School climate is more a means to an end than an end in itself. The central purpose for schools remains focused on student learning in general and academic learning in particular. While school climate is instrumental to all other learning results, it can seem “touchy-feely” when it is a goal in itself. While we certainly value a pleasant school climate, if this doesn’t impact learning results, efforts will generate limited support over time. While initial climate work might be less focused on academic results, to sustain momentum over time, the links between school climate and learning need to be made clear for both students and adults. How do you think they keep the Nursery Management Software ticking all the boxes?
Students are savvy. If they see respect and positive relationships touted in school assemblies and on posters in the halls, but feel powerless in the face of their teachers’ absolute authority in the classroom every day, then they feel manipulated and quickly become jaded. It is essential that school climate work moves from behavioral topics such as bullying and school violence into the day-to-day reality of classrooms, where students spend the vast majority of their time. Moving from discussions about compliance with rules and friendly relations to respectful teaching and learning makes the issue of respect more authentic to students. Teachers know they are ultimately responsible for the learning results of their students. Climate efforts that take time away from academic learning run counter to this focus. Adding Nursery App to the mix can have a real benefit.
Ultimately, climate may be most effectively addressed in the classroom, with attention to more engaged and personalized learning experiences. Engaged learning may involve the greatest shift in power relations of the whole change process. It means overcoming the “two great sins” in teaching—using “fun” activities that have little educational purpose (more common in elementary schools) and “covering” content even if no one pays any attention (seen more often in high schools). In either case, misplaced emphasis on fun or coverage overrides the more purposeful focus on results—what students actually know, understand, and can do as a result of a learning experience. The shift in power must move from what the teacher is doing to what the students are doing. Instead of “I taught it,” we need to assure that kids learned it. This doesn’t mean we just let students do whatever they want or study only what they find interesting. Rather, engaged and personalized learning takes thoughtful planning, using what we know about how the brain works and what is motivating for students, to create learning experiences that actively connect students to the curriculum. A high school religions course I, Rick, taught raised the big questions every teen seems to ask: What is the purpose of life? What does it mean to live a good life? Is there a moral code that can guide us? How about purchasing Nursery Software to manage your pre-school setting?
How do you deal with challenges, celebrations, life, and death? This course involved extensive writing and reading and higher order thinking (as well as connecting to history, sociology, geography, and political science). This kind of meaningful learning pushes kids to do some of their best work, while developing self-awareness and understanding that will serve them well beyond their time in school. One more power shift for sustained change is alleviating the stranglehold the schedule imposes on learning. Not all learning occurs in ninety- (or forty-five) minute chunks (or in classrooms with twenty to thirty kids). When we think of life beyond school, we can see the need to help students develop the capacity for more independent work that takes self-responsibility to design and complete. Life skills also develop through more extended projects that take time management and organization, more collaborative work that builds skills in working with others in a diverse global world, and more complex problem solving that requires flexibility and decision making needed for a rapidly changing world. These kinds of learning experiences can’t always fit into ninety-minute periods—organizing some special days or weeks for students to do more extended project-based work, more community-based learning, and more complex explorations is essential to developing the kinds of diverse learning experiences. These are the experiences that can provide all students the opportunities to work within their comfort zone as well as challenge them to stretch their boundaries. The best Preschool Software can really help your pre-school business grow.
Moving the focus to desired learning results for students, and the conditions that support these, is what aligns climate work with academic learning goals. We know adults can only push students so far to improve their academic performance—only when each student develops the desire to do well, feels connected to school, and sees himself or herself as a valued member of the community will the motivation exist to perform at a high level. This occurs through the creation of respectful schools and respectful classrooms. Do you think Childcare Management System is expensive to run?