Chapter 10 Creating a Positive

School Culture
Learning Outcomes:

At the end of this chapter, you should be able to:

 Explain the meaning of school culture;
 Discuss how school culture affects learning; and
 Cite ways which you can contribute to the building of positive culture.

Introduction
School culture matters. This influences to the great extent how well students
perform. School culture is a creation of all the people in school and in community
especially that of the school heads. It can be positive or negative. It can facilitate or
adversely affect learning. A school community must therefore strive to create a positive
culture.

Activity – Let’s Read These

Here are twelve norms of school culture where people and programs improve. Study
them.
1. collegiality 7. appreciation, recognition
2. experimentation 8. caring, celebration, humor
3. high expectations 9. involvement in decision making
4. trust and confidence 10. protection of what is important
5. tangible support 11. traditions
6. reaching out to the knowledge 12. honest, open communication
base
Source: www.ascd.org/ASCD/pdf/journals/ed_198503_saphier.pdf

Read the following episodes then identify which norm of school culture is
illustrated.
1. When high school students arrive for pre-calculus class, they know exactly
what to expect. Projected on the screen are clear instructions for the day’s
Success Starter. Everyone is expected to work on them successfully.
2. You might not reach an answer today. You might not reach an answer
tomorrow. Struggle is okay.” Students know that by the third day, they will be
expected to present their understanding and problem-solving strategy to the
class.
3. “you have a short memory”, she replies with a kind smile.” You say this every
time you tackle a problem. Remember the last time you struggled and then
overcame your confusion? Remember our norms that we wrote together? One
of them was a growth mindset. And remember I am here for you.”
4. I hear some students talking while someone is reciting. I don’t think you will
like that if you are the one reciting. Can we agree on a rule? Give me a rule”.
Student suggests. Let’s keep quiet and listen when someone is reciting. Raise
your hand if you want to recite.” Teacher asks, “can we keep this rule?
5. Today you are going to compute your scores for class standing-written
quizzes, seatwork, performance test, homework. These were all corrected and
returned to you. When you are done, compare your total with mine. Should
there be discrepancy, be ready to show your correct papers.
6. During the first week of school Barb teacher asks her sixth graders two
questions: “What questions do you have about yourself?’ and “what questions
do you have about the world?” the students begin enumerating their
questions, “Can they be about silly, little things?” asks one student. “If they’re
your questions that you really want answered, they’re neither silly nor little,”
replies the teacher. After the students lists their individual questions, teacher
organizes the students into small groups where they share lists and search for
questions they have in common. After much discussion each group comes up
with a priority list of questions, rank-ordering the questions about themselves
and those about the world.
Back together in a whole group session, teacher solicits the groups’ priorities
and work toward consensus for the class’s combined lists of questions. These
questions become the basis for guiding the curriculum in class. One question,
“will I live to be 100 years old?” spawned educational investigations into
genetics, family and oral history, actuarial science, statistics and probability,
heart disease, cancer and hypertension. The students had the opportunity to
seek out information from family members, friends, experts in various fields,
on-line computer services, and books, as well as from the teacher. She
describes what they had to do as becoming part of a “learning community.”
According to a teacher, “we decide what are the most compelling intellectual
issues, devise ways to investigate those issues.
(https:www.nap.edu/read/9853/chapter/11#156)-Consensus Study Report National Research Council.2000.How
People Learn: Brain, mind, experience, and School: expanded edition. Washington, DC: The National academies
Press: https://doi.org/10.17226/9853.
 7. The sense of community is strong, even palpable. But this sense didn’t just
spring full-blown from being a group of people occupying the sane place at
the same time. It was built upon many small and specific moments of learning
the same verses to songs and sharing traditions, memories of times together
and stories often-told…

Some of our traditions are once a year events; some happen every week or
even every day. They give us ways to greet each other, to learn about each
other, to sing and celebrate and say goodbye. These events mark our comings
and our goings and affirm our common interests in the time we spend
together.
8. Because they treasure, health, sanitation, and self-discipline, St. Bernadette
Catholic School includes the following in their policies.

