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Impact of culture change
Introduction School Culture
School culture essay
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The Culture Builder
The culture of a school is not determined by staff or students. It is created by the building principal. When I think of culture, I think of the environment in which one works or live. As a new principal and even at the beginning of a new school year, it is important to build a culture conducive to learning. At the beginning of the 2015-2016 school year, North Panola Junior High (NPJH), first year’s principal, Valeree Barnes attempted to come in and change the culture. In order to change the culture, you must first determine what needs changing and what can remain the same. Instead she came in trying to change everything and was unsuccessful. According to McEwan (2003), culture building is a more challenging assignment than you might think. At the conclusion of this school year and seeing Mrs. Barnes attempt to change the culture as unsuccessful, I can attest to it being challenging.
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Before changing a culture, leaders must have an idea of what good culture looks like (p.93). As a new homeowner, you identify things you want changed by assessing and prioritizing areas of need. A principal can assess the school’s culture by examining documents, through observations, and group interviews. From observing principal Barnes failed attempt to change the culture of NPJH, I understand it is a challenging task to build the schools culture. In my opinion, she did not successfully assess the school. She aimed to change the school based on the negative perception she created. She admitted to the leadership team, she came in changing somethings which did not need to be
Cultural competence has to do with one’s culture. Culture affects among other factors, how children are raised, how families communicate, what is considered normal or abnormal, ways of coping with issues, the way we dress, when and where we seek medical treatment, and so forth. I should know because I come from a very cultural home where it is considered bad to talk to a male doctor about anything gynecological.
Culture is an aspect of everyone's life. It helps others to understand another person's beliefs and actions. There are multiple cultures in the world which are opposed to their own kind seeking help for a mental illness. There is an infinite number of cultures that are represented in the United States. “Many cultural and religious teachings often influence beliefs about the origins and nature of mental illness, and shape attitudes towards the mentally ill.” (1). One's cultural beliefs can make them think about whether or not they should seek to get help for a mental illness. Among the cultures around the world and particularly in the US, many Asian cultures do not want the community members to be receiving help for their mental illness. In these cultures mental illness is seen as shameful, because these cultures influence the “conformity to norms, emotional self-control, and family recognition through achievement.” (1). There are many cultural factors that play a role in whether or not a person will receive therapy. These factors include: language, level of acculturation, age, gender, occupational issues, family structure, religious beliefs, and traditional beliefs about mental health (2). Language limits the access of therapy. If a person living in the United States does not speak English very well, it could influence them to not seek therapy. There is a large focus on “in-group/out-group” in many Asian cultures, as in everyone who is in the family/community around them are in the “in-group” and everyone else who is not like them are in the “out-group.”
As stated in the first paragraph of this article, “Multicultural education has been transformed, refocused, reconceptualized, and in a constant state of evolution both in theory and in practice.” Multicultural education is always changing. Culture is something that changes on a day-to-day basis. The way our society changes is no one’s hands, but our own.
The end of the article is dedicated to giving a lesson plan and examples of how to use the model and implement culture into the classroom. The example given is very well displayed and gives some great ideas that teachers can use in everyday lessons or as ideas for their own lessons. ...
School administrators are important in setting the path for a successful school (Glickman, et al., 2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population, it is imperative that school supervisors, are trained to encounter this cultural issues, but also assisting others with the opportunities to develop appropriate abilities to deal with different cultures (Glickman, et al., 2014).
According to Webster’s Dictionary, culture is defined as tradition or a way of life. It is also a defining principle in how we live our life and the type of people we become. The Salish Indians of the Montana and Celie, the main character of the book The Color Purple, are two examples of cultures that made them who they are. Celie is a poor, black, woman growing up in Memphis, Tennessee in the mid-twentieth century. The men have constantly put her down, through beatings and rape, for being a woman with no talent at all. Her husband’s lover comes to town and gives Celie a chance to see a culture where a woman can stand up for herself and teaches her that love is possible. The Salish on the other hand have a culture that has gone on through the ages and still is a part of each person today despite the obstacles they have had to face. Culture does shape us because from birth it is what tells us our ideals, laws, and morals that we live by each day.
