2. Does school culture affect student learning?

Explain

Personally, I believe that there is a direct correlation between school culture and student
learning. The

collective primary objective of a society is embodied in school culture. Mission statements and values
are two

aspects that influence the entire academic experience through supporting school culture. Schools
should

create an inquiry-based culture that is necessary for effective learning. As a result of this atmosphere, we
can

developed contemplative, collaborative, and skilled thinkers that inspire positive change in their
communities.

I believe that the establishment of a positive school culture can generate a mentality that will enable
teachers

to perform better in their duties, therefore it improves the school's quality and can therefore produce
quality

and competitive learners.. School culture is a factor that influences the enhancement of school quality
and can

even influence the degree of education.

3. Cite at least 3 ways by which you, as future teacher, can contribute to a positive school culture.

1. Build Positive Relationships Through Communication.

2. Promote Class Discussion and Peer Interaction.

3. Staying Connected with Students.

Assessment

Let’s apply:

1. Based on your experiences, give at least 10 school practices that don’t contribute to positive culture.
1. There is no clear sense of perspective. If teachers and administrators and teachers do not have a single
aim,

they will pursue their personal agendas, resulting in conflict.

2. Teachers, learners, and guardians have a poor relationship. No one can focus on the most essential
item in the

classroom when the grownups are disagreeing.

3. A focus on regulations rather than individuals or objectives. This problem frequently arises at the local
level.

Educators are more concerned with enforcing the norms than with assisting kids, and many believe they
have little

discretion in their work.

4. There is a lack of open communication. School heads who stop having unpleasant discussions with
educators

and instead deal with problems by reallocating or modifying a teacher's timetable aren't actually serving
children.

5. Ego is more important than teamwork. It's tough for brilliant ideas and excellent teachers to stay
around when

self-preservation takes precedence over nurturing children.

6. Back communication channels that are operational in addition to regular lines of contact. It's a
symptom that

educators and administrators do not even believe one another if more is said and done in unofficial
gatherings after

the team meeting. If the rumor mill has total control, people will be able to create their own stories. Your
school

culture is in the hands of whoever controls the story.

7. Punishment rather than appreciation, and rewards and conduct driven by the desire to escape
consequences.

When coworkers reprimand poor behavior while failing to promote excellent behavior, the culture
promotes

students and employees to achieve the bare minimum in order to avoid being reprimanded, rather than
thrive.

8. A perceptible sense of insecurity. People cannot face challenges head on if they are frightened to take
a stand.

Educators don't feel completely safe in hard situations when they aren't allowed to be honest.
9. A small minority that is in charge of the discussion. Toxicity grows when a few prominent voices rule
the culture

of your institution. Finding solutions to assist everyone in speaking up is critical.

10. A lack of willingness to take risks. People are terrified of deviating from the herd and doing what they
believe

is best for children. The children will suffer if educators do not try new things

a. “ No Talking” as classroom rule #1 imposed by teacher

No, I believe that this is not an excellent idea for fostering a positive culture because it will hinder
students' opportunity to

participate in class discussion. It's good to have a tranquil classroom environment, but we shouldn't
jeopardize students'

involvement and ability to speak by limiting their ability to respond to questions or seek clarification.
Giving children the

opportunities to voice themselves, get up and move around, work collaboratively and
partnerships, and talk is critical.

Classrooms should be lively, engaging, and fascinating environments in which to learn. As a

constantly be sensitive when developing collaborative and constructive classroom rules and procedures.

Replacement tip: "Do not engage in conversation with your classmate while the teacher is speaking;
instead, raise your

hand to answer or ask a question."

b. If some students say they need a quiet area to work in at times, they make a sign like, “Quiet Area,
Brains at

Work”.

I believe that by providing a personal safe zone for each of our students, we can promote a positive
learning experience.

We should be adaptable enough to their preferences and learning styles, as each learner is unique. Some
students prefer

to work alone and are classified as introverts, while others prefer to work in groups and are classified as
extroverts. Given
the diversity of student preferences and styles, it is only fair that we equip them with whatever they
require to grow and

develop. However, I do not believe we should limit children based on their own preferences. As
educators, we must continue

to expose children to a variety of perspectives so that they can develop adaptability.

c. “We talked about this yesterday. I know I can get it today”.

