Creating a Positive

school culture
 The Meaning of School Culture

The Role of School Culture in Learning

Elements of a Positive Culture

Shared Norms: Teacher and Student Norms

 The Meaning of School Culture

School culture is one of the most complex

and important concepts in education. It
generally refers to the beliefs, perceptions,
relationships, attitudes, and written and
unwritten rules that shape and influence
every aspect of how a school functions.
The Meaning of School Culture

School culture encompasses

more concrete issues such as...
the physical and emotional safety of students;
the orderliness of classrooms and public spaces;
the degree to which a school embraces racial,
ethnic, linguistic and cultural diversity.
School culture consists of the norms and shared
experiences that evolve over school’s history.
“School culture is reinforced by
norms, expectations and
traditions, including everything
from dress codes to discipline
systems to celebrations of
achievement."

(Scott & Marzano, 2014)

"Therefore, it may be described as
the character of a school that
gives a school qualities beyond
its structures, resources and
practices. They are “built through
the everyday business of school
life. It is the way business is
handled that both forms and
reflects the culture.”

(Scott & Marzano, 2014)

 culture as a social construct

Culture is a social construct

not a genetic construct.
 This means that school culture is, therefore,
something that we do not inherit or pass on
through the genes. Rather, it is something
that we create and shape. It is shaped by
everything that all people in school see,
hear, feel and interact with. It is a creation
of the school head, teachers, parents, non-
teaching staff, students and community.
Within a couple of minutes of walking into a
school or a classroom, you can tell, define,
almost taste the culture that permeates
that space. Is it an open, sharing
environment? Or is it a rigid, discipline –
defined playing field? It is safe and
welcoming, or intimidating and confronting?
Does it welcome all voices, or does it make
you want to shrink? Is it waiting for
instruction and leadership or is it self-
directed with a common purpose?
- Sean Slade, 2014
 School Climate and School Culture

School climate is more relational. It is illustrated by the

attitudes and behaviors of the school staff and is
focused on the style of the school’s organizational
system. School climate refers to the school’s effects on
students, including teaching practices, diversity and the
relationships among administrators, teachers, parents
and students. School climate is driven by and reflected in
daily interactions of staff, administration, faculty,
students support staff and the outside community.
School Climate and School Culture

School culture is a deeper level of reflection

of shared values, beliefs, and traditions
between staff members. School culture
refers to the way teachers and other staff
members’ work together and the set of
beliefs, values and assumptions they
share. School culture is a broader term and
so is inclusive of school climate.
The Role of School Culture in Learning

School culture matters. School culture

can be positive or negative or toxic.
A positive school culture fosters
improvement, collaborative decision
making, professional development
and staff and student learning.
 The school atmosphere is friendly. You
work in an atmosphere where
responsibility and authority are shared
by everyone. You can be yourself and
you do not need to impress others. School
head does not throw weight and his/her
authority is not felt by colleagues.
 The atmosphere encourages
experimentation and so will
welcome mistakes as part of the
learning process. No student, no
teacher gets punished for a mistake
because mistakes are not intended.
"I have not failed.
I’ve just found
10,000 ways that
won’t work.”
- Thomas Edison
It has been said that one’s level of achievement
is always lower than one's level of aspirations.
So set high expectations for high
achievement.

Robert J. Marzano warns about the two

problems that arise in this element.
 Second,
First, what actually
expectations communicates
are subtle and expectations to
difficult to students is
change. teacher
behavior.
 Students, teachers, school heads and parents
relate well and work well when relationships
are solidly built on trust and confidence. In
fact, honest and open communications is
possible only when there is trust and confidence
in each other in the school community. I can
share my inner thoughts only when I am
confident that I do not get ostracized when I do.
 Everyone in the school community
gets concrete support for the
good that they do. Support comes
not just in words, but in action.
For example, when the school head
sees to it that LCDs in the
classrooms are functioning.
 Teachers care to grow
professionally to update
themselves on content knowledge
and pedagogy, the first domain in
the Philippine Professional
Standards for Teachers.
Certainly, words of appreciation and recognition make
classroom climate highly favourable. A reminder to
teachers: “You are not made less when you praise others.
Instead, you become magnanimous. So don’t be stingy
with your sincere praise. The problem sometimes is our
eyes are so quick to see the negative and so we despise
them immediately but our eyes are blinded to the good
and so we overlook them and fail to appreciate."
 Kids don’t care what you know until they know
that you care. They don’t listen to teacher
when teacher doesn’t care. It may be good to
remind teachers that many students, especially
those who struggle, don’t receive nearly
enough positive feedback in the classroom
or in their personal lives.
“When kids are taught with a proactive, praise-
heavy approach, they tend to do better,” says
Erin Green of Boys Town.

But be specific. Generic, overly generalized

comments such as “Good Job!” don’t really help.
Complimenting a specific behavior (“Thanks
for showing respect to our visiting guest”), on the
other hand, reinforces that particular behavior.
Involving others who are concerned with
decisions to be made enhances sense of
ownership. They also feel important.
What schools consider important must form part
of their tradition and so must be protected by
all means. In the activity above, mention was
made on School Canteen Policies that include
“no soft drinks, no chocolate etc,” and CLAYGO
because the school considers nutrition and
health and cleanliness as important.
A school must have an intentional culture-based
program on shared values, beliefs, and behaviors.
This strengthens sense of community. A truly
positive school culture is not characterized simply
by the absence of gangs, violence or discipline
problems but also by the presence of a set of
norms and values that focus school community’s
attention on what is most important and motivate
them to work hard toward a common purpose.
 No one gets ostracized for speaking up his
mind. The atmosphere is such that everyone
is encouraged to speak his mind without
fear of being ostracized. The agreement at
every discussion is “agree or disagree.”