Presentation on theme: "What is needed to create a positive school climate? What can schools do to create a climate that will meet parent’s expectations and also create a positive."— Presentation transcript:
What is needed to create a positive school climate? What can schools do to create a climate that will meet parent’s expectations and also create a positive school atmosphere for both students and parents?
We want to create an environment that is open to all students to learn. We want the community to feel welcome in our school We want a faculty that feels proud to work in the school
“the characteristics of the total environment of the school building” (Thompson,2010) Positive referring to the good characteristics
Models - This is the teachers and administration that show clear judgment and actions to demonstrate to the students a positive environment, they build relationships and speak the same language as the students both figuratively and literally Consistency – The entire school staff must be vigilant in sending coherent and consistent messages to the parent and students regarding expectations and desires
Depth – Building relationship beyond the first impression and going beyond the school building Democracy – Allow students to take control and share in the decision making. The power does not need to always be in the hands of the teacher, but may be shared with all of the stakeholders Community – This is everyone that has a stake in the school. This is no longer just the school, but includes people outside the school. For a positive climate doors need to be open and welcoming to families and outside community sponsors.
Engagement - This is a beneficial skill for students to view outside participants as well as school personnel in a positive manner as an enhancement to their learning experience. Leadership – This is strong school administrators that rely on its core staff and families and provide the opportunity to engage the school staff, families and community members the in creating a positive school climate (Noonan, 2004, pp. 62-64)
Shares the power – no longer the sole person responsible for the orderly operation of a school. Excepting their teachers being more creative. Establish Effective leadership. Set clear expectations for students and teachers. Establish a safe, secure environment for all (Jacobson & Lombard, 1992, p. 1)
Principals play an important role in establishing school discipline, both by effective administration and by personal example. Effective principals are liked and respected, rather than feared, and communicate caring for students as well as willingness to impose punishment if necessary. (Halawah, pp. 1-2)
Make students feel important - If the students do not feel important they are not going to give anything From the point they enter the room until they leave, give them the feeling that what they have to offer is valid and important. Deal with need change in others from a positive point of view – Positive reinforcement will get a positive reaction while negative reinforcement gets a negative reaction. Make appropriate nonverbal cues - This should be changed to a more positive outlook such as a thumbs up or smile to a correct answer. As one walks by and sees something well done, give the student a pat on the back.
Get to know the students personally - Find out what they are interested in and what they like to do. Building these connections can only increase the student’s willingness to do more in the classroom. Establish parameters - To be consistent we need to set and adhere to specific guidelines. This helps them by giving them clarity, task orientation, and time on task for learning critical material.
Learn and understand the difference between discipline and punishment - Discipline is so often associated with a student or the school code. It is a symptom that can grow. However the action that we often undertake is the punishment for this symptom. If we try to defuse the situation early we need will punishment less and our discipline issues will decrease. Be enthusiastic about teaching - As teachers, if we do not show enthusiasm for teaching then the students will not show any about learning (Knight, 1985, pp. 4-6)
The twelve key components that students and community members are expected to understand are: 1) Respect 2) Responsibility 3) Contemplation 4) Compassion 5) Initiative 6) Adaptability 7) Preservation 8) Honesty 9) Optimism 10) Trustworthiness 11) Courage 12 ) Loyalty( Daggett, 2005,p. 8)
School climate is not something that can change in one day, but will take time to improve. When it does improve it can be an incredible thing for a community.
Daggett, W. r. (2005). Succerrful schools: From research to action plans. June 2005 Model Schools Conference, (pp. 1 -13). Halawah, I. (n.d.). The relationship between effective communication of high school Principal and school Climate. Education Vol 126 No.2, 334-345. Jacobson, M. G., & Lombard, R. H. (1992). Efective School Climate: Roles for Peers, Practitioners, and Principals. Macomb: Illinios institute for Rual Affairs. Knight, J. A. (1985). Building a positive school climate. Midwestern Educational Reasearch Association, (pp. 2-7). Chicago. Learning Point Associates. (2009, April 1). The center for comprehensive school reform and improvement. Retrieved May 30, 2011, from www.centerforcsri.org: http://www.centerforcsri.org/index.php?option=com_content&task=view&id=653&Itemid=5 Noonan, J. (2004). School climate and the safe school: Seven contributing factors. Education Horizons, 61-65. Paredes, V., & Frazer, L. (1992). School climate in AISD executive summary. Austin: Office of Research and Evaluatin. Rhodes, J. E., Camic, P. M., Milburn, M., & Lowe, S. R. (2009). Improving middle school climate through teacher-centered change. Journal of Community Psychology, Vol 37 No. 6, 711-724. Shore, R. (1997). Creating a positive school climate. Mt. Kisco: Plan for Social Excellence, Inc. Thompson, M. J., & Crank, J. N. (2010, January 20). An evaluation of factors that impact positive school climate for school psychologists in a time of conflicting educational mandates. pp. 1-23.