Educ52 Final Handouts

Central Mindanao University
College of Education- Department of Professional Education

EDUC 52 The Teacher and Community, School Culture and
Organizational Leadership
Handouts for Finals, Second Sem. AY 2021-2022
Prepared by: Bergaño, V., & Davis, R.
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What is School Culture?

A school that is able to develop and maintain a positive shared culture knows what aspects
of the culture are important in developing an effective learning environment; it consciously
transmits these values to its students. Through collective awareness and action, culture can be
used positively in order to enhance student learning and achievement, whether through small
actions such as celebrating achievements in public events, or to more large-scale projects such
as developing democratic processes for teachers, students and other stakeholders to contribute
to curriculum reform.
While it appears to be constant , culture is a dynamic space that is influenced by laws,

policies and changes of leadership. It therefore requires school leaders to be aware of what
influences or changes aspects of the school culture, whether deliberately or not, and ensuring
that the culture for learning and achievement are never put at risk. Research demonstrates that
school leaders have a critical role in ensuring that the culture supports student achievement
(MacNeil et al., 2009). But – as identified by Bulach (2001) – a leader must identify a school’s
existing culture before attempting to change it.
A positive school culture can be defined broadly to include (Character Education Partnership,
2010):
• social climate, including a safe and caring environment in which all students feel welcomed
and valued, and have a sense of ownership of their school; this helps students in their moral
development
• intellectual climate, in which all students in every classroom are supported and challenged
to do their very best and achieve work of quality; this includes a rich, rigorous and engaging
curriculum, and a powerful pedagogy for teaching it
• rules and policies that hold all school members accountable to high standards of learning
and behaviour
• traditions and routines built from shared values that honour and reinforce the school’s
academic and social standards
• structures for giving staff and students a voice in, and shared responsibility for, solving
problems and making decisions that affect the school environment and their common life
• ways of effectively working with parents to support students’ learning and character
growth
• norms for relationships and behaviours that create a professional culture of excellence
and ethical practice.
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Figure 2 Does your school have a positive school culture?
This definition covers the breadth of school life, both academic and social. However, every
bullet point can be seen to have a direct impact on student learning, whether it is through
developing a culture of excellence, or ensuring that students feel safe and listened to. The
National Curriculum Framework (NCF) recognises this by stating that ‘schools have a major role
to play in ensuring that children are socialised into a culture of self-reliance, resourcefulness,
peace-oriented values and health’ (2005, p. 35).
The NCF mentions the conscious creation of a culture that has a long-term, developmental
impact, stating that ‘children cannot wake up one morning and know how to participate in,
preserve and enhance a democracy, especially if they have had no prior personal or even
secondhand experience of it, nor any role models to learn from’. It specifically mentions the
importance of:
• a culture of reading
• a culture of innovation, curiosity and practical experience
• highlighting students’ identities as ‘learners’ and creating an environment that enhances the
potential and interests of each student
• messages that convey interpersonal relations, teacher attitudes, and norms and values that
are part of the culture of the school.
More recently, Section 17 of the Right to Education Act 2009 (RtE) is of particular
significance in the context of developing a positive school culture, because it states that ‘no child
shall be subjected to physical punishment or mental harassment’. This calls for the school leader
to focus on making the school an enabling and facilitative place for all school children, thereby
providing a stress-free, child-friendly, learner-centred classroom environment, which requires
redefining notions of discipline, punishment and student–teacher relationships. Further, the
National Programme Design and Curriculum Framework (2014) highlights the need to empower
and develop the capabilities of the school leader so that the transformed school proactively
nurtures children and facilitates their all-round development.
Before understanding the role of school leaders in establishing, modelling and sharing their
vision of a positive school culture, it is necessary to consider how different aspects of the culture
are enacted in schools. Activity 1 will help you to consider your own understanding of school
culture in relation to the Character Education Partnership (CEP) definition above.
Activity 1: Identifying examples of positive school culture

Look again at the seven bullet points listed above in the CEP definition of school culture.
For each bullet point, write down in your Learning Diary two examples of how this might be
reflected to your school.
For each example you have listed, justify how it would have a positive impact on student
learning.
You will have naturally drawn on examples from your own experience, and will maybe
have thought of examples of practice that you feel your school should aim to implement. You
may notice that the examples you have thought of range from something as small as all teachers
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saying good morning to students as they enter classrooms, to something more substantial such
as changing the classroom pedagogy .
The examples you thought of for Activity 1 are likely to be context-specific. Table 1 lists
some generic ideas to help you think through the broad range of practical elements that might
contribute to a school culture.
Table 1 Examples of school culture.
School culture Examples

definition
Social climate Displaying students’ work
Greeting students as they arrive at each classroom
Providing emotional support to those students who need it
Creating a safe, comfortable learning environment, including

temperature, sight lines to the teacher, comfortable seating, etc.
Staff are not prejudiced and do not stereotype any students
All students are included and valued, whatever their backgrounds and
abilities
Intellectual climate Celebrating success in small ways (such as verbal congratulations

during a lesson) or in more grand events (such as certificates or prizes
at an event with the local community)
Setting learning goals for students that reflect their personal needs and
challenge them appropriately
Valuing a questioning, enquiry or investigative approach to learning
Rules and policies Developing a behaviour policy jointly with students and displaying it in all
classrooms
Discussing the behaviour policy in a school assembly or other platforms,

in the presence of all the school management committee (SMC)
members and teachers
Ensure all staff use the behaviour policy consistently
Traditions and Have time in each assembly where successes from all aspects of school
routines and students’ home life are celebrated
Staff and the SMC plan, organise and attend the whole range of school
events (sporting, musical, prize giving, fundraising) to support their
students and the school community
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Giving staff and Having time each week where staff or students can see the school leader
students a voice without an appointment
Developing a school council or student focus group to discuss issues

