A positive classroom is more conducive to learning than a negative one. Since the teacher creates the classroom climate, it is important for him or her to follow certain didactic guidelines for creating the right climate. This study investigated the implementation of specific didactic guidelines for creating a climate the most conducive to learning. Kruger and Van Schalkwyk (1992:104) are of the opinion that if a classroom climate is hearty, warm and appealing, everybody is relaxed, and experiences the togetherness as pleasant. Such a setting offers each individual the opportunity for being his or her true self, and the teacher as well as the students are willing to open up and become involved. Should the classroom climate be stiff, cold and clinical, however, the participants become tense, stiff, and introverted. They become unwilling to reveal themselves to one another. The study was aimed at answering specific problem questions, namely: • What does a positive classroom climate entail? • Which didactic measures ensure a positive climate? • What is the current classroom climate at secondary schools? • Which methods and techniques can be implemented to create a positive climate? • Which didactic guidelines can be presented to teachers for optimising the classroom climate? The first two questions were investigated by means of a literature study. Certain findings led to the answers to the problem questions. The third question was answered through an empirical study aimed at determining the climate of a specific secondary school. The study revealed that the students in general experienced the climate as positive. Two control variables, namely gender and language, however, showed slight differences of opinion. Although the results showed no practical statistical significance, a difference was noted between the opinions of girls and boys, as well as between Afrikaans speaking students and students speaking African languages. The questionnaires the teachers completed, were based on the same guidelines for creating classroom climate as were found in the literature study. In chapter 5 various recommendations for further research in this field, relevant to South Africa in particular, were made since it is believed that the school situation here is unique. Further research can offer solutions to persistent problems. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

A positive classroom is more conducive to learning than a negative one. Since the teacher creates the classroom climate, it is important for him or her to follow certain didactic guidelines for creating the right climate. This study investigated the implementation of specific didactic guidelines for creating a climate the most conducive to learning. Kruger and Van Schalkwyk (1992:104) are of the opinion that if a classroom climate is hearty, warm and appealing, everybody is relaxed, and experiences the togetherness as pleasant. Such a setting offers each individual the opportunity for being his or her true self, and the teacher as well as the students are willing to open up and become involved. Should the classroom climate be stiff, cold and clinical, however, the participants become tense, stiff, and introverted. They become unwilling to reveal themselves to one another. The study was aimed at answering specific problem questions, namely: • What does a positive classroom climate entail? • Which didactic measures ensure a positive climate? • What is the current classroom climate at secondary schools? • Which methods and techniques can be implemented to create a positive climate? • Which didactic guidelines can be presented to teachers for optimising the classroom climate? The first two questions were investigated by means of a literature study. Certain findings led to the answers to the problem questions. The third question was answered through an empirical study aimed at determining the climate of a specific secondary school. The study revealed that the students in general experienced the climate as positive. Two control variables, namely gender and language, however, showed slight differences of opinion. Although the results showed no practical statistical significance, a difference was noted between the opinions of girls and boys, as well as between Afrikaans speaking students and students speaking African languages. The questionnaires the teachers completed, were based on the same guidelines for creating classroom climate as were found in the literature study. In chapter 5 various recommendations for further research in this field, relevant to South Africa in particular, were made since it is believed that the school situation here is unique. Further research can offer solutions to persistent problems. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000