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School climate and student achievement
Factors influencing schools climate
How school climate and culture impact student achievement
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School climate has been studied for over 100 years.Until the 1950s, educators began to systemically study it, and there has been a growing body of research on the effect of school climate on education over the past 10 years . According to H. Jerome Freiberg (School Climate: Measuring, Improving and Sustaining Healthy Learning Environments, 2005), “School climate is much like the air we breathe -it tends to go unnoticed until something is seriously wrong”. School climate influences our education a lot. It is invisible, but necessary.There are many definitions of it. In the article “Measuring, improving and sustaining healthy learning environments”,Freiberg and Stein (1999) describe school climate as the heart and soul of the school and it draws the teachers and students attentions to participate the school. According to Homana,Barber,and Torney-Purta(Background on the school citizenship education climate assessment, 2006), “School climate refers to the impressions, beliefs, and expectations held by members of the school community about their school as a learning environment, their associated behavior, and the symbols and institutions that represent the patterned expressions of the behavior.” It made the definition more detailed. In the article “Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy”, Mitchell et al (2010) states that school climate is defined a communications between students and teachers to share attitudes, values ,and knowledge. It refers to the quality and character of school life.[1] Researchers have found that positive school climate can affect many areas ,such as decrease the students’ emotional problems (Kuperminc et al., 1997), help urban students succeed i...
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...n improve student engagement. According to the studies in the United States and in China, researchers have proved this. In the United States, there are many studies about it. Positive school climate can increase students’ attendance[7],and engage students in learning[8]. And in both the United States and In China, there are the similar results, that positive school climate can improve students’ self-esteem.[9] Above studies explains that positive school climate can improve students engagement.
Conclusion
According to above studies about positive school climate, we know that the effect of it. It can influence academic achievement and student engagement positively and significantly. The studies in the United States and in China can both prove this. It can be concluded that education can be improved by shaping positive climate both in the United States and in China.
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
Sharon Lewis, Improving School Climate: Findings from Schools Implementing Restorative Practices, (Bethlehem, PA: International Institute for Restorative Practices, 2009).
The repetitive structure of a school day, in a way, provides me with a sense of security, an awareness of what to expect, but it can be monotonous and lack excitement. When you consider how much time students spend in school it is clear that the experience shapes their lives and can have a lasting effect. It is for this reason that it is crucial to have the correct balance of conformity and individuality for the benefit of both civilization and individuals.
Would you consider going to a school where you learn year-round? Maybe this would be your ideal school, but, when would you get to have some time to go to summer camp, or get a summer job, or play a sport with games during the day? Schools with the traditional schedule may actually be a better choice, and not just because kids love summer break. Schools should have a traditional school year schedule instead of a year round schedule because there isn’t a significant difference between the students’ performance, and year round schedules make planning family vacations hard, make the teachers’ job more difficult, and are more expensive. Also, having a summer break allows kids to participate in activities that they would not be able to do on a year round schedule due to the shorter breaks.
What do you think about going to school year round with little breaks here and there, but not your traditional three month summer break? Year round schooling has been a decision argued with the government, teachers, principals and parents. Many kids and adults like to relax on their three month break. Many students are used to having two week winter break, one week spring break, and three months of summer break. Overall, one three month break would benefit than having three-week breaks broken up throughout the school year.
Schneider, Mark., and Washington, DC. National Clearinghouse for Educational Facilities. "Linking School Facility Conditions to Teacher Satisfaction and Success." (2003): ERIC. EBSCO. Web. 2 May 2011.
Implicit in this research is a social constructivist ontological position. Social constructivism views human society as simultaneously subjective and objective; as human interaction creates and sustains an individual’s knowledge about the world. Furthermore ‘meaning is the product of the prevailing cultural frame of social … persons and groups interacting together in a social system form, over time, concepts or mental representations of each other’s actions. These concepts eventually become … is embedded in society” (Galbin, 2014). This research emerges from a belief that the fundamental challenge for bullying prevention is discordant attitudes, beliefs and values across levels of the school community. It is founded on the position that people
Increased Proximity: A teacher can reestablish positive behavior simply by being closer to the student, reminding them that they must stay on task and avoid misbehaviors by adhering to the classroom rules.
With social and emotional skills, a high-quality learning environment that has high-quality classroom structure and rules, commitment to the academic success of all students and high performance expectations, student learning is optimized. Attitudes towards learning, behaviour in and out of the classroom and academic performance have shown improvement with development from quality social and emotional learning that is supported through parent involvement and integrated throughout the entire curriculum.
Much of what is taken for granted in schools today are the things that will form the foundation for lifelong achievements of students. The imperatives are not only for schools to achieve top GSAT scores or have a group of students transitioning to traditional high schools, but to ensure that all the students that pass through the system are mold, shaped and equipped with the appropriate skills that will prepare them for life. Such skills include the ability to think critically, communicate well and work effectively in a team. If students are taught how to live and work together, they will be able to function harmoniously in a group, (Baker, 2006). A sustainable positive school climate fosters holistic development which is necessary for a productive contributory and sustainable life in a democratic society, (National School climate council, 2013.)
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
The utilization of positive reinforcement is a possible technique for enhancing students’ behavior for a variety of school conditions for individual and as well as for the group of students (Wheatley, et al., 2009).
Many theorists have long reported that paying attention to school culture is the most important action that a leader can perform. Impact of learning is mediated through climate and culture of the school and is not a direct effect (Hallinger and Heck 1998).
The academic atmosphere aims to shape the character of the students mainly related to the main academic values of scientific and creative attitudes. This atmosphere is built from interaction between students, from the interaction between students with teachers, interaction with parents and also the physical environment created. Master holds a central role in establishing this academic atmosphere in its classroom teaching activities and applies to all those involved in the education system.
For some students, school is the only way of escaping their tragic home lives and interacting in a positive atmosphere. Teachers should always have a positive attitude because when they are in a pleasant state of mind, their students will usually be in a good mood as well. They must encourage and inspire students to