school climate and classroom environment
The term climate, which refers to schools, has been used in the literature in several ways, specifically Cere (1993, cited in Cornejo and Redondo 2001) states: It
the set of psychosocial characteristics of a school, determined by those factors or structural elements, personal and functional integrated institution in a specific dynamic process, give a peculiar style to the center, while conditioning different educational processes (p . 3)
climate has also been described, from the ecological point of view, as the relationship established between the physical and material from the center and the characteristics of individuals or groups, and was also considered for this description of the social system, that is, social interactions and relationships.
Sallan According Gair (op. cit.), People are responsible for providing special significance to these psychosocial characteristics, which are, in turn, the context in which relationships occur. Therefore, the social climate of an institution is defined according to the subjects' perception of interpersonal relationships at both the classroom and the school.
To clarify further definition of school climate, Coronel and others (1994, p.362) make the following characterization: (a) globalization is a concept that refers to the center environment, (b) is a multidimensional concept, determined by different structural and functional elements of the organization, (c) the characteristics of the human component variables are particularly important, (d) is relatively permanent in time, (e) influences the academic achievement of individual objectives and personal development ( f) the perception of people is a key indicator of the approach to the study of climate.
Finally, it is important to note that the study of school social climate may focus on the institution, in this case, you can talk about the weather center, but also the study could focus on the processes occurring within micro institutions such as Classroom . Types
school and classroom climate
Many authors have proposed different classifications to establish the school and classroom climate, however, all authors agree that both the school environment as the classroom are developed between two extremes : a deal, which represents a climate of openness, participatory ideal, coherent, in which there would be greater possibility for the formation of the student from the point academically, socially and emotionally, since there would be more opportunities for peaceful coexistence. The other extreme would be represented by unfavorable weather closed, authoritarian, controlled and non-coherent, where prevailing power relations, domination and control, because it does not stimulate interpersonal processes, or the free and democratic participation, so which occur hostile individual and social behaviors that adversely affect the living and learning.
Dimensions of school climate and classroom
The school and classroom climate has been studied from different evaluative approaches, including Fernandez Enguita (2000) highlights the following: the ecological psychology, social ecology and environmental behavior, however, has been difficult to identify and define actions or indicators to characterize. In this sense, Villa Sánchez Villar Angulo (1992) notes:
The climate is influenced by a number of factors, mediated by the teaching and learning, could be classified into four categories: environment, behavior and attitudes, and organizational aspects of operation and the internal dynamics that occurs in the classroom. (P.20)
For his part, Bernstein (cited in Villa Sánchez and Villar Angulo, op. Cit.) Proposed to consider for the study of school climate and classroom, a set of variables grouped in what he calls climate contexts. Below is a brief description of each context: (a) The interpersonal context, referred to students' perception of the closeness of their relations with teachers and concern they show to their problems, (b ) The regulatory context, which refers to the perceptions of students of the rules and authority relationships in school, (c) The instructional context, which includes the students' perceptions regarding the interest or lack of interest shown by teachers learning students, (c) The imaginative and creative context with respect to environmental aspects that encourages recreate and experience.
Because this article presents the climate of interpersonal relations in the classroom, following is a partial review of the recent literature. Interpersonal Context
Human relationships relate to the treatment or establishing communication between two or more people, are very important in the schools, since during the educational activity occurs a reciprocal process whereby people who come into contact valued behaviors of others and are formed opinions about them, all of which gives rise to feelings that influence the type of relationships established. (Texeidó Castañar Saballs and Capell, 2002).
García Requena (1997), states that "the relations arising in terms of the positions that people adopt in relation to other nearby" (p. 2) and adds that they relate to attitudes and network interactions that maintain personal agents. Positive attitudes can appear as: cooperation, openness, autonomy, participation, satisfaction, but can also be observed reserve attitudes, competitiveness, absenteeism, intolerance and frustration producing an inward current, explicit or not, desires, aspirations and personal and corporate interests.
