ABSTRACT
School ethos has for long been recognized as a highly significant factor in pupil achievement, both in secondary and in primary schools. The same is true of 'classroom climate', which bred a whole research industry in America following the pioneering work of Lewin, Lippitt and White. A key aspect of classrooms in the present study was that all identified with and experienced the atmosphere. Pupils felt it, and were moved by it. They felt their experiences were valued, and that they were able to contribute to the world of knowledge being created and explored. Teachers made sure, therefore, that pupils felt a strong sense of involvement. A feeling of achievement and success is a distinctive feature of the classroom atmosphere. There is a sense of high teacher expectations, and confidence in children's abilities to meet them. Thus, constant encouragement by publicly praising pieces of work is done with the whole class two or three times a day.
