Building a Positive Classroom Culture From Day One

A great classroom culture doesn’t appear overnight—it’s built intentionally, layer by layer, from the very first day. Creating a positive environment is all about making intentional and thoughtful choices as well as being flexible enough to adjust as needed. Some years, it all clicks into place right away. In other years, you’ll tweak as you go—and that’s okay.

Here are some steps you can contribute to a positive classroom culture:

1.  Lay the Groundwork Before Day One.

A positive classroom starts with your preparation. Here are two things you’ll want to do before school starts.

—Make your space feel inclusive and inviting. The next time you walk into your classroom, pretend that you are walking into it for the first time. Slowly take a look around: What is the first thing students see when they step inside? Will they get the feeling that the space belongs to them, too? 

Flexible seating and student-centered displays show that students are the heart of the classroom. Book selections that reflect different cultures, experiences, and perspectives make a difference as well. Even simple things, like a “Welcome” board where students can add their names and something about themselves can shift the energy.

One year, I made a bulletin board titled “Who We Are” and told students to “get creative.” By the end of the first week, it was a beautiful mosaic of interests and information. Several students posted a “playlist of my life.” Others put up photos of people who inspired them (e.g., Steph Curry, Billy Eilish, Queen Elizabeth). One student posted a well-worn “I Am” poem he had written in 5th grade—something that had obvious sentimental value. Another made a tiny, handmade flag of her country of birth. And yet another posted her favorite family recipe (lasagna) handwritten in Italian by her grandmother. 

The goal is for your students to walk in and think, Yes, I can be comfortable here.

—Rethink Icebreakers. Traditional icebreakers often focus on surface-level information. And honestly, many are just plain awkward. (Few students actually like the “fun fact about yourself” game. Sometimes, even I have trouble thinking of a fun fact about myself.) Instead, consider activities that let students share something meaningful about their values, strengths, and interests.

My favorite icebreaker is an activity I call “This or That? and is based on the “Would You Rather” game. It is both active and engaging. I divide the room into two sides and then pose choices one at a time (e.g., Early Bird or Night Owl?  Mountains or Beach?  Book or Movie?  Super Strength or Invisibility?  Be Rich or Be Famous?  Science or Math? Work Alone or Work in a Group?). 

Students then walk to whichever side represents them. This allows students to find others with their interests organically. Occasionally—if the choice warrants it—I will pose the question “Why?” and ask for volunteers. 

“This or That?” is a simple, low-pressure way to help students open up and get to know each other. It’s especially useful for those who tend to hang back, giving them an easy way to share without the pressure of a lengthy response. More than just an icebreaker, it helps create a classroom culture where every voice matters. Best of all, it sets a warm, inviting tone that carries through the rest of the year.

Bonus Tip: To extend the activity beyond the first day, I sometimes let students suggest their own “This or That?” options. This adds an element of student ownership and creativity. Occasionally I’ll introduce themed rounds—such as “School Edition,” “Pop Culture Picks,” or “Future Goals”—to deepen engagement and make the game even more fun.

2.  Establish Classroom Norms Together

Instead of starting the year with a list of rules, I invite my students to help create the expectations for our classroom. I ask open-ended questions like, “What do we need to feel safe and successful here?” or “How can we make this a space where every single person feels respected?” When my students have a hand in setting the norms, they take more ownership of the classroom culture. Our classroom becomes a place where responsibility is shared rather than imposed.

3.  Start With Relationships, Not Content: 

Building relationships is the most important thing you can do to create a positive environment. There are many ways to accomplish this. Here are a few that I've found particularly effective:

—Learn Every Student’s Name Quickly. Names are powerful. Use mnemonic devices, seating charts, or name games to memorize them within the first week.

—The "Two-by-Ten" Strategy: Spend two minutes each day for ten days getting to know a different student. Ask about their hobbies, favorite books, or dreams. This strategy—rooted in behavioral research—has been shown to not only improve teacher-student rapport but reduce classroom disruptions as well.

—Share About Yourself. I am naturally shy, and so I was initially hesitant to talk about myself when I first began teaching. Thankfully, It didn’t take me long to realize that authenticity matters. By sharing (age-appropriate stories) about your own challenges and triumphs, you build trust with your students. Several colleagues create a small bulletin board each year titled, “All About (their name).” The boards are filled with family photos, postcards of favorite places, and even ticket stubs from events they attended over the summer.

4. Focus on Strengths and a Growth Mindset

If you’ve been teaching any length of time, you know that when students feel supported and capable, they’re much more willing to take risks and engage in learning. So, how do we build that confidence? By simply noticing what they already do well and helping them lean into those strengths. Instead of focusing only on what needs improvement, highlight what’s working. After a discussion, for example, you might say, “I love how curious you were about today’s topic. That kind of curiosity sparks great ideas—let’s bring that same energy into your next project.”

—Model Mistake-Making.  When I began doing this systematically years ago, it changed everything. I could see an immediate improvement in students’ attitudes as well as how they viewed the learning process. 

