CBLM - Teaching (TVET)

Competency-Based Learning Material In
THE TEACHER AND THE COMMUNITY, SCHOOL

CULTURE, AND ORGANIZATIONAL LEADERSHIP
CHAPTER 10: CREATING A POSITIVE SCHOOL
CULTURE
SECTOR EDUCATION
QUALIFICATION TITLE THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE,
AND ORGANIZATIONAL LEADERSHIP
UNIT OF COMPETENCY CHAPTER 10: CREATING A POSITIVE SCHOOL CULTURE
MODULE TITLE CHAPTER 10: CREATING A POSITIVE SCHOOL CULTURE
EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
PROFESSIONAL EDUCATION
CBLM on Home Date Developed: Document No. 001

Economics March 2022 EARIST
------------- COLLEGE OF Page
EDUCATION 1
TLEHESFM Developed by:
Department of Technology of
SCHOOL FOOD Pedro, Pelina, Prieto, & Livelihood Education 42
CANTEEN Puyales, and Rosarito Revision # __
MANAGEMENT BTLED-HE-2
HOW TO USE THIS COMPETENCY-BASED
LEARNING MATERIAL
Welcome!
The unit of competency, "CHAPTER 10: CREATING A POSITIVE SCHOOL

CULTURE", is one of the competencies of THE TEACHER AND THE COMMUNITY,
SCHOOL CULTURE, AND ORGANIZATIONAL LEADERSHIP, a course that comprises
the knowledge, skills, and attitudes required for a Pre-Service Teacher (PST).
The CBLM, CHAPTER 10: CREATING A POSITIVE SCHOOL CULTURE contains

training materials and activities related to identifying learner’s requirements,
preparing session plans preparing basic instructional materials, and organizing
learning and teaching activities for you to complete.
In this module, you are required to go through a series of learning activities

to complete each learning outcome. In each learning outcome are Information
Sheets, Self-Checks, Operation Sheets, and Task/Job Sheets. Follow and perform
the activities on your own. If you have questions, do not hesitate to ask for
assistance from your facilitator/instructor/professor.
Remember to:
• Work through all the information and complete the activities in each section.
• Read information sheets and complete the self-check. Suggested references
are included to supplement the materials provided in this module.
• Most probably, your trainer will also be your supervisor or manager. He is there
to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This way, you
will improve your speed, memory, and your confidence.
• Use the Self-Checks, Operation Sheets, or Task or Job Sheets at the end of each
section to test your progress. Use the Performance Criteria Checklist or Procedural
Checklist located after the sheet to check your performance.

EDUCATION 2
• When you feel confident that you have had sufficient practice, ask your Trainer
to evaluate you. The results of your assessment will be recorded in your Progress
Chart and Accomplishment Chart.
You need to complete this module before you can perform the next module
Chapter 11: School Policies and Their Functions.

EDUCATION 3
THE TEACHER AND THE COMMUNITY, SCHOOL
CULTURE, AND ORGANIZATIONAL LEADERSHIP
COMPETENCY-BASED LEARNING MATERIALS
LIST OF COMPETENCIES
No. Unit of Competency Module Title
Chapter 1: Philosophical Chapter 1: Philosophical Thoughts

1.
Thoughts on Education on Education
Chapter 2: Historical Foundation Chapter 2: Historical Foundation of

2.
of Education Education
Chapter 3: Social Science,

Chapter 3: Social Science, Theories,
3. Theories, And Their Implication to
And Their Implication to Education
Education
Chapter 4: The Strengths and Chapter 4: The Strengths and

4. Weaknesses of The Filipino Weaknesses of The Filipino
Character: A Socio-Cultural Issues Character: A Socio-Cultural Issues
Chapter 5: Global Issues That Chapter 5: Global Issues That

5.
Concern Schools and Society Concern Schools and Society
Chapter 6: The Why and How of

Chapter 6: The Why and How of
6. School and Community
School and Community Partnership
Partnership
Chapter 7: The Teacher and The Chapter 7: The Teacher and The
7. Community: Teacher’s Ethical Community: Teacher’s Ethical and
and Professional Behavior Professional Behavior

