The climate of a school can be affected by factors from classroom management, professional community, sense of personal efficacy and the teachers beliefs about students ability. The importance of understanding and handling a positive learning climate is apparent . Studies shows undoubtedly that schools identified as being optimistic, secure, and encouraging atmospheres firmed on learners education do better than schools that deficient of this climate. Pleasant teaching-learning climate that motivates learners to value learning, the belief that learners can do better in their school work are among the learner-centered practices teachers need to extend to their learners. Efficient teachers create classroom climates in which academic rigor and intellectual challenge are accompanied by the emotional support and encouragement necessary to meet that challenge.
Similarly, encouraging open communication and trust among the members of the school community, stimulating discussion of important issues and providing task relevant information at appropriate times; assisting the analysis of external factors such as competition, external threats, environment problems and opportunities, the development of norms and roles within the group are helpful steps to achieve inter group dynamics that help people do task easily.
Considerably, the goals of the people working together in the school as well as the goals of the group as a whole is important. Developing a reward structure that enables people to realize their goals by working towards the group can result in a very productive group endeavor of creating a helpful school climate.
The advantages of building a favorable positive learning environment are clear; such school will be a place that learners like coming to each day, an institution for which parents will be appreciative and labored to sustain, and a cause of pleasure and inspiration for the community.
When promoting for a favorable school climate for learning, advocates of transform strategies must gaze at their teachers, the parents, and the people of the school and work together in one direction, focusing on the hindrance and the solutions to be done.
Eventually, creating a conducive school climate is a must. Nevertheless it can be extremely complicated for educators to alter the way people believe, when things start stepping in the right track, encouraging outcome will closely be seen.
The greatest gain for any educator who victoriously manages to develop his or her school climate is the certain awareness of ones person, social group, and others, because recognizing what people feel and think permits them to be motivated and guided.