that they want to raise with the staff
Asking students to evaluate their experiences in subjects or courses, or

over an academic year, to help make improvements
Working with parents Setting up parent discussion groups to talk about issues that they want to
raise with you or the staff
Involving the parents in the SMC, as mandated by the RtE Act 2009
Providing parents with regular updates on their child’s progress, but also
the school curriculum and student successes
Norms for Students saying ‘Please’ and ‘Thank you’ to teachers but also – relationships and
importantly – teachers saying them to students behaviours
Valuing and respecting the home language of all students
Valuing different abilities at all levels and making adjustments to that

disability does not exclude students
Respecting each other as learners (e.g. listening to each other, sharing

resources politely and considerately)
Having considered the multi-faceted nature of what is meant by a school’s culture, it should
be clear that there is very little that does not have an impact on how staff and students experience
the school and affect the learning that takes place. As a school leader, this includes the way you
lead and manage the staff, how you communicate your vision of the school’s development, and
the relationships and interactions you have with staff, students and stakeholders. Source:
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=57509&section=3
THE 4 CHARACTERISTICS OF A HEALTHY SCHOOL CULTURE

School climate and school culture directly affect how successful your students will be. As
a result, it is crucial for the school and the classroom culture to reflect, acknowledge, and celebrate
diversity.
Schools must recognize not only the diversity evident between broad ethnic groups (e.g.,
Asian or Hispanic) but also the diversity within these groups.
Teachers also need to engage in an interesting balancing act. They need to recognize how unique
each student is. At the same time, they will need to treat students equally and giving them equal
chances for success and equal access to the curriculum, teachers and administrators must
recognize the uniqueness and individuality of their students.
Teachers have a particular responsibility to recognize and structure their lessons to reflect
student differences. This encourages students to recognize themselves and others as individuals.
It also encourages creates a sense of connection between students who have disparate cultural
heritages within one school culture.
Recognizing and acknowledging our differences is part of treating students fairly and
equally. School organizations and curricula are based on the needs and values of the societies
they represent. Approaches to education emerge based on political and social structures and are
replete with heroes, values, symbols, rituals, and norms.
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As the American social structure expands to include a more diverse population, our
schools must expand the curriculum to reflect a more global community. Students today will live
as adults in a society more accepting of diversity, and one where global influences are more
apparent. They must be prepared to live in that world. American schools attempt to monitor
learning through nationally standardized assessment instruments such as the Criterion Reference
Competency Test (CRCT), American College Testing (ACT), and the Scholastic Aptitude Test
(SAT).
Schools emphasize particular topics and fields of study and use mastery of these subjects
to determine grade progression and the ability to gain admission to college. Schools also use age-
level grouping, along with periodic assessment of students’ skills and knowledge, to regulate class
sizes and progressions through a structured system of learning. Progress reports are frequent. In
addition to these academic learning activities, state-mandated drills are held to learn school
procedures for fire safety, inclement weather, and other emergency situations.
Most school systems implement a district-wide policy controlling disciplinary infractions with
guidelines for truancy, suspension, and other serious infringements. Each of these processes and
procedures reflect certain values of American society, such as the need for structure and order,
the desire to maximize potential, the desire to recognize achievement, and the importance of
multiple opportunities for individual success.
The customs and regular practices that reflect our beliefs and value systems with regard
to education make up a school’s culture. The structure of school boards, districts, superintendents,
and curriculum committees resembles the structure of the national government. It also parallels
the values of a largely Protestant, capitalist population, with an emphasis on individual
accomplishments, competition, and equality.
School infrastructure also reflects the cultural inequities and imbalances of the larger
society. Even though the widely accepted values, norms, assessments, and practices described
here are indicators of school culture, schools may have individual school climates. Educators have
debated about the definition of school climate but haven’t developed a single, accepted definition.
Some argue that the feelings and attitudes of teachers, students, staff, and parents are influenced
by a school climate that is based on intangibles.
Hunt and coworkers have suggested that school climate has four domains and that to achieve
a positive school climate, these domains must have the following characteristics:
• Physical Safety. The physical environment must be safe, and welcoming, and must
support learning.
• Social Relationships. The school must encourage positive communication and
interaction among students, teachers, and the wider community.
• Emotional Environment. Students must feel emotionally supported to encourage high
self-esteem and a sense of belonging.
• Academic Support. The academic environment must be conducive to learning and
achievement for all students.
Source: https://www.theedadvocate.org/the-4-characteristics-of-a-healthy-school-culture/
What Makes a Good School Culture?

