Module

Creating a Positive School Culture

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Learning Outcome
After completion of this module, the students are expected to:
a. explain the meaning of school culture
b. discuss how school culture affects learning: and
c. cite ways by which you can contribute to the building of positive culture

Introduction

School culture matters. This influences to a great extent how well students perform.
School culture is a creation of au the people in school and in the community especially
that of the school heads. It can be positive or negative. It can facilitate or adversely
affect learning. A school community must therefore strive to create a positive culture.

| Activity- Let’s Read This

Here are twelve norms of school culture where people and programs improve.
Study them.
1. Collegiality 7.Appreciation, recognition

2. Experimentation 8. Caring, celebration, humor

3. High Expectations 9. involvement in decision making

4. Trust and confidence 10. protection of what is important

5. Tangible support 11. Traditions

6. Reaching out to the knowledge 12. Honest, open communication

Read the following episodes then identify which norm of school culture is
illustrated
1. When high school students arrive for pre-calculus class, they know exactly what
to expect. Projected on the screen are clear instructions for the day's Success
Starter. Everyone is expected to work on them successfully.
2. You might not reach an answer today. You might not reach an answer
tomorrow. Struggle is okay." Students know that by the third day, they will be
expected to present their understanding and problem-solving strategy to the
class.
3. “You have a short memory, she replies with a kind smile. "You say this every time
we tackle a problem. Remember the last time you struggled and then overcame
your confusion? Remember our norms that we wrote together? One of them
was a growth mindset. And remember I am here for you.”
4. I hear some students talking while someone is reciting. I don’t think you will like
that if you are the one reciting. Can we agree on a rule? “Give me a rule"
Student suggests. Let’s keep quiet and listen when someone is reciting. Raise
your hand if you want to recite.” Teacher asks, “can we keep this rule?”

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 5. Today you are going to compute your scores for class standing, written quizzes,
seatwork, performance test, homework. These were all corrected and returned
to you. When you are done, compare your total with mine. Should there be
discrepancy, be ready to show your corrected papers.
6. Because they treasure, health, sanitation and sely-discipline, St. Bemadete
Catholic Schoot includes the following in their Canteen

Foods that will not be sold:

• Full fat pastry items

• Chocolate confectionary/lollies/potato chips/cream filled
• Buns
• Soft drinks
• High caffeine drinks e.g. drinks containing guarana or caffeine
• Deep fried food of any description

CLAYGO-"Clean as you go

7. Teacher Paz remarks: "I like to attend that CPD seminar. I like to hone my
teaching skills and update my PCK (pedagogical content knowledge)..
8. Good teaching is honored in this school
9. My school head protects my academic time. She keeps meeting time to the
minimum.

Analysis- Let’s Analyze

Which of the twelve elements of a positive culture were illustrated by the
given episodes vignettes? Which element was illustrated by describing the
opposite?
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Abstraction- Let’s
Abstraction Let's Conceptualize
Conceptuall2

Eleven (11) vignettes in the first part of this Chapter give a concrete picture of a positive
school culture.

Vignette Norm of School Culture illustrated

1 High expectation
2 Honest and open communication
3 Tangible support, caring, celebration, humor
4 Involvement in decision making: protection or what is important
5 Trust and confidence traditions
6a Collegiality, honest, open communication
6b Collegiality, experimentation, reaching out to the knowledge bases,
appreciation, recognition
7 Collegiality, traditions
8 Tangible support, protection of what is Important, tradition
9 Reaching out to the knowledge base
10 Appreciation and recognition
11 Protection of what is important
(Source: www.ascd.org/ascd/pdf/site ASCD/...project-based-teaching-sample-
chapters.pdf)
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 Item #9 does not illustrate positive culture, specifically honest and open
communication.

After having read the vignettes, by this time you have an idea of what school
culture is. All of the vignettes are manifestations of school culture.

The Meaning of School Culture

School culture is one of the most complex and important concepts in education
(Schein, 1985). lt generally refers to the beliefs, perceptions, relationships, attitudes and
written and unwritten rules that shape and influence every aspect of how a school
functions (https:/www.edglossary.org- school culture). However, the term also
encompasses more concrete issues such as the physical and emotional safety of
students, the orderliness of classrooms and public spaces or degree to which a school
embraces racial, ethnic, linguistic and cultural diversity.

According to Spacey (http://simplicablel /new/school/John, Nov. 23, 2017),

school culture consists of the norms and shared experiences that evolve over school's
history. In fact, Scott and Marzano (2014) state that "school culture is reinforced by norms,
expectations and traditions, including everything from dress codes to discipline systems
to celebrations of achievement. 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." (Sophier, J. 1985)

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 1s 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. Sean Slade (2014) elaborates:

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 rigid discipline- defined playing field? Is it safe and
welcoming, or intimidating and confronting? Does it welcome all voices, or does it make
you want to shrink? Is t waiting for instruction and leadership or is it self-directed with a
common purpose?

School Climate and School Culture

How does school climate differ from culture? These terms are frequently used
interchangeably but 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 effect on students, including teaclng
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. (https:II
www/sideshare.net/module)

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.
(www.ascd.org/research) School culture is a broader term and so is inclusive of school
climate.

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The Role of School Culture in Learning

School culture matters. Research confirms the central role of culture to school success.
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. A negative culture fosters the opposite.

