Beruflich Dokumente
Kultur Dokumente
Nikki Hu
EDAD 632
School Climate
School climate is based on the experience that all the stakeholders (parents, students,
teachers, staff) have at their school and how they view their school community. School climate
reflects the norms, goals, values, interpersonal relationships, teaching and learning practices, and
how the school community can create and maintain a positive school culture to make it so
learning can take place. These views might be different based on the longevity at the school,
passed encounters with school staff, and the investment one has in the school. To gauge the
school climate at my school interviews were done with a new teacher and a teacher that has
maintained longevity at the school and a survey was also presented to some students.
I spoke with a 3rd grade teacher that has been at the school for 18 years and asked
structures. This teacher had a positive outlook on how our school culture is viewed in our
community and shared that she hears nothing but good reports on how we serve our students.
She expressed that many of our teachers give out their personal numbers to parents for texting
and others use school social apps as well. This creates an approachable staff where parents can
keep up to date on school activities in which busy schedules would not otherwise allow. With
open communication between parents and teachers our school has built trust with our families
and shows that we have their child’s best interests at heart ultimately creating a school
community where families feel they are a part of their student’s learning. This brings me to
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The Hidden/ Experienced Curriculum
when I asked her about interpersonal relationships at the school and she said that Professional
Learning Communities (PLC) have created more opportunities to meet with other grade levels.
Our grade levels teams are efficient but working or interacting with other grades is challenging
because of our staggered lunch times and very small break room. We are on the forefront of
PLCs in our district and are in full implementation which communicates that we want all
children to learn. Our school’s focus is about holding students to the rigor and even though our
school has been referred to as the “homeless school,” as we serve many students that reside in
the local rehab facility and have families that are displaced for a multitude of reasons, we are
also known as a high achieving school with standard testing results that have surpassed most
schools in the district. Lastly, I agree with her that positivity is a norm we have and want to
maintain. To remain student-centered and achieve goals like all will learn, we need staff to
remain positive and strive to work together to create a learning environment that meets the
student’s needs and values them for their strengths and guides them towards working through
their weaknesses.
I spoke with a first-year teacher regarding her experience and views on school climate as
a new member of our school. She indicated that the school climate is inviting and everyone is
approachable and friendly towards her. She sees that grade level teams group together and sees
everyone as having a positive attitude with common goals of students learning. She realizes that
some students come with a reputation either it be for their behavior or learning challenges and
that you need to make your own impressions of the student without going in with preconceived
notions. This brings me to our school climate consisting of a community of educators striving to
be open minded and think outside the box on ways to help students become successful. That
means students having varied instruction and pushing into other classrooms or grade levels that
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The Hidden/ Experienced Curriculum
are teaching skills that they need. She also indicated that our students may only get morals and
values taught to them at school and we need to teach them how to be rule followers and how to
act for them to be contributing members of society. I agree that we must teach them social
appropriateness both formally and informally for them to be able to learn from large group
instruction and hopefully transfer this learning outside of school. We have character coaches,
second step curriculum and interrupt lessons to address social skills development at times to
utilize those teachable moments. That means that all staff work with students on following
school rules and practicing prosocial behaviors because we have a shared goal of teaching them
values and the hidden curriculum of becoming decent, productive human beings.
To gauge how students feel about their school climate I asked a group of fourth and fifth
graders to complete a survey. I read the questions and they were able to ask for clarification on
the survey items. In the area of safety all students responded that they felt safe at school and all
but one felt comfortable enough to talk to adults at school about things that were bothering them.
Respect was an area that they felt they received from staff, showed their teachers and that their
parents demonstrated to teachers as well. It was interesting because they felt that students did
not respect one another and felt that the students were not well behaved at school like they
should be. They also reported that it is common for students to tease and insult one another.
Additionally, they indicated being proud to attend their school and that they strive to do their
very best to learn. After compiling these results, I was pleased that these students spoke of their
school in a positive way, but it did alarm me that there is room for improvement in terms of how