Most principals have an instinctive awareness that organizational culture is a key element
of school success. They might say their school has a “good culture” when teachers are expressing
a shared vision and students are succeeding — or that they need to “work on school culture” when
several teachers resign or student discipline rates rise.
But like many organizational leaders, principals may get stymied when they actually try to
describe the elements that create a positive culture. It's tricky to define, and parsing its
components can be challenging. Amid the push for tangible outcomes like higher test scores and
graduation rates, it can be tempting to think that school culture is just too vague or “soft” to
prioritize.
That would be a mistake, according to Ebony Bridwell-Mitchell, an expert in education
leadership and management. As she explains, researchers who have studied culture have tracked
and demonstrated a strong and significant correlation between organizational culture and an
organization’s performance. Once principals understand what constitutes culture — once they
learn to see it not as a hazy mass of intangibles, but as something that can be pinpointed and
designed — they can start to execute a cultural vision.
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A culture will be strong or weak depending on the interactions between people in the organization.
In a strong culture, there are many, overlapping, and cohesive interactions, so that knowledge
about the organization’s distinctive character — and what it takes to thrive in it — is widely spread.
At a recent session of the National Institute for Urban School Leaders at the Harvard
Graduate School of Education, Bridwell-Mitchell took a deep dive into “culture,” describing the
building blocks of an organization’s character and fundamentally how it feels to work there.
Culture Is Connections
A culture will be strong or weak depending on the interactions between the people in the
organization, she said. In a strong culture, there are many, overlapping, and cohesive
interactions among all members of the organization. As a result, knowledge about the
organization’s distinctive character — and what it takes to thrive in it — is widely spread and
reinforced. In a weak culture, sparse interactions make it difficult for people to learn the
organization’s culture, so its character is barely noticeable and the commitment to it is scarce
or sporadic.
• Beliefs, values, and actions will spread the farthest and be tightly reinforced when
everyone is communicating with everyone else. In a strong school culture, leaders
communicate directly with teachers, administrators, counselors, and families, who also all
communicate directly with each other.
• A culture is weaker when communications are limited and there are fewer connections.
For example, if certain teachers never hear directly from their principal, an administrator
is continually excluded from communications, or any groups of staff members are
operating in isolation from others, it will be difficult for messages about shared beliefs and
commitments to spread.
Culture Is Core Beliefs and Behaviors
Within that weak or strong structure, what exactly people believe and how they act
depends on the messages — both direct and indirect — that the leaders and others in the
organization send. A good culture arises from messages that promote traits like collaboration,
honesty, and hard work.
Culture is shaped by five interwoven elements, each of which principals have the power
to influence:
1. Fundamental beliefs and assumptions, or the things that people at your school consider
to be true. For example: “All students have the potential to succeed,” or “Teaching is a
team sport.”
2. Shared values, or the judgments people at your school make about those belief and
assumptions — whether they are right or wrong, good or bad, just or unjust. For example:
“It’s wrong that some of our kindergarteners may not receive the same opportunity to
graduate from a four-year college,” or “The right thing is for our teachers to be collaborating
with colleagues every step of the way.”
3. Norms, or how members believe they should act and behave, or what they think is
expected of them. For example: “We should talk often and early to parents of young
students about what it will take for their children to attend college.” “We all should be
present and engaged at our weekly grade-level meetings.”
4. Patterns and behaviors, or the way people actually act and behave in your school. For
example: There are regularly-scheduled parent engagement nights around college; there
is active participation at weekly team curriculum meetings. (But in a weak culture, these
patterns and behaviors can be different than the norms.)
5. Tangible evidence, or the physical, visual, auditory, or other sensory signs that
demonstrate the behaviors of the people in your school. For example: Prominently
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displayed posters showcasing the district’s college enrollment, or a full parking lot an hour
before school begins on the mornings when curriculum teams meet.
Each of these components influences and drives the others, forming a circle of reinforcing beliefs
and actions, Bridwell-Mitchell says; strong connections among every member of the school
community reinforce the circle at every point.
Source: https://www.gse.harvard.edu/news/uk/18/07/what-makes-good-school-culture
The Connection Between Culture And Society

To the uneducated man, culture and society might seem as the same thing. Even though
they are connected and intertwined, they are hardly the same thing. It is true that one cannot exist
without the other. There are some differences that make them differ greatly. We can see culture
as a tradition that tends to create continuity and cohesion among people that find it mutual.
The culture had a lot of different interpretations throughout history and it still has different
meanings even today. Many experts and sociologists think and share the opinion that culture is
the traits of beliefs, values and behavior of one population. On the other hand, society can be
viewed as a bigger social group that has some kind of cooperation and an organized sense of
being related to one another in a particular way.
It is that sense of relationship that makes each person of one society feel that they belong
there. The sum of people and their interactions must be taken into account if we want to answer
what society and sociology are. And it is now completely safe to make an assumption that the
relationship between culture and society is absolutely present and existing.
Culture is a part of every society

In fact, the culture directly affects society because it affects how the people react to
changes and ideas. It is like the society is what we see on the outside whereas the culture is what
we see on the inside. Now, many common people simply believe that the culture is just a way
how people lead and manage their lives. It should contain arts, social norms and standards, social
system, technology, religion and, most importantly, education.
Society, according to what we know so far, is any group of people who tend to share the
same region, biological and cultural characteristics and have the same system of behavior and
action. One society must be able to be self sufficient in order to continue existing while the culture
exists beyond the term of sufficiency.
Therefore, society cannot separate from its own culture simply because the culture makes
it what it is. Both the culture and society are the terms which are all so overwhelming and
encompassing to explain in simple words. We all know who we are and where do we come from.
That is what definitely defines us.
Source: http://www.migrationnavigator.org/connection-culture-society/
What is School Climate and Why is it Important?

We can all remember childhood moments when we felt particularly safe (or unsafe) in
school, when we felt particularly connected to a caring adult (or frighteningly alone), when we felt
particularly engaged in meaningful learning (or not). These are the school memories that we all
tend to vividly remember: good and/or bad. It is not surprising that these kinds of experiences
shape learning and development.
However, school climate is larger than any one person's experience. When people work
together, a group process emerges that is bigger that any one person's actions. A comprehensive
assessment of school climate includes major spheres of school life such as safety, relationships,
teaching and learning, and the environment as well as larger organizational patterns (e.g. from
fragmented to shared; healthy or unhealthy). How we feel about being in school and these larger
group trends shape learning and student development. Peer-reviewed educational research has
consistently demonstrated that a positive school climate is associated with academic
achievement, effective risk prevention efforts and positive youth development.
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School climate refers to the quality and character of school life. School climate is based
on patterns of students', parents' and school personnel's experience of school life and reflects
norms, goals, values, interpersonal relationships, teaching and learning practices, and
organizational structures.
A sustainable, positive school climate fosters youth development and learning necessary
for a productive, contributing and satisfying life in a democratic society. This climate includes:
• Norms, values and expectations that support people feeling socially, emotionally and
physically safe.
• People are engaged and respected.
• Students, families and educators work together to develop, live and contribute to a shared
school vision.
• Educators model and nurture attitudes that emphasize the benefits and satisfaction gained
from learning.
• Each person contributes to the operations of the school and the care of the physical
environment.
Source: https://www.schoolclimate.org/school-climate
The Strengths and Weaknesses of the Filipino Character

STRENGTHS
1. Pakikipagkapwa-tao : Opening yourself to others and feel one with others with dignity and
respect deal with them as fellow human beings.
- sense of fairness and justice
- concern for others
- ability to empathize with others
- helpfulness and generosity
- practice of hospitality
- sensitive to other feelings and trust
2. Family Orientation : a genuine and deep love for family.

