Understanding School Culture
•Download as PPTX, PDF•
13 likes•17,050 views
School culture consists of the beliefs, values, traditions, behaviors, climate, and unwritten ways of operating that shape a school. A head of school plays a key role in shaping and communicating a school's culture through paying attention to certain aspects, measuring outcomes, and serving as a symbol and storyteller of the culture. Teachers and administrators also influence culture as supporting actors who can enable or question the expressed versus observed culture.
Report
Share
Report
Share
Recommended
SCHOOL CULTURE.pptx
School culture refers to the beliefs, attitudes and unwritten rules that shape how a school functions. Key elements that frame school culture include structure, values, behavioral expectations and trust between staff and parents. A positive school culture is conducive to learning and well-being. It has four pillars - being strength-based, collaborative, focused and innovative. Creating positive culture involves investing in relationships, sharing a vision, role modeling good behaviors, and praising accomplishments. A positive culture guides people and increases motivation.
School culture
School culture is shaped by shared attitudes, values, beliefs, expectations, and relationships within a school. It is driven by daily interactions between administrators, teachers, students, support staff, and the outside community. Research shows that a positive school culture focused on student learning and achievement leads to greater student and teacher success than any other reform effort. Key aspects of a positive transformative school culture include having student learning and well-being as the central mission, rich traditions that promote core values, and an environment where all members of the school community feel respected and empowered.
School Culture and Climate-BBPSTC
This document discusses school culture and climate. It begins by defining culture as the norms, beliefs, values and rituals that make up the persona of a school, while climate refers to the current perceptions and emotions within the school. The principal is identified as the key leader who shapes the culture through various actions like planning, modeling behavior, and recognizing staff. Healthy cultures are described as having collaboration, shared vision, and a focus on student learning. Toxic cultures have negative patterns that deplete staff. The importance of assessing a school's culture to facilitate positive change is also emphasized.
school culture.pptx
The document discusses school culture and climate. It defines school culture as the shared attitudes, values, beliefs, expectations, and relationships within a school. These norms impact how the school operates and are shaped by daily interactions between administrators, teachers, students, staff, and the community. School climate refers to how these underlying norms are communicated and experienced through behaviors and interactions, primarily focusing on students. The document emphasizes that school culture has a significant impact on student learning and behavior, school achievement, and school reform efforts.
Sociological foundation
Sociology is the study of human behavior in groups and social phenomena. The sociological foundation of curriculum refers to how society influences curriculum through issues like cultural transmission, social problems, and economic issues. Schools exist within the social context and emerge from society, which includes influences from politics, culture, economics, technology and other aspects of society. The aims of education include developing social skills and qualities, improving vocational skills, transmitting cultural heritage, and developing patriotism. The curriculum is based on society's conditions, problems and needs, and aims to prepare students for the global world while developing group cooperation. Teaching methods aim to develop social skills and problem solving. The school and teachers should reflect the values of the larger society while
School, Family, Community Partnerships
1. The document discusses building partnerships between families, schools, and communities to support children and families in overcoming obstacles and achieving their potential.
2. It emphasizes understanding the strengths and barriers impacting relationships and problem-solving, as well as tapping into existing strengths in communities.
3. The roles of parents, schools, and social programs are examined, as well as moving away from a "deficit model" towards empowering families and working with them as partners.
Redefining Our School Culture
A climate and culture course for teachers at Rugby Public School District. Based on the books: School Culture Rewired and School Culture Recharged.
Social foundation of curriculum
This document discusses the social foundations of curriculum. It explains that curriculum is influenced by issues in society including groups, institutions, culture, and their contributions to education. Some key aspects that need consideration in curriculum making are changes in societal structures, transmission of culture, social problems, and economic issues. The document also discusses how curriculum aims to develop social feelings and qualities in students, prepare them for society, and transmit cultural heritage while being flexible and responsive to social needs. Teachers are expected to possess social behaviors and attitudes that can transmit democratic values to students. The school environment should reflect and simplify society while developing skills like problem solving and social adjustment in students.
Recommended
SCHOOL CULTURE.pptx
School culture refers to the beliefs, attitudes and unwritten rules that shape how a school functions. Key elements that frame school culture include structure, values, behavioral expectations and trust between staff and parents. A positive school culture is conducive to learning and well-being. It has four pillars - being strength-based, collaborative, focused and innovative. Creating positive culture involves investing in relationships, sharing a vision, role modeling good behaviors, and praising accomplishments. A positive culture guides people and increases motivation.
School culture
School culture is shaped by shared attitudes, values, beliefs, expectations, and relationships within a school. It is driven by daily interactions between administrators, teachers, students, support staff, and the outside community. Research shows that a positive school culture focused on student learning and achievement leads to greater student and teacher success than any other reform effort. Key aspects of a positive transformative school culture include having student learning and well-being as the central mission, rich traditions that promote core values, and an environment where all members of the school community feel respected and empowered.
School Culture and Climate-BBPSTC
This document discusses school culture and climate. It begins by defining culture as the norms, beliefs, values and rituals that make up the persona of a school, while climate refers to the current perceptions and emotions within the school. The principal is identified as the key leader who shapes the culture through various actions like planning, modeling behavior, and recognizing staff. Healthy cultures are described as having collaboration, shared vision, and a focus on student learning. Toxic cultures have negative patterns that deplete staff. The importance of assessing a school's culture to facilitate positive change is also emphasized.
school culture.pptx
The document discusses school culture and climate. It defines school culture as the shared attitudes, values, beliefs, expectations, and relationships within a school. These norms impact how the school operates and are shaped by daily interactions between administrators, teachers, students, staff, and the community. School climate refers to how these underlying norms are communicated and experienced through behaviors and interactions, primarily focusing on students. The document emphasizes that school culture has a significant impact on student learning and behavior, school achievement, and school reform efforts.