Foods that will not be sold:

 Full fat pastry items
 Chocolate confectionary/ lollies/ potato chips/ cream filled buns
 Soft drinks
 High caffeine drinks – e.g. drinks containing guarana or caffeine
 Deep fried food or any description
CLAYGO – ‘Clean as you go”

9. The teacher wrote, “nice job” on my sketch of an orange. I knew very well that
my smudged mess of an orange wasn’t a nice job. It wasn’t even a decent
representation of any fruit known to man. I would have benefited by her
telling me one thing I could do to make it better. Maybe something like “we
are learning about perspective. Try adding a shadow behind your sketch. “Her
“nice job” told me little about how to improve. Knowing I received undeserved
praise lessens the impact or praise when it is truly earned.
(Source:http://inservice.ascd.org/six-tips-for-creating-a-positve-learning-environment-in-your-classroom)

10. Teacher Paz remarks; “I like to attend that CPD seminar. I like to hone y
teaching skills and update my PCK (pedagogical content knowledge)…
11. Good teaching is honored in this school.
12. My school head protects my academic time. She keeps meeting time to the
minimum.

Analysis – Let’s Analyze

 1. Which of the twelve elements of a positive culture were illustrated by the given
episodes vignettes? Which element was illustrated by describing the opposite?

2. Is there any element left out? If there is can you as a group supply an episode or a
vignette? A vignette is a short description of an episode in school like the 9 given
above.

Abstraction – Let’s Conceptualize

Eleven (11) vignettes in the first part of this Chapter give a concrete picture of a positive
school culture.

Vignette Norm of School Culture Illustrated

1. High expectation
2. Honest and open communication
3. Tangible support; caring, celebration,
humor
4. Involvement in decision making;
protection of what is important
5. Trust and confidence traditions
6a. Collegiality; honest, open communication
6b Collegiality; experimentation; reaching
out to the knowledge bases; appreciation,
recognition
7. Collegiality; traditions
8. Tangible support; protection of what is
important; tradition
9. Reaching out to the knowledge base
10. Appreciation and recognition
11. Protection of what is important
(Source:www.ascd.org/ascd/pdf/siteASCD/…project-based-teaching-sample-chapters.pdf.)

Item # 9 does not illustrate positive culture, especially honest and open communication.

After having read the vignettes, by this time you have an idea on what school culture is.
All of the vignettes are manifestations of school culture.
The meaning of School Culture

School culture is one of most complex and important concepts in education (Schein,
1985). It generally refers to the beliefs, perceptions, relationships, attitudes and written
and unwritten rules that shape and influence every aspect of how a school functions
(https://www.edglossary.org./school-culture). However, the term also encompasses
more concrete issues such as the physical and emotional safety of students, the
orderliness of classrooms and public spaces or degree to which a school embraces racial,
ethnic, linguistic and cultural diversity.

According to Spacey (http://simplicable//new/school/John,Nov.23,2017 ), school

culture consists of the norms and shared experiences that evolve over school’s history.
In fact, Scott and Marzano (2014) state that “school culture is reinforced by norms,
expectations and traditions, including everything from dress codes to discipline systems
to celebrations of achievement. Therefore it may be described as the character of a
school that gives a school qualities beyond its structures, resources and practices. They
are “ built through the everyday business of school life. It is the way business is handled
that both forms and reflects the culture.” (Sopheir, J. 1985)

Culture is a social construct

Culture is a social construct not a genetic construct. This means that school culture is,
therefore, something that we create and shape. It is shaped by everything that all
people in school see, hear, feel and interact with. It is a creation of the school head,
teachers, parents, non - teaching staff students and community. Sean Slade (2014)
elaborates:
Within a couple of minutes of walking into a school or a classroom, you can tell,
define almost taste the culture that permeates that space. Is it an open, sharing
environment? Or is it a rigid discipline – defined playing field? Is it safe and welcoming,
or intimidating? Does it welcome all voices, or does it make you want shrink? Is it
waiting for instruction and leadership or is it self-directed with a common purpose?

School Climate and School Culture

How does school climate differ from culture? These terms are frequently used
interchangeably but school climate is more relational; it is illustrated by the attitudes
and behaviors of the school staff and is focused on the style of the school’s
organizational system. School climate refers to the school’s effects on students,
including teaching practices, diversity and the relationships among administrators,
teachers, parents and students. School climate is driven by and reflected in daily
interactions of staff, administration, faculty, students support staff and the outside
community. (https://www./slideshare.net/module)

School culture is a deeper level of reflection of shared values, beliefs, and traditions
between staff members. School culture refers to the way teachers and other staff
members work together and the set of beliefs, values and assumptions they share.
(www.ascd.org./research). School culture is a broader term and so is inclusive of school
climate.

The Role of School Culture in Learning

School culture matters. Research confirms the central role of culture to school
success. School culture can be positive or negative or toxic. A positive school culture
fosters improvement, collaborative decision making, professional development and staff
and student learning. A negative culture fosters the opposite.