Children across the globe have toys in common within their culture related to the act of play. Depending on the use of these toys, they can either help or hinder a child’s development. While children develop certain behaviors genetically, others are learned from their experiences, parents, surroundings, and, most notably, toys. Through toys they can establish communication and motor skills, encourage logical thinking, and enhance imagination. Childhood and culture influence children’s identities and behaviours, and also reinforces gender roles. The focus of this paper are the factors and implications of stereotyped toys . In order to understand the influences of these toys, the meaning of gender must be explored. Gender is the socio-cultural dimension of being male or female. It is formed from what children are associated and exposed to. Childhood toys influence gender from an early age, resulting in gender differences in both cognitive and social development.
Culture, and Education." Elsevier Science Ltd. International Journal of Educational Research (2002): 535-607. Web. 02 May 2014.
Organizations need to understand the ten principles presented by Hall and Hord (2001): Change Principle 1: “Change is learning- It is as simple and complicated as that” (p. 6). Moreover, the name change implies a learning process for each and every participant. Sometimes knowledge can be fun and easy for some individuals, but at times, it might be a problem for others. In the process of transformation, the people need to be permissive for new ideas to flow in order to learn and understand the changes that are going to take place in the organization. Change Principle 2: “Change is a process, not an event” (p.8). This principle guides the leaders to make sure that the staff understands that implementing a change is not something that is just going to happen in one occurrence, but rather it is a process that is going to take time. Leaders or staff will not be able to determine the extent of the change they are trying to adopt. Change Principle 3: “The school is the primary unit for change” (p. 9). The staff has to be aware that their individual actions wi...
Ms. Zola was a new principal, and while she needs to take the first year at Roma Elementary to observe the current culture and environment, she also needs to set the tone for her expectations and leadership while working towards the school’s goals. According to Lindsey, Robbins and Terrell (2009), cultural proficiency is proactive, value based and behavioral, and applied to both organizational practices and individual behavior (p. 4). To achieve the school’s goals of integrating technology, increasing students’ abilities to solve math word problems, and switching from German to Spanish, change is a necessity. Ms. Zola will need to assess the current culture for readiness or willingness of the faculty to welcome change and she will need to do it
First, leaders must examine the culture with hopes of better understanding it (Alemán, 2009; Hinde, 2004; Peterson & Deal, 1998). Second, leaders identify core values within the culture. Third, leaders reinforce positive core values and shared purpose (Peterson & Deal, 1998). The third way in which leaders indirectly influence a school’s organizational culture is through the allocation of time and resources including professional development, which policies receive primary focus and enforcement, recognition and reward decision making, and how individuals may be supervised or reprimanded (Meyer, 2010). It is when school leaders fail to intervene by putting an end to anti-gay bullying and harassment that a school climate and culture becomes one of fear, hate and violence (Koschoreck & Slattery,
The entire community plays an essential role in the growth and development of children within our community. As a school leader, building an inclusive school culture that is open and friendly to all stakeholders using a variety of effective methods is crucial. There is no magic formula to incorporating a positive school culture, much depends on the leadership of the campus. The leadership on campus cultivates the climate providing support and respect for everyone invested in the student’s education.
Culture is “The knowledge, values, attitudes and traditions that guide the behavior of a group of people and allow them to solve the problems of leaving in the environment” (Woolfolk, 2013, p. 206). Knowing what culture is, I will relate these aspects into teaching and learning the following way: In the U.S. classrooms, we face diversity everyday. As teachers we should recognize all of the aspects of multicultural diversity and try to see the positive way of it, to see all the students as unique individuals that have their own values and deserve all the respect and understanding. Educators should teach students about transforming American way into a society that will value diversity (Woolfolk, 2013, p. 240).
Culture in an organization is created, embedded, evolved, and ultimately manipulated, and at the same time culture can constrain, stabilize, and provide structure and meaning to the members of the organization. An organization founder or leader creates the organization’s culture. Leadership is entangled with culture formation, evolution, transformation, and destruction (Schein, 2004).
Many theorists have long reported that paying attention to school culture is the most important action that a leader can perform. Impact of learning is mediated through climate and culture of the school and is not a direct effect (Hallinger and Heck 1998).