How to Build and Maintain a Strong Classroom Culture

Nearly every classroom devotes time in the first week to building a culture.  Unfortunately, too many teachers believe that with a few get-to-know-you activities or culture-building exercises, they have built their classroom culture and the rest of the year can proceed.  That is a mistake we want you to avoid.  

Building a strong classroom culture should start in the first week of school through a thoughtful combination of classroom management (clear, reasonable expectations) and relationship-building (the reason many students choose to meet your expectations).  However, classroom culture is a year-long project that requires daily observation and continuous maintenance.

Think of it like driving a long stretch of highway (there’s June far in the distance!).  Just because you have the car on the right road and maybe even the cruise control does not mean your job is complete.  Drivers must constantly look at the road, make slight adjustments to the wheel, and remain mindful of other cars.  Your vigilance ensures safety and a comfortable trip for you, your passengers, and everyone on the road.  

The same is true for building and maintaining classroom culture.  While you probably won’t continue with icebreakers and get-to-know-you activities, you should work to maintain, foster, and course-correct each class’s culture. 

How to Build and Maintain a Positive Class Culture 

1. Identify and share your behavior “absolutes”.

Teachers witness hundreds (thousands?) of student behaviors every day.  You’ll see kids being incredibly kind to each other and, yes, you’ll encounter some acts that are not so nice.  Often, you’ll need to make a quick decision: Should I address that “less than perfect” behavior or should I let it go?

Some student conduct, while not ideal, can reasonably be ignored.  A student excitedly blurts out an answer once in a while.  Let it go.  A student is quietly sneaking a snack, which technically violates a school rule.  If you want to address that, fine. Prefer to let it go?  Also fine. 

But there are some behaviors you absolutely cannot let go.  These are your “absolutes”.

A student makes a comment in class that is vaguely sexist.  You need to address that.  A student says something that could be taken as racist.  You simply cannot ignore that.

“Absolutes” allow everyone in your class to feel welcome, included, valued, and safe.  It is your responsibility to address any student behaviors that directly threaten that safety.

Emphasizing your expectations when school starts will prevent 90% of the potential issues.  The other 10% gives you an opportunity to calmly reinforce your “absolutes”.

2. Pay attention to how students treat each other during class.

Interactions are the foundation of any culture.  Watch for signs that students are not treating each other with respect or kindness. 

Are there little eye rolls when someone speaks?  Or do two or three students make eye contact with each other and stifle a giggle?  The person speaking may not notice but everyone else will.  Others will be less likely to speak if they think they may be the target of those eye rolls, giggles, or quiet comments.  If you see students treating each other unkindly, start by addressing it privately.

3. Be explicit in how you expect students to behave during group work.

Teachers assume, especially at the high school level, that students walk in knowing how to act in various classroom situations.  The way students interact with each other in groups goes a long way toward a positive classroom culture.  Start by identifying 3-4 expectations for group work.  

Some examples of group work norms:

• We fully commit by turning our desks and ourselves to face the group.
• We call each other by name.  Politely ask someone their name if you don’t know it.
• We seek to get everyone in the group involved. (“Sam, what do you think…”)
• We respond to all ideas with kindness. (“That’s a good idea, Suzy, let’s see if we can think of a few more.”)
• Everyone contributes to the success of the group.  (Teachers can support this by assigning specific roles – more on that when we cover group work best practices.)
• Talking is encouraged, but only with students in our group.

In the first week, or the first time you have students work in groups, explicitly teach the students these expectations.  Reinforce them throughout the year.  

4. Admit your own mistakes and apologize when needed.

Students value honesty and can smell anything disingenuous from a mile away.  Nobody expects you to be perfect, so when you make a mistake, own up to it.  Not only do kids appreciate when a teacher apologizes, but it models accountability and promotes a positive class culture. 

Similarly, if you are having a really bad day, you can tell the kids.  There is no need to get into details, but let them know that you are having a rough day or that there is something on your mind.  This models a proper, mature way to deal with life’s situations.  You will notice that students are willing to give you grace and maybe a little more space than if you did not let them know.  With that said, you need to extend that same grace and space when students proactively let you know they are struggling.

5. Schedule one-on-one meetings with students.

Much of classroom culture is relationship building and, as we have said, much of relationship building is about communication.  After the first few weeks of school, you’ll begin to settle into a rhythm.   Start scheduling one-on-one meetings with students.  Your bell schedule may have structured time for this or maybe you schedule them before or after school.  It doesn’t need to be every student; start with a handful of students who might benefit from one-on-one attention.

The reason for the meeting is less important than the time you have with them.  Whether you meet to discuss a missing assignment, give feedback on a rough draft, or chat about a recent change in performance, the real benefit is having a personal conversation with them.  

Start with what you have noticed in class. Ask them what changes have occurred in their lives and how you can support them.  You usually learn additional information that will help you understand the student better.   Equally important, they will get to know you on a more humanistic level.  This is NOT the type of conversation usually possible during class time.

Make sure to schedule conferences with a range of students so it doesn’t appear that conferences are made with students who are “in trouble.”  You don’t need to get through every student by a certain time.  Word will soon get around that you meet with students, listen to them, and want to help them succeed in your class. 

6. Stand at the door and greet students as they come in.

The way you start your class sets the tone for the day.  Connecting with every student as they walk in shows that you care about them.  It also reflects your readiness and excitement for class.  For more details,  read how to streamline the first five minutes of class.

Greet every student by name.  You’ll get a sense, through that interaction, of any students who may be having a bad day.  You can decide how (or if) to address that.  

Avoid, if possible, sitting at your desk shuffling papers or fiddling with your tech as students walk in. Of course, there will be days when it is impossible to be at the door.  However, the more you can establish the routine of standing at the door as the students enter, the more impact it will have.  

When I first started greeting students at the door, I was surprised at how many kids would walk by without acknowledging me.  Do not be discouraged.  Keep it up and more and more students will respond by saying hello.  Even those who do not will still feel the impact.

Trust and Mutual Respect

The best classrooms possess mutual trust and respect between students and the teacher.  This allows for the space to feel safe, leading to a more productive environment.  The authoritarian style of classroom management is not effective and, frankly, not the role most teachers want.  

Building and maintaining your classroom culture takes vigilance. It is daily attention to the pulse of your class and quick corrections when you notice something that can potentially take your class off track.  Your attention plays a vital role in this.  Each day should have instructional activities that allow you to walk around the room and notice what is going on, how students speak to one another, and how on task they are.

Just as important as your content, building a balance between your classroom management and your relationship building will lead to a positive classroom culture that is positive for everyone in the room.

Brad has taught history at the middle and high school levels for 19 years, almost exclusively in American public schools.  He holds a master’s in educational technology and is passionate about elevating the status of professional educators.