EDUCATION 4
Chapter 8: Organizational Chapter 8: Organizational
8.
Leadership Leadership
Chapter 9: The School Head in

Chapter 9: The School Head in
9. School-Based Management
School-Based Management (SBM)
(SBM)
Chapter 10: Creating A Positive Chapter 10: Creating A Positive

10.
School Culture School Culture
Chapter 11: School Policies and Chapter 11: School Policies and
11.
Their Functions Their Functions
Chapter 12: Roles and Chapter 12: Roles and

12. Competencies of School Head Competencies of School Head
(Trifocal) (Trifocal)

EDUCATION 5
MODULE CONTENT
UNIT OF COMPETENCY : CHAPTER 10: CREATING A POSITIVE SCHOOL CULTURE
MODULE TITLE : CHAPTER 10: CREATING A POSITIVE SCHOOL CULTURE
MODULE DESCRIPTOR: This module covers the knowledge, skills, and attitude in
the creation of all the people in school and the community, especially the school
heads.
NOMINAL DURATION : 3 HOURS
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Explain the meaning of school culture;

2. Discuss how culture affects learning
3. Cite ways to continue the building of positive culture
ASSESSMENT CRITERIA:
• Explain your school environment

• Analyze culture as a social construct
• Differentiate school climate and school culture
• Identify the elements of a positive culture
• Reflect on the teacher’s and student norms

EDUCATION 6
LEARNING OUTCOME 1
EXPLAIN THE MEANING OF SCHOOL CULTURE
CONTENTS:
1. What is school culture?

2. Importance of school culture
3. Levels of school culture
1. Analyze what is the school culture

2. Familiarize with school culture/s
CONDITION:
Learners must be provided with the following:

1. GOOGLE MEET
2. EQUIPMENT
- Computer
- Cellphone
3. TOOLS, ACCESSORIES, AND SUPPLIES
- PowerPoint
-PDF
4. TRAINING/CLASS MATERIALS
- Learning Packages, Bond Paper and Ball pens, Videos, Pictures
ASSESSMENT METHOD:
1. Written Test

EDUCATION 7
LEARNING EXPERIENCE # 1
LEARNING OUTCOME 1 : EXPLAIN THE MEANING OF SCHOOL CULTURE
Learning Activities Special Instructions
1. Read Information Sheet 1.1 After reading the learner is encouraged
THE MEANING OF SCHOOL CULTURE to answer 1.1
2. Answer Self-Check 1.1 Compare answers with the answer key.

You are required to get all answers
correct. If not, read the information
sheets again to answer all questions
correctly. Self-Check 1.1
1. Perform Job Sheet Evaluate your work using the
Performance Criteria.
Present your work to your trainer for
evaluation and recording.
After doing all activities of this LO, you are
ready to proceed to the next LO on
preparing session plans.

EDUCATION 8
INFORMATION SHEET 1.1
THE MEANING OF SCHOOL CULTURE
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to define the
school culture.
What is school culture?
• The term school culture generally refers to the beliefs, perceptions,

relationships, attitudes, and written and unwritten rules that shape and
influence every aspect of how a school functions, but the term also
encompasses more concrete issues such as the physical and emotional
safety of students, the orderliness of classrooms and public spaces, or
the degree to which a school embraces and celebrates racial, ethnic,
linguistic, or cultural diversity. According to Fullan (2007) school culture
can be defined as the guiding beliefs and values evident in the way a
school operates.
Watch this link:

https://www.youtube.com/watch?v=-Lam7O1NFic
Importance of school culture
• School culture is a factor that affects the improvement of school quality

can even give influence on improving the schools' level, research
strongly buttresses the central role of culture to school success all of
these studies and others point to the multiple ways school culture fosters

EDUCATION 9
improvement, collaborative decision making, professional
development and staff, and student learning.
Levels/Types of School Culture
According to Schein, culture includes three levels: observable behaviors,

shared values, and organizational assumptions about reality.
• Level one (observable behaviors)
- What you might see on your first visit or your first impressions
• Level two (shared values)
- Value, beliefs, “the way things should be done
• Level Three (organizational assumptions about reality)
- Fundamental beliefs about school, students, etc.
- Reasoning for being

EDUCATION 10
SELF-CHECK 1.1
Name: __________________________________ Date: _____________ Score: ____
Grade and Section: ________________________ Teacher: ___________________
Enumeration: Give the correct answer.