Sociological foundation
Sociology is the study of human behavior in groups and social phenomena. The sociological foundation of curriculum refers to how society influences curriculum through issues like cultural transmission, social problems, and economic issues. Schools exist within the social context and emerge from society, which includes influences from politics, culture, economics, technology and other aspects of society. The aims of education include developing social skills and qualities, improving vocational skills, transmitting cultural heritage, and developing patriotism. The curriculum is based on society's conditions, problems and needs, and aims to prepare students for the global world while developing group cooperation. Teaching methods aim to develop social skills and problem solving. The school and teachers should reflect the values of the larger society while
School, Family, Community Partnerships
1. The document discusses building partnerships between families, schools, and communities to support children and families in overcoming obstacles and achieving their potential.
2. It emphasizes understanding the strengths and barriers impacting relationships and problem-solving, as well as tapping into existing strengths in communities.
3. The roles of parents, schools, and social programs are examined, as well as moving away from a "deficit model" towards empowering families and working with them as partners.
Redefining Our School Culture
A climate and culture course for teachers at Rugby Public School District. Based on the books: School Culture Rewired and School Culture Recharged.
Social foundation of curriculum
This document discusses the social foundations of curriculum. It explains that curriculum is influenced by issues in society including groups, institutions, culture, and their contributions to education. Some key aspects that need consideration in curriculum making are changes in societal structures, transmission of culture, social problems, and economic issues. The document also discusses how curriculum aims to develop social feelings and qualities in students, prepare them for society, and transmit cultural heritage while being flexible and responsive to social needs. Teachers are expected to possess social behaviors and attitudes that can transmit democratic values to students. The school environment should reflect and simplify society while developing skills like problem solving and social adjustment in students.
Function of schools
The document discusses the various functions that schools serve from different perspectives at the individual, societal, and group levels. At the societal level, schools socialize youth, select students for roles, transmit culture, provide credentials, promote political integration, conduct research, and serve custodial functions. Theoretical views like interactionist, functionalist, conflict, and critical perspectives are described for each societal function. Schools also have manifest functions like instruction and latent functions like developing youth culture.
CURRENT ISSUES ON PHILIPPINE EDUCATION
The document discusses several issues facing the Philippine education system. It summarizes that a COA audit found many delays and setbacks in DepEd infrastructure projects. It also reported that 99% of schools had not received technology packages under the computerization program. The DepEd plans to review the K-12 curriculum to strengthen basic skills and values education in early grades. Secretary Briones said education needs to focus on developing critical thinking and life skills to prepare students for a changing world and future workforce.
Globalization and education
Globalization is increasing the integration of economies worldwide through greater trade, investment, and technology sharing, which is impacting education through greater internationalization, privatization, and an increased focus on workforce skills. Education systems will need reforms like updated curricula focused on productivity, as globalization constrains national policies while spreading cultural influences and creating economic inequalities across borders. The impacts of globalization on youth experiences through technology, social changes, and economic realities will shape needed roles for education to best prepare students for an interconnected world.
Sociological foundation of curriculum
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
Administration and Supervision in Education
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
Assessing and changing school culture and climate
School culture and climate are critical elements that influence a school's success. School culture refers to shared values, norms, assumptions, artifacts and beliefs of a school. It exists on different levels from concrete artifacts to deeper tacit assumptions. School climate describes teachers' perceptions of the school environment and can be measured on dimensions like leadership, resources and morale. Assessing a school's culture and climate can help identify areas for improvement, and schools can take a collaborative problem-solving approach to create positive change by developing learning organizations.
The philippine educational system
This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
OVERVIEW OF ANCIENT EDUCATION
Primitive education aimed to teach children the skills and cultural values needed to become productive members of their tribe. It occurred through participation in daily life and observation of adults. Education was classified into pre-puberty, focused on practical skills, and post-puberty initiation, which imparted cultural knowledge.
Ancient Chinese education was based on Confucian classics and emphasized memorization. Boys were educated at home and in schools, focusing on reading, writing, and arithmetic, while girls' education was limited to the home. Formal education culminated in competitive state examinations to earn degrees required for government positions. The examination system was abolished in 1905 to modernize education.
SCHOOL AS A SOCIAL CULTURAL AND COMMUNITY INSTITUION
SCHOOL AS A SOCIAL CULTURAL AND COMMUNITY INSTITUTION
Role of the school in the community
Effect of school on community
Effect of community on school
Before They Enter the Classroom: Creating a Positive School Culture
Successful teachers build a positive school culture by doing lots of little things consistently. They have clear common procedures and possess high expectations. These tips empower teachers with tools (including Positive Behavior Support strategies) that invite everyone to celebrate success.
Social system of the school
The document discusses the social system of schools. It defines a social system as (1) a group of interacting elements that form a unified whole, and (2) activities and interactions of groups brought together for a common purpose. Schools are described as social systems characterized by interdependence, a defined population, and differentiation from the environment. Key elements of schools as social systems include structure, individuals, culture, politics, a technical core (teaching and learning), the environment, outputs, feedback, and effectiveness.
Educational Planning: Challenges and Approaches
This document discusses approaches and challenges to educational planning. It outlines six approaches used in educational planning: intra-educational extrapolation, demographic projection, manpower or human resource development, social demand, duration-based, and pattern-oriented. It also identifies three main challenges: inaccurate data, inadequate skilled personnel, and economic circumstances like budgetary appropriations and education resources. As an educational planner, one would need to address these challenges in order to advance or improve education at the local, national, or international level.
Philosophical and psychological foundations of curriculum
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
Socialization is the process of learning the norms, values, behaviors, and social skills needed to function in a social group or society. Education institutions are social structures that transmit knowledge and skills through teaching and learning. There are several key agents of socialization, including family, school, peers, media, and religion. Understanding socialization is significant for education as it helps educators strengthen their skills in working with students and gives insight into students' perceptions and social mobility.
