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 No.1/ 2014 

 

73 

 

Positive Climate and Motivation, Achilles’ Heel in Classes 

and Schools 

 

 

GJINALI Aida  

Faculty of Foreign Languages, University of Tirana, Albania 

e-mail: aidagjinali@yahoo.it 

 

Received 12.08.2014; Accepted 18.09. 2014 

 

Abstract 

The purpose of this research is to treat and identify two major factors that influence teaching, the 

creation of a positive climate and motivation, which should be encouraged and created with the 

purpose of successfully fulfilling not just the school programme and objectives defined by it, but 

also for a psycho-physiological and emotional wellbeing of the student.  

A good psycho-physical and emotional well-being of the student provide for a better motivation, 

and, of course, for a better performance.   

It happens often that teachers concentrate more in the fulfilment of the scholastic programme and 

neglect or consider it as a loss of time the issue of a positive climate and motivation of students.  

It goes without saying that learning implies the student’s individual desire, besides the scholastic 

obligation. This desire which can be instinctive but sometimes driven from family, school and 

society, is often presented with obstacles during the school year, such as lack of interest, lack of 

desire to attend classes, lack of desire to learn a subject or all subjects up to total refusal, which 

endanger the school progress. The causes that influence such a demise are of many forms and 

different natures, both internal and external, and they increase the student’s affective filter and 

create psychological barriers which lead to letdown and fail to achieve the defined objectives of 

subject/s, and they also give way to internal thoughts of incapability and lack of integration in class 

and in relationship with others, a low self esteem and total lack of want.  

The concept of the classroom as a sole group where everyone is equal and where everyone receives 

in the same way motivation, affection and interaction is essential for the creation of a positive 

climate.   

By taking into account the factors that influence such discouraging barriers, there comes forth the 

need for the teacher to search within oneself and his teaching method for the solutions. This means, 

he has to look for and use new and diverse techniques and strategies that encourage a positive and 

motivating climate for the students. The teacher should clarify and increase his teaching 

performance, he should find other motivating forms and he should not let himself get lost in the 

daily routine and personal discouragement. Students are very sensitive to the teacher’s model and 

presented teaching method, therefore, in order to achieve the target of a more efficient class, it is 

needed a thorough internal and external renovation, both theoretical and practical.  

 

Keywords: positive climate, encouragement, interaction, objectives 

 

 

 

mailto:aidagjinali@yahoo.it


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1. Introduction 
A school, and especially a classroom, is the place where a student spends the major part of his life. 

It is the place where he learns and gets information on different subjects and future life, and the 

place where he forms his personality and identity, he creates relations with other people and the 

environment, but most importantly, he creates self esteem with regards to school, class, study, 

results and friends. Of course, school is not the only influence in the personality of a student, 

because family, society, community, the environment he lives and acts in are the other basic factors 

that greatly affect his individual personality, but in our research we will deal only with school and 

classroom.  

 

In order for the school, the teacher and the student to reach their targets and achieve their objectives 

it is necessary to create a positive interactive climate and inspiration, where the student will feel 

good psychologically, physiologically and spiritually. And, without any doubt, it should not lack 

motivation, which, similar to the positive climate, enables efficiency and learning capabilities.  

All of these are not vain words. Positive climate and motivation are based on real scientific basis. 

Many researches, which you will find summarized below, show clearly how our brain and organism 

work when facing positive or negative situations.  

 

2. Bimodality principle – of duality and directional to the brain’s function  
As it is already known, the human brain is composed of two hemispheres. Edwards divided and 

named them as the right and the left hemisphere, in order to define the way of functioning and 

thinking, related to the functions of the right and the left hemisphere.  

Surely, we cannot say that the functions of each hemisphere are clearly divided, because the human 

body functions as a whole, where both hemispheres play a harmonic two-way game, enabling thus 

the correct functioning of learning new information and processing it further in their configuration 

with previous knowledge.  

The term brain duality means that the functions of both hemispheres, left and right, should integrate 

in such a way that the whole brain, of the student in our case, is involved in the learning process.  

 

 
 

Figure 1 (Atkin J. 2000, p. 6) 

 

The directional principle defines clearly how our brain works. Every information we receive, first 

passes in the right hemisphere and then in the left one. (Balboni E. P., 1994).  By knowing that both 

hemispheres play different roles, that is: the right one is more global and deals with many 

functions, mainly emotional ones, which are of interest in our case, and the left one is more analytic 



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and rational, knowing that the right hemisphere encounters the first impact of new information, it is 

evident how important is the way such information is motivated and transmitted. If the right 

hemisphere, which deals with globalization and transmits the information to be processed in the left 

hemisphere, encounters resistance of the affective filter created from lack of motivation and 

positive climate, then, the information will not be processed and will not be spontaneously 

analyzed, and thus, will be faulty in its processing and memorizing.  