Elements of a Positive Culture

As given in the Activity phase of this lesson a positive school climate is characterized
by the following:
1. Collegiality – the school atmosphere is friendly. You work in an atmosphere
where responsibility and authority are shared by everyone. You can be yourself.
You have not to put your best forward to impress others. The school head does
not throw his/her weight. He/she does not make his/her authority felt by his/her
colleagues.

2. Experimentation- the atmosphere encourages experimentation and so will

welcome mistakes as part of the learning process. No students, no teachers get
punished for a mistake. Mistakes are not intended. They give a lot lesson.
Referring to his 10,000 failed attempts then he was experimenting in the light
bulb, Edison said: “I have not failed. I’ve just found 10,000 ways that won’t
work.”

3. High expectation – it has been said one’s level of achievement is always lower
than one’s level that aspiration. So set high expectation for high achievement.
Two problems arise here. Robert J. Marzano warns us:
 First expectation are subtle and difficult to change. Teachers may be unaware
that they have low expectations for some students; even when they become
aware, they may have difficulty changing their expectations because their beliefs
and biases have developed over the years.

Second, what actually communicates expectations to students is teacher

behavior. If teachers consciously work to change their biases but don’t change
their behavior toward those students from whom they have tended to expect less,
their change of attitude will have little effect on student achievement.
4. Trust and confidence – students, teachers, school heads and parents relate well
and work well when relationships are solidly built on trust and confidence. In
fact, honest and open communication (# 12 in this list) is possible only when
there is trust and confidence in each other in the school community. I can share
my inner thoughts only when I am confident that I do not get ostracized when I
do.

5. Tangible Support – everyone in the school community gets concrete support for
the good that they do. Support comes in not just in words but in action. School
head sees to it that LCDs in the classrooms are functioning.

6. Reaching out to the knowledge base – teachers care to grow professionally to

update themselves on content knowledge and pedagogy, the first domain in the
Philippine Professional Standards for teachers.

7. Appreciation and recognition – certainly words of appreciation and recognition

make classroom climate highly favorable. A reminder to teachers: “you are not
made less when you praise others. Instead, you become magnanimous. So don’t
be stingy with your sincere praise. The problem sometimes is our eyes are so
quick to see the negative and so we despise them immediately but our eyes are
blinded to the good and so we overlook them and fail to appreciate.

8. Caring, celebration, humor – kids don’t care what you know until they know that
you care. They don’t listen to teacher when teacher doesn’t care. It may be good
to remind teachers that many of students, especially those who struggle, don’t
receive nearly enough positive feedback in the classroom or in their personal
lives.

“When kids are taught with a proactive, praise-heavy approach, they tend to do
better,” says Erin Green of Boys Town. But be specific, generic, overly generalized
comments such as “Good job” don’t really help. Complementing a specific
 behavior (“Thanks for showing respect to our visiting guest”), on the other hand,
reinforces that particular behavior.

9. Involvement in decision-making – involving others who are concentrated with

decisions to be made enhances sense of ownership. They also feel important.
10. Protection of what is important – what schools consider important must form
part of their tradition and so must protected by all means. In the activity above,
mention was made on school canteen policies that include “no softdrinks, no
chocolate etc. and CLAYGO because the schools considers nutrition and health
and cleanliness as important.

11. Traditions – A school must have an intentional culture-based program on shared

values, beliefs, and behaviors. This strengthens sense of community. A truly
positive school culture is not characterized simply by the absence of gangs,
violence or discipline problems but also by the presence of a set of norms and
values that focus school community’s attention of what is most important and
motivate them to work hard toward a common purpose.

12. Honest and open communication – no one gets ostracized for speaking up his
mind. The atmosphere is such that everyone is encouraged to speak his mind
without fear of being ostracized. The agreement at every discussion is “agree to
disagree.”

Shared Norms: Teacher and Student Norms

Shared norms for both teacher and students contribute to a positive school culture.
Boss and Larmer (2018) share teacher norm and student norms to contribute to a fair
and an engaging learning environment, a characteristic of a positive school culture. They
check on the following norms each week.