Elements of a Positive Culture

As given in the Activity phase of this Lesson a positive School climate is

characterized by the following:

1. Collegiality - The school atmosphere is friendly. You work in an atmosphere where

responsibility and authority are shared by everyone. You can be yourself. You have
not to put your best forward to impress others. The school head does not throw
his/her weight. He/she does not make his/her authority felt by his/ her colleagues.

2. Experimentation - The atmosphere encourages experimentation and so will

welcome mistakes as part of the learning process. No student, no teacher gets
punished for a mistake. Mistakes are not intended. They give a lot of lesson.
Referring to his 10,000 failed attempts then he was experimenting in the light bulb,
Edison said: “I have not failed. I’ve just found 10,000 ways that won't work."

3. High expectations - It has been said one’s level of achievement Is always lower
than one's level of aspirations. So set high expectations for high achievement. Two
problems arise here. Robert J. Marzano warns us:

First, expectations are subtle and difficult to change. Teachers may be

unaware that they have low expectations for some students; even when they
become aware, they may have difficulty changing their expectations because
their beliefs and biases have developed over the years.

Secord, what actually communicates expectations to students is teacher

behavior. If teachers consciously work to change their biases but don’t change
their behavior toward those students from whom they have tended to expect less,
their change of attitude will have little effect on student achievement.

4. Trust and confidence - 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 communication (# 12 in this list) 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.

5. Tangible Support - Everyone in the school community gets concrete support for
the good that they do. Support comes in not just in words but in action. School
head sees to it that LCDs in the classrooms are functioning.

6. Reaching out to the knowledge base - Teachers care to grow professionally to

update themselves on content knowledge and pedagogy, the first domain in the
Philippine Professional Standards for Teachers.

7. Appreciation and recognition- 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.

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 8. Caring, celebration, humor - 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 of 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 behaviour ("Thanks for showing respect to our visiting guest”), on the other
hand, reinforces that particular behavior.

9. Involvement in decision making - Involving others who are concerned with

decisions to be made enhances sense of ownership. They also feel important.

10. Protection of what is important-What schools consider important must form part of
their tradition and so must be protected by all means.

11. Traditions - 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 fi 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.

12. Honest and open communication- 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 to
disagree.”

Shared Norms: Teacher and Student Norms

Shared norms for both teachers and students contribute to a positive school
culture. Boss and Larmer (2018) share teacher norm and student norms to contribute to
a fair and an engaging learning environment, a characteristic of a positive school
culture. They check on the following norms each week.

Table 6
Teacher Norms Student Norms

1. Teach in different ways. 1. Have a growth mindset.

2. Call students by their names. a. Believe you can improve.
3. Care about students' feelings. b. Fail forward.
a. Understand their situation. c. Keep trying
4. Have a good attitude. d. Speak positively about your abilities
a. Stay calm. to learn.
b. Use kind words. 2. Call classmates by their names.
c. Have patience 3. Be responsible for your work.
d. Greet students and say good-bye. a. Have materials ready.
5. Help students understand. b. Advocate for yourself.
a. Work at a reasonable pace. c. Be a professional.
b. Explain clearly d. Meet deadlines.
c. Support different learning styles. e. Participate.
d. Expect the best. f. Be on time to class.
e. Re-explain if necessary 4. Listen...
6. Attend school the majority of the time. a. to the teacher.
7. Be respectful. b. to your classmates.
a. Give everyone what they need c. to guests.
b. Use proper language. d. to the directions.
c. Allow space if needed.

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 d. Use supportive words when 5. Attend school the majority of the time.
explaining. 6. Be a good team player.
e. Call by your name a. Provide good, helpful feedback
8. Have a growth mindset. b. Stay calm.
c. Encourage others.
d. Stay on topic.
e. Be considerate.
f. Use proper language
g. Communicate clearly to students
and teacher(s).

(Source: Suzie Boss, John Larmer and Foreword by Bob Lenz, (2018) Project based
teaching: how to create rigorous and engaging learning experiences)

Application – Let’s Apply

1. Based on your experiences, give at least 10 school practices that don't contribute to
positive culture.
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2. Are the following items good tips in building positive culture? Defend your answer. If it
is not so good tip, replace it with good one

a. "No Talking" as classroom rule #l imposed by teacher

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

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TAKEAWAYS
• School culture is the character of a school that gives the school qualities:
beyond its structure, resources and practices. It is created by all the people in
the school. It is not inherited and so is not passed on through the genes.
• School culture includes school climate and so school culture is broader than
school climate. School climate is relational while School culture is a deeper
level of reflection of shared values, beliefs and traditions.
• Undoubtedly, school culture affects learning and so schools, must by all
means, build positive not toxic school culture.

Let’sforCheck
Let's Check for Understanding
Understanding

Answer the following questions briefly

1. What is school culture?
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2. Does school culture affect student learning? Explain.

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

I learned that _______________________________________________________________________

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I realized that ______________________________________________________________________

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Was pleased that ___________________________________________________________________
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Was not aware that _________________________________________________________________
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Reference:
Prieto, Nelia G., Arcangel, Clotilde N. & Corpus, Brenda B. (2019). The Teacher and the Community, School Culture
and Organizational Leadership. Lorimar Publishing Inc.

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