How? Modeling—and normalizing—my own mistakes. I don’t just mention them in passing. Instead, I actually let students see me wrestle with challenges in real time. If I hit a snag, I’d talk through my thought process out loud, showing them how I worked my way through uncertainty. Sometimes, I didn’t have the answer right away, and I made that clear, too.

Over time, I noticed something surprising: students became less afraid to make mistakes themselves. Instead of freezing up when things got hard, they started leaning into the struggle. Honestly, I wish I had started doing this sooner.

—The "I Noticed" Approach:  Replace generic praise with specific observations. For example, "I noticed how you helped your partner organize their ideas during the group activity. That showed great teamwork!”

5.  Create Rituals and Routines That Build Community.

Consistency fosters safety and belonging. Introduce routines that emphasize collaboration and connection.

—Morning Meetings (or Something Like Them)

Whether it’s sharing a small win or tackling an interesting question—a quick check-in in the morning can set a positive tone for the entire day. It doesn’t take much, but those few moments help students feel connected before jumping into the day’s work. While morning meetings are mostly found in elementary school, that doesn’t mean other grade levels can’t have a modified version of them.

—Celebrating Small Wins: Recognizing progress—whether big or small—can have a powerful impact on classroom culture. One of my teammates created a Shout-Out Wall in our hallway where students and teachers post notes celebrating acts of kindness, perseverance, or creativity. Before long, the wall became a favorite spot, with students stopping by to see what was new and, every so often, grinning when they spotted their own name.

—Weekly Reflection Circles: Reflection circles promote emotional intelligence and mutual respect. Every Friday, my students write a brief entry in their journals reflecting on what went well that week, what they struggled with, and what they’re looking forward to. They then form 5-6 circles and share out with their group. When I began doing the circles, I mistakenly only focused on what went well. When I encouraged reflection on struggles, the discussions became more meaningful and helpful.

6.  Student Voices and Student Choices

Research and experience has shown that when students have a say in their learning—whether it’s choosing a project topic or deciding how to demonstrate their understanding—they’re far more engaged. Giving them real choices fosters motivation and a sense of ownership over their growth

—Project-Based Learning (PBL): What are your students passionate about? Allow them to explore those topics by Integrating real-world projects. For example, our school recently did a project called “Hope Over Hate.” Students researched and wrote about local “Hope Heroes.” They investigated worldwide “Movements for Hope,” such as the Anti-Apartheid Movement in South Africa. At the end of the project, they painted small rocks with positive quotes and placed them around town for their “Hope Rocks” outreach. 

—Choice Boards: When you offer students options for how they can “show what they know,” participation—and enjoyment—increases. Perhaps they might create a podcast, write a skit, or design a poster.

—Feedback Loops: Regularly ask for student input on classroom activities and adjust accordingly. Gathering that input need not take a lot of time nor effort. I use anonymous surveys offered by Mentimeter. Other popular possibilities include Google Forms or Poll Everywhere. All of these programs can quickly tell you what you need to know.

7.  Emotional Well-Being.

Fact: students who feel safe, supported, and valued are better able to learn. If a student’s emotional needs are not met, it’s hard for them to truly thrive in the classroom.

—Mindfulness Practices:  Introduce short mindfulness exercises—such as deep breathing or visualization—to help students manage stress and improve focus. One of the best purchases I ever made for my classroom was Mindfulness Games Activity Cards by Susan Greenland and Annaka Harris. The cards—55 of them—are large, sturdy, and easy to use. Just pick a card and follow the instructions.

—Create a Calm Corner. An elementary school colleague created one of these in desperation. She had several students with ADHD as well as some suffering from post-pandemic anxiety. She designated a space where students could go to self-regulate when they were feeling overwhelmed. Stocked with fidget tools, reflection journals, and calming visuals, it is still being used to great effect years later. 

—Normalize Conversations About Emotions. How? Use tools like mood meters to help students articulate their emotions. When emotions are named, they’re easier to manage. Pear Deck offers well-thought-out and visually appealing “decks” for this.

8. Be Consistent, But Flexible.

While consistency in expectations is essential, flexibility allows you to adapt to the unique dynamics of your classroom.

—Flexible Grouping: Change up group configurations regularly to expose students to diverse perspectives. I pre-make slides with assigned groups at the beginning of the year. These can be tweaked as the year progresses. 

—Responsive Teaching: Pay attention to the energy and needs of your class. If an activity isn’t landing, pivot instead of pushing through.

—Model Compassionate Discipline. When addressing behavioral issues, if possible, focus on restoring relationships rather than punitive measures. Use restorative practices, such as facilitated dialogues or conflict-resolution circles. (Obviously, this is not always going to be possible, depending on the circumstances.)

Final Thoughts

Building a classroom environment where students feel safe and supported takes time. It is developed daily, through each interaction. Rather, it’s something you build every day, one interaction at a time. Start by focusing on relationships. As the year unfolds, look for ways to add student voices and give them meaningful choices. A sense of belonging fuels real learning so make space for every student to feel valued and respected.

Most importantly, give yourself grace. You don’t have to be perfect to create a classroom where students thrive. You just have to be intentional. Remember: growth isn’t just for them; it’s for us, too.