- commitment and responsibility
- honor and respect
- generosity and sacrifice
- sense of trust and security
3. Joy and Humor : Filipinos have a cheerful and fun-loving approach to life and its up and
down, pleasant disposition, a sense of humor and propensity for happiness that contribute not
only to the Filipino charm but also to the Filipino Spirit. We laugh at those we love and hate. We
tend to make joke about our good and even bad fortune, to smile even in the most trying of
times.
- emotional balance and optimism
- healthy disrespect for power and office.
4. Flexibility, Adaptability and Creativity
5. Hard Work and Industry : capacity for hard work given to raise one's standard living of a
decent life for one's family.
6. Faith and Religiosity : Faith in God - accepting reality to comprehend as a human created
by God. "Pampalakas-loob"
7. Ability to Survive
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WEAKNESS
1. Extreme Personalism
- always trying to to give personal interpretation to actions
- thank you with "but" (compliment-criticism-compliment)
2. Extreme Family Centeredness

- strong family protection good or bad condition
3. Lack of Discipline : relaxed attitude but poor time management

- impatient and unable to delay gratification or reward
- love to take short-cuts or 'palusot' system
- carelessness
4. Passivity and Lack of Initiative : strong reliance to others fate

- It's all because of the race (nationality/blood) not by persons attitude, hard-work, dream and
perseverance etc.
- very complacent (relax) but their rarely is a sense of urgency (It's OK we have 1 day left to
finished, just relax)
- too patient without any plan or action (matiisin) "Bahala na System" - No matter what, At least
we tried.
- doubt and debate first than study, discuss until planning and action
5. Colonial Mentality : Patriotism vs Active awareness

- lack of love and appreciation on what they have
- open outside but side-open or close inside
6. Kanya-kanya Syndrome : self-serving attitude that generates feeling of envy and

competitiveness towards others (status vs prestige).
- personal ambition but insensitive to common good
- crab mentality
- lack of appreciation resulting unhealthy competition
7. Lack of Self Analysis and Reflection

- Sometimes superficial and flighty
Source: https://sites.google.com/site/philippinescomph/about
The Steps to Creating a Positive School Culture

Motivation, success, and feeling valued are what drives individuals, at any level and in any
profession. In the school setting, it is critically important that we celebrate and recognize the
outstanding things that our school community accomplishes, both inside and out of our buildings.
Here are some of the main contributors to creating, building, or sustaining a positive school
culture.
Invest in People, Build Relationships

Relationships are perhaps the most important part of establishing a school culture that is
perceived as and breeds caring. When people feel valued, staff and students alike, they are likely
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to work harder, stay the course, and enjoy their work. When students feel liked and respected by
their teachers, they find more success in school, academically and behaviorally (Lewis, Schaps &
Watson, 1996). It should be the goal of all staff in a school to foster and forward positive
relationships with students and among peers. This can become contagious, and can become the
mantra of a school building; one which promotes and celebrates kindness among all.
I am a proponent of investment in people. The dividends to be had when a building
becomes a place where people want to come to work, want to work hard, and transfer those
feelings to students, is powerful beyond measure. “Programs are only as good as the paper they
are written on without the people who implement them. A school culture doesn’t exist because of
a program. It exists because of the people within the building. That includes aides, secretary, food
service, teachers, administrators, parents and most importantly students (Whitaker, 2011).” A
building (or classroom, or district) where this culture exists is a strong foundation for positive
experiences and learning to take place.
Have a Shared Vision

Another component of creating or sustaining a positive school culture is having a
consistent, shared vision for your school. School staff and students need to feel that they are
being treated in the same manner as everyone else, regardless of their differences. Generating
school and classroom rules, expectations, and having leadership that will follow through
consistently with discipline and consequences can create a sense of trust and support; for staff to
feel as though they are supported to do their jobs well, and trust among all school constituents
that the rules are followed and enforced consistently.
Along these lines, consequences for bad choices should be developed with the input of
school stakeholders, and should be fair relative to the offense. Being too firm, or the opposite, can
elicit a lack of trust from students and parents. Aligning your discipline processes, procedures,
and consequences to infractions in a fair and consistent manner can have the ability to serve its
purpose while building character in students as they move forward after the incident. Balance,
follow through, and consistency are key components to this process in order for it to have its
greatest effect.
Be a Role Model, Set the Tone

As is best practice in instruction, modeling is key to understanding with anything in school
buildings. Therefore, it is important to model these behaviors. School leadership and staff alike
should lead by example. Students notice and can learn from our behaviors and the way we handle
ourselves in daily situations. Be a role model! Show students how to be kind, caring, and that you
value them. The return on that investment can be a group of students who are respectful of all;
their teachers, school staff, and most importantly, each other.
Think about how you handle things and reflect on what the messaging of those choices have for
students. Are you modeling the behaviors you want to see in students if put in a similar situation?
You, as an educator and a role model, set the tone of your classroom and your school
building by showing and modeling how you want your students to behave and react to situations
on a daily basis. Showing kindness, caring, and acceptance are powerful and lasting
characteristics for students to observe and ingrain.
Praise and Celebrate