Because this remark would remind the student of their past achievement, I feel that this conduct would
generate a positive

learning experience for learners. These are two minor linguistic distinctions that can have a
significant impact on your

learners' perceptions of your belief in their ability to learn. It demonstrates your belief in their ability to
succeed and your

support for their development.

d. Do you believe in your own ability to learn and grow? Do you believe it is your obligation as a teacher
to model

learning and growing?

In order to be more effective in whatever we do, educators must engage in self-reflection. We shall be
able to discover our

weaknesses and develop our strengths through self-reflection and assessment. We would be able to
align ourselves with

our teaching and student learning objectives in this manner. It is critical that we truly comprehend what
we are advocating

and striving for. It's also critical that we have faith in ourselves, particularly in our ability to develop and
evolve as educators.

Yes, I agree that being a teacher entails modeling for our students what learning and growth entails.
These elements should

first be reflected in us. For me, the best approach to promote something is to set an example. Being a
role model for your

students means having an impact on their attitudes, values, and behaviors. A positive role model
sets an example for

students, encouraging them to grow and learn. Perhaps the most significant component in improving
student performance
is having effective teachers. They're more likely to set high standards for students, make instruction
exciting, and offer extra

aid when needed when they have a growth attitude.

e. The teacher wrote” nice job” on a student’s sketch of an orange.

Praise, when used appropriately, can help children overcome behavioral issues and enhance their
attitudes toward learning.

As a result of their difficulties, students who learn and think differently frequently receive
unfavorable comments. This

emphasizes the need for genuine and appropriate praise. Praise is most effective when it offers not only
support but also

feedback about a child's progress. "Nice job," "great," and "amazing" are words that encourage good
conduct and motivate

individuals to do good things. We all enjoy hearing them, and the majority of us use them frequently in
our daily dealings

with children, students, family members, and friends. Thus, giving compliments and praises
indeed provide a positive

learning experience for learners.

f. Come up with a question they want answered within the month with their name on it. Anybody can
give an

answer with his /her name written.

This technique will undoubtedly result in a positive learning experience and a positive culture, as these
activities will increase

student engagement and, as a result, will most likely aid in the development of children's confidence and
cognitive abilities.

One simple approach for student engagement in improved academic discussions is to pose a question to
the class, give

them time to consider, and then call on a student. Questioning is a crucial ability for educators that
everyone may master.

Similarly, methods for assisting learners in developing their own abilities to ask and answer
questions can be learned.

Students must be taught how to ask questions and how to ask the appropriate questions. Students gain
knowledge, interest,

and cognitive fortitude when they are consistently given opportunity to generate and discuss complex
ideas. We can create
environments in our classrooms that promote students to keep asking questions, which is the bedrock of
learning.

3. Suggest 5 concrete ways to establish a positive school culture.

1. Create meaningful parent involvement

- Minimizing miscommunication and sentiments of mistrust or anger can be as simple as developing

communication with your learners' parents.

- Give parents a channel to provide input on classroom activities or school programs to engage them in
your school's

culture. Discuss about their goals and fears for their children's learning and development. Create and
manage

programs where parents and educators can discuss school assignments, academic skills, and tests in
addition to

parent-teacher conferences.

2. Celebrate personal achievement and good behavior

- Children appreciate being complimented because it makes them feel special. This component of
your school

culture is heavily influenced by both you and your faculty. Setting targets for the frequency of praises
each member

must provide over the day or week is one method to get more positive reinforcement from your staff.
Encourage

them to make specific praises to each student that emphasize what they have done well.

3. Set consistent discipline

- Discipline must be applied when regulations are not observed. Widening the spectrum of disciplinary
tactics, on

the other hand, can serve to promote a positive school culture. Adopt a more proactive approach to
discipline rather

than continuously putting out flame. When a student is given detention for improper conduct, he learns
that he has

made a mistake. Giving him a challenge that aids in the correction of the error, on the other hand,
teaches him

what he should've done instead.

- All reforms must begin at the top. That means you should model the conduct you wish to see at your
institution

when you engage with educators and learners.

5. Engage students in ways that benefit them

- Your learners are learning more than just academic subjects in school. They're also learning how to be
effective

individuals and honing their social skills. Schools that assist children in developing important social skills
are better

prepared them for future career. Social-emotional learning is one strategy to involve learners and enable
them to

develop these skills. Encouraging instructors to also include activities all through the day that allow
students to

learn values like empathy, dependability, respect, compassion, and a sense of humor.