationships with thirty or more children as well as developing a collective relationship with the whole class. Just as the children have to adapt to the expectations of behaviour patterns from different teachers so teachers will adapt to some degree their approach to match the personalities and backgrounds of the whole class and its individual members. (Suschitzky and Chapman 1998, p.38)

This quotation expresses well how establishing meaningful relationships within a classroom can be complex and it reflects well how important it is to have sincere relationships to ensure a positive classroom climate.         

I will now look at how important a teacher’s attitude towards children’s different abilities is in creating a positive classroom climate. From my own experience I have observed a teacher show repeatedly impatience and less interest towards children of the low ability group and I have seen how this affected their motivation to learn. They received support from the teaching assistant and the high ability group always got support from the teacher, the children were obviously conscious of this. When some of the children from the low ability group did receive attention from the class teacher, I sensed that these children were not sure how to behave and therefore started to misbehave. The class teacher generally gave more praise and encouragement to the high ability group. During my time with that class this dynamic carried on and I believe some of the children’s motivation to learn and achieve higher levels was affected. As stated in Lawrence (2002) children of primary age tend to seek the teacher’s attention, therefore those who receive it less will start to feel undervalued. Although this teacher might not have consciously realized the impact this type of negative differentiation is having on the low ability group, this does play a part in the creation of the classroom climate.

While it is vital to promote excellence, it can be questioned whether the gap widens between achievers and non-achievers as the latter’s self-esteem is lowered. (Suschitzky & Chapman 1998, p.46)

By feeling repeatedly undervalued children’s self-esteem will be affected. Through what I have observed, I believed that many of the children in the low ability group started to feel they could not meet the skills required to get the teacher’s encouragement:

If we continue to fail in areas which are valued by the significant people in our lives then our overall self-esteem is affected. (Lawrence 2002, p.10)

Positive encouragement is important to children. Even if they do not succeed as well as their peers they need to feel their effort is valued. As stated in Lawrence (2002) the child with low self-esteem and therefore little confidence in his/her ability to succeed is likely to avoid situations which he/she might see as personally humiliating. That child might opt to do nothing and be punished by the teacher than try and fail and feel humiliated. Research has shown Lawrence (2002) and Fontana (1995) that a class teacher needs to be able to make children understand that not succeeding in a task or topic does not mean the person is a failure, if children feel they are in a safe learning environment they will feel they are allowed to commit errors. There needs to be a balance between giving relevant and positive encouragement and ensuring comments are not patronizing.

An important aspect which influences learning is the prior knowledge a person already has and this needs to be taken into account within a classroom to ensure progress can be made accordingly, this requires the teacher to respect children’s past experiences.

If teachers can acknowledge the experience and skills children have acquired both inside and outside school, then respect will be held and this will be an ingredient in the formation of a good relationship between adult and child. (Suschitzky and Chapman 1998, p.39)

Suschitzky and Chapman (1998) explain how crucial it is to concentrate on what an individual can do instead of his/her deficiencies otherwise if the perception of children’s abilities in others and their own do not match then this could create conflict in the relationship between the class teacher and the children in his/her care and this could potentially affect their learning.

I will now look at how attitudes towards children’s background can have an impact on the creation of a positive environment. In order to ensure that there is a climate of respect towards every child’s background, the teacher needs to try to incorporate a general attitude of respect within the every day functioning of the class; for example if a few of the children come from different countries and English is not their first language, the teacher might want to have books in the children’s mother tongue in the book corner. The teacher might want to do the register in different languages and use the children’s home language. Through cross-curricular activities, teachers can make sure that children’s background is respected and emphasized. For example if a few children come from Afro-Caribbean background, a project around a carnival might help the whole class give the children a sense of acceptance and closeness and encourage cooperative participation; a whole school project around a carnival would give children a greater sense of feeling valued. However as Suschitzky and Chapman (1998) explain it is not necessary just to do these activities and think that it will be sufficient for the children to feel valued, it all depends on the teacher’s attitude and enthusiasm towards each child’s background. If a child is asked to do the register in his/her home language and the teacher does not show enthusiasm and is very passive, the other children will pick up on this attitude and the child in question will not feel highly esteemed. 