Philippine education presentation
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
SCHOOL PLANT MANAGEMENT
1: MAINTENANCE OF BUILDING
2: MAINTENANCE OF LIBRARY
3: MAINTENANCE OF PLAY GROUNDS
4: MAINTENANCE OF HORTICULTURE
The School and Social Changes
John Dewey was a prominent philosopher who founded the educational philosophy of progressivism. In his essay "Education and Social Change", Dewey addresses how schools participate in social change. He argues that schools both reflect and guide social change as society is constantly changing. Dewey believes schools should use scientific teaching methods to prepare students to accept and positively influence social change. However, others argue that schools merely reinforce the existing social order or that remaining neutral is best. Dewey counters that democracy should frame education, as schools can develop students who understand and support democratic values and participation, thus guiding social progress.
Issues in Sociology of Education
This document discusses several issues in sociology of education, including the relationship between society and education, the functions and contributions of education to society, the effect of a child's social environment on learning, schools as social organizations, and the role of teachers and teaching activities. It notes that education systems are influenced by social institutions like family, church, and government. It also examines how education socializes children, transmits culture, develops skills, and promotes social goals. The role of teachers in socializing students both in and out of the classroom is explored through various models and approaches.
Diversity of learners
The document discusses diversity among learners and different factors that influence how individuals learn. It describes different learning and thinking styles such as sensory preferences for visual, auditory, or tactile learning. It also discusses global versus analytic thinking styles and Howard Gardner's theory of multiple intelligences. The document outlines different types of exceptionalities and provides examples of how to accommodate diverse learners through instructional methods and assessments.
Sociological foundation report
The document discusses the sociological foundations of education and curriculum. It states that schools exist within social contexts and aim to develop socially efficient individuals, transmit culture, and prepare students for an increasingly globalized world. It also notes that curriculum is based on the conditions, problems, and needs of society and must be flexible to achieve social objectives. The sociological foundation emphasizes that education is a social process, the social environment influences child development, and education should develop democratic skills and values.
M3: School culture
The document discusses school culture and the role of leadership in shaping culture. It defines culture as the shared values, beliefs, and practices within a school. School culture is transmitted through both visible artifacts and underlying assumptions. The document outlines that effective leaders shape culture by understanding the current culture, assessing which elements support the school's mission, and reinforcing positive aspects while transforming negative ones. A positive culture has characteristics like leadership, celebration of success, honesty and participation, while a negative culture exhibits weaknesses like lack of direction and trust. The most important role of leaders is to understand and influence the culture of their schools.
M3- School culture
The document discusses school culture and the role of leadership in shaping culture. It defines culture as the shared values, beliefs, and practices within a school. School culture is transmitted through both visible artifacts and underlying assumptions. The document outlines that effective leaders shape culture by understanding the current culture, assessing which elements support the school's mission, and reinforcing positive aspects while transforming negative ones. A positive culture has characteristics like leadership, celebration of success, honesty and participation, while a negative culture exhibits weaknesses like lack of direction and trust. The biggest influence on culture is the priorities and behaviors modeled by school leaders.
More Related Content
What's hot
Function of schools
The document discusses the various functions that schools serve from different perspectives at the individual, societal, and group levels. At the societal level, schools socialize youth, select students for roles, transmit culture, provide credentials, promote political integration, conduct research, and serve custodial functions. Theoretical views like interactionist, functionalist, conflict, and critical perspectives are described for each societal function. Schools also have manifest functions like instruction and latent functions like developing youth culture.
CURRENT ISSUES ON PHILIPPINE EDUCATION
The document discusses several issues facing the Philippine education system. It summarizes that a COA audit found many delays and setbacks in DepEd infrastructure projects. It also reported that 99% of schools had not received technology packages under the computerization program. The DepEd plans to review the K-12 curriculum to strengthen basic skills and values education in early grades. Secretary Briones said education needs to focus on developing critical thinking and life skills to prepare students for a changing world and future workforce.
Globalization and education
Globalization is increasing the integration of economies worldwide through greater trade, investment, and technology sharing, which is impacting education through greater internationalization, privatization, and an increased focus on workforce skills. Education systems will need reforms like updated curricula focused on productivity, as globalization constrains national policies while spreading cultural influences and creating economic inequalities across borders. The impacts of globalization on youth experiences through technology, social changes, and economic realities will shape needed roles for education to best prepare students for an interconnected world.
Sociological foundation of curriculum
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
Administration and Supervision in Education
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
Assessing and changing school culture and climate
School culture and climate are critical elements that influence a school's success. School culture refers to shared values, norms, assumptions, artifacts and beliefs of a school. It exists on different levels from concrete artifacts to deeper tacit assumptions. School climate describes teachers' perceptions of the school environment and can be measured on dimensions like leadership, resources and morale. Assessing a school's culture and climate can help identify areas for improvement, and schools can take a collaborative problem-solving approach to create positive change by developing learning organizations.
The philippine educational system
This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
OVERVIEW OF ANCIENT EDUCATION
Primitive education aimed to teach children the skills and cultural values needed to become productive members of their tribe. It occurred through participation in daily life and observation of adults. Education was classified into pre-puberty, focused on practical skills, and post-puberty initiation, which imparted cultural knowledge.
Ancient Chinese education was based on Confucian classics and emphasized memorization. Boys were educated at home and in schools, focusing on reading, writing, and arithmetic, while girls' education was limited to the home. Formal education culminated in competitive state examinations to earn degrees required for government positions. The examination system was abolished in 1905 to modernize education.
SCHOOL AS A SOCIAL CULTURAL AND COMMUNITY INSTITUION
SCHOOL AS A SOCIAL CULTURAL AND COMMUNITY INSTITUTION
Role of the school in the community
Effect of school on community
Effect of community on school
Before They Enter the Classroom: Creating a Positive School Culture
Successful teachers build a positive school culture by doing lots of little things consistently. They have clear common procedures and possess high expectations. These tips empower teachers with tools (including Positive Behavior Support strategies) that invite everyone to celebrate success.
