Creating a Positive Classroom Environment: Lived Experiences of Grade 1 Teachers

Abstract

This qualitative study explored the lived experiences of Grade 1 teachers in the context of creating a positive classroom environment. It aimed to uncover the challenges faced, coping mechanisms employed, and valuable insights gained by Grade 1 teachers in their professional journey. The research employed a qualitative phenomenological approach, utilizing in-depth interviews and focus group discussions as data collection methods. Ten Grade 1 teachers participated in the study, sharing their rich and diverse experiences. Grade 1 teachers' experiences were multifaceted. They highlighted empowering teaching practices, emphasizing relationship-building, adaptability, and resilience. Simultaneously, they faced classroom management hurdles, including short attention spans, behavioral issues, diverse learning styles, and persistent distractions. Coping mechanisms emerged, such as positive reinforcement, differentiated instruction, and structured routines, fostering resilience. Valuable insights underscored the importance of strong student-teacher relationships, emotionally safe spaces, and consistent classroom management. The findings have implications for teacher training, emphasizing the need for comprehensive programs that address not only effective teaching strategies but also emotional well- being. These insights may guide educational policy and practices aimed at creating a positive classroom environment that fosters student engagement and well- being.