6 terms of school culture
-
-
-
-
-
-
3 types/levels of school culture
-
-
-

EDUCATION 11
ANSWER KEY 1.1
6 terms of school culture

• Beliefs
• Perceptions
• Relationships
• Attitudes
• Written
• Unwritten
3 types/levels of school culture

• observable behaviors
• shared values
• organizational assumptions about reality

EDUCATION 12
JOB SHEET 1
Title: EXPLAIN THE MEANING OF SCHOOL CULTURE
Performance Objective: (Individual) Each student researched about

school culture to be familiarized with the lesson.
Supplies & Materials: Ms. Word, Paper, and Ballpen.
Equipment: Phone, Laptop/Computer
Steps/Procedure:
1. Each student will research.

2. Write it on Microsoft or paper.
3. Save the references.
4. Save and send it to the teacher.

EDUCATION 13
PERFORMANCE CRITERIA CHECKLIST FOR JOB SHEET LO1
IDENTIFYING TRAINEES’ CHARACTERISTICS
CRITERIA
Did you…. YES NO
1. Did this to sincere your knowledge of school culture?
2. Does this topic can be used in any school?
3. Use the level/types in any culture of the school?

EDUCATION 14
LEARNING OUTCOME 2
DISCUSS HOW CULTURE AFFECTS LEARNING
CONTENTS:
1. Culture as a Social Contract

2. School Climates and School Culture
1. Interpret and analyze the social construct

2. Justify the school climate and school culture
3. Apply how to interact with other people
CONDITION:

1. WORKPLACE LOCATION
2. EQUIPMENT
- Computer
- LCD
- Whiteboard, CD, Tapes
- Learning Packages, Bond Paper, Ball pens, Whiteboard marker,
Manual
- Learning Packages, Bond Paper
ASSESSMENT METHOD:
1. Written Test

EDUCATION 15
LEARNING EXPERIENCES
LEARNING OUTCOME 2 : DISCUSS HOW CULTURE AFFECTS LEARNING

1. Read Information Sheet 2.1
CULTURE AS A SOCIAL CONSTRUCT
2. Answer Self-Check 2.1 Compare answers with the
answer key. You are required to
get all answers correct. If not,
read the information sheets
again to answer all questions
correctly.
3. Read Information Sheet 2.2
SCHOOL CLIMATE AND SCHOOL CULTURE
4. Answer Self-Check 2.2 Compare answers with the
answer key. You are required to
get all answers correct. If not,
read the information sheets
again to answer all questions
correctly.
5. Perform Evaluate your work using the
Job Performance Criteria.
Sheet
Present your work to your trainer
for evaluation and recording.
After doing all activities of this LO,
you are ready to proceed to the
next LO on preparing session
plans.

EDUCATION 16
CULTURE AS A SOCIAL CONSTRUCT
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to understand

culture is a social construct.
Culture as a Social Construct
Culture is a social construct, not a genetic construct. This means that school
culture is, therefore, something that we do not inherit or pass on through genes.
Rather, it is something that we create and shape. It is shaped by everything that

EDUCATION 17
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 the 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? It is safe and
or intimidating and confronting? Does it welcome all voices, or does it make you
want to shrink? Is it waiting for instruction and leadership or is it self-directed with
a common purpose?
Watch this video: https://www.youtube.com/watch?v=5U2XAJNazik