Social system of the school
The document discusses the social system of schools. It defines a social system as (1) a group of interacting elements that form a unified whole, and (2) activities and interactions of groups brought together for a common purpose. Schools are described as social systems characterized by interdependence, a defined population, and differentiation from the environment. Key elements of schools as social systems include structure, individuals, culture, politics, a technical core (teaching and learning), the environment, outputs, feedback, and effectiveness.
Educational Planning: Challenges and Approaches
This document discusses approaches and challenges to educational planning. It outlines six approaches used in educational planning: intra-educational extrapolation, demographic projection, manpower or human resource development, social demand, duration-based, and pattern-oriented. It also identifies three main challenges: inaccurate data, inadequate skilled personnel, and economic circumstances like budgetary appropriations and education resources. As an educational planner, one would need to address these challenges in order to advance or improve education at the local, national, or international level.
Philosophical and psychological foundations of curriculum
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
Socialization is the process of learning the norms, values, behaviors, and social skills needed to function in a social group or society. Education institutions are social structures that transmit knowledge and skills through teaching and learning. There are several key agents of socialization, including family, school, peers, media, and religion. Understanding socialization is significant for education as it helps educators strengthen their skills in working with students and gives insight into students' perceptions and social mobility.
Philippine education presentation
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
SCHOOL PLANT MANAGEMENT
1: MAINTENANCE OF BUILDING
2: MAINTENANCE OF LIBRARY
3: MAINTENANCE OF PLAY GROUNDS
4: MAINTENANCE OF HORTICULTURE
The School and Social Changes
John Dewey was a prominent philosopher who founded the educational philosophy of progressivism. In his essay "Education and Social Change", Dewey addresses how schools participate in social change. He argues that schools both reflect and guide social change as society is constantly changing. Dewey believes schools should use scientific teaching methods to prepare students to accept and positively influence social change. However, others argue that schools merely reinforce the existing social order or that remaining neutral is best. Dewey counters that democracy should frame education, as schools can develop students who understand and support democratic values and participation, thus guiding social progress.
Issues in Sociology of Education
This document discusses several issues in sociology of education, including the relationship between society and education, the functions and contributions of education to society, the effect of a child's social environment on learning, schools as social organizations, and the role of teachers and teaching activities. It notes that education systems are influenced by social institutions like family, church, and government. It also examines how education socializes children, transmits culture, develops skills, and promotes social goals. The role of teachers in socializing students both in and out of the classroom is explored through various models and approaches.
Diversity of learners
The document discusses diversity among learners and different factors that influence how individuals learn. It describes different learning and thinking styles such as sensory preferences for visual, auditory, or tactile learning. It also discusses global versus analytic thinking styles and Howard Gardner's theory of multiple intelligences. The document outlines different types of exceptionalities and provides examples of how to accommodate diverse learners through instructional methods and assessments.
Sociological foundation report
The document discusses the sociological foundations of education and curriculum. It states that schools exist within social contexts and aim to develop socially efficient individuals, transmit culture, and prepare students for an increasingly globalized world. It also notes that curriculum is based on the conditions, problems, and needs of society and must be flexible to achieve social objectives. The sociological foundation emphasizes that education is a social process, the social environment influences child development, and education should develop democratic skills and values.
What's hot (20)
SCHOOL AS A SOCIAL CULTURAL AND COMMUNITY INSTITUION
SCHOOL AS A SOCIAL CULTURAL AND COMMUNITY INSTITUION
Before They Enter the Classroom: Creating a Positive School Culture
Before They Enter the Classroom: Creating a Positive School Culture
Philosophical and psychological foundations of curriculum
Philosophical and psychological foundations of curriculum
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
Similar to Understanding School Culture
M3: School culture
The document discusses school culture and the role of leadership in shaping culture. It defines culture as the shared values, beliefs, and practices within a school. School culture is transmitted through both visible artifacts and underlying assumptions. The document outlines that effective leaders shape culture by understanding the current culture, assessing which elements support the school's mission, and reinforcing positive aspects while transforming negative ones. A positive culture has characteristics like leadership, celebration of success, honesty and participation, while a negative culture exhibits weaknesses like lack of direction and trust. The most important role of leaders is to understand and influence the culture of their schools.
M3- School culture
The document discusses school culture and the role of leadership in shaping culture. It defines culture as the shared values, beliefs, and practices within a school. School culture is transmitted through both visible artifacts and underlying assumptions. The document outlines that effective leaders shape culture by understanding the current culture, assessing which elements support the school's mission, and reinforcing positive aspects while transforming negative ones. A positive culture has characteristics like leadership, celebration of success, honesty and participation, while a negative culture exhibits weaknesses like lack of direction and trust. The biggest influence on culture is the priorities and behaviors modeled by school leaders.
School culture feb 2012 leathu
This document discusses school culture and its impact. It defines culture as the shared values, beliefs, customs, and practices within a school. A school's culture is shaped by both visible structures and underlying assumptions. The principal plays a key role in developing culture through priorities, reactions, resource allocation, and role modeling. A positive culture features leadership, celebration, honesty, participation and openness to change. It impacts teaching and learning. A toxic culture lacks direction and trust, and features fear, competition and control. Lastly, successfully changing culture requires understanding the current culture and supporting new ideas that better achieve a shared vision.
HDFS 305 Guest Lecture
The document discusses how culture shapes childhood experiences. It examines differences in child rearing goals, values and contexts across cultures. Cultural conditions refer to local beliefs and norms that give shape to a child's world. Caregiving relationships, age-graded activities, and views of the self vary substantially between individualistic and community-oriented societies. While Western views promote autonomy, other cultures emphasize community and spiritual obligations. Cultural influences are evident in communication styles and social behaviors by age 3. Attachment models also reflect culturally influenced parenting practices. The document prompts small group discussion of cross-cultural challenges faced by immigrant children.
transformingschoolculture.ppt
The document discusses school culture and climate. It states that school culture consists of shared attitudes, values and beliefs that develop over time based on relationships and traditions. School climate refers to the daily interactions and their effect on others, and can change more quickly in response to leadership. The document provides information on assessing, improving and transforming school culture, noting that a positive culture with high expectations and trust can positively impact student and teacher success.