It is understood that, because people are the core of relationships, the behaviors they adopt in situations of interaction may in some cases, interfere with interpersonal relationships and in others, favor them. In any case, if the relations are established on the basis of positive attitudes such as cooperation, acceptance, participation and autonomy among others, on the basis of dialogue, positive appraisal of others and of himself, and as trust, be positive classroom climate and rewarding, but if the relationships in the classroom are sitting on the basis of negative attitudes, such as competitiveness, intolerance and frustration, individualism, lack of touch, angry reactions and uncontrolled, the postponement of decisions and difficulty in taking their own mistakes, then the classroom atmosphere is negative.
However, as suggested by Medina Rivilla (op. cit.), The network of relationships that occur in the classroom, is complex and unpredictable, making it necessary to select certain categories conceptually opposite, which can be situated on dichotomous along a continuum, to characterize the relational actions of teachers and students. In this regard mentioned the following: cooperation, competition, empathy, rejection, self-reliance, activity-passivity, equality / inequality. The same author also emphasizes that the analysis of these relationships, is an earlier stage to identify the social climate that is configured in the classroom.
this mean that interpersonal processes within schools and their interrelationship with the desired results are very important for the study of school social environment or climate, since if the network of relationships that occurs as a result of common educational task is fraught with socio-emotional interactions harmonious climate Class will be rewarding and help create conditions conducive to learning, on the contrary, if this network is characterized by competition, aggression, jealousy and intrigue, the weather will be unrewarding and therefore the conditions for the learning process will be little favorable.
relationships in the classroom are many and among them may be mentioned: those that are established between teachers, between teachers and families of students, between teachers and students, and ultimately between the students themselves. However, for the purposes of this study are interested in further study of the latter.
Regarding relations teacher with his pupils may be noted that traditional teachers are the crucial factor of education in the classroom, because through teaching practice can generate an atmosphere of quiet, orderly, learning-oriented. In this connection Voli (2004) states that:
The work of teaching and who model the teacher provides to students, (...) contributes to the formation of the personality of those who will, in time, the protagonists of the future. (...). To be effective as an educator, the teacher can and should take account of what does and what you can do in your classroom to create a supportive environment of a good self-esteem of students and coexistence to facilitate this work. (P. 78)
This approach is supported by Medina Rivilla (op. cit), who states: "The complexity class relational demand adequate teacher preparation, (...) to interpret and organize classroom, conducting a successful negotiation with students and establishing a set of tasks and content best suited to train them "(p. 81), also Sillóniz (2004), argues that the way to be the teacher is a prime motivating factor in the classroom because it is responsible for "establishing a close relationship style, warm and genuine, supportive and respectful to students." (P. 1)
In the same vein, Gil Perez (2001) reports that the best teaching is not tolerated everything not displeasing, but who:
... is able to create a climate of spontaneous relationship of responsible freedom, of warmth, encouragement (...), permanent host of security, optimism, joy, serenity, patience with the contradictions and, above all , which has the ability to promote the meeting between himself and the students. (P. 4)
In line with this, Texeidó Castañer Saballs and Capell (2002), argue that there is a set of personal, emotional and interpersonal contact Professor should be considered for proper management of the classroom, including those mentioned: individual attention, positive reinforcement, personal bonding, emotional contact, the fair treatment, justice to administer rewards and punishment, transparency, consistency between what is said and what is done, the direct confrontation of problems and conflicts in the classroom.
also important to note that in teaching, the teacher, not only communicate knowledge, but also shows his personality and view of this, we must highlight the importance of nonverbal behavior of teachers in shaping the climate of relations Social class and therefore in the formation of attitudes in students. Thus, Bonhome, (2004) states:
The teacher creates relationships with their students based not only on content expressed verbally, but there are plenty of other mechanisms, full of meaning, (...) posture, tone of voice, gaze, gesture and even silence itself, all are carriers of great information, which is always at our disposal, to be decoded and give proper interpretation. (P. 1).
