According to the work of Helen Patrick, et al entitled: "How Teachers Establish Psychological Environment During the First Days of School: Avoidance in Mathematics" that: "Observations of the first days of school in eight sixth-grade classrooms identified three different classroom environments. In supportive environments teachers expressed enthusiasm for learning, were respectful, used humor, and voiced expectations that all students would learn. In ambiguous environments teachers were inconsistent in their support and focus on learning and exercised contradictory forms of management. In non-supportive environments teachers emphasized extrinsic reasons for learning, forewarned that learning would be difficult and that students might cheat or misbehave, and exercised authoritarian control. Teachers' patterns of motivational and organizational discourse during math classes near the end of the year were consistent with the messages they expressed at the beginning of the year. (Teachers College Record, 2003)
             The methodology utilized by Patrick et al (2003) in this study was one of a qualitative nature through the method of observation and since analysis was focused: "primarily in the verbatim classroom discourse field notes were intended to complement it and to illuminate any comments that might be difficult to interpret later when coding transcripts." (Patrick, et al, 2003) The researcher's notes were compared to those that the trainer and discussions had addressed the features that were considered to be vital for inclusion in the case study report as well as any modifications believed necessary. All of these features were stated based upon consensus thus ensuring consistency in the methodology of the study. Qualitative data were obtained through administration of a battery of: "...survey measures in their regular classes as the end of both spring semesters.
             The reported results of the study conducted by Patric...