What do leaders do when these things are happening? How do we sustain this or build on
it? We need to praise appropriately and celebrate victories; large and small. Recognition is one
way in which people feel valued. As a school leader or teacher, there are a variety of ways to do
this. Hand-written notes, creating a certificate, a bulletin board, a phone call home, or a school or
class newsletter are all avenues that can recognize students and/or staff and make them feel
appreciated. Ignoring these things do nothing in terms of appreciating people, and can portray a
lack of caring and respect. The power of praise in changing student behavior is that it both
indicates teacher approval and informs the student about how the praised academic performance
or behavior conforms to teacher/school expectations (Burnett, 2001). Supplying students with
positive feedback and showing them that you care speaks to the first portion of this process,
building relationships and the investment in people.
There are many contributors to creating a positive school culture and atmosphere. While
these are certainly not exhaustive or all-inclusive, they can provide some practical ideas to
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institute or model in your school buildings. A positive school climate, many argue, is directly
correlated to school success. When students feel safe, supported, respected, and valued in their
environment, the foundation is set for them to learn and achieve their best. Source:
https://inservice.ascd.org/the-steps-to-creating-a-positive-school-culture/
How to Build a Culture of Peace

Development
When we’re in need, it can be tempting to view others as means to an end, instead of
people worth protecting. We can’t buy peace. But we can help make people feel more secure and
ready to engage in peacebuilding by meeting their nutritional, medical, economic, and even
spiritual needs. To this end, Food for the Hungry (FH) is working with communities to see all forms
of poverty ended worldwide. But meeting need alone won’t build peace.
Dignity
We also need to understand and recognize the inherent dignity and value of man that
comes from God, and is central to his eternal mission of bringing shalom. Genesis 1:27 tells us:
“God created man in his own image, in the image of God he created him; male and female he
created them.” As FH’s God’s Story says, “this is the foundation of the intrinsic value of every life
irrespective of sex, race, age, abilities, or social condition. Every person on Earth is precious and
uniquely created and loved by God.”
In 1948, the United Nations General Assembly echoed this truth, by adopting the Universal
Declaration of Human Rights, proclaiming “recognition of the inherent dignity and of the equal and
inalienable rights of all members of the human family.” Disagreement can turn violent when we
dehumanize the other and think of them as less than us. To build a culture of peace, we need to
see each other not as competition, but as made in the image of God, with inherent dignity and
value equal to our own.
Dialogue
Development and dignity are key to achieving positive peace, but we still need to dig in
deeper to build a peaceful culture. One critical component of building a culture of peace is open
dialogue. If you’ve ever had to confront someone over a slight or a sin, you know the fear and
apprehension this can lead to. It requires both sides to be willing to share their hurt and
vulnerability, and to be willing to ask for and receive forgiveness.
Open dialogue involves discussing past pain, and it involves sharing your hopes for the
future. It’s a messy, ongoing process. It requires community buy-in so grievances can be
expressed and heard. A willingness to listen can build a powerful bond, even before all the root
causes of a conflict are addressed. Listening can also help expose common concerns and find
new solutions. Through dialogue done well, groups can craft a sense of togetherness that
transforms entire communities.
It can be easy to keep pain private. It’s much harder to build peace by meeting needs,
establishing respect, and sharing our hurt. To be a peace-builder means embracing that challenge
—and it means doing it in our offices, homes, and communities. In this hurting world, may we all
devote ourselves to the hard work of peace-building. Source: https://reliefweb.int/report/world/how-
build-culture peace
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Developing Good Rules

As a teacher, you, of course, need to establish general rules of conduct for your classroom.
But how do you make your students want to follow the rules? Give them a hand in creating those
rules! Here's how to do it. Start with a list of what you consider the bare essentials, and then,
through thoughtful discussion, work with your students to create a set of rules expressed in their
language.
Use this list as a starting point, adapting and expanding it to meet the needs of your class and
grade level:
1. Treat others as you would like to be treated.

2. Respect other people and their property (e.g., no hitting, no stealing).
3. Laugh with anyone, but laugh at no one.
4. Be responsible for your own learning.
5. Come to class and hand in assignments on time.
6. Do not disturb people who are working.
Most teachers agree that it's best to select only a few rules — those that contribute to
successful learning and an orderly environment. It's too hard to remember a long list! Make your
rules as clear and specific as possible. Then decide with your students' help what the
consequences will be for breaking those rules.
Teach the rules as you would a regular lesson. It should be your first lesson. Discuss each
rule individually, explaining the rationale behind it and ask for examples of how it could be broken.
Explain that rules help make everyone's time in school more enjoyable, and use examples to
illustrate this point. It's also a good idea to post the rules as a reminder and send a copy home
with each student.
How to Make Your Classroom A Safe Haven For Your Students

Rely on schedules, routines, and procedures.
Knowing what is expected of them during every moment of the school day is a great
comfort to students. It allows them to let down their guard and get lost in the steady pace and flow
of a well-run classroom. As much as possible, follow the same daily schedule and rely on
welltaught routines and procedures.
Maintain a clean, organized classroom.

An attractive room environment speaks volumes to your students about how you value
respect, work habits, and expected behavior. When they enter your classroom they should feel
as if they’re walking into a world that makes sense, in stark contrast to the choppy, churning waters
many navigate during their daily lives.
Be the same teacher yesterday, today, and tomorrow.

Inconsistency in word, behavior, or action is confusing to students and will deeply affect
their trust in you. It causes resentment, low motivation, and misbehavior. It also brings tension
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and unhappiness to your classroom and sends the message that you’re yet another adult that
can’t be counted on.
Be kind.
It’s so simple but means so much. Treat every student with kindness, patience, and
gentleness—regardless of how difficult at times that can be. Doing this one thing will send your
likeability through the roof, allow you to build easy rapport with your students, and make your
classroom as welcoming as the smell of turkey on Thanksgiving.
Protect your students from misbehavior.