In short, the teacher plays an important role in creating a suitable climate of interpersonal interactions in the classroom, which in turn influence in teaching and learning situations, however, Medina Gallego (1991) states that:
school relations are strained, the authority cuts across all areas, the rule breaks the harmony of coexistence and permanent friction generated between actors in the educational fabric ... Resentment fills the teacher-student relationship, the former underestimates the second, silent (...), a spiritually and physically annihilate (...), the authority of the teacher, notes and sanctions, expulsion from class and insulting statements (...) generates retaliatory behavior in the young (p. 34)
On this same aspect, Medina Gallego (op. cit.) noted, "When the teacher to student violence, physical or verbal, has no authority to claim respect. The vertical relationships established between the social classes of the school, limit the possibilities of peaceful coexistence "(p.36), which may indicate that most teachers require upgrading to handle social skills, which enable them to assertively manage interpersonal relationships in the classroom, so they can respond adequately to social needs identified in the current curriculum reform.
Another type of relations established in the classroom are those in which students participate, ie the relationship student-student. As stated Vuelvas (1977, in Miranda Magaña, 2003), in the adolescent stage young "need to form their identity through a process of individuation, he and he alone, trying to be distinctive with others, seeking to find itself individual characteristics that make it different from others "(p . 4).
In this process, the teen is not alone, the friend is the most important figure in its environment is the person with whom discharge their anxieties, tensions, joys and failures which tested and forms relationship that will help shape its future personality. For any student, especially if an adolescent, peers, or at least some of them, are unquestionably "significant others", from which he derived enormous use of achieving, in schools, peers adopt positive behaviors, both interpersonal field as the field of learning.
friendly relations, as noted by Fernández García (2003), enable young people to practice social interaction skills that will serve them as adults, to establish relationships, communicate well with others, resolve conflicts and increase trust in others. Therefore, the author emphasizes that:
The friendly relationship sensitize young people to the needs of others and promotes social adaptation. (...) This social interaction promotes cognitive development, allowing children to predict the behavior of others, control their own behavior and thus regulate their social interaction. (P. 1-2)
The importance of interpersonal relationships among students is a proven fact, as noted Gimeno Sacristán (1976), because education is conceived simultaneously as a teaching-learning process formalized content and a process of socialization of the developing personality. Thus arises the need to enhance the quality of student-student relationships in the classroom.
Even so, Acosta (2002) refers, it is obvious that current education systems worldwide have been adapted to work through the use of competence and motivation of the students complain, at times, hostile and humiliating relationships observed among their own comrades.
In this connection, Covarrubias (2000), notes that "today is not enhanced relationship between equal positive sign (...) this is true even when we have the students sitting in row one by one, looking only the lecturer "(p. 6), so that it is taught that the most important relationship in the classroom is one that is established with the teacher and it is therefore appropriate to pay attention.
Perhaps as a result of this, threats, aggression among students continue arousing public concern, as indicated by Ugalde et al (1993 ), "violence envelops us in the classroom" (p. 49) but violent behavior are not the same as the child has learned throughout their training, the same as acting in other areas of social relationship, an underworld of violence in schools and recreation involving all community members education, to a greater or lesser degree.
From which follows that relationships both at school and in the group classroom environment can promote good social-relational or otherwise can cause discomfort, mistrust and aggression and thus promote a social climate that can inhibit academic success.
This justifies the need for social life and informal relationships that students make in the classroom, they become topics of interest and part of the learning process for them. Therefore, the school and specifically teachers, must assume the responsibility of guiding the key relational among students as a way and intervene to prevent bullying, encourage a healthy and balanced relationships among them and thus improve the climate of school life.
In this article, we reveal the perceptions of teachers and students about interpersonal relations that set in a classroom and interpret its relation to climate of coexistence that it is developed and the performance of the teacher as conductor and organizer of the climate. All this in order to interpret and reflect on the interpersonal relations climate for living and learning in the classroom.
Methodology The study is assumed from a path inductive and therefore lies in the qualitative paradigm. The object of study is the interpersonal relations climate in the classroom, assuming the weather as a phenomenological reality socially constructed.
interpretative approach was adopted because it explores the reality of interpersonal relations climate in the classroom through the subjective perception of the educational actors and the researcher himself (Sandin, 2003). As current theory, phenomenology and adopting the concepts of humanism according to which man is considered as a fabulous creature, both in nature and training, respect and full cooperation as are required for best performance and increased welfare. (Treloar, 1997).