 

2.1 The affective filter  

One of the most important factors closely related to the positive climate and motivation is the 

affective filter. (Krashen S., 1981: 31). Cardona (Cardona, M., 2001, pg. 84) claims that the 

affective filter, which prohibits the learning process in cases of stress, anxiety or fear of failure, is 

not just a cliché, but it responds to a reaction of well-known chemical stimulators. In situations of 

calmness and positivity, adrenaline becomes noradrenalin, which is a neurotransmitter that 

facilitates memorization, which in situations of anxiety, fear and stress produces a steroid that 

creates a conflict between the amygdale (emotional gland), which tries to protect the brain from 

unpleasant events, and the hypocamp, a gland which plays an active role in the activation of frontal 

lobes and the start of the memory process.  

In a few words, the affective filter is a self-defence human mechanism; therefore, a teacher who 

looks for efficient and long-term results should not ignore this fact. He should always take it into 

consideration and when he realizes that the affective filter is being activated, he should change the 

methodology and techniques, so that this invisible barrier remains at low levels and does not 

generate negative stress (Krashen S., 1982, pg. 10).   

 

3. Humanist-affective approaches 
Taking into account the results of the neurophysiology researches, different methods and 

approaches used them as a tool for increasing the teaching level. So, the humanist-affective 

approaches, starting from their name, represent clearly the innovation and necessary changes that 

were required in the teaching process.   

These approaches and methods, in spite of their differences, present similar characteristics, that’s 

why they belong in this group. We will mention them summarized according to Borneti (Borneto S. 

C., 1998, pg. 41 -44): 

1. The advantage of pedagogy 

2. The student’s nucleus. The advantage of pedagogy enables the emplacement of the student 

in the centre of the didactic act. The student is taken into consideration as a whole. He is 

analyzed, inspected, processed and assisted to gradually overcome barriers and difficulties, 

he is encouraged and stimulated to learn, improve and demonstrate his personal capabilities.  

3. Multitude of manners. The more manners and the more channels are activated, the easier it 

is for the information to be learnt in a stable way.  

4. Teaching to a kid. The provision of a general psychological environment which is adapt to 

the class  

5. Atmosphere. In classes, usually, there are attempts to create a non-competitive, relaxed and 

frisky environment, where a person feels free of stress, limitations and conditions of 

preserving his personal image.  

6. The teacher’s role.  His main duty is to make the student trust him. During the class, he 

should have under control the whole classroom, driving and encouraging interaction with the other 



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present students. In this way, the teacher plays the role of the one who directs, facilitates and leads 

the teaching way.  

 

4. Motivation theories 
Motivation is based on some theories, which we will mention briefly.  

They are categorized as (Pettijohn F. T., 1996, pg 314- 328): 

  

 Biological theories 

 Impulse theories  (Hull)  

 Theory of encouragement level  

 Humanist theory of Maslow  

 

We will deal more with the Impulse theory of Hull, not because the others are less important, but 

because the theory of Hull seems to include an aspect that has to do more with the teaching aspect, 

which is our main purpose.  

Hull (1952) designed a method, which according to him demonstrated that the intensity of 

behaviour is related to the learning process and motivation, and its basic formula is:  

 

E= Z x I x SH 

 

E – Intensity of a learned reaction depends of the power of  

Z - A learnt habit and the power of  

I – motivating impulse  

 

But, later, Hull came to the conclusion that motivation as an internal force could not be enough, 

therefore, he added to the formula the concept of an 

SH - external push  

Starting from this viewpoint of Hull, we conclude that motivation, although it is an internal feeling 

and stems from within the human being, needs to be active and efficient in the achievement of an 

obligation or purpose, and it needs a rewarding external push. In fact, even if we personally were 

provided with a considerate reward upon the fulfilment of a certain task, our motivation would be 

higher.  

 

5. School and Classroom  

Based on what we said above, according to researches and analysis, it is crystal clear how important 

it is to create a continuous positive climate and systematic motivation for the growth and education 

of a human being. As it was mentioned before, forming and creating, moulding and building a new 

identity and personality of the human being depend on many factors, but we will dwell upon the 

factors of school and classroom, which are the subject of our research.   

Classroom and its premises are very important in the life of a student, no matter his age. In the 

classroom, the student experiences feelings and emotions of different levels and if these feelings 

and emotions are translated negatively within his being, they become a difficult barrier and often 

impassable for the psychological status of the student. These negative energies are later reflected in 

his behaviour, in the way he interacts in class and school, in his progress at school and his results.  