EDUCATION 18
SCHOOL CLIMATE AND SCHOOL CULTURE
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to differentiate

between School climate and school culture.
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 stem. 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 the daily interactions of staff, administration, faculty, student support
staff, and the outside community. (HTTPS:// www/slideshare.net/module)

EDUCATION 19
A positive school climate is the product of a school’s attention to fostering
safety; promoting a supportive academic, disciplinary, and physical
environment; and encouraging and maintaining respectful, trusting, and caring
relationships throughout the school community. A positive school climate is
critically related to school success. For example, it can improve attendance,
achievement, retention, and even rates of graduation, according to research.
School climate has many aspects. Defining a framework for understanding
school climate can help educators identify key areas to focus on to create safe
and supportive climates in their schools.
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.
Effective school culture is a positive environment that supports learning for

every student. In a healthy school culture, there’s a belief that every student

EDUCATION 20
holds unique gifts and talents, and has the innate ability to be successful. This
kind of school culture isn’t always the reality, but as educators, we have the
power to make it that way. If we commit to placing value in our school’s culture,
take risks, embrace innovation, and place a focus on relationship-building, we
can transform education.
Watch this video: https://youtu.be/Z-_NvhlcusQ

EDUCATION 21
SELF CHECK 2.1
Name: __________________________________ Date: _____________ Score: ____
Directions: Read each statement below carefully. Place a T on the line if you
think a statement is TRUE. Place an F on the line if you think the statement is
FALSE.
_____1. Culture is a social construct.

_____2. Culture is a genetic construct.
_____3. School culture is something that we inherit or pass on through genes.
_____4. School culture is something we create and shape.
_____5. culture is shaped by everything that all people in school see, hear, feel
and Interact with.
SELF CHECK 2.2

Name: __________________________________ Date: _____________ Score: ____
INSTRUCTION: Write the correct answer. (FILL IN THE BLANK).
1. _____ refers to the school's effects on students.

2. _____ is a deeper level of reflection of shared values, beliefs, and traditions
between staff members.
3. _____ is driven by and reflected in the daily interactions of staff,
administration, faculty, student support staff, and the outside community.
4. _____ refers to the way teachers and other staff members work together
and the set of beliefs, values, and assumptions they share.
5. ______ is a broader term and so is inclusive of school climate.

EDUCATION 22
ANSWER KEY 2.1
1. T
2. F
3. F
4. T
5. T
ANSWER KEY 2.2
1. School Climate
2. School Culture
3. School Climate
4. School Culture
5. School Culture

EDUCATION 23
JOB SHEET 2
Title: DISCUSS HOW CULTURE AFFECTS LEARNING
Performance Objective: Identify the school’s effects on students present

in your school
Supplies & Materials: Paper & Ballpen
Equipment: Phone/Laptop
Steps/Procedure:
1. Identify the school climate

2. List down school's effects on students
3. Present it to the class

EDUCATION 24
PERFORMANCE CRITERIA CHECKLIST FOR JOB LO2 SHEET
CRITERIA
Did you…. YES NO
1. Did you identify culture?
2. Did you identify school culture?
3. Did you identify the school climate?
4. Did you identify social construct?
5. Did you identify the school’s effect on students?

EDUCATION 25
LEARNING OUTCOME 3
CITE WAYS TO CONTRIBUTE TO THE BUILDING OF
POSITIVE CULTURE
CONTENTS:
1. The Role of School culture in Learning

2. Elements of making a positive culture
3. Shared Norms: Teacher and Student Norms
1. Discuss school culture in learning

2. Familiarize with making a positive culture
3. Reflect on the Shared Norms
CONDITION:

1. GOOGLE MEET
2. EQUIPMENT
- Computer
- Cp
- PowerPoint
-PDF
- Learning Packages, Bond Paper, Ball pens, Videos, Pictures
ASSESSMENT METHOD:
1. Written Test

EDUCATION 26
LEARNING EXPERIENCES
LEARNING OUTCOME 3 : CITE WAYS TO CONTRIBUTE TO THE BUILDING OF
POSITIVE CULTURE

to answer Self-Check 3.1
correctly.
to answer Self-Check 3.1-2

correctly.
5. Perform Job Sheet Evaluate your work using the
Performance Criteria.
Present your work to your trainer for
evaluation and recording.

