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How school climate and culture impact student achievement
How school climate and culture impact student achievement
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The underperformance of many students at the primary level of the education system in Jamaica has caused the schools to be placed under the microscope and there has been an intense focus on academic performance of students and the success of primary schools in general. Tied to this underperformance are many problems that are hindering the teaching and learning process, but little focus is placed on the learning environment and therefore the school climate as a critical factor is faded in the background. School climate is the learning environment created through the interaction of human relationship, physical setting and psychological atmosphere, (Perkins, 2006). A favourable school climate forms the structure within which teachers, students, parents and principals function cooperatively and constructively. Much of what is taken for granted in schools today are the things that will form the foundation for lifelong achievements of students. The imperatives are not only for schools to achieve top GSAT scores or have a group of students transitioning to traditional high schools, but to ensure that all the students that pass through the system are mold, shaped and equipped with the appropriate skills that will prepare them for life. Such skills include the ability to think critically, communicate well and work effectively in a team. If students are taught how to live and work together, they will be able to function harmoniously in a group, (Baker, 2006). A sustainable positive school climate fosters holistic development which is necessary for a productive contributory and sustainable life in a democratic society, (National School climate council, 2013.) Background to the Problem As I interact with students and teachers in various ... ... middle of paper ... ...(2009): Creating Effective Teaching and Learning Environment: First Results of Teaching and Learning Intl survey CTALIS. Retrieved from http://www.oecd.org/educational/preschool and school 43023606.pdf Perkins, B.K. (2006). Where we learn: The CUBE survey of Urban School climate: Retrieved June4, 2009 from http://www.nsba.org./secondarymenu /CUBE/Publication/CUBE Research Reports/Where We Learn Report/Where We Learn Full Report Skinner, R. & Belmont, C. (1993) Motivation in the Classroom: Reciprocal effect of teachers’ behaviour and students’ engagement across the school year. Journal of Educational Psychology, 85,571-581 Stewart, G.B. (2007). Schools Structural Characteristics; students’ effort, peer association, and parental involvement: The influence of school-and individual-level factors on academic achievement. Education and Urban Society 2008 40, 199-204
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
Everyday students attend school, but not every single student attends the same type of school nor do they receive the same type of education. This thought may be very concerning to some, but for others, this is all too much a reality. For example, some may ask how is it possible that students in public schools that are located within the same state somehow receive a different education; the answer is simple. The concept of quality is a factor that can hinder or facilitate anything, especially ones education. The difference between a public school education in a particular town compared to another is its demographic. Some students are fortunate enough to be afforded the opportunity to attend school systems that perform well, while others do not have the privilege to do the same. Something as simple as a couple of miles can be the difference, the difference that makes some feel entitled to certain things such as higher education while others can only hope to appreciate a secondary or trade school education. Therefore, education is not a right rather a privilege, and the level of quality is contingent upon the environment wherein the learning takes place. The immense importance of environment is self-evident in examples
...ook at their parents' level of education and their relationships with their parents to determine whether parental education was a predictor of academic success. They found that though maternal education was a motivator for children's academic performance, overall, parental education was not a big factor. The involvement and relationship between the parents and children were a bigger indicator of success or failure.
Stull, Judith C. (2013). Family socioeconomic status, parent expectations, and a child's achievement, Research in Education. Volume 90, pages 53-67.
Children’s social contexts and networks provide important resources and influences that have the capacity to contribute to and enhance their psychological well-being. (Losier & Morrison, 2007; Sheridan, Warnes, Cowan, Schemm & Clarke, 2004). On an international level, school environments are central to facilitating positive student outcome. Although establishing a flawless school environment is impractical, teachers can influence the setting in which children learn to stimulate positive outcomes. In order to create a school environment that stimulates positive student outcomes, it is important to first determine what kind of environments achieve this. Some research, for instance, argues that school environments should promote social connections to create a sense of belongingness
Parental school involvement includes many activities. Hill and Taylor (2004) state that parental school involvement reflects activities, such as volunteering in the classroom, communicating with the teacher, participating in academic-related activities in schools, communicating the positive value of education, and participating in the parent-teacher relationship are all included in parental school involvement, and each is positively related to children’s academic success. Moreover, Hill and Taylor (2004) demonstrate several factors influencing parental school involvement, including demographic characteristics, such as socioeconomic status, ethnicity, and cultural background, and other parental characteristics are systematically associated with parental school involvement. They conclude that parents from higher socioeconomic backgrounds are more likely than those from lower socioeconomic backgrounds to be involved in schooling and manage children’s
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Hickman, C. W., Greenwood, G. E., & Miller, M. D. (1995). High school parent involvement: Relationships with achievement, grade level, SES, and gender. Journal of Research and Development in Education, 28, 125-134.
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).
As educators I believe it is important to create a learning climate within and surrounding your classroom. An environment where students feel their opinions are considered and valued (Chapman & King, 2005). By creating an open, caring environment students are more likely to take risks, and to develop the understanding that it is ok to fail and try again. This ability to learn from mistakes and move on is a vital skill in life, and one which students will find valuable both inside and out of the classroom.
The National School Climate Center defines school climate as the "quality and character of school life" and identifies four major aspects: safety, teaching and learning, relationships, and environment (National School Climate Center, 2012). Any organization that serves people must foster an environment in which the workers, and the people it services, collectively feel a certain pride in belonging to that institution. In order to get maximum efficiency and productivity out of teachers and students, school morale must be at a significant level. Some of these facets include working conditions, safety and sense of belonging, and respected camaraderie amongst staff, students and parents.
In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback from teachers to students, safe and orderly environment, and positive parental and community involvement may all be grouped with these components. For instance, the staff and faculty members of a school include teachers and the leader. The physical building itself and its surroundings include the size of the school as well as the parents and community surrounding it. The two previous components can both be associated with a safe and orderly environment. Plus, the curriculum is related to interactive instruction and the monitoring of student progress.
...academic achievement and also social outcomes for children of all ages. 'The most effective schools are now widely considered to be ones that encourage and support the involvement of parents and other family members in the education of their children' (Grant and Ray, 2010).
Many students suffer from the school system. Many students face problems in schools because lack of the system. There are so many problems in school that should never be there, education now involving more problems than anything else. In recent years so many people have lost their lives in the class-room. There are ways to improve school system by police presence, to end overcrowded condition, and to hire more qualified teachers.
Parental involvement promotes the social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes and behavior than those with disinterested mothers and fathers (Gestwicki, 2001). Parents becoming involved in their child's schooling creates extra sources of social constraint to influence the child's behavior (McNeal, 2001). For example, parents talking to their children and becoming involved in the school conveys a message to the child of education being important. Parents should be talking with your children's teacher and letting her know about your family. The more she knows about your child, the better she will be able to connect with your child.