School-Rituals-Traditions-and-Ceremonies.pptx
This document discusses school culture including rituals, traditions, ceremonies and how they shape the unique identity of a school. Some key aspects discussed include:
- Common rituals in schools like morning flag ceremonies and greeting teachers.
- Important traditions like graduation ceremonies and freshman orientation.
- Assessing a school's culture using surveys to understand aspects like shared values, leadership, and socialization.
- The goal of creating a positive, collaborative culture with attributes like shared values, principal leadership, and participation in cultural rituals.
Communicating cross culturally
The document discusses the importance of cultural competence for teachers in increasingly diverse classrooms. It outlines key cultural differences, such as ways of communicating, learning, and dealing with conflict, that teachers should be aware of. The document provides suggestions for teachers to gradually develop cultural competence, including building relationships, seeking cultural resources, and learning about students' cultures.
Culturally Responsive Classroom Management March 18-20
This document summarizes a training on culturally responsive classroom management. It discusses how culture can influence classroom dynamics and provides strategies for creating an inclusive classroom environment. The training addresses 5 elements of culturally responsive classroom management: 1) recognizing one's own cultural biases, 2) learning about students' cultural backgrounds, 3) understanding broader social contexts, 4) using culturally appropriate management strategies, and 5) building a caring community. Specific techniques are provided under each element, such as personal reflection, learning about students through home visits or cultural sharing activities, examining how management policies impact different groups, and creating a welcoming environment through relationships and cultural representation. The goal is for teachers to better understand students from diverse cultures and build inclusive classrooms.
Web btsa march 18-20
This document summarizes a training on culturally responsive classroom management. It discusses how culture can influence classroom dynamics and provides strategies for creating an inclusive classroom environment. The training addresses 5 elements of culturally responsive classroom management: 1) recognizing one's own cultural biases, 2) learning about students' cultural backgrounds, 3) understanding broader social contexts, 4) using culturally appropriate management strategies, and 5) building a caring community. Specific techniques are provided under each element, such as personal reflection, learning about students through home visits or cultural sharing activities, examining how policies impact different groups, and creating a welcoming classroom environment through visuals and relationships. The goal is for teachers to appreciate students' diverse experiences and perspectives.
Transformingschoolculture
Culture is the most powerful source of leverage for bringing about change in a school – or any organization, for that matter.School Culture is often majority driven (staff), intangible, hard to describe, and difficult to positively impact, or change in a systemic way. The attitudes, beliefs, and values may often be “hidden” to those new to or outside of the school community.
Issues of Diversity
The document discusses the impact of diversity in education. It notes that diversity contributes to high expectations and institutional commitment to diversity. Studies show that exposure to diversity on campus increases critical thinking and problem solving skills for all students. Effective strategies for addressing diversity in the classroom include acknowledging differences, connecting with families, establishing mentors, and implementing culturally responsive teaching.
Faktor yang mempengaruhi komunikasi untuk RMIK Polkesmar
Komunikasi dapat berjalan dengan baik jika memperhatikan beberapa faktor berikut dalam slide - semoga bermanfaat (Assoc. Prof. Dr. Arwani, SKM, BN.Hons. MN.
CPC05212015
This document discusses culturally proficient leadership for K-12 administrators. It begins with an anecdote about the author's son Mark struggling as a new immigrant student due to a culturally biased English test. It then provides a rationale for why cultural proficiency is important for administrators given increasing student diversity. The cultural proficiency model is described as a continuum from cultural destruction to cultural proficiency. Implications for administrators include reflecting on their school's cultural tone, examining policies and practices for equity, and engaging in ongoing professional development to become more culturally responsive leaders.
Lecture 6 culture and diversity 6
This document discusses multiculturalism and diversity in education. It defines key concepts like multiculturalism, defines traditional approaches to incorporating multiculturalism in the curriculum, and discusses the importance of multiculturalism. It also provides examples of how to create a multicultural environment in the classroom, including using diverse representations in materials and lessons, and addressing different learning styles. The overall message is that multiculturalism should be an integral part of the classroom and curriculum.
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
This document discusses the importance of understanding cultural diversity and its impact on family-school relationships. It begins by defining key terms like culture, race, ethnicity, nationality, and social class. Culture encompasses the values and norms that organize a group, while race refers to biological taxonomy. Social class relates to socioeconomic standing. The document emphasizes that educators must recognize how families from diverse backgrounds may have different worldviews and expectations regarding the roles of parents, teachers, and goals of schooling. Not doing so can negatively impact students if educators view cultural differences as deficiencies. The chapter will explore how economic resources and cultural contexts shape family life and interactions with schools.
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
CHAPTER 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families
Cirecie A. West-Olatunji
Learning Objectives
After reading this chapter, you will be able to:
■ Explain the various meanings of the term culture.
■ Describe the diverse economic, cultural, and social contexts that influence an individual or a family’s worldview.
■ Explain the differences in individualistic and collectivistic worldviews of families.
■ Discuss the impact of worldviews on student learning and educators’ interactions with students’ families.
What is culture? What is social class? How do culture and social class affect children’s and families’ experiences of schools and educators? How can educators recognize and appreciate the social, cultural, and economic diversity of their students’ families? In this chapter, we describe the varying worldviews that characterize families from diverse cultural, social, and economic groups, and examine the impact of these worldviews on student learning and educators’ interactions with students’ families.
If you recall, in Chapter 1, we asked you to visualize what your classroom of students will look like and how you envision interacting with them and the key adults in their lives. Many times when we ask our students to do this, we notice that they usually envision working with children who look very much like themselves and come from families very much like their own—European American (White), middle-class families who have had at least a high school, if not college, education. Moreover, their ideas about how they expect to structure their interactions with their students and their students’ families reflect the middle-class, monocultural orientation of most schools in which a single, homogeneous dominant culture is depicted in teaching and learning practices, with little attention being given to varying multicultural perspectives (Derman-Sparks, Ramsey, Edwards, & Brunson-Day, 2006; Tutwiler, 2005).