Table 6.
Teacher Norms Student Norms
1. Teach in different ways. 1. Have a growth mindset.
2. Call students by their names. a. Believe you can improve.
3. Care about students’ feelings. b. Fail forward.
a. Understand their situation c. Keep trying.
4. Have a good attitude. d. Speak positively about your
a. Stay calm. abilities to learn.
b. Use kind words. 2. Call classmates by their names.
 c. Have patience. 3. Be responsible for your work.
d. Greet student and say goodbye. a. Have materials ready.
5. Help students understand. b. Advocate to yourself.
a. Work at a reasonable place. c. Be a professional.
b. Explain clearly. d. Meet deadlines.
c. Support different learning style. e. Participate.
d. Expect the best. f. Be on time to class.
e. Re-explain if necessary. 4. Listen…
6. Attend school in the majority of a. To the teacher.
time. b. To your classmates.
7. Be respectful. c. To guests.
a. Give everyone what they need. d. To the directions.
b. Use proper language. 5. Attend school the majority of the
c. Allow space if needed. time.
d. Use supportive words when 6. Be a good team player.
explaining. a. Provide good, helpful feedback.
e. Call by your name. b. Stay calm.
8. Have a growth mindset. c. Encourage others.
d. Stay on topic.
e. Be considerate.
f. Use proper language.
g. Communicate clearly to
students and teacher(s).

(Source: Suzie Boss, John Larmer and foreword by Bob Lenz, (2018) Project based
teaching: how to create rigorous and engaging learning experiences.)

Application – Let’s Apply

1. Based on your experiences, give at least 10 school practices that don’t contribute
to positive culture.
2. Are the following items good tips in building positive culture? Defend your
answer. If it is not so good tip, replace it with good one.
a. “No talking” as classroom rule # 1 imposed by teacher.
b. If some students say they need a quite area to work in at times, they make a
sign like, “Quite area, Brains at work.”
c. “We talked about this yesterday. Did you forget?” you had this so well
yesterday. i know you can get it today."
 d. Do you believe in your own ability to learn and grow? Do you believe it is your
obligation as a teacher to model learning and growing?
e. The teacher wrote. “ nice job” on a student’s sketch of an orange.
f. Come up with a Question and Answer Wall. Here students post the academic
question they want answered within the month with their name on it.
Anybody can give an answer with his/her name written.

3. Suggest 5 concrete ways to establish a positive culture.

4. Choose a school. Determine the presence of any of the 12 practices of a positive

school culture in that school by noting down conversations, comments, activities
that you hear/ observe in that school of your choice.

Indicator Conversation/Comment Your comments

Heard or Activities
Observed
1. Collegiality
2. Experimentation
3. High expectations
4. Trust and
Confidence
5. Tangible support
6. Reaching out to the
knowledge bases
7. Appreciation,
recognition
8. Caring, celebration,
humor
9. Involvement in
decision-making
10. Protection of what
is important
11. Traditions
12. Honest, open
communication

Let’s Check for Understanding

 1. Answer the following questions briefly.
1. What is school culture?_______________________________________
__________________________________________________________
__________________________________________________________

2. Does school culture affect student learning? Explain.

__________________________________________________________
__________________________________________________________
__________________________________________________________

3. Site at least 3 ways by which you, as a future teacher, can contribute to

a positive school culture.

Let’s Reflect

I learned that
_______________________________________________________________________

I realized that ____________________________________________________________

________________________________________________________________________

I was pleased that _________________________________________________________

________________________________________________________________________

I was aware that __________________________________________________________

________________________________________________________________________

TAKEWAYS
 School culture is the character of a school that gives the school qualities
beyond its structure, resources and practices. It is created by all the people in
the school. It is not inherited and so is not passed on through the gene.

 School culture includes school climate and so school culture is broader than
school climate. School climate is relational while school culture is a deeper
level of reflection of shared values, beliefs and traditions.

 Undoubtedly, school culture affect learning and so schools must, by all means,
build positive not toxic school culture.
Taking it to the Net

Is school culture also referred to as the hidden curriculum? Research on this and
share your findings in class.

Let Clinchers

1. Which is TRUE of school culture?

A. Passed on like a hereditary trait
B. Created by a school head and other stakeholders
C. Has a significant effect on student’s performance
D. Cannot be altered

2. Which contribute to a positive school culture?

A. Growth mind set
B. Low expectations
C. Authoritarian leadership
D. Exclusivity

3. Which form part of school culture?

I. Structure
II. Resources
III. Practices
IV. School Climate
A. I and II C. II and III
B. I, II and III D. I, II, III and IV

4. School head respect academic time so she not just call on teachers during class
hours. Which element of positive school culture is illustrated?
A. Tradition
B. Collegiality
C. Protection of what is important
D. High expectation

5. Complete the analogy. Positive culture: growth mindset

Toxic culture: ________________
A. Inclusivity
B. Exclusivity
C. Resignation to failure
D. Team work