The study involved the entry and stay for four months in a classroom, in order to observe what happens there every day in order to reveal the underlying routines that support the practice of educators, student performance and interactions between them, within the physical environment of the classroom, which was adopted by the ethnographic method (Sandin, op cit; Martínez, 1999)
Taking into account the proposed Sandin (ob cit), research was conducted in four stages: (a) period prior to field work, (b) determination of the stage, (C) field work itself, (d) Analysis and interpretation of information.
scenario was chosen for investigation as a classroom, a public institution of basic education and secondary, and professional, worked with a teacher in eighth grade. The institution is located in the city of Barquisimeto, serving a total of 1500 students. The selected section has 36 students, of whom 20 were females and 16 males between 14 and 15 years.
Participant observation in the classroom, was conducted during the second period of the 2003-2004 school year (January-April 2004). In total there were 9 classroom activities included exhibitions of the teacher, student presentations and assessment activities. The process of classroom observation continued until saturation of information.
techniques for gathering information were: (a) participant observation, (b) individual interviews with classroom teachers selected for the study (six interviews of one hour each) (c) the interview group, for which six students were selected as informants (nine interviews) and (d) content analysis. Were used as instruments to collect information on daily field recordings audio, video and photographs.
To select the class where the study, the prevailing view of the educational facilities provided for undertaking the process of observation in the classroom and their willingness to participate in interviews. In total, there were six interviews with the teacher about 1 hour.
Key informants were: the teacher and six students. For the selection of students used the following criteria: student participatory and non participatory, disciplined and unruly, responsible and irresponsible, we sought to choose a group as heterogeneous as possible that would ensure the criterion of representativeness, for selection was aided by the teacher. Importantly, eight students were chosen initially, but two of them refused to participate in the interview. Meetings with students were nine in total, each with about two hours
For the analysis of ethnographic data, we used the cyclic model proposed by del Rincón (1997, cited in Sandin, 2003) and following Martinez, (1999), Woods (1989), Goetz and Lecompte (1988); Busot, (1991), and Taylor and Bogdan (1990). For the analysis and interpretation of the findings were applied: the coding and category formation conceptual, discovery and validation of associations between phenomena, the comparison of logical constructs and postulates that phenomena emerge. Was performed manually and using the program for the analysis of qualitative information ATLAS ti (version 4.1, 2000).
The categorization was performed using the constant comparative method of Glaser and Strauss (1967). To evaluate the research and ensure its scientific rigor criteria were considered: credibility, transferability, confirmation and consistency or dependency also used the triangulation method, by combining and balancing Observation four procedures concurrently or in combination: (a) four sources of information, (b) four different techniques, (c) four instruments for the collection of information.
Study Findings
This section sets out, discuss, analyze and interpret information categories derived from interviews and observations made in the classroom. Interpersonal relations (IR) was studied through the actors exchanged information, using messages and meta-messages, both formal and informal rules that determine behavior and interpersonal interactions that refer to messages, rules and guidelines for thinking and acting that each group member receives and which in turn allows to shape their own guidelines to intervene in the group.
analysis of two categories of information emerged. The first, Category A, was called behaviors and attitudes that hinder the RI and the second, Category B, behaviors and attitudes that facilitate RI. The following describes the contents of each one of them.
Category A was defined as the perception that those involved in education and research on the behaviors and attitudes, expressed in ways of thinking and acting that interfere harmonious relations in the classroom. Respective comments are placed in the following order: behaviors and attitudes of teachers, students and appreciation of the researcher.
