“…Using appropriate and non-offensive humour perceived as such by the students (Torok, McMorris, & Wen-Chi, 2004), encouraging positive student behaviour (Akin-Little, Eckert, Lovett, & Little, 2004; Lewis et al, 2008), providing emotional and academic support to students (Patrick, Ryan, & Kaplan, 2007), and undertaking activities students think are fun (Créton, Wubbels, & Hooymayers, 1989;van Tartwijk et al, 2009) are factors that support a positive classroom social climate (Woolfolk Hoy & Weinstein, 2006;Wubbels et al, 2006) and constitute a motivational factor for students (Goodenow, 1993;Patrick et al, 2007;Ryan, 1995;Solomon, Battistich, Kim, & Watson, 1997). For example, Frenzel et al (2007) showed that teachers' support of students in terms of providing clear and structured instruction, and keeping track of students' comprehension, positively affect student perceptions.…”