THE SCHOOL AND ITS ORGANIZATION

THE SCHOOL LEARNING ENVIRONMENT

The Teacher
The Students/Learner
Student-teacher Relationship
Curriculum Development
Teaching Methods
REPORTER: PERLAS, JOHN LOWELL R.
 THE SCHOOL AND ITS ORGANIZATION

The school is one of the social organizations

founded by the society to meet the educational
needs and activities. In other words, the school is
an organization by which educational activities
are conducted regularly and continually (Hunt,
1972).

Hunt, E. F. (1972). Social science, New York, The Macmillan Company.

 THE SCHOOL AND ITS ORGANIZATION
A school being a place where formal
education takes place, it can be said to be an
organization.

In this regard, a school must be a safe and

organized place where clear set of general
rules and school discipline are in order.
 THE SCHOOL AND ITS ORGANIZATION

Within this context, the roles of teachers and

students, authority relations and disciplinary
in the
school are important (Brom and Selznick,
1963).

Brom L and Selznick P. (1963), Sociology, New York, Harper &

Row Publishers.
 THE SCHOOL AND ITS ORGANIZATION

A hierarchy exemplifies an arrangement with a leader who leads

other individual members of the organization (Peter, 1969). This
arrangement is often associated with bureaucracy. Bureaucracy is
a chain of administration in an organisation with well defined
line of authority that ensures order and facilitates a chain of
command (Max Weber, 1947).
THE SCHOOL AND ITS ORGANIZATION
 THE SCHOOL LEARNING ENVIRONMENT
Physical
Those vibrant, colorful classrooms of your youth or the rows of desks
that characterized high school both fall into the category of the physical
learning environment.

Psychological
By building trust with students and creating a safe space that feels
welcoming for all, teachers make sure students have more opportunities
to participate, ask questions, and receive feedback.
THE SCHOOL LEARNING ENVIRONMENT
THE SCHOOL LEARNING ENVIRONMENT
THE SCHOOL LEARNING ENVIRONMENT
THE SCHOOL LEARNING ENVIRONMENT
 THE SCHOOL LEARNING ENVIRONMENT
Emotional

School can be stressful at any age, which is why

students need a positive emotional environment
that supports their educational path.

By supporting student’s emotional needs and

feelings, teachers help enhance their students’
emotional intelligence—which, in turn, gives
them confidence.
 STUDENT

Student life is a phase where a person

acquires the values of hard work for better
grades, discipline, punctuality, teamwork,
unity, and more, and strives to become a
successful and good human being. Their
social interaction makes the class
meaningful and productive
 STUDENT

• Obey the teachers

• Maintain discipline in the class
• Keep the school neat
• Greet everyone with a smile
• Be helpful
• Abide by the rules of the school
• Complete the assigned work on time
• Participate in the activities organized in the school
• Co-operate with the teachers
• Decorate their school with charts, posters, et cetera
 TEACHER -STUDENT RELATIONSHIPS

Research shows and evidence revealed

that teachers who create a positive
relationship have a large effect on
increased student achievement; they
also have fewer discipline problems,
office referrals, and related conduct
issues.
 TEACHER-STUDENT RELATIONSHIPS

Managing the Classroom

Wang, Haertel, and Walberg (1990) found that classroom
management played a critical role in boosting student
performance. Classroom management is how teachers control
conduct and influence student behavior to create an environment
conducive to learning.
 TEACHER-STUDENT RELATIONSHIPS

Communicating High Expectations

Tell the performance and behavior you are expecting to your

students.
 TEACHER-STUDENT RELATIONSHIPS

Showing Empathy and Cultural Sensitivity

Empathetic behavior has been seen as a desirable trait for
educators (Hattie, 2009).
It has also been linked to the effectiveness of teachers working
with students of differing cultural backgrounds (McAllister &
Irvine, 2002).
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’
beliefs. Journal of Teacher Education, 53(5), 433–443.
 TEACHER-STUDENT RELATIONSHIPS

Showing Empathy and Cultural Sensitivity

Empathetic behavior has been seen as a desirable trait for
educators (Hattie, 2009).
It has also been linked to the effectiveness of teachers working
with students of differing cultural backgrounds (McAllister &
Irvine, 2002).
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’
beliefs. Journal of Teacher Education, 53(5), 433–443.
 CURRICULUM DEVELOPMENT

Curriculum development is defined as planned, a

purposeful, progressive, and systematic process to
create positive improvements in the educational
system. Every time there are changes or
developments happening around the world, the
school curricula are affected. There is a need to
update them to address the society’s needs.
 CURRICULUM DEVELOPMENT
Stages of curriculum development
1. Diagnosing needs.
2. Formulating specific objectives.
3. Selecting content.
4. Organising content.
5. Selecting learning experience.
6. Organising learning experience.
7. Evaluating.
8. Checking for balance and sequence
 TEACHING METHODS

Instructors should identify which teaching methods

will properly support a particular learning
outcome. Its effectiveness depends on this
alignment. To make the most appropriate choice, an
instructor should consider learning outcomes,
student needs and the learning environment.
TEACHING METHODS
TEACHING METHODS
TEACHING METHODS