Thus, in interviews with teachers it became clear that describes behaviors and attitudes that show aggressiveness, violence, hostility, expressed in the following comments: "Well, suddenly a bit more to raise his voice for the student note that the teacher is no longer talking so sweet, but has already raised a little more loudly, her face is no longer the same, you have to put a little more serious, "" Finally I get upset and I told them no good as want present tells me that they did not study, so all have zero to four and started to make the zeros on the sheet. "
Also in some cases threatening the teacher is shown saying: "This is not a game, going to class and do not want the kind we see how to do, usually the student is standing still when the teacher and is a little disturbed "
In interviews with informants also revealed that students perceive the same behavior, both in teaching and in other teachers interviewed.
Students also have behaviors and attitudes that hinder relationships in the classroom, both with their peers, as with the teachers interviewed and their other teachers. These behaviors and attitudes of students are evident, both in interviews with key informants and the interviews held with the teacher, in which she expresses her concern about this situation. Students informants expressed behaviors that show: fun, violence, aggression, selfishness, hostility, contempt, indifference, establishing relationships with both the teacher and with peers. Some comments support the above statement are:
Burla, "But you are very burlista, you love to make fun of people and he mocks of all teachers "Distrust," For me the teacher I have almost not trust, because I have very little time getting to know "Violence, aggression," There are some stuffed, like a fellow grabbed me by the arm and told me I had to give him the note that was mine "Selfishness," He is no equipment to anyone, he stands alone, that's why maluco which is also very selfish ..."; "there is selfishness in the classroom because some who are selfish, then you see, ah you do not want me to pay something, then I would not lend you anything "Hostility," At first I was hateful, did not speak to anyone, because here in the classroom, there are some people who dislike me because they are a nosy. "
students also made comments regarding their behaviors and attitudes in response to social treatment they receive from teachers, these comments are as follows: Neglecting
be rejected, "Because whenever I claim for a note I say no , then I do not claim anything, I'll take my note "negative behavior, rejection," I put less points to one, it should not do it because you take a negative behavior and that makes you have negative thoughts, " "while a teacher is all the time scolding students will not will want to go to class, not going to school, go wrong "Objection, calls," I am very upset, I like my note and I claim, but most remain quiet to avoid problems with teachers "
Comments evidence indicated that students also respond to social treatment of their teachers with attitudes and behaviors that do not favor the interpersonal relationships in the classroom.
Likewise, the students perceived teacher behaviors and attitudes that hinder the harmonious interpersonal relationships in the classroom, they include: aggression, violence, rejection, hostility, immaturity astonishment, indifference. The respective comments are placed below:
Aggressiveness, violence, hostility, "Fighting for anything, up to the last detail that I missed the draft, they stole my pen, I stole the book. Then I say, "Why do they say was stolen, why not tell me off?" Immaturity, "As there are others that everything is a game, everything is laughing, and I took the pencil, teacher such thing", Suddenly they tell you teacher, but teacher, teacher looked at me ugly, then that is where I say there is immaturity in the pupil. "
The above comments suggest that students adopt in the classroom behaviors and attitudes that are not conducive to harmonious relationships with both their peers and teachers.
behaviors and attitudes that hinder relationships, identified during the interviews, were also corroborated during participant observation in the classroom. First presented in attitudes and behaviors of teachers and secondly those of students.
In the case of teacher behaviors were recorded aggressive, violent, authoritarian, apathy, disinterest, lack of assertiveness, lack of empathy, coldness, distance, obviously affect the harmonious interpersonal relationships in classroom. Here are some examples.
Aggression, Violence: Trying to regain control over the teacher says, "Let's see, the other group to continue the class, please" (ignoring the bustle of students) "we will look at another group" (with a tone of voice a little higher). As you can not regain control, turn up the tone of voice, and expression of anger in the face, shouts and says, "hey, what happens then?" students remain stalled momentarily, threatening, hostile, "Look, it depends on what you're talking about here is that you will do the test, then do not come to me with everything he says in the book, so if you do not want to pay attention, do not pay but when I bring the trials I'm going to correct. "
With respect to the performance of students in the classroom were some behaviors that are not conducive to harmonious interpersonal relations, among them are listed as follows:
Aggression, violence, hostility, the noise remains the same, in the group that I have about students are talking animatedly at a time when a student says to another "stupid", among mates are produced laughter and laughter, while other students are up and walking around the room. On another occasion, students were becoming excited and a little this case, a particular student is shown upset and annoyed, therefore, to express their anger, hits hard the desk with an open hand extended while looking at the teacher and asking to bring order.
of the statements and comments made regarding the sub-behaviors and attitudes that hinder relationships (AC-DF-RI) in the classroom may be noted that both teachers and students have ways of behavior and attitudes that may interfere with establishing relationships in the classroom study.
