School Culture Is The Set Of Norms, Values, And Values Essay

Having a taste of the history of their culture can help children build a positive cultural identity for themselves. This gives the children a sense of belonging and self-esteem and supports their overall wellbeing (Why). Looking back at ones history can help one shape oneself into more of a person that one wants to be, one can learn from their mistakes and revise ones cultural identity. When children have a strong cultural identity, they are well-placed to make social connections with others and develop a sense of belonging to their community’s cultures are different to their family culture (Why). Having a close-knit school district may have an affect on students and staff. One might have similar thoughts and ideas with their social

Change is difficult, making changes in schools can be extremely difficult. Schools have many moving components; students, teachers, parents, the community and the required curriculum. Schools have to contend with numerous outside factors that are beyond their control. With all the things that contribute to the running of a school change is not easy, making significant changes can be extremely challenging. Change cannot be facilitated if the problems or concerns are not identified. The identification of problems can be one of the most difficult steps. When identifying problems, it is best to use data to support the need for change rather than personal feelings.

Each day school children learn valuable skills and lessons from their teachers as well as through interactions with their peers. Although school, undoubtedly,

As a student, I am often troubled by the rigid routines of the school day, despite the fact that I am actually a very habitual person. The constant ringing of bells, lectures, bellwork, classwork, homework, each a daily practice throughout the school year. Although all of these components promote conformity, which will ultimately support the balance of school and societal norms, they also tend to threaten each student’s own unique characteristics. This then poses the question; to what degree should schools encourage conformity versus individuality? Certainly, a level of conformity is required to achieve a balanced society however, the overall structure of the school day and class, including the methods used to teach and mandatory classes,

3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices.

Through the analysis of this data, another question arose: What is our school culture? In Chapter 5 of School Culture Rewired, we were introduced to the School Culture Typology Activity (SCTA). The data above caused me to reflect on the 12 Aspects of School Culture, specifically collegial awareness and communication. The SCTA chart describes collegial awareness as, “It’s important to know how much teachers in your school believe they can learn from colleagues-- not only by talking but also by actually watching each other teach” (Gruenert & Whitaker, 2015, p. 70). In a truly collaborative culture, teachers seek out each other to identify methods that are successful in reaching and educating all students or even specific subgroups. With this in mind, I am curious if teachers in seventh grade use curriculum that is more engaging for certain subgroups or employ different methods of delivering information that increases retention of knowledge and skill than in 8th grade. Similarly, are we communicating enough between grade levels? According to Gruenert and Whitaker (2015), “Any teacher can talk to any other teacher about

Rad’s school culture will provide a foundation for the larger social culture results, which will influence Rad’s negative behavior to become positive behaviors from the conscious and unconscious perspectives, values, interactions, and practices. His social interaction and situated learning will be aided by our entire school staff in particular from his peers, teachers, administrators, and other staff members, as well as his parents. We all will contribute to Rad’s cultural

These different components have a place in every school which defines the school and its environment, as to what the role is and how strong of an impact it has on the students and wider community. Schools differ from principal to principal, town to town, state to state and country to country. They all carry different values and beliefs creating a sense of place within the school and the wider community. For the students they

Creating the opportunity for school culture will captivate that inspires children to dream and support learners to be successful. When students enter the classroom to expand their learning, they deal with positive learning that has an outcome that cultivate in classrooms to the highest level when children are appreciated and respected as teachers will have a rich cultural capital for families that gives an educational environment.

Furthermore, I feel confident in asserting that Park Middle School represents many, if not all, of the aspects expected from a collaborative culture. Overall, when reviewing the School Culture Typology Activity and protocol described by Steve Gruenert and Todd Whitaker, statements with the survey that reflects a “collaborative culture” certainly resonated with me. There were two components of the survey that caught my attention. First, there is certainly an openness amongst staff as well as administration. We are committed to openly discussing our practices and working together to make decisions that improves our practice. Secondly, our school promotes and provides opportunities for professional development, not only outside of school but every

The purpose of my research is to examine school leader’s perceptions towards cultural responsiveness and how culturally responsive practices can reduce disparities in school discipline? I became interested in my topic for a number of reasons. I’ve included some literature review that explains why my topic is important to society. Following that text, I will elaborate on why I am fervent about my topic from an individual perspective.

Culture is the characteristics and knowledge of a particular group of people. It is learned and transmitted from one generation to the next. Culture will change as situations and the needs of people change. A school environment itself constitutes a subculture within a larger society. Each school has a culture of its own, like a minuscule society. The school culture reflects the community in which the school is located and its students’ characteristics. This will consist of the values, attitudes, beliefs, norms, and customs of those making the system. This is because of the racial and socioeconomic segregation of residential communities. A school’s culture is formed by its history context and the individuals in it. Each school has a

I believe that schools have hidden cultural agendas, stemming from their policy makers collective cultural backgrounds, which controls what curricula is used, and how knowledge is taught within the system. I further believe that not all students fit the cultural mold defined by our schools, and that those students that find themselves outside the established "norm" cannot fully benefit from their school experiences.

Today many companies are focusing on becoming a value-driven organization because we have seen those values types of organizations are some of the most successful companies. Value tends to drive culture and when you have an organization that has strong culture, you have a lot of employee that are bookbuild so your culture is driving complete fulfillment. When you have employed fulfillment then employees are happy then they come to work and they provide good customer service. You have high customer satisfaction.

Culture is “the knowledge, values, attitudes, and traditions that guide behavior of a group of people and allow them to solve problems of living in their environment” (Woolfolk 193). It is clear that a students cultural background shapes who they are, therefore this could shape what kind of student they are in the classroom. The visible signs of culture are clothing, language, and traditions. But taking a look deeper into someones culture can reflect who they are and their beliefs. The text suggests that some psychologists believe that cult defines intelligence. I am not sure I totally agree with this. I believe cultural tendencies can definitely impact the way children participate in the classroom. To engage students effectively in the learning process, teachers must know their students and their academic abilities individually, rather than relying on racial or ethnic stereotypes or prior experience with other students of similar backgrounds or culture. “Knowing a student is a member of a particular culture group does not define what that student is like” (Woolfolk 197). People are individuals, and just because they have a certain culture background, does not mean they have the same attributes shared by other members of their culture. I do believe that culture matters. To truly engage students, as teachers we must reach out to them in ways that are culturally responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the