Smith, Vince Baron C.

BEED II

Activity 1: Read the following episodes then identify which norm of school culture is
illustrated. Choose answers from the box.

Collegiality Tangible support Involvement in decision making

Experimentation Reaching out to the knowledge base Protection of what is important
High expectation Appreciation, recognition Tradition
Trust and confidence Caring, celebration, humor Honest, open communication

1. When high school students arrive for pre-calculus class, they know exactly what to
expect. Projected on the screen are clear instructions for the day’s Success Starter.
Everyone is expected to work on them successfully.
 High expectation

2. You might not reach an answer today. You might not reach an answer tomorrow.
Struggle is okay. Students know that by the third day, they will be expected to present
their understanding and problem-solving strategy to the class.
 Reaching out to the knowledge base

3. “You have a short memory”, she replies with a kind smile. “Remember the last time you
struggled and then overcame your confusion? Remember our norms that we wrote
together? One of them was a growth mindset. Rest assured that I am here for you”.

 Trust and confidence

4. “I hear some students talking while someone is reciting. Can we agree on a rule? Give
me a rule”. Student suggested, “let’s keep quiet and listen when someone is reciting.
Raise your hand if you want to recite.”
 Honest, open communication

5. “Today you are going to compute your scores for class standing – written quizzes,
seatwork, performance test, homework. These were all corrected and returned to you.
When you are done, compare your total with mine. Should there be discrepancy, be
ready to show your corrected papers”.
 Involvement in decision making

6. 6a. During the first week of school, Teacher Barb asks her sixth graders two questions:
“what questions do you have about yourself?” and “what question do you have about
the world?”. The students begin enumerating their questions. “Can they be about silly,
little things?” asks one student. “If they’re your questions that you really want
answered, they’re neither silly nor little,” replies the teacher. After the students list their
individual questions, teacher organizes the students into small groups where they share
lists and search for questions they have in common. After much discussion each group
comes up with a priority list of questions, rank-ordering the questions about themselves
and those about the world.
 Experimentation
 6b. back together in a whole group session, teacher solicits the groups’ priorities and
works toward consensus for the class’ combined lists of questions. These questions
become the basis for guiding the curriculum in class. One question, “Will I live to be 100
years old?” spawned educational investigations into genetics, family and oral history,
actuarial science, statistics and probability, heart disease, cancer, and hypertension. The
students had the opportunity to seek out information from family members, friends,
experts in various fields, on-line computer services, and books, as well as from the
teacher. She describes what they had to do as becoming part of a “learning
community.” According teacher, “we decide what the most compelling intellectual issues
are, devise ways to investigate those issues”.
 Experimentation

7. The sense of community is strong, even palpable. But this sense didn’t just spring full-
blown from being group of people occupying the same place at the same time. It was
upon many small and specific moments of learning the same verses to songs and
sharing traditions, memories of times together and stories often- told.Some of our
traditions are once a year events; some happen every week or even every day. They
give us ways to greet each other, to learn about each other, to sing and celebrate and
say goodbye. These events mark our comings and our goings and affirm our common
interests in the time we spend together.
 Involvement in decision making
8. Because they treasure, health, sanitation and self-discipline, St. Bernadette Catholic
School includes the following in their canteen policies.

Foods that will not be sold:

 Full fat pastry items

 Chocolate confectionary/ lollies / potato chips / cream filled buns
 Soft drinks
 High caffeine drinks – e.g. drinks containing guarana or caffeine
 Deep fried food of any description

CLAYGO – “Clean as you go”.

 Protection of what is important

9. The teacher wrote, “nice job” on my sketch of an orphanage. I knew very well that my
smudged mess of an orange. It wasn’t even a decent representation of any fruit known
to man. I would have benefited by her telling me one thing I could do to make it better.
Maybe something like “we are learning about perspective. Try adding a shadow behind
your sketch.” Her “nice job” told me little about how to improve. Knowing I received
undeserved praise lessens the impact of praise that I truly earned.
 Caring, celebration, humor

10. Teacher Paz remarks: “I like to attend that CPD seminar. I like to hone my teaching
skills and update my PCK (pedagogical content knowledge).
 Tangible support

11. Good teacher is honored in this school.

 Appreciation, recognition
12. My school head protects my academic time. She keeps meeting time to the minimum.
 Collegiality