However, as you are learning, there is a strong probability that you will be teaching children who come from far different economic and cultural backgrounds. In addition, there is a high probability that school staff with whom you work will be “educentric” in their perspective about family–school relations, viewing family or community involvement in children’s education from a perspective that reflects only the school staff’s values, goals, and priorities rather than the perspectives of the families served by the school (Lawson, 1999). Yet, as you are learning, this perspective can limit the ability of educators to work productively with children’s families.
A variety of different approaches have been taken to understanding the influence of culture and class on children’s learning and family–school interactions. One approach emphasizes learning about the specific histories and traditions of different ethno-linguistic groups and how to change instruction to reflect them. For example, in an effo.
Non-exclusionary Practices
The document outlines objectives and topics for a non-exclusion workshop for Reynolds School District leaders. The workshop aims to increase understanding of how culture, history and structures impact students, especially students of color. Leaders will explore their own biases and beliefs in relation to student discipline. They will examine non-exclusionary practices to reconnect marginalized students to learning. Essential questions focus on identity, cultural differences, purpose of discipline and evaluating success. The document discusses restorative practices and building relationships to reduce exclusionary discipline.
Lunenburg, fred c developing a culture schooling v1 n1, 2010
This document discusses how principals can develop a positive culture in schools. It defines culture as shared beliefs, values and norms of a school. While every school has a culture, the principal must consciously work to shape one aligned with the school's vision and goals. They do this by engaging all stakeholders to reflect on shared values and how to support them. The principal also maintains culture by orienting new staff, celebrating role models, and sharing stories that reinforce cultural values like high achievement. Developing a strong, positive culture guided by the principal is vital for student success.
Lunenburg, fred c developing a culture schooling v1 n1, 2010
Published by National FORUM Journals (Founded 1983) by Dr. William Allan Kritsonis, International Website: www.nationalforum.com
Exploring culture
The document provides tips for teachers to help students explore culture in their language learning. It discusses defining culture, making students aware of how culture impacts their lives, highlighting visible and hidden aspects of culture, showing how cultures can value the same things differently, explaining how culture works using dimensions like individualism/collectivism, and building awareness of cultural adjustment stress. The overall goal is for students to develop cultural understanding and competence.
Similar to Understanding School Culture (20)
Culturally Responsive Classroom Management March 18-20
Culturally Responsive Classroom Management March 18-20
Faktor yang mempengaruhi komunikasi untuk RMIK Polkesmar
Faktor yang mempengaruhi komunikasi untuk RMIK Polkesmar
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
CHAPTER 6 Equal Access, Unequal Resources Appreciating Cultural, .docx
Lunenburg, fred c developing a culture schooling v1 n1, 2010
Lunenburg, fred c developing a culture schooling v1 n1, 2010
Lunenburg, fred c developing a culture schooling v1 n1, 2010
Lunenburg, fred c developing a culture schooling v1 n1, 2010
More from Matt Scully
SAIS New Teacher Video taping
New teachers will participate in a teaching institute where they will video tape two 7-minute lessons taught to fellow students and instructors, and receive feedback. The purpose is to practice teaching in a safe environment focused on growth and improvement. Teachers will prepare lesson plans addressing objectives, audience, and content before each lesson. After the first lesson, teachers will incorporate feedback into a second lesson using a different instructional method. Class members will observe and provide feedback to help teachers continue developing their skills.
SAIS new teacher tech
This document discusses various topics related to education including Tony Wagner's book on creating innovators, Teresa Amabile's article on killing creativity, modeling schools of the future with an emphasis on skills like critical thinking and problem solving. It also mentions concepts like the flipped classroom, intrinsic motivation from Daniel Pink's Drive, using tools like YouTube, Google Voice, Khan Academy, and the importance of personal learning networks.
PBP questions
This document discusses being mindful of why one shares content online and what the consequences may be. It prompts the reader to consider whether they are sharing simply due to boredom, how others may respond, and if the content accurately reflects them.
Child and adolescent development
This document provides a high-level overview of teaching strategies focused on differentiating instruction to meet students' unique needs and maximize cognitive effectiveness. It discusses the importance of understanding each student's developmental level, learning profile, and what instructional approaches best suit their unique brain. Key points emphasized include the diversity of human intelligence and development, challenges with standardized testing and developmental frameworks, the malleability of intelligence over time, and strategies like tapping into student interests and passions to increase motivation.
Philosophical to practical
This document discusses balancing philosophical and practical approaches in education. It suggests that students thrive when they connect personally with curriculum, experience interactive learning, and have choice in how they learn. The document also addresses resolving the conflict between teaching students and teaching curriculum by having the teacher guide independent discovery. It advocates treating students as capable, creating innovative pedagogical models, and incorporating brain research findings into education.
Assessment & Planning
This document provides guidance on effective assessment strategies for teachers. It emphasizes the importance of clear learning objectives and involving students in the assessment process. Formative assessment should be ongoing to monitor student understanding and allow teachers to adjust instruction as needed. Feedback should focus on the task, be specific and actionable, and avoid comparisons between students. Both formative and summative assessments are important, and teachers need a plan for assessing, collecting data, and reporting results.
From the philosophical to the practical
This document discusses creating an engaging learning environment for students. It suggests:
1) Focusing on the child by getting to know each student, preparing the classroom space to welcome them, and establishing routines and traditions.
2) Treating the first month as diagnostic to establish foundations for the year by familiarizing yourself with the curriculum and planning initial lessons.
3) Taking care of yourself as a teacher by prioritizing your well-being, areas of focus, support needs, and opportunities for reflection and growth.
