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The relationships between teachers and students
The relationships between teachers and students
Relationship between teachers and students
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“Students will be nurtured in a safe, caring environment that challenges them to shoot for the stars”.
“He tini nga whetu, e ngaro I te kapua iti”
There are many stars; a small cloud cannot conceal them.
(Wanganui City College, 2010)
Learning a culture is involved and extremely intricate as each school is unique and the schools student populace being unique. Culture as we understand relates to relationships, traditions, beliefs, attitudes and behaviors. So why is culture an important aspect with regards to schools, and how can cultures affect the schools running?
Aspects of a school culture can vary in terms of definition. Deal (1990) states he prefers definitions of culture to ‘the way we do things around here’. Indeed this statement keeps it simple and to the point, unlike culture is a concept that captures the subtle, elusive, intangible that force the shape of today’s society. To name just another Beare et al (2009) likes to approach culture with more tangible and intangible characteristics, he follows the philosophy of mission, value of leaders, frameworks of thinking and action and myths, stories and celebrations.
Within culture one must also distinguish between characteristics of the schools inner space for example metaphors, rules and regulations and uniforms. The outer space consists of the interaction or constant interchange with the outer community.
Visual manifestations of a school culture are things such as appearance, quality, friendliness of the reception area and furnishings. The schools human possessions are staff their personalities, their creativity, and dedication to team activities.
A structural pattern can define a culture in a school, where as regular routines such as assemblies, sporting ...
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...lationships and interconnections, and simultaneously develop cultures that promote collegiality and individuality”. (Stoll, 2000). In conclusion with cultures continuously diversifying we have to keep up with the changes within the schools, to offer a nurturing atmosphere that exudes relationship development, a strong sense of the schools beliefs with a positive approach to attitudes and development of social behavior.
Although some of the writings were quite antiquated they were a worthwhile read. Many of these philosophies are currently practiced within many schools worldwide.
Works Cited
Hickman, L.A. & Alexander, T.M. (Ed.) (1998).
Marsh, C. (2000). Handbook for beginning teacher (2nd ed.). Frenchs Forest, N.S.W. : Pearson Education Australia.
Tye, B (1989). The deep structure of schooling. SET 1.
Stoll, L. (2000). School culture. SET 3, 9-14
Due to the multicultural backgrounds in the school, there was a lot of separation between cultures. The differences were bridged through diversity in the school.
The article talks about how teachers need to have cultural compatibility. While it might be difficult for some teacher to grasp and understand the different cultures behaviors and beliefs. For those teacher that can are more likely to provide a learning environment that is enriching and responsive to the children’s different cultures. Teacher should have “meaningful interactions with members of other cultures and promote cultural disequilibrium (Colombo, 2005, p. 2).” Activities that have this are more likely to increase cultural competence.
We as educators must always act in the best interests of the children, while we seek to understand and embrace the different cultures by talking, listening and learning from the families and communities that surround us.
Petty, G (2009). Teaching Today - A Practical Guide. 4th ed. Cheltenham: Nelson Thornes Ltd. p1-2
...cational programs. These include all round school planning, inter- schools and providing a safe environment that will support learning activities (Lovat & Toomey, 2009). It is also necessary to implement quality-teaching procedures that will provide support for the development of positive skills and dispositions in students. Cultural values are collaborative exercises including respect, excellence, creativity and interdependence within the school and community.
School culture theory is the second theoretical perspective to illuminate the contextually changing landscape of culture within public schools. Biegel and Kuehl (2010) define school culture as generally being comprised of the following: (a) vision, (b) motivation, (c) pride, (d) ‘mood’ pervasive within an organization, (e) the amount to which individuals get along, and (f) tolerance of differences (p. 10). Specific theories that posit the role of the school leader as the driver for any change reform to uncover the role school culture plays in perpetuating the status quo for sexual minority (namely, LGBT) students.
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
Culture constitutes common characteristics of a particular group of people or a society such as behaviors, beliefs, objects, and any other characteristics of such a people. It is thus through culture, that groups of people define their unique characteristics that conform to their shared values and contribute towards building the society as sociologist suggests. Therefore, culture includes different societal aspects such as the customs, language, norms, values, tools, rules, products, technologies, morals, institutions, and organizations. The terms organizations and institutions will thus refer to the set of rules associated with specific activities within the society. For instance, healthcare, education, security, family, religion, and work
There is a connection between school culture and leadership styles. The literature review will also address the two basic categories of leadership. According to Cox (2001), there are two basic categories of leadership which are transactional and transformational. The following scholars (Barnett, McCormick & Conners, 2001) made the distinction between transactional and transformational leadership. James McGregor Burns’ (1998) introduces Burns the difference between ordinary (transactional) and extraordinary (transformational) leaders. According to James McGregor Burns’ (1998) transactional leaders exchanged tangible rewards for the work and loyalty of followers, and (transformational) leaders are the ones who engaged with followers. Additionally, the focused on higher order intrinsic needs, and raised consciousness about the significance of specific outcomes.
Environment is also part of culture. Where one grows up can have many influences on what they think and how they behave. If a person were to live in the mountains, then their perception of cold weather will be different from a person who lives by the beach. Also because...
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
Wadham, B., Pudsey, J.& Boyd, R. (2007) Culture and Education, Frenchs Forest, NSW: Pearson Education Australia.
According to Gary Phillips, School culture is “beliefs ,attitudes and behaviors that characterize a school in terms of how people treat and feel about each other , the extent to which feel included and appreciated and rituals and traditions reflecting collaboration and collegiality”.
In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback from teachers to students, safe and orderly environment, and positive parental and community involvement may all be grouped with these components. For instance, the staff and faculty members of a school include teachers and the leader. The physical building itself and its surroundings include the size of the school as well as the parents and community surrounding it. The two previous components can both be associated with a safe and orderly environment. Plus, the curriculum is related to interactive instruction and the monitoring of student progress.
School cultures are intangible, but essential: you walk into a school and know immediately whether you want to be there or not. Just because culture is intangible doesn’t mean that is undefinable. According to Fullan, school culture can be defined as ‘the guiding beliefs and values evident in the way a school operates’. ‘School culture can be used to encompass all the attitudes, expected behaviors and values that impact how the school operates.’