More frequently a focus in earlier studies of classroom environment, the physical environment has continued to appear in contemporary studies as an influence on behavioral and academic outcomes. Current studies of the physical environment have investigated aspects such as class composition, class size, and classroom management. These  are vital for students to successfully integrate into the setting.

Behaviour is systemic and skill-based, and many of the specific behaviour expectations that schools and teachers have are unique to their system. Students do not have these expectations imposed upon them in other settings, e.g. the home or peer group, and so do not use some of the skills required by the school other than in the school setting. Schools and teachers need to teach students the necessary skills and then revisit and reteach the skills, especially after periods when the student has been away from the school, e.g. on holidays or in a different school system.

Establishing a positive classroom environment where students are respectful of themselves and others will help reduce the risk of conflict. There are a number of professional development resources available through Student Services Division that can assist teachers to develop their skills in this area.

By: Marietta E. Escuadro | Teacher III | Binukawan Elementary School | Bagac, Bataan