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The consequence of not feeling well at school and especially in the class is clearly reflected in a 

lack of motivation in learning and, consequently, there are signs of aggression, frequent conflicts, 

intolerant behaviour, total refusal, desire to be invisible, no attendance, low results, until dropping 

out of school.  

What is often noticed in classes is the division and grouping of students into different categories. 

These groupings are of:  

 

 Regional character 

 Physical appearance 

 School results 

 Servility 

 Wealth 

 Physical force 

 Lifestyle 

 Race 

 Sex 

 Behaviour 

 No factor, simply because they do not fit in any other group, because they are not accepted 

or because of personal choices   

 

The presence of such groups within the classroom creates difficult relations among them, which 

generates feelings of exclusion, separation, lack of evaluation, lack of reciprocal relationships, lack 

of normal relations in class, exclusion from class decisions or activities, lack of opinion in any 

issues related to class, school, disrespect, up to total discrimination and total exclusion of different 

individuals. The most easily vulnerable people are those who seem weak and soft towards the 

others, who have difficulties in distinguishing the limits of allowing an abusive behaviour, who find 

it difficult to control negative actions. All of these have a bad influence in the personality of the 

student and his adaption in the environment. Difficulty to adapt results in discomfort and agitated 

spiritual and psychological situation, which, without any doubt, will influence his whole scholastic 

school, and his private one, as well. This psychological pressure, applied systematically to one or 

more individuals, is done in different forms, such as: 

 Mobbing  
 Ostracism   
 Defamation 
 Total contempt or 
 Being the centre of mocking, teasing, abusing, etc.  

Such cases happen every day, mining thus everyone’s possibility to be educated, just like all the 

rest, and mining the normal flow of one’s life.  

Therefore, when we talk about a positive climate in class and for student’s motivation, we should 

consider class and students in a wider aspect than that of just teaching and fulfilling the plan and 

school objectives. It is essential for the teacher to have a wider panorama of the positive climate and 

motivation, because he can involve the students, and he can understand the needs, issues, wishes, 

vices and virtues a student possesses as an individual, but also as part of the classroom and the 

school.  



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These issues need to be solved if we want a qualitative school and an efficient teaching process, but, 

in fact, in our schools, where the average number of students per class is 35-40-45, the teacher has 

often difficulties, such as:  

 

 Difficulties in class management 

 Difficulties in the creation of a positive climate  

 Difficulties in the general motivation of students  

 Difficulties in a real and efficient evaluation  

 Difficulties in the usage of cooperative learning techniques 

 Difficulties in dealing with the topic of the day  

 Difficulties in understanding the general atmosphere of the class  

 Difficulties in recognizing the real relations between students and with regards to himself  

 Difficulties in really understanding the values of each student  

 Difficulties in understanding the individual issues of each student 

 Difficulties in understanding the needs of each student   

 Difficulties in conflict resolution  

 Difficulties in real evaluation of the situation in class  

 Difficulties in treating the class as a single group  
 

The teacher is loaded with a heavy burden, because besides being a teacher, he has to be an 

educator, an advisor, a psychologist, a leader, a facilitator, a coach, roles which are not easily 

managed, especially when they are new teachers, with few or no experience in education. But even 

old and experienced teachers; often complain that they cannot fulfil 100% of the roles. There are 

even teachers who say: 

 

 I have worked enough for 30 years  

 I can’t deal with it anymore 

 Unbearable students 

 Why should I deal with them? I’ll just finish my class, that’s all  

 Education does not depend on me. It is the fault of the family, the society and the world we 
live in  

 We are a school, not an educational institution  

 I teach a subject no one cares about.  

 I am new, with no experience 

 I can’t deal with nowadays teenagers 

 I don’t know how to make them passionate about my subject 

 There are some classes I don’t want to put my feet in. I can’t stand them.  

 There’s nothing more that I can offer 

 I have my own issues, I can’t deal with theirs 

 Who wants to learn will learn anyway, and other things  

 Why should I deal with them? I do my job, they do want they want, in the end, I receive my 
salary.  

    

Such responses and behaviours from teachers are unacceptable and intolerable. We do not need this 

kind of teachers in our schools and classes.  

If a teacher cannot find in himself the passion, will, calmness, compassion, love and respect for 

himself first, then for his profession and then for the student, how are students supposed to do the 

opposite of what is shown and heard?   



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A teacher is the face of the school, the class and the classroom. Those who cannot work 

passionately, and who consider their profession just a revenue source, transform their job firstly, 

and then the classroom and the class in an unwanted place, tiring and stressful, as well. But when 

the source of all the stress and unwillingness is the teacher himself, what else can be said about the 

situation among students? At what is their motivation related to the subject? Of course, zero. Then, 

how are we supposed to perform our job, how can we pretend to achieve the targets and objectives, 

if we cannot look further than our personal egoist point of view?  

