Classroom climate as a pedagogical category

This article is an attempt to define the concept of classroom climate and to search for its specific dimensions. The text points out that the classroom climate is one of the contemporary didactic categories and occupies an important place in pedagogical considerations. It also deserves to be analyzed in isolation from the category of “school climate” due to its specificity. A short etymological retrospection and justification of the meaning of this construct are presented. The main climate-creating dimensions were outlined, such as: educational support, social and emotional support as well as classroom organization and management, and their role in increasing the effectiveness of the educational process was indicated. The assumption was made that didactic efficiency is inextricably linked to educational/upbringing effectiveness, because the way a teacher carries out teaching tasks significantly influences the effectiveness of his educational interactions. Based on these considerations, the practical implications of shaping the optimal classroom climate through action research are presented.