• Each individual adds to the operations of the school and the consideration of the physical environment. So while making a positive school atmosphere is difficult, it's likewise not inconceivable. Three stages to a positive atmosphere At the point when assembling a positive school atmosphere, it's imperative to recall that there is no enchantment recipe—much will rely on upon the pioneers' qualities and vision and how much others gets going to play a part with those things. It begins with trust, which analysts say is a vital essential to a more positive atmosphere. The accompanying steps are to some extent intended to construct trust, fundamentally by giving educators, staff, and understudies some say all the while—and pioneers who direct the procedure should never miss a chance to substantiate themselves
An effective and efficient school learning environment performs the pleasure for the students to have better academic achievement and good grades (Kasiora & Ntafoulis, 2015). However, a school should enhance self-esteem of students with low grades. It should give the motivations to all students with high or low results to become better in what they can do. A school climate maintains self-esteem of students who are good in other specific domains like sports or whatever. Surely, a school may be not a pleasant place for students.
Introduction of the Topic One of the most important purposes of an educational environment is to promote social interaction among users located in the same physical space (Kaufmann, 2003). In the future, children must enter a workforce in which they will be judged on their performance. They will be evaluated not only on their outcomes, but also on their collaborative, negotiating, planning, and organizational skills (Bell, 2010). Educational researchers and practitioners have long been advocating equipping students with collaborative learning skills, which are key skills for the workforce of the 21st century. In collaborative classrooms, groups of learners and their teachers routinely work in more complex configurations than lecture-based
The policy also aims to encourage mutual respect in order to prevent any form of bullying. Hawk et al. (2002) believe that schools that effectively manage their pupils’ behaviour have embedded values about the welfare and safety of all members of their community. In addition, mutual respect and regards between teachers and students will go a long way in reducing the chances of violent conduct (Dix, 2010). The school does not tolerate any form of low level disruptive behaviour during lessons as the school believes that pupils can reach their full potential in a happy, ordered and stimulating learning environment.
Even though the teachers should encourage parents to involve themselves in the school programme, dealing with certain parents can be difficult and actually decrease the relationship. It can be said that even though home-school collaboration had made progress over the years, the quality of parent-teacher relationship remains a modern day issue. Swick (2003) suggest that in order to avoid these issues it is necessary for teachers to assume different roles depending on the situation. By accepting these different roles, the teachers can develop a caring perception that can ensure empowerment of both parties
Children are unique. Every child should have the right to learn and get quality education. Every child that enters into a classroom should feel safe and comfortable. A classroom should be an environment full of nurturing and enriching. I believe that the important goal in teaching is to encourage and promote learning.
As mentioned in the study, teachers and parents must be aware of the emotionality of the students. She also mentioned that parents and the educational institution should try to create congenial atmosphere so that the students become emotionally stable. Apart from that, the school premises measures should be taken to identify the emotionally less stable students and to provide them appropriate counselling. Educational institution should develop a positive attitude, emotional stability among secondary level students and inspire them for good academic achievement. In the context of liberalization, privatization and globalization of education, a healthy, productive, creative and innovative education is the need of the hour.
Policies affect the way in which a school is run, the methods and types of teaching and support that is available, and overall provision. Some changes are more wide-ranging than others, and Every Child Matters, upon which the Children Act 2004 is based, was a very big policy change. The “Every Child Matters” paper set out a national agenda and plan with the aim of providing extended services, alongside the delivery of education, that were obtainable for the use by children, young people and families which stated that “schools and other child care providers must demonstrate ways that they could work towards each of these outcomes.” The 5 key aims and intentions were: • Be healthy: schools need to play a prominent part in championing health education towards children and young people which includes questioning the significance of snacks and the nutritional contents of school meals, as well as enabling children to enjoy good physical, mental, emotional and sexual health by being part of a healthy lifestyle and provided with enough information to be able to choose not to take illegal
The importance of school climate in the school environment is well established as Halpin and Croft (1963) describe it as the personality of the school, while Freiberg and Stein (1999) describe it as the “heart and soul of a school” (p. 11). Literature on school climate demonstrates that school climate is associated with student academic outcomes (Lee & Smith, 1999; Hamre & Pianta, 2001; Sherblom, Marshall, & Sherblom, 2006; Niehaus, Rudasill, & Rakes, 2011), and student behavioral and psychological outcomes (Steffgen, Recchia, & Viechtbauer, 2013; Wang et al., 2015; Thapa, Cohen, & Higgins-D’Alessandro, 2013). Further, a positive school climate is associated with reduced peer victimization and bullying (Wang, Berry, & Swearer, 2013),
CHAPTER 1 INTRODUCTION Background of the study A positive school climate is an integral component of an effective school. School climate is consistently identified as a variable that is a characteristic of effective schools and one that is positively associated with academic success. The factors characterizing effective schools include: leadership, school climate, teacher/student relations, curriculum instruction, resources and finance, physical environment, evaluation, and parent/community relationship. School climate also can be known as the quality and the character of school life. It is based on school life experiences and reflects norms, goals, values, interpersonal relationships and organizational structures.