No child should be expected to cast off the language and culture of the home as he crosses the school threshold, nor to live and act as though school and home represent two totally separate and different cultures which have to be kept firmly apart. (Bullock report 1975; quoted in Suschitzky & Chapman 1998, p.3)

As Suschitzky and Chapman (1998) go on to explain if this is the case, where children are expected to isolate their home life from their school life, the child’s attitude towards his learning and development will become apathetic. This in turn might have an impact on his/her self-esteem. As Lawrence (2002) explains the class teacher needs to establish caring relationship to ensure children feel their different backgrounds, skills and experiences are valued. Suschitzky and Chapman (1998) suggest that the class teacher needs to be genuinely open-minded towards children’s different background otherwise their teacher’s effort will be meaningless. Children will realise their teacher is not being genuine. In order to make sure there is a healthy classroom climate, it is not just the teacher-child relationship that is important but also the relation between each child, between support staff and teacher and support staff and children and the different types of relationship found in a school. A culture of tolerance within the school and in every classroom needs to be established.

The teacher’s outlook on different cultures and background might also show through the resources available in the classroom. A teacher might use various types of music to emphasize children’s background, for example a teacher might want to choose a song with a child for a carnival project for example or when considering displays, some can be done with children of different languages and cultures, children’s knowledge in relation to their past experience and background can be used.The choice of resources used and chosen will be up to the teacher as he/she will know the children in his/her care, for example some children might not feel comfortable with answering questions about their culture or background in front of the whole class. A teacher’s choice of vocabulary will also play a part in showing respect towards each child’s culture. Suschitzky & Chapman (1998) give an example of a traveler child who as part of his family life knows how an electrical circuit with bulb works. One day at school as part of a science lesson, the class is asked to create a simple light bulb circuit, the traveler child feels insulted and decides not to take part. The child felt his previous knowledge was completely ignored and felt he was being patronized.  In consequence the relation with his teacher could be affected. His respect and trust for his class teacher could be damaged, he could become a threat to the class teacher’s authority within the classroom, therefore affecting the classroom climate.

The teacher who incorporates acknowledgement and respect for all types of diversity into the classroom ethos will use the experience and knowledge of the traveler child to add an extra dimension to the learning program: children will be helped to value each other’s cultures whether that means respecting the fundamental differences in communities or the different variations found in family life and everyday lifestyles. (Suschitzky & Chapman 1998, p.31)

For the teacher to create healthy relationship with his/her pupils, she/he needs to be aware of each child’s previous knowledge and use it positively. Susckitzky and Chapman (1998) explain a responsible and thought through reaction to a situation like the example given is necessary to ensure the overall atmosphere is not affected. A discussion with the child in question threatening the authority of the teacher would be best to come to an agreement on a solution. Over time if a classroom climate is affected due to a loss of respect for the teacher from one child this might spread to other children, in turn this will affect the children’s overall learning as a loss of trust will follow. Consequently some children will start to achieve less due to a lack of motivation and in the long term this will affect their level of self-esteem. 

Suschitzky and Chapman (1998) suggest that to ensure a teacher shows respect towards a child’s background, a good relationship with his/her family is important, this will also influence the relationship between the class teacher and child, by including the family in their child’s learning and development, the child will feel appreciated. For example if relevant the class teacher might choose to invite a few parents to read stories to the class, or involve parents through other activities. This will create a positive learning environment where the teacher acknowledges the importance and usefulness of other adults’ input and especially children’s own parents in their learning and development. The whole school ethos also needs to encourage good relationship between teachers and parents.

Our research has clearly demonstrated the effectiveness of parents as tutors of their own children, even children who are several years behind in their reading. (Wheldall and Glynn 1989, p.166)

And

It is not surprising (therefore) that the child who fails in reading over a lengthy period should be seen to have developed low self-esteem, the end product of feeling guilt about his/her failure. (Lawrence 2002, p.6)

The children of such a class are likely to show more enthusiasm towards their learning according to Lawrence (2002) and this in the long-term will help enhance their self-esteem as they will achieve more in the learning environment.

Fontana (1995) explains how they are certain qualities a teacher needs to have to create a positive environment and which will ensure children’s self-esteem is enhanced. Teachers need to be able to show fairness to children and if there is a loss of privileges that it is appropriate to the situation, he/she need to be able to use humour in relevant situations, he/she needs to avoid making unnecessary threats as these can bring children to carry on with the prohibited behaviour.  The language used is also a key factor in ensuring children’s self-esteem is not affected; Fontana (1995) goes on to explain how the use of positive language is crucial in ensuring children feel engaged with the activities they have to carry out and the behaviour they need to acquire.

In conclusion therefore we have seen how many authors give an important role in the relationships found within a classroom and a school to ensure a positive, caring and safe environment is created, this creation of a tolerant and healthy classroom climate depends greatly on the teacher and her/his educational beliefs and the teaching methods used.