The researcher of this descriptive essay mostly focuses on the discussion of the topic of school culture and climate management. At the end of the paper, the author makes a conclusion and gives his recommendations in order to achieve good results in school climate management…
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The author of the essay "School Culture and Climate Management" begins with the short introduction of the topic. He tells that upon entering the premises of a school, a visitor may immediately feel a sense of the school’s prevailing social climate. A positive atmosphere should be palpable upon walking through the school premises. Classrooms may be designed differently, but my school maintains a standard by which each classroom teacher adheres to. Several studies have been completed on the topic of classroom climate and how it affects student learning. Wilson et al. (2007) concluded that an effective classroom climate encompasses a warm, child-centered, positive environment in which the teacher exhibits sensitivity to each student’s emotional and instructional needs and structures instruction to encourage student autonomy and self-control. The teacher is enthusiastic and respectful of students and encourages students to pursue their interests. (Douglas, 2008, p. 41)
Wilson adds that a well-managed, positive school environment where adults manifest sensitivity and allow autonomy in the students’ learning coupled with evaluative feedback results in the development of positive social behaviors of the people within that school. Therefore, It follows that quality of interpersonal relationships within the school determines the factors that create a school’s culture and climate. Fulfilling relationships flourish in pleasant learning environments, influencing academic achievement. (Van Petegem et al., 2008). A pleasant learning environment brings about well-being among students, which is described as “a positive emotional state that is the result of harmony between the sum of specific context factors on the one hand and the personal needs and expectations towards the school on the other hand” (Engels, Aelterman, Van Petegem, Schepens, & Deconinck, 2004, p. 11). Dynamic factors such as the nature of students’ experiences in their positive interactions with their teachers are more essential than structural factors. According to Munro (2007), Pianta devised certain questions to explore these dynamics: What do children experience in the school? How do their experiences and interactions affect their learning? How can the quality of interactions and experiences in classrooms be improved through observations and professional development? (p. 46) In the implementation of the school’s mission and the achievement of its vision, the school culture and climate has to be consistent in meeting set expectations. Widespread agreement among researchers prevails that a positive and pleasant environment that emphasizes sensitivity to student needs from caring and supportive teachers and school staff increases the likelihood of student success (Wilson et al., 2007; Douglas, 2008; Van Petegem et al., 2008; Munro, 2007; Black, 2006). Blankstein (2004) identified the six principles that promote student achievement and these reflect the school’s culture and climate: common mission, vision, values and goals; ensuring achievement for all students by establishing systems that provide
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8 Pages(2000 words)Book Report/Review
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