Classroom Management SAIS 2014
This document provides tips and guidelines for classroom management and procedures for middle school teachers. It discusses establishing daily outlines, classroom rules and procedures, timing lessons effectively, and using fillers and review activities. It also offers suggestions for maintaining control through consistent enforcement of rules, handling disruptive behavior through techniques like proximity and private conferences, and establishing an honor code for assignments. The document emphasizes starting with strict expectations and addressing discipline issues yourself when possible.
Miscellany SAIS 2014
This document provides various tips for teachers, including how to earn extra money through flexible retirement plans and tutoring/house sitting. It also lists many classroom and school-related tips such as covering other teachers' classes, maintaining good hygiene, being aware of dress code policies, and checking for toilet paper. The most important tips emphasized are to avoid getting khaki pants wet and to check one's zipper.
Child Development Presentation Summer 2014
This document provides an overview of child and adolescent development for teachers. It discusses the significance of understanding development theories from Piaget, Vygotsky and Gardner in the context of teaching. It summarizes key stages of cognitive, social-emotional, physical and moral development from ages 5 to 18. It also provides resources on brain research, growth mindset, social-emotional learning and more to inform instructional practices.
Between the world_wars (1)
Important changes took place in Europe in the 20 years between World War I and World War II. Many European nations were destroyed and bankrupted by WWI. Russia underwent a revolution and became the Soviet Union. The harsh Treaty of Versailles created bitterness in Germany. New ideas like Freudian psychology and Einstein's theory of relativity revolutionized thought. In the US, the Roaring Twenties saw economic growth and new consumer goods, but the Great Depression began with the 1929 stock market crash and led to worldwide economic problems. Rising unemployment and desperation in Germany and Italy allowed dictators like Hitler and Mussolini to rise to power, playing an important role in causing WWII.
World war ii_1939-1942
- From 1939-1942, Germany and its Axis allies conquered much of Europe and Asia, while Britain resisted the Nazis. The US initially remained neutral but entered the war after Japan's 1941 attack on Pearl Harbor.
- By 1942, the Axis controlled Europe, North Africa, and Asia, but could not defeat the USSR or Britain. Meanwhile, Japan expanded its empire until the US embargo led to its attack on Pearl Harbor.
- This period saw major Axis victories but proved a turning point as Allied resistance stiffened and the US entered the war, shifting the momentum against Germany and Japan by 1945.
Global impact of_wwii
- After WWII, Europe lay in ruins with 40 million dead and 50 million homeless. Cities were destroyed and Europe became divided between Western democratic nations and Eastern European communist nations controlled by the Soviet Union.
- The US and USSR emerged as superpowers, but were divided ideologically by capitalism versus communism, leading to the Cold War. Decolonization spread across Asia and Africa as many new nations gained independence. The UN was formed to promote international cooperation and prevent future world wars.
The holocaust
The document outlines a lesson plan on the Holocaust that includes examining the Nazi ideology and policies that led to the Final Solution, watching a documentary called "The Last Days" in multiple parts, analyzing images related to the Holocaust, and discussing the consequences of the Holocaust. Students are instructed to answer questions about a reading on how the Holocaust could happen and identify themes represented in 10 images associated with the Holocaust.
Unit review game
- The document provides a review of key concepts from World War II, including important figures, events, battles, and outcomes. It quizzes the reader with multiple choice and fill-in-the-blank questions about the causes of WWII, key dictators that rose to power, major turning points in the war, the Holocaust, conferences between Allied leaders, and the conclusion of the war. The review covers topics from the rise of fascism and appeasement policies in the interwar period to the development and use of nuclear weapons and the establishment of the United Nations after WWII.
Rise of totalitarian_dictators
The document discusses the rise of totalitarian leaders in Europe in the 1920s and 1930s after World War 1 and the Great Depression. It describes Joseph Stalin establishing communist rule in the Soviet Union, seizing property and using secret police to eliminate opponents. It also discusses Benito Mussolini rising to power in Italy by promising to revive the economy and expanding the country, creating a fascist party. Finally, it talks about Adolf Hitler and the Nazis gaining popularity in Germany by promising to restore national pride and conquer neighboring lands, establishing a dictatorship after becoming Chancellor.
Global impact of_wwii
- After WWII, Europe lay in ruins with 40 million dead and 50 million homeless. Cities were destroyed and Europe became divided between Western democratic nations and Eastern European communist nations controlled by the Soviet Union.
- The US and USSR emerged as superpowers, but were divided ideologically by the spread of communism. Decolonization led to independence for India, nations in Asia and Africa gained independence in the following decades.
- The UN was formed to promote international cooperation and prevent future wars. It has faced challenges in maintaining peace due to ideological divisions between member states.
Role of Teacher 2013
Teachers have many responsibilities that involve instruction, assessment, classroom management and other duties. Effective instruction incorporates objectives, a teaching focus, guided and independent practice, and closure. Teachers are professionals who are lifelong learners, engage with their profession, and behave professionally. They have philosophies, bodies of knowledge, leaders and organizations that guide their practice. Professional development helps teachers improve their expertise, instructional practices, and stay current on developments in their fields.
New Teacher Institute 21st Century & Tech in Classroom
Summer 2013 Discussing when, why, and how to use technology tools in classroom to improve and enhance instruction
SAIS 2011
Slides from presentation at SAIS 2011 in Atlanta on supporting innovation and change in our schools.
More from Matt Scully (20)
New Teacher Institute 21st Century & Tech in Classroom
New Teacher Institute 21st Century & Tech in Classroom
Recently uploaded
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Do you have abnormal smell after periods? It may be vaginitis. Do not worry, herbal medicine Fuyan Pill can help you get a cure.
Acute Gout Care & Urate Lowering Therapy .pdf
In this document , the management of acute gout attacks and a description of urate lowering therapy is mentioned.
How to choose the best dermatologists in Indore.
The skin is the largest organ and its health plays a vital role among the other sense organs. The skin concerns like acne breakout, psoriasis, or anything similar along the lines, finding a qualified and experienced dermatologist becomes paramount.