The category B is defined as the perception that those involved in education and research about behaviors and attitudes, expressed in ways of thinking and acting that facilitate harmonious relations in the classroom. Respective comments are placed in the following order: behaviors and attitudes of teachers, students and appreciation of the researcher.
Although the information presented in the previous section, the teachers expressed in their interviews some ways of thinking and acting that suggest that it encourages cooperation and fellowship among students, as an example we can say that she believes is: conciliatory and empathetic, friendly, open and flexible dialogue, among others, all of which could boost relations harmonious interpersonal classroom.
The following are first comments from the teacher, for itself and secondly the student comments about the behavior of the teacher:
fosters cooperation and friendship, "Talking with them, but nothing, suddenly when I see that the largest is bothering the boy, then call his attention and tell him why you're doing that, you're bigger?, you must teach, instead of hurt " open to dialogue, "Yes, but until now I've been lucky, I always say that these students are intolerable, then I say but not me so I always try to maintain respect for the teacher "Flexible:" When will present evidence they say, "teacher, and will, give us 10 minutes to review" usually that's what you ask. I say, okay, within 10 minutes we started the test. "
However, despite these comments, the interviews show that students perceive both the classroom teacher studied as in his other teachers, few behaviors and attitudes that could foster harmonious interpersonal relationships in the classroom and in this sense only mention the following:
Stimulating, warm, close, "If the teacher is cool, make known, can give good classes, good explanation," "The Health teacher is cool and put a footnote."
addition, the group of respondents claimed just turned to each other by behaviors and attitudes that facilitate harmonious relations between them, making little or no mention of those that could facilitate these relationships, and the teacher made no comment to that effect , perhaps because they do not realize it.
The above raised the following comments can be inferred, obtained from interviews with key informants as to the question of the researcher if they believe that the teacher perceived conflicts and disagreements among them, responded in unison: "Nooo!, but she should show more interest in their students' . These comments suggest to me that really the behavior and attitudes of students in the classroom are not the most suitable for harmonious interpersonal relations.
Also, during participant observation in the classroom were some events that reveal attitudes and behaviors favoring harmonious relationships between educational actors. Listed below, the comments regarding the performance of the teacher in the classroom.
Stimulant, mediator, organizer: The teacher says, "any questions?" Anything not clear?, Remember that everything that goes for the final test period, I want everyone working with self-evaluation " later the teacher repeating a response from the students says, "very well, is a sexually transmitted disease and how is it transmitted?" and so it goes, also if after reading the notes, the teacher says, "remember that they are two periods, improve the note, the first period was short and easy, and many stayed, improve in the second to avoid are casting runs in the third period. " In
relation to student performance was observed in the classroom, they form groups of friends more or less stable, conversing animatedly during the development of classes and also that, when they gather in larger groups do so to make any working on instructions from the teacher. However, it is possible to draw comments like the following:
Attention interest: a dramatization begins. All thoughts watch and listen. You hear laughter in situations raised in the skit.
Comments placed in this subcategory show that the teacher adopts in the classroom, some behaviors and attitudes that contribute to establish harmonious relationships with their students, but has many behaviors and attitudes that are perceived as negative by students who feel that affect interpersonal relationships they establish with it. In turn, students exhibit behaviors and attitudes that does nothing to help the relationships established between them and their teachers. Synthesis
integrating findings
behaviors and attitudes of the educational actors mediate interpersonal relationships that are established in the classroom through an active and dynamic process that operates on a cyclical basis as a mechanism of action and reaction; well, the performance of the teacher creates certain answers in the students and vice versa, as explained below: first, to control most situations that arise in the classroom the teacher shows attitudes and violent behavior and aggressive, do not contribute to the establishment of harmonious interpersonal relationships with students. This is due to two factors:
The traditional concept of teaching authority has, therefore believes that students should be submissive and obey the orders it imposes.
