Unraveling components of classroom climate: the case of the Rubik educational project

Abstract

A positive educational climate is decisive for learning, student well-being and teacher satisfaction. Through a case study focused on three schools with a high level of socio-cultural, linguistic and skills diversity that develop the Rubik educational project, different components that could contribute to generating a good educational climate were analyzed. The constant close and rigorous accompaniment of the teaching staff, the positive expectations towards each student, the decriminalization of error as a fundamental part of learning, the construction of a interdependence network and support among the students, the development of autonomy, responsibility and metacognition about one’s own personal process, the use of methodologies that facilitate personalization and significance, and orientation towards learning and academic achievement are presented as some of the components that generate an educational climate favorable to the inclusion and involvement of students.