Cervical Disc Arthroplasty ORSI 2024.pptx
Indication and installation of a mobile cervical disc prosthesis. Benefits of the PRODISC C VIVO mobile disc prosthesis (Centinel Spine)
Call Girls In Mumbai +91-7426014248 High Profile Call Girl Mumbai
Call Girls In Mumbai +91-7426014248 High Profile Call Girl Mumbai
Patellar Instability: Diagnosis Management
Pictorial and detailed description of patellar instability with sign and symptoms and how to diagnose , what investigations you should go with and how to approach with treatment options . I have presented this slide in my 2nd year junior residency in orthopedics at LLRM medical college Meerut and got good reviews for it
After getting it read you will definitely understand the topic.
Breast cancer: Post menopausal endocrine therapy
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
Top Travel Vaccinations in Manchester
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
biomechanics of running. Dr.dhwani.pptx
The biomechanics of running involves the study of the mechanical principles underlying running movements. It includes the analysis of the running gait cycle, which consists of the stance phase (foot contact to push-off) and the swing phase (foot lift-off to next contact). Key aspects include kinematics (joint angles and movements, stride length and frequency) and kinetics (forces involved in running, including ground reaction and muscle forces). Understanding these factors helps in improving running performance, optimizing technique, and preventing injuries.
Pharmacology of 5-hydroxytryptamine and Antagonist
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
Ageing, the Elderly, Gerontology and Public Health
Challenges associated with ageing from a public health perspective
Artificial Intelligence Symposium (THAIS)
Artificial Intelligence Symposium (THAIS). Parc Taulí. Sabadell
Foundation of Yoga, YCB Level-3, Unit-1
Unit -1 of Yoga certification board, level 3, all topics covered. An exam conducted by ministry of Ayush for yoga enthusiastic students.
5 Effective Homeopathic Medicines for Irregular Periods
Discover the benefits of homeopathic medicine for irregular periods with our guide on 5 common remedies. Learn how these natural treatments can help regulate menstrual cycles and improve overall menstrual health.
Visit Us: https://drdeepikashomeopathy.com/service/irregular-periods-treatment/
June 2024 Oncology Cartoons By Dr Kanhu Charan Patro
une 2024 Oncology Cartoons By Dr Kanhu Charan Patro
Pollen and Fungal allergy: aeroallergy.pdf
Pollen and Fungal allergy: aeroallergy.pdfChulalongkorn Allergy and Clinical Immunology Research Group
Pollen and Fungal allergy
Presented by Chaloemchai Chumsaengchotsakul, MD.
June 14, 2024Recently uploaded (20)
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Call Girls In Mumbai +91-7426014248 High Profile Call Girl Mumbai
Call Girls In Mumbai +91-7426014248 High Profile Call Girl Mumbai
Pharmacology of 5-hydroxytryptamine and Antagonist
Pharmacology of 5-hydroxytryptamine and Antagonist
Ageing, the Elderly, Gerontology and Public Health
Ageing, the Elderly, Gerontology and Public Health
5 Effective Homeopathic Medicines for Irregular Periods
5 Effective Homeopathic Medicines for Irregular Periods
June 2024 Oncology Cartoons By Dr Kanhu Charan Patro
June 2024 Oncology Cartoons By Dr Kanhu Charan Patro
Tele Optometry (kunj'sppt) / Basics of tele optometry.
Tele Optometry (kunj'sppt) / Basics of tele optometry.
Understanding School Culture
- 1. UNDERSTANDING SCHOOL CULTURE Linda S. Nelson Executive Director North Carolina Association of Independent Schools
- 2. Beliefs Values Traditions Patterns of Behavior Climate Environment “The Way We Do Things” WHAT IS SCHOOL CULTURE?
- 3. WHAT THEY SAY vs. WHAT THEY DO Expressed Culture vs. Observed Culture Are they the same? Should they be?
- 4. THREE LEVELS OF CULTURE Level One What you might see on your first visit – first impressions Level Two Values, beliefs, “the way things should be done” These are “testable” in the physical environment Level Three Fundamental beliefs about school, students, etc. Reason for being
- 5. BOARD Broadly defines through Mission and Vision
- 6. It’s the head’s role to translate and communicate that “definition” of culture. Heads do not have a choice about whether they communicate; everything they do is a communication. They only have a choice about how and what and how consistently they will communicate. THE HEAD OF SCHOOL IS THE CULTURAL LEADER– LIKE IT or NOT…
- 7. The primary methods available to leaders to allow them to shape culture are: Paying attention to some aspect of school life Choosing to measure some aspect of school life
- 8. AS CULTURAL LEADER… If a head is consistently interested in one thing, it will become a centerpiece of school culture. If a head is inconsistently interested in many things, unclear in communicating with employees, or inconsistent in decision-making or defining priorities, people will spend a lot of time trying to figure out what’s going on. The head’s inconsistency will become a central feature of the school culture. (Understanding School Culture, Michael Thompson
- 9. HEAD OF SCHOOL IS: Symbol of Culture Potter who shapes the Culture Poet who uses language to describe the Culture Actor who plays out the values and vision Healer who presides over life transitions in the community
- 10. HEAD HAS A KEY ROLE IN DETERMINING IF EXPRESSED CULTURE AND OBSERVED CULTURE MATCH
- 11. ROLE OF TEACHERS AND ADMINISTRATORS Supporting Cast Watchdog vs. Enablers
- 12. SKELETONS IN THE CLOSET Every school has skeletons These skeletons become a part of the culture – good or bad The way a community deals with these “skeletons: speaks volumes about its “culture” and commitment to self-improvement
- 13. ONE BIG HAPPY FAMILY Independent Schools as institutions most closely resemble families and churches Everyone related to the school has a vested interest in what is going on and has strong opinions Personal and Professional lines can become blurred Strategic thinking, visioning, values can quickly become “situational”
- 14. WHERE DO “NEWBIES” FIT IN? Good Question… “Does the Shoe Fit?” Fresh Eyes Broader Perspective