 

6. Strategies and techniques 
A positive climate is also achieved through the use of tools, strategies and techniques which favour 

and support it throughout the whole scholastic process.   

 

 
 

We are going to provide some of these strategies and techniques, but they are not all. Among them, 

we highlight:  

 

 Perform anticipatory surveys which aim to know the student, his ideas, his opinion on the 

subject, the teacher, the class, the school and what are his expectations  

 Process the result and define specific strategies and techniques per each student  

  Carryi on surveys with the purpose of knowing the psychology of the student (with the 

assistance of the school’s psychologist), in order to identify hidden issues, his psychological 

situation with regards to school, class, teachers, family and lessons  

 Clear objectives and targets  

 Transform the classroom into a group, where no one is excluded, and where everyone is 

treated equally.  

 Use cooperative learning efficiently  

 Continuous motivation in all ways and forms  

 Through analysis of each student’s needs  

 Continuously make psychological checks on the students  

 Create specific work groups, which will monitor other groups by guiding and leading them, 

under the teacher’s supervision. Groups should be alternated time after time, the roles within 

the group, as well, in order not to create jealousy, hostility and envy.  

 

With regards to the teacher:  

AWARENESS
DEVELOPMENT OF GROUP SKILLS DEVELOPMENT OF INDIVIDUAL SKILLS

MOTIVATION
DEFINITION OF OBJECTIVES: SUBJECT AS AN INSTRUMENTAL AND FORMING TOOL

POSITIVE CLIMATE
CLASS AS A SINGLE GROUP, ACTIVE 

PARTICIPATION
INTERACTION, HARMONY, REAL SCHOOL 

RELATION, TEACHERS, SUBJECTS



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 It should be made clear that the teacher is the main leader, the facilitator  

 The teacher should not sit down all the time, but he should stand up most of the time, in 

order to dominate and control the class  

 He should not avoid questions, he should provide correct answers, no matter the 

question  

 The teacher should not be ironic, he should not mock, tease the students or swear 

 He should be generally calm, but also passionately when necessary  

 He should use low voice tones, with the required high and lows in order to gain and 

encourage attention 

 He should congratulate and praise every student’s effort  

 He should not speak on the phone and should not look often to the clock, as it means 

that he is eagerly waiting for the class to be over  

 He should be create and bring innovation to every class 

 The teacher should not speak about his personal issues, only discreetly in those cases 

when he needs to make a comparison  

 He should provide confidence and undisputable authority 

 He should know to be tolerant and strict   

 He should be properly clothed within the ethical norms  

 He should smile 

 He should know how to make and how to handle jokes 

 He should forget and forgive, he should not be negative   

 The teacher should know how to use technology and how to communicate with students 

through it. Frequently, students have difficulties in expressing themselves face to face.  

 He should stay in contact, not only with students, but also with their family members, to 

solve together, when possible, any encountered issue  

 He should discuss openly with the whole class unsolved issues, and invite everyone in 

the discussion  

 He should not commit discrimination of gender, region, race, etc.   

 

The list can go on and on, but we would like to highlight that it is important for every teacher, 

whether experienced or not, to love his profession. This is the secret that can make everything 

possible. It is needed the proper education and update of new teaching and class management 

forms.  

 

7. Conclusions  

As a conclusion of what we discussed so far, and taking into consideration the fact that humanist-

affective approaches hold in their essence one of the most important principles, motivation, it is 

clear that one of the main teaching objectives is exactly the encouragement and motivation of 

students to learn, and also, the presence of a relaxing positive climate. Without motivation there is 

no learning (Balboni E. P. 1994, pg 75). Therefore, the duty of every teacher, especially those 

dealing with teenagers, is to include it in his working methodology or applying techniques. He 

should consider motivation and positive climate as the main source for the progress of the general 

class and the individual development, and the teacher’s development, as well.  



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Moreover, the teachers and higher hierarchic structures, before requiring results and performing 

tests and quality control, should give the right priority and importance to the motivation and 

positive climate, considering many viewpoints: social, economic, age & developmental, in order for 

the teacher to find the proper space and possibility to successfully perform his job. This is related to 

the fact that the teacher himself should be motivated to perform his job properly. If there is force, 

psychological violence, and no reward, nothing can be achieved, that’s why archaic patterns, when 

the teacher is God and knows everything, have come to an end. Nowadays progress, innovations 

and interdisciplinary relations of teaching show clearly that only a motivated teacher who acts in a 

motivating and relaxed environment and who uses motivating methods, strategies and techniques 

can achieve his objectives and a more efficient and long-term teaching process for his students.   

 

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