This is key to creating a classroom your students look forward to coming to every day.
They must feel safe and comfortable working with and sitting next to any and all of their
classmates. Every day they come to school they should feel confident in knowing that they’ll be
able to enjoy their day without being interrupted, bothered, or bullied.
Don’t take misbehavior personally.

Teachers who yell, threaten, use sarcasm, or otherwise take misbehavior personally are
disliked and distrusted intensely—though often privately—by students. They’re also least likely to
follow a classroom management plan—which would allow them to demand the highest standards
of behavior without causing friction with students.
Maintain a peaceful learning environment.

Few students do well in a tension-filled classroom, but those with difficult lives outside of
school have a particularly rough time—often shutting down, staring off into space, or engaging in
serious misbehavior. A classroom is only as peaceful as the teacher in charge. You set the tone
with your calm presence, even reactions, and pleasant attitude.
A Safe Haven
The world is becoming more seductive and more dangerous to our students than ever
before, all but dragging them away from the academic skills, moral character, and standards of
behavior they need to lead meaningful, successful lives.
But we can fight back.
We can compete with the excesses of the world. We can help our students overcome their
sometimes awful, painful home lives.
When you become an expert in classroom management, you’re not only able to create the
classroom you really want, but you’re able to create one that’s best for your students.
You’re able to create a classroom they love being part of and look forward coming to every
day, a classroom where they can build genuine friendships, grow responsible and independent,
and accelerate academically.
Source: https://www.smartclassroommanagement.com/2011/11/19/make-your-classroom-
asafe-haven-for-students/
School Counseling
School counseling takes place in public and private school settings in grades K-12.
Counseling is designed to facilitate student achievement, improve student behavior and
attendance, and help students develop socially. Mental health professionals with master’s
degrees or beyond, school counselors both provide counseling and serve an educational role in
and around schools. Many schools have full-time counselors on staff in order to support students
who are experiencing personal or academic challenges, help students choose careers and plan
for college, and intervene when students face behavioral, physical, or mental health challenges.
WHAT DO SCHOOL COUNSELORS DO?

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School counselors, also known as guidance counselors, were first primarily responsible
for facilitating career development. Today, the role of the school counselor is multifaceted and
may vary greatly, depending on the requirements of both the state and each individual school.
The duties of school counselors may include: Counselor speaks to girls in school hallway
Providing instruction on psychological and social issues. School counselors might teach
sex education classes, provide information to students about bullying, or offer seminars on study
skills.
Vocational guidance. Many school counselors help students prepare for college or select
careers.
Counseling. School counselors often help students mediate conflicts with their peers,
teachers, or parents. Many school counselors also provide short-term counseling services to
students during school hours.
Early intervention. School counselors receive training about learning difficulties and
psychological concerns that commonly manifest in children and adolescents. They may also
provide referrals, recommendations, and education to parents about mental health concerns.
Special needs services. Counselors often help special needs students integrate into
classrooms and may oversee programs that address requirements for students with special needs
or learning difficulties.
Further, counselors often help students:
• Maintain academic standards and set goals for academic success.