EDUCATION 27
THE ROLE OF SCHOOL CULTURE IN LEARNING
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to discuss the role
of School Culture in Learning and Familiarize yourself with the elements of a
Positive culture.
The Role of School Culture in Learning
School culture matters. Research confirms the central role of culture in

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.
Watch this:
https://www.youtube.com/watch?v=gMFZrD126Co
Elements of a Positive Culture
A positive school 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

EDUCATION 28
yourself. You do have not to put your best forward to improve others. The
school head does not throw his /her weight. He/she does not make his/her
authority felt by his/her authority felt by his/her colleagues. colleagues.
2. Experimentation - The atmosphere encourages experimentation and so will

welcome mistakes as part of the learning process. No student, no teacher
gets punished for a mistake. Mistakes are not intended. They give a lot of
lessons. Referring to his 10,000 failed attempts then he was experimenting
with the light bulb, Edison said: "I have not failed. I've just found 10, 000 ways
that won’t work."
3. High expectations - It has been said one's level of achievement is always

lower than one's level that aspiration. So, set high expectations for high
achievement. Two problems arise here. Robert J. Marzano warns us:
First, expectations 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 communicates expectations to students is teacher behavior.

f 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. Honest and open communication 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 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.
The school head sees to it that LCDs in the classrooms are functioning.

EDUCATION 29
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 the 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 the teacher when the teacher doesn't
care. It may be good to remind teachers that many 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 help. Complimenting 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 concerned with decisions to be

made enhances the 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 be protected by all means. In the Activity
above, mention was made of School Canteen Policies that include "no soft
drinks, no chocolate, etc." and CLAYGO because the school 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 the sense of
community. 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 the school community's

EDUCATION 30
attention on 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.”
Watch this:
https://www.youtube.com/watch?v=fIOOv5bTpl4

EDUCATION 31
SHARED NORMS: TEACHER AND STUDENT NORMS
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to understand

the concept of setting norms in the classroom and its importance, the things that
need to remember, and the boundaries in setting norms between the teacher
and his/her students.
WHAT ARE NORMS?
A norm is an official standard or level

that organizations are expected to meet
or reach. Norms are meant to serve the
group. With norms, the teacher asks
students to consider how they wish to be
treated by others and how they want their
class to interact with one another. Norms
are more fluid than rules; they can be
altered by the group when the norms no
longer serve the purpose intended.
SETTING UP CLASSROOM NORMS
When setting norms with a class it is important to hear all voices. It might be a
good idea to give students time to think and write about how they wish to be
treated and what norms they would like to see put in place. Next, have the entire
class brainstorm. This method provides a greater opportunity for participation,
even for the shyest students. Setting norms with the class gives teachers the

EDUCATION 32
chance to create an inclusive classroom environment through which all student
voices are heard and honored. And that’s good for students and teachers alike.
SHARED NORMS: Teacher and Student Norms
Shared norms for both teachers and students contribute to positive school
culture. Boss and Larmer (2018) share teacher norms and student norms to
contribute to a fair and engaging learning environment, a characteristic of
positive school culture. They check on the following norms each week.
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. Fall forward.
a. Understand their situation. c. Keep trying.
4. Have a good attitude. d. Speak positively about
a. Stay calm. your abilities to learn.
b. Use kind words. 2. Call disseminate their names.
c. Have patience. 3. Be responsible for your work.

