School Climate

Overview

Several years ago, I had the opportunity to spend five years conducting research related to schools. One focused area of research was targeted at third grade students. I collected both qualitative and quantitative data from schools across the state. For this section of study, I chose third grade students for key reasons. These students typically range in age from eight to ten years old and begin taking state-wide proficiency testing in reading and mathematics. Typically, at this age, their stage of brain development exhibits increased attention span, ability to make and follow detailed and complexed plans, and logical problem-solving.

Observations

I observed schools, classrooms, and district buildings. I conducted interviews with students, teachers, and other school personnel. I followed strict procedures for recording qualitative data and was able to translate much of this information into quantitative data. I used state and district data for determining specifics such as socio-economic, age, sex, age, ethnic, school and district size, and tests scores. I collected in the tens of thousands of data points from districts in various regions of the state, of different city size, and with unique features.

Discoveries

For this discussion, I would like to share one surprising factor that I discovered that appeared to contribute to student success in testing, in positive attitude, in productive classrooms, and in positive teacher perspectives. Despite size, location, resources, socio-economic status, and age of the building, school climate was the key that contributed to such success. I found that after completing this research, that I could usually tell within a few minutes within a building and, definitely, within a classroom the category rating in terms of positive school climate.

Discussion

I realize that the term “school climate” may seem ambiguous to the reader because each of us might have our own memories and own preferences as to what we would want for ourselves. However, there are certain factors that I found needed to be in place regardless of preference to have a successful school climate. I would like to begin this discussion by asking the reader to share thoughts, questions, or reflections on the topic of school climate. Along our discussion, I hope to share more of what I discovered.

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NOTE: This discussion was originally posted on different website host. Here are the comments from the original post.

Elaina C

2 years ago

I think school should be fun and bright. You need to be happy to learn and be excited to go to school. Teachers who give out a point system teach kids to work hard to get what they want but teachers who scold kids teach them if they step out of line they will be punished and that lowers their self esteem.

• Reply

Mary Kathy Hicks

2 years ago

Elaina,Thank you for your response. In fact, your points reflect certain findings from my research. School settings where students projected happy facial expression and behavior (such as smiles, laughter, and positive language and body language) had a positive correlation with survey and interview responses related to an eagerness to be in class and to learn and with data indicating proficiency of test scores. Your statement about “a point system” versus punishment as a means of motivation and how these opposing methods might affect students’ self-esteem is insightful and intriguing. I hope you and others will share examples illustrating how a particular method either lowered or raised students’ self-esteem. Please do not share names of schools, teachers, or students, keeping such specifics anonymous.

J.A.

1 year ago

A good classroom climate beckons the student to come into an environment where the senses are stirred—rousing curiosity, inspiring a search for knowledge, and enjoying discovery of his or her abilities.A controlled classroom provides a setting for peaceful and productive investigations for both the individual and group activities.Classroom management is essential for the student to learn in an interesting and enjoyable way. The student should feel free to express himself or herself in a climate of fairness and friendliness.The teacher must set the mode to ensure that students are acquiring the educational skills necessary for productive outcomes.

• Reply

Mary Kathy Hicks

1 year ago

J.A.,I found your description of “A good classroom climate beckons the student into…where the senses are stirred” on target. I observed that classrooms that exhibited both measurably and observable high performance and indications of active learning had not only physical but also emotionally inviting characteristics. The look of the classroom did not necessarily need to be expensively or elaborately accessorized or decorated. Some had posters and/or pictures (by students, subjects related to learning, or simply displayed for beauty); some had plants or items (requiring students care, activity or content connected, or room enhancement); some had unique room arrangements; some had few additional items (yet pleasant, organized, bright, and clean rooms); all had an atmosphere of welcoming, order, and, yes, a sense of beckoning one to learning.I am glad that you mentioned the need for control and management as keys to peace, enjoyment, and, most importantly, productive investigation and learning. I observed successful student outcomes correlated with what you indicated as the teacher’s “mode.” Such teachers were engaged with students and seldom seated at their desks unless they were involved in individual or small group interaction with student(s). They modeled and required respect for all in the classroom, even themselves. They exhibited a love for learning themselves and helped create enthusiasm and value for learning, individual thought and expression, and each student. The skilled teacher could navigate even impromptu situations into learning and connect these moments to both enjoyable discovery and student engagement.