• Develop skills to improve organization, study habits, and time management.
• Work through personal problems that may affect academics or relationships.
• Improve social skills.
• Cope with school or community-related violence, accidents, and trauma.
• Identify interests, strengths, and aptitudes through assessment.
• School counselors offer individual counseling to help students resolve personal or
interpersonal problems. They may also offer small group counseling to help students
enhance listening and social skills, learn to empathize with others, and find social support
through healthy peer relationships. For students who are otherwise unable to access
mental health services, school counselors provide support at no cost. School counselors
also provide support to school staff by assisting with classroom management techniques
and the development of programs to improve mental health or school safety. When
necessary, counselors may also intervene in a disrupted learning environment.
ROLES AND RESPONSIBILITIES OF ADVISORS AND ADVISEES
Roles and Responsibilities of Advisors
The advisor’s role is an active rather than a passive one and the process of advising
requires the following objectives to be met for each student assigned as an advisee:
• Help students define and develop realistic educational career plans through schedule
planning for each semester and summer school, if appropriate. Each student should have
an up-to-date academic schedule plan through to graduation.
• (Freshmen advisees) Meet with advisee during orientation to assist student with initial
adjustment to university academic life. Special sessions should be scheduled throughout
the first academic year.
• (For continuing advisees) Meet at least once each semester with continuing students to
plan for the coming semester (or summer) and to review/revise long range academic
program schedules.
• Assist students in planning a program consistent with their abilities and interests.
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• Monitor progress toward educational/career goals and meet at least once each semester
to review the progress toward completing the proposed academic program and to discuss
grades and other performance indicators.
• Discuss and reinforce linkages and relationships between instructional program and
occupation/career.
• Interpret and provide rationale for institutional policies, procedures, and requirements.
• Follow-up with the advisee on any report of unsatisfactory work (notice of class probation
for poor attendance, notice of FA and/or failing grades, incomplete grades from past
semester(s), etc.). Special attention should be paid to students who are placed on
academic probation.
• Approve all designated educational transactions (e.g., pre-registration/registration
schedule, drops/adds, withdrawals, change of major and advisor, waivers, graduation
requirements, etc.).
• Try to make informal out-of-class/office contacts to underscore personal interest in the
student as an individual.
• Maintain an up-to-date Advising Portfolio, with a summary record of performance to date
(grade reports, transcript, requirements completed, etc.), dates of conferences, notation
of special circumstances, up-to-date MyStuff information and details, etc.
• Inform and, if necessary, refer students to other institutional resources when academic,
attitudinal, attendance, or other personal problems require intervention by other
professionals. (e.g., Office of Academic Development, Academic Services, Personal
Counseling, etc.)
• Proactively contact and be available for student advisees on a regular basis. Office hours
should be posted on the advisor’s office door and preferably given to the advisee early in
the semester. Advisors should plan for extended hours during preregistration advising.
• Consult regularly with faculty colleagues in order to have up-to-date information. For
career and graduate school options, advisors should refer advisees to the Career
Development Center when more information is needed.
Characteristics of Effective Advisors
Advisors who possess the following characteristics are most successful with students:
• interested in advising
• demonstrates a concerned and caring attitude toward advisees
• exhibits effective interpersonal and communication skills
• available to advisees
• frequent contact with advisees
• intrusive behavior with advisees
• knowledgeable of institutional regulations, policies, offerings, and procedures
• monitors student progress
• uses appropriate information sources and refers when necessary
• engages in developmental advising versus simply course scheduling
Advisee Responsibilities
The advisee is an equal partner in the advising process. As an advisee you are ultimately
responsible for your educational choices and decisions. You are expected to:
• Clarify personal values, abilities, interests, and goals for academics and life.
• Contact and schedule regular appointments with your advisor each semester as required
or when in need of assistance
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• Prepare for advising sessions and bring appropriate resources or materials. You are to
maintain your own Advising Portfolio including your educational plan and other details.
• Come prepared to your registration advising session with a planned schedule for the
forthcoming semester.
• Become knowledgeable and adhere to institutional poli cies, procedures, and
requirements.
Leadership Styles in Education Roles
. Affiliate
This approach focuses solely on the people you lead, such as faculty or students. Rather than
focusing on your own needs or goals, you completely support those who depend on you.
Most leaders who use an affiliate-style approach focus on cultivating trust among followers and
empowering others to carry out their goals. When you use this approach, you have to trust the
process and believe that the students or faculty you lead are devoted enough to carry out your
plans and strategies as directed.
2. Authoritative
If you work in an educational setting that requires or already operates under strict rules and
policies, consider using an authoritative leadership style to ensure those you lead follow them.
When you adopt an authoritative style, you establish a large-scale vision and the short-term goals
needed to achieve it. You then delegate specific guidelines for how each person can help the
organization reach those goals, supervise your staff or students to closely monitor performance
and progress.
This style is especially effective when you have a significant amount of experience or expertise in
an in-demand area that you can use to prove that your authoritative approach can work. With this
approach, you can expect students, teachers and even administrators to respect you and your
strategy.
3. Coaching
When you adopt a coaching leadership style, you take on a mentoring role for your team or class.
You build strong bonds with those you lead and focus on helping them develop their skills.
As a coach, you identify areas of weakness among your students or staff and show them how to
improve. When you coach others, you strive to remain empathetic toward their needs, goals and
capabilities while still maintaining focus on the organization's goals.
4. Coercive
When you use a coercive approach, you expect your team or class to comply with all of your
demands. This stricter authoritarian approach involves identifying what needs to be done or what
changes need to be made to achieve a specific outcome and outlining very clear processes for
how to complete tasks and make those changes.
Although a coercive leadership style may not be appropriate as a long-term approach, it typically
works best for leaders who need to achieve substantial goals, often in a short amount of time, and
who have the capacity to focus on those goals completely. Some administrators use a coercive
approach during crises, such as financial strain, to place strict limitations on certain activities and
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reduce negatively impactful behaviors. Similarly, teachers can use this style when they need to
improve their class's performance quickly.
5. Emotional
An emotional approach focuses on the feelings of the people you lead. To use this leadership
style effectively, you must have keen emotional intelligence and understand how to read and
interpret how your staff or students feel. You also have to understand how to motivate others
using both their current feelings and the emotions you know they want to experience.
6. Instructional
Many teachers and administrators opt to embrace an instructional leadership style because it
emphasizes improving teaching performance and student progress simultaneously. To achieve
these goals, administrators take responsibility for advancing teachers' professional development,
while teachers work closely with students to improve their performance. Instructional leaders also
set high expectations for those they lead and provide incentives for good performance.
Administrators with an instructional leadership style closely monitor their teachers' performance,
evaluating their abilities and identifying areas that need improvement. They arrange regular
teaching evaluations and provide additional training as necessary. Teachers who use the
instructional leadership style also review students' performance to identify strengths and areas for
improvement to then provide additional help, such as tutoring or more one-on-one guidance.
7. Pacesetting
If you want to motivate your team of students, teachers or administrators to improve their
performance, consider setting the pace yourself. Adopting this leadership style has the potential
to work well when you lead people who are both experienced and motivated.
As a pacesetter, you focus less on having others establish goals and more on serving as a good
example. To put this leadership style into action, set and work toward improvement goals for
yourself, such as regularly acquiring new skills, increasing productivity and developing new
knowledge about education best practices.
8. Strategic
When you need to focus on long-term planning, consider using a strategic approach to better
focus on analyzing current school and classroom performance and setting goals to reach better
results.
As a strategic leader, you focus less on daily concerns and more on developing frameworks that
allow others to reach long-term goals. When you take this approach, you should plan to focus on
analyzing data, allocating resources and developing partnerships. Strategic leaders also consider
partnerships and collaboration essential for accomplishing major goals.
9. Transactional
A transactional style could help you and your organization accomplish your goals because it
allows you to view every interaction like a business transaction or an exchange of elements with
equal value. These leaders set these expectations but also provide additional resources and
support within limitations to set staff and students up for success.
A transactional approach tends to work best when the people you lead are motivated by money
or another tangible reward. Since many educators are motivated by greater purposes and goals
rather than money alone, a transactional approach may work only for select faculty.
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For example, an administrator might expect teachers to reach certain performance standards in
the classroom in exchange for funding a field trip, and in turn, a teacher may expect their students
to reach those same performance standards in exchange for organizing a field trip.
10. Transformational
As a transformational leader, you take a collaborative approach to management and serve as a

strong role model for those you lead. By empowering others, you can create a shared desire to
improve and reach goals. This style involves clearly communicating at all levels, setting largescale
objectives and delegating tasks without having to closely monitor performance and progress.
When you take a transformational approach, you have to be familiar with the basics of several
other leadership styles. You have to know how to inspire and motivate others, how to focus on
their self-interests and how to stimulate others emotionally and intellectually. As a transformational
leader, you can expect to cultivate mutual trust, loyalty and respect among your students or team
members.
Strategies for Managing Change In Schools

