Building A Positive Classroom Climate: Junior High School Teachers’ Standpoint

AUTHOR(S)

HELEN JANE L. VELEZ

ABSTRACT

—— This study uncovers the experiences, coping mechanisms used and educational insights learned by the teachers in building a positive classroom climate. A qualitative approach to research from the Eight (8) Junior High School Teachers coming from Matanao 1, District, Division of Davao Del Sur was observed: establish clear expectations and rules, build positive relationships with students, provide opportunities for student engagement, and address conflict and behavior issues promptly. While the coping mechanisms used in addressing these challenges were; encouraging student voice and participation, providing positive feedback and reinforcement, giving social and emotional support to students, and using restorative practices. Finally, the educational insights learned from the experiences of teachers were as follows: established a sense of trust and respect, incorporating culturally responsive teaching practices help students feel valued and included and finally, fostering a sense of community can promote inclusivity and belonging. These were the key to the success of building a positive classroom climate. All these themes emphasized the positive impact on student engagement, academic performance, social-emotional well-being, and overall classroom dynamics. By creating a nurturing and inclusive environment, teachers empower students to thrive, develop positive relationships, and embrace their learning journey with enthusiasm and confidence. This study may also be published in any reputable research journal. Keywords — Positive Classroom Climate, Junior High School Teachers, Davao City, Philippines