Domain Overview

Key Domain - Positive Classroom Culture

A positive classroom culture occurs when educators create diverse learning opportunities and build relationships that focus on the well being of the whole child. When educators build a positive classroom culture, we foster growth mindsets and a willingness to take chances and risks in learning.

Connection to Dimension of Quality Teaching

  1. Teacher as Cultivator of Quality Learning Environments

Professional Focus

  • Culturally Responsive Instruction - Educators welcome learning opportunities that provide culturally responsive instruction (Brown et al., 2018). Cultural instruction is focused not just within the classroom but on a global level that empowers students to be global citizens.
  • Growth Mindset and Self-Regulation - Create an environment and culture where students can learn from mistakes and see failure as an opportunity to develop as a learner (Dweck, 2008; Lee et al., 2013; Masten, 2011).Through this process students learn how to self regulate and work through challenges which will help prepare students to be engaged lifelong learners.
  • Student-Centred - Educators create learning opportunities that will put the students at the center. The role of the student shifts from a recipient of learning to a contributing member of the learning community recognizing their own strengths and learning styles (Brown et al., 2018). Students and educators work together to create a positive classroom culture.
  • Collaborative Relationships - Educators focus on relationship development through collaboration to promote trust, safety, and confidence for the well-being of our students (Lee et al., 2013; Brown et al., 2018). Collaboration includes students, educators, parents, and community.

Reflective questions:

  • How do we ensure that our classroom is culturally responsive?
  • How can we foster environments that help students to self-regulate and engage in their own learning?
  • How do learners contribute to the classroom community?
  • What are some ways that we collaborate that promote trust, safety and confidence?


Brown, B., Thomas, C., Delanoy, N. & Brandon, J. (2018). Quality teaching: A literature review for Northern Gateway Public Schools. Calgary, Alberta: University of Calgary, Werklund School of Education.

Dweck, C. S. (2008). Mindset: The New Psychology of Success. Random House Digital, Inc.

Lee, J. H., Nam, S. K., Kim, A.-R., Kim, B., Lee, M. Y., & Lee, S. M. (2013). Resilience: A Meta-Analytic Approach. Journal of Counseling & Development, 91(3), 269–279.

Masten, A. S. (2011). Resilience in children threatened by extreme adversity: frameworks for research, practice, and translational synergy. Development and Psychopathology, 23(2), 493–506.