1. Manage the perception.
Many people see change as something that just happens, something that’s ‘done to them’
without their consent and outside their control.
Sometimes this is true, but for most undertakings within a school environment teachers
and administrators have some autonomy as to how (or even if) change is effected. The more
opportunity and encouragement people are given to have some input, the more control they will
feel, and the more ‘buy-in’ will occur with the staff. Research shows pretty clearly that a greater
sense of ownership is more likely to lead to successful change implementation within an
organization.
2. Make change a part of school culture.
Just as some people are more comfortable with change than others, some organizations
are more comfortable with change.
For schools where change is anathema (and they do exist!) starting with small but visible
changes that make a positive difference is the key. As these small ‘wins’ accumulate, staff
members become more open to trying out new things. If something that’s undertaken doesn’t work
or has unintended consequences don’t hide it, failure is also a learning experience. Dealing
effectively with setbacks is critical if change is going to be an accepted part of a school’s culture.
But jumping in with both feet, trying to “impose” significant change on a staff before its members
are comfortable with new ideas and processes will doom the project before it’s even started.
3. Appreciate the skeptics.
When someone is questioning a proposed change the first reaction can be to get frustrated
or even angry.
Keep in mind though that it’s always good to have skeptics in the mix, they ask the tough
questions. If someone poses a reasonable question for which we can’t provide a reasonable
answer then we need to rethink something that’s being proposed. It’s great to be optimistic about
new initiatives, but the skeptics are the ones that keep us grounded in reality.
4. Know the history of change within the organization.

Before moving forward with new ideas always look to the past. What was the last
significant initiative?
When was it undertaken?
What impacts has it had?
Organizations that undergo change too often (or perpetually) tend to become jaded about
new ideas, and organizations that have had negative experiences with change will be much more
reticent to try new things. There are no hard and fast rules, but as with many things in life, looking
to the past can provide vital information regarding how things may (or may not) work moving
forward.
5. Always be aware of preconceived notions.
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There are many stakeholders in education, students of course, but also administrators,
teachers, and parents.
All members of the latter three groups have been to school and most of them have some
preconceived notions as to what school should be about. After all, the structures of school (both
physical and metaphorical) have changed little over the past 200 years.
However, maintaining this status quo much longer is looking increasingly difficult, not to
mention counterproductive. Change leaders must consider and respect individual notions of what
EDUC 52 The Teacher and Community, School Culture and Organizational Leadership
Handouts for Finals, Second Sem. AY 2020-
2021 Prepared by: Bergaño, V., & Davis, R.
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school should look like, while at the same time convincing people that what they’re proposing will
be better.
Not all preconceived ideas can be dispelled, after all, there are people that would rather
not let common sense and reason get in the way of their opinion. But being aware of people’s
preconceptions (and yes, prejudices) can help as we formulate strategies and frameworks for
implementing something new, and hopefully better.
Source: https://www.teachthought.com/the-future-of-learning/5-strategies-for-managing-change-
inschools/

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Central Mindanao University

College of Education- Department of Professional Education

What is School Culture?

While it appears to be constant , culture is a dynamic space that is influenced by laws,

Figure 2 Does your school have a positive school culture?

Activity 1: Identifying examples of positive school culture

Table 1 Examples of school culture.

School culture Examples

Social climate Displaying students’ work

Greeting students as they arrive at each classroom

Providing emotional support to those students who need it

Creating a safe, comfortable learning environment, including

Staff are not prejudiced and do not stereotype any students

Intellectual climate Celebrating success in small ways (such as verbal congratulations

Valuing a questioning, enquiry or investigative approach to learning

Discussing the behaviour policy in a school assembly or other platforms,

Ensure all staff use the behaviour policy consistently

Developing a school council or student focus group to discuss issues

Asking students to evaluate their experiences in subjects or courses, or

Valuing different abilities at all levels and making adjustments to that

Respecting each other as learners (e.g. listening to each other, sharing

THE 4 CHARACTERISTICS OF A HEALTHY SCHOOL CULTURE

What Makes a Good School Culture?

Culture Is Core Beliefs and Behaviors

The Connection Between Culture And Society

Culture is a part of every society

What is School Climate and Why is it Important?

The Strengths and Weaknesses of the Filipino Character

2. Family Orientation : a genuine and deep love for family.

4. Flexibility, Adaptability and Creativity

2. Extreme Family Centeredness

3. Lack of Discipline : relaxed attitude but poor time management

4. Passivity and Lack of Initiative : strong reliance to others fate

5. Colonial Mentality : Patriotism vs Active awareness

6. Kanya-kanya Syndrome : self-serving attitude that generates feeling of envy and

7. Lack of Self Analysis and Reflection

The Steps to Creating a Positive School Culture

Invest in People, Build Relationships

Have a Shared Vision

Be a Role Model, Set the Tone

Praise and Celebrate

How to Build a Culture of Peace

Developing Good Rules

1. Treat others as you would like to be treated.

How to Make Your Classroom A Safe Haven For Your Students

Maintain a clean, organized classroom.

Be the same teacher yesterday, today, and tomorrow.

Protect your students from misbehavior.

Don’t take misbehavior personally.

Maintain a peaceful learning environment.

But we can fight back.

WHAT DO SCHOOL COUNSELORS DO?

Further, counselors often help students:

• Maintain academic standards and set goals for academic success.

ROLES AND RESPONSIBILITIES OF ADVISORS AND ADVISEES

Roles and Responsibilities of Advisors

Characteristics of Effective Advisors

Leadership Styles in Education Roles