EDUCATION 33
d. Greet students and say a. Have materials ready.
goodbye. b. Advocate for yourself.
5. Help students understand. c. Be a professional.
a. Work at a reasonable d. Meet deadlines.
pace. e. Participate.
b. Explain clearly. f. Be on time to class.
c. Support different learning 4. Listen...
styles. a. To the teacher.
d. Expect the best. b. To your classmates.
e. Re-explain if necessary. c. To guests.
6. Attend school the majority of the d. To the directions.
time. 5. Attend school the majority of
7. Be respectful. the time.
a. Give everyone what they 6. Be a good team player.
need. a. Provide good, helpful
b. Use proper language. feedback.
c. Allow space if needed. b. Stay calm.
d. Use supportive words when c. Encourage others.
explaining. d. Stay on the topic.
e. Call by your name. e. Be considerate.
8. Have a growth mindset. f. Use proper language.
g. Communicate clearly to
students and teacher(s).

EDUCATION 34
Watch this video: https://www.youtube.com/watch?v=g_PoAg28TsQ
Watch this video: https://www.youtube.com/watch?v=-sRJW29uuKs
PEDTCSPT Date Developed: Document No. 001

THE TEACHER AND March 2022 EARIST
THE COMMUNITY, Developed by: COLLEGE OF EDUCATION Page 1
SCHOOL CULTURE, Department of of
AND
Pedro, Pelina, Puyales, Technology & Livelihood 42
ORGANIZATIONAL Prieto, Rosarito Education
LEADERSHIP BTLED-HE-2 Revision # __
SELF CHECK 3.1
Name: __________________________________ Date: _____________ Score: ____
Multiple Choice: Choose the correct answer.
1. The school atmosphere is friendly. You work in an atmosphere where

responsibility and authority are shared by everyone.
a) Traditions
b) Protection of what is important
c) Collegiality
d) Involvement in decision making
3. A school must have an intentional culture-based program on shared
values, beliefs, and behaviors.
a) Traditions
b) Honest and open communication
c) Collegiality
d) Honest and open communication
4. No one gets ostracized for speaking up his mind.

a) Tangible support
b) Honest and open communication
c) Traditions
d) Experimentation
5. It has been said one's level of achievement is always lower than one's level
that aspiration.
a) Experimentation
b) Caring, celebration, humor
c) Appreciation and recognition
d) High expectations
6. Students, teachers, school heads, and parents relate well and work well
when relationships are solidly built on trust and confidence

AND
a) Reaching out to the knowledge base
b) Trust and confidence
c) Tangible support
d) Appreciation and recognition
SELF-CHECK # 3.2
Name: __________________________________ Date: _____________ Score: ____
I. ENUMERATION
Directions: Give 5 (only) different norms each that can be seen and heard
commonly in classrooms. In any order will do. Categorize them whether it is in the
“teacher’s norms” or in “student norms.” Write your answer in the box below (A
total of 10 points).
Teacher’s Norms Student’s Norms

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

AND
ANSWER KEY 3.1
1. C
2. A
3. B
4. D
5. b
ANSWER KEY 3.2

AND
JOB SHEET 3.1-2
Title: CITE WAYS TO CONTRIBUTE TO THE BUIDING OF POSITIVE CULTURE
Performance Objective: (Reflection Paper)

Observe your school if there is an element of positive culture and shared
norms. How this School culture affects you?
Objective: this activity will see if your school community will help you to
be interactive and create a positive culture.
Supplies & Materials: Ms. Word, Paper, and Ballpen.
Equipment: Phone, Laptop/Computer
Steps/Procedure:
1. Write your observation and answer in Microsoft or a paper.

2. Save the references.
3. Save and send it to the teacher.

AND
PERFORMANCE CRITERIA CHECKLIST FOR JOB SHEET LO3
CRITERIA
Did you…. YES NO
1. Did the elements of positive culture have your
school?
2. Did you have a hard time observing your school?
3. Did the school environment you have to affect you?
4. Did your school have a positive or a negative
culture?
5. Did you think having shared norms create a positive
school culture?
6. Did a positive culture foster improvement?

