What are the conditions that foster an energetic relationship among the members of the class? First, the teacher must like students and like to teach. She must want to help the students grow and be willing to interact with them in teaching-learning situations. Second, she must be able to handle the classroom management chores efficiently. Third, she must be willing to help each student develop a positive, functioning self-concept. Fourth, she must be helpful in assisting each student to actualize his own potential cognitively and in the affective-social domain. Fifth, she should include opportunities in the class for the students to get acquainted. And sixth, she has to be flexible as she attempts to achieve a productive relationship with each group of students. For example, classroom environments may be competitive, cooperative, or individualistic. She may try any or all of these environments in various combinations with different students seeking the right combination for each particular class.
Moskowitz (1973) takes a more scientific approach to developing a positive, productive learning atmosphere in the classroom. Basing her suggestions on interaction analysis, she urges second-language teachers to consider their classroom behavior. By using an interaction matrix, the teacher can quantify the different types of behavior employed during the class hour. 3 Teacher talk may be of two types: direct or indirect. Direct teacher talk includes lecturing or giving information, giving directions, and criticizing. Indirect teacher talk includes accepting students' feelings, praising, encouraging, joking, using students' ideas, and asking questions. The premise upon which interaction analysis rests is that indirect teacher behavior results in more positive student attitudes. Too, by limiting the amount of teacher talk, the teacher can get more students involved in the class for a larger portion of the class hour.
3 An interaction matrix is a grid used to record and later to quantify direct or indirect teacher behavior in the classroom.
Rogers (1968) makes two recommendations for improving classroom climate that are of special interest. First, the teacher's actions should demonstrate trust in and respect for students. And second, the teacher should be sensitive to the need for keeping the psychological climate of the class in the comfort zone.