The perception, by the classroom teacher studied, their helplessness and lack of training for handling situations in the classroom, which she considers difficult to control.
Second, students perceive the weaknesses of the teaching and demonstrate behaviors, attitudes in two ways: at first not paying attention, and therefore do not obey adopt behaviors and attitudes that show, indifference and apathy in Secondly, at the insistence of the teacher, show submissive and cater to their demands. As a result of the latter, the teacher stops in their demands, which is perceived, after a while students who begin again to take the same actions that caused the initial reaction of the former. This pattern is repeated indefinitely along the two-hour class and generates a climate of tension in the classroom, in which attitudes, which could encourage the establishment of harmonious social and emotional relationships, although present to some extent have very little space to express themselves.
Interpretation of findings The findings presented
led to make the following interpretations about interpersonal relationships in the classroom and its relationship to the climate of cooperation and with the performance of the teacher as conductor of the climate.
For starters we can say that social relations in the classroom study are not harmonious, either between students or between teachers with students, as most of the exchanges established between them are influenced by behaviors and attitudes charged violence and aggression, negative emotions and negative values, too, because the teacher takes on traditional positions authority to control its processes, and manifests himself, his inability to take over that this position is assigned.
It follows that social relations are established between those involved in education are strained, which generates the teacher feelings of helplessness and anguish are reflected, in turn, feelings of apathy, disinterest and discomfort students. This same lack makes little student participation in activities taking place in the classroom and adopt, by contrast, passive attitudes, apathetic, at best, as usually the behaviors are disruptive.
As evidence of the above aspects, most interpersonal events that characterize life in the classroom are valued by the educational actors as threatening in that sense, the teacher feels that the behavior of students affects their authority and therefore their ability to control, also, students perceive the teacher as aggressive, authoritarian and controlling, thus affecting the ability to feel to express themselves and learn meaningfully. All of this creates for both actors, negative emotional responses, inconsistent with a proper social climate for living and learning.
Consequently studied classroom climate can be characterized as follows: Closed
, as the teachers and students are immersed in a cyclical process during which demonstrate behaviors, attitudes, emotions and values repeated indefinitely, which is not conducive to interpersonal processes and consequently negatively affect the classroom climate.
Rigid, as the authority, misunderstood by the teacher, pervades all processes occur in the classroom and leaves no space for participation and creative processes, it also negatively affects the classroom environment.
not consistent, because the activities are determined by the immediacy of the events that occur in the classroom.
In this environment or social environment fraught with tension, there is no space for harmonious coexistence and thus the possibilities for innovation, participation, creativity and healthy competition are decreased, all of which significantly affects the effective comprehensive training of students in parallel with the development of their potential to competitively coexist in complex and difficult demands that the company raises the present and the future.
In this regard, and recalling that the teacher has a major role as organizer and host of social and emotional climate in the classroom, we can say that the findings contradict this premise, it was found that not only studied classroom teacher does not show basic skills to attend these functions, but also shows its awareness of its weaknesses and unable to tackle action to correct them so continually expressed his helplessness.
Finally, it is important to note that the findings reported in this article are consistent with the theoretical foundations presented in which highlights the delicate and sensitive classroom environment, especially in terms of interpersonal relations are concerned. (Medina Rivilla 1989; García Requena, 1997, Teixeira and Capell, 2002). In this sense, the interest charges raised by Voli (2004), when he says that the model of person that the teacher provides students, contributes to the formation of their personality, so the teacher must assume great responsibility creating a supportive environment of coexistence in the classroom. The findings are also consistent with that proposed by Lawrence (2003), referring to the emotional state that corresponds to the teachers face daily in their classroom, characterized by lack of work and study habits, and aggressiveness, which affects their effectiveness in driving the processes of teaching and learning in the classroom.
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