AND
REFERENCES
A. BOOK
• Prieto, N, et al. The Teacher and the community school culture and
organizational leadership. LORIMAR publishing Inc. Ⓒ 2019 Retrieved March
31, 2022.
B. ONLINE:
• Course Hero. (n.d). Shared Norms teacher and Student Norms. Course Hero.
Retrieved March 31. 2022 from
https://www.coursehero.com/file/125855134/Shared-Norms-Teacher-and-
Student-Normsdocx/
• Cruz J. (2020, March 07). TEACHER and STUDENT Norms. Scribd. Retrieved
March 31. 2022 from
https://www.scribd.com/presentation/450568696/TEACHER-and-STUDENT-
norms
• Fenton J. (n.d). Setting Norms with your Students. Teacher’s Network.

Retrieved March 31. 2022 from
http://teachersnetwork.org/ntny/nychelp/mentorship/norms.htm#:~:text=
Norms%20are%20meant%20to%20serve%20the%20group.%20With,the%20n
orms%20no%20longer%20serve%20the%20purpose%20intended.

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https://www.eschoolnews.com/2019/11/27/four-ways-to-transform-your-
school-culture/
• Importance of school culture retrieved at

https://files.eric.ed.gov/fulltext/EJ1236099.pdf
• Level of School Culture retrieved at

https://www.slideshare.net/LorcanOCallarain/school-culture-57827743
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culture/

AND

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Competency-Based Learning Material In

THE TEACHER AND THE COMMUNITY, SCHOOL

CBLM on Home Date Developed: Document No. 001

The unit of competency, "CHAPTER 10: CREATING A POSITIVE SCHOOL

The CBLM, CHAPTER 10: CREATING A POSITIVE SCHOOL CULTURE contains

In this module, you are required to go through a series of learning activities

CBLM on Home Date Developed: Document No. 001

CBLM on Home Date Developed: Document No. 001

Chapter 1: Philosophical Chapter 1: Philosophical Thoughts

Chapter 2: Historical Foundation Chapter 2: Historical Foundation of

Chapter 3: Social Science,

Chapter 4: The Strengths and Chapter 4: The Strengths and

Chapter 5: Global Issues That Chapter 5: Global Issues That

Chapter 6: The Why and How of

CBLM on Home Date Developed: Document No. 001

Chapter 9: The School Head in

Chapter 10: Creating A Positive Chapter 10: Creating A Positive

Chapter 12: Roles and Chapter 12: Roles and

CBLM on Home Date Developed: Document No. 001

NOMINAL DURATION : 3 HOURS

At the end of this module you MUST be able to:

1. Explain the meaning of school culture;

• Explain your school environment

CBLM on Home Date Developed: Document No. 001

1. What is school culture?

1. Analyze what is the school culture

Learners must be provided with the following:

CBLM on Home Date Developed: Document No. 001

2. Answer Self-Check 1.1 Compare answers with the answer key.

CBLM on Home Date Developed: Document No. 001

What is school culture?

• The term school culture generally refers to the beliefs, perceptions,

Watch this link:

Importance of school culture

• School culture is a factor that affects the improvement of school quality

CBLM on Home Date Developed: Document No. 001

Levels/Types of School Culture

According to Schein, culture includes three levels: observable behaviors,

CBLM on Home Date Developed: Document No. 001

Enumeration: Give the correct answer.

CBLM on Home Date Developed: Document No. 001

6 terms of school culture

3 types/levels of school culture

CBLM on Home Date Developed: Document No. 001

Title: EXPLAIN THE MEANING OF SCHOOL CULTURE

Performance Objective: (Individual) Each student researched about

Supplies & Materials: Ms. Word, Paper, and Ballpen.

Equipment: Phone, Laptop/Computer

1. Each student will research.

CBLM on Home Date Developed: Document No. 001

CBLM on Home Date Developed: Document No. 001

DISCUSS HOW CULTURE AFFECTS LEARNING

1. Culture as a Social Contract

1. Interpret and analyze the social construct

Learners must be provided with the following:

CBLM on Home Date Developed: Document No. 001

LEARNING OUTCOME 2 : DISCUSS HOW CULTURE AFFECTS LEARNING

Learning Activities Special Instructions