Power Dynamics Power Dynamics & &

Roles in the Roles in the Informal SystemInformal System

The Educational “Climate” & The Educational “Climate” & School EffectivenessSchool Effectiveness

• Climate refers to a general social condition that Climate refers to a general social condition that characterizes a group, organization / characterizes a group, organization / community, such as the general opinion in a community, such as the general opinion in a community’community’

• climate and culture are the unofficial climate and culture are the unofficial happenings and the atmosphere that pervade happenings and the atmosphere that pervade each educational setting – warm & accepting, each educational setting – warm & accepting, strict & intolerant, large and impersonalstrict & intolerant, large and impersonal

• early research indicated that attention to the early research indicated that attention to the school climate could influence student school climate could influence student academic achievementacademic achievement

• therefore, understanding conditions or therefore, understanding conditions or environment needed to maximise student environment needed to maximise student learning became a focus of researchers in US learning became a focus of researchers in US and other countriesand other countries

THE VALUE CLIMATETHE VALUE CLIMATE • The climate/atmosphere of schools & classrooms The climate/atmosphere of schools & classrooms

includes the schools architecture, type of classroom, includes the schools architecture, type of classroom, ability & age grouping and other aspects of the ability & age grouping and other aspects of the school.school.

• The value climate influences motivations, aspirations The value climate influences motivations, aspirations and achievement of students and achievement of students

• Schools teach more than reading, writing and Schools teach more than reading, writing and arithmetic. Both the formal and informal organization arithmetic. Both the formal and informal organization includes lessons in values and morals.includes lessons in values and morals.

• Though lessons in Morals came up within the Though lessons in Morals came up within the curriculum content of other subjects, seldom was the curriculum content of other subjects, seldom was the purpose of a lesson to instil with moral contentpurpose of a lesson to instil with moral content

• Moral education came in other forms such as the Moral education came in other forms such as the rituals & ceremonies in schools – speakers on drug rituals & ceremonies in schools – speakers on drug abuse, pep rallies, graduations, or holiday abuse, pep rallies, graduations, or holiday celebrations celebrations

THE SHOOL CLIMATE & EFFECTIVE THE SHOOL CLIMATE & EFFECTIVE SCHOOLSSCHOOLS

The environment/atmosphere, something intangible The environment/atmosphere, something intangible forms the school climate.forms the school climate.

• School CultureSchool Culture (part of school climate)(part of school climate)• consists of values, beliefs, norms, and customs of consists of values, beliefs, norms, and customs of

those making up the systemthose making up the system• is to bring about a group feeling of loyaltyis to bring about a group feeling of loyalty• pep rallies, cheering at athletic events, assemblies, pep rallies, cheering at athletic events, assemblies,

singing – constitute ceremonies common to most singing – constitute ceremonies common to most schools (but it is unique)schools (but it is unique)

• norms in both school and a larger culture encourages norms in both school and a larger culture encourages the distance between teachers and studentsthe distance between teachers and students

• teachers represent the culture of the adult society and teachers represent the culture of the adult society and the dominant group – students have more limited the dominant group – students have more limited cultural boundary centered on age- peer group, school cultural boundary centered on age- peer group, school and local communityand local community

• teachers are considered ‘different’ by studentsteachers are considered ‘different’ by students

• students make their own culture, which is passed on to students make their own culture, which is passed on to each new generation entering the school -: involves each new generation entering the school -: involves language, dress, humour, music, games and hazinglanguage, dress, humour, music, games and hazing

School Learning ClimateSchool Learning Climate

• ‘‘the normative attitudinal & behaviour patterns in a school the normative attitudinal & behaviour patterns in a school which impact on the level of academic achievement of the which impact on the level of academic achievement of the student body as a whole’ – teacher expectations, academic student body as a whole’ – teacher expectations, academic norms, students’ sense of futility, role definitions, grouping norms, students’ sense of futility, role definitions, grouping patterns and instructional practicespatterns and instructional practices

• the concept of effective schools addresses both formal the concept of effective schools addresses both formal structural variables & informal climate variables, structural variables & informal climate variables, recognizing the interrelationship between the tworecognizing the interrelationship between the two

• positive school climate emphasizes & rewards academic positive school climate emphasizes & rewards academic achievement, the importance scholastic success, and the achievement, the importance scholastic success, and the maintenance of order & fair discipline maintenance of order & fair discipline

• complementing these should be positive home-school complementing these should be positive home-school relations: a supportive home environment for students, relations: a supportive home environment for students, involvement of parents with the school, & support of involvement of parents with the school, & support of students doing homeworkstudents doing homework

• these relationships within the school & classroom context these relationships within the school & classroom context make up the system of education that must be manipulated make up the system of education that must be manipulated at the local, state and national levels to improve schools & at the local, state and national levels to improve schools & make them more effectivemake them more effective

CLASSROOM LEARNING CLIMATECLASSROOM LEARNING CLIMATE The class has often described & viewed as a self-contained The class has often described & viewed as a self-contained

system, sealed off from societysystem, sealed off from society Psychologists & Sociologists have concentrated on the ‘one Psychologists & Sociologists have concentrated on the ‘one

teacher-many students’ modelteacher-many students’ model The dynamics of classroom behaviour cannot be understood The dynamics of classroom behaviour cannot be understood

unless the importance of the environment is recognizedunless the importance of the environment is recognized The learning climate is made up of routines imposed on students The learning climate is made up of routines imposed on students

in classrooms in order to maintain control & disciplinein classrooms in order to maintain control & discipline Children must begin to acquire behaviours & attitudes necessary Children must begin to acquire behaviours & attitudes necessary

for classroom learning before coming to schoolfor classroom learning before coming to school Problems in families, lack of discipline in some homes and the Problems in families, lack of discipline in some homes and the

influence of television have not aided the adjustment to influence of television have not aided the adjustment to traditional classroomstraditional classrooms

Students understand their classroom experiences in many diff. ways, most Students understand their classroom experiences in many diff. ways, most of which are influenced by relations among students – especially for early of which are influenced by relations among students – especially for early adolescents, social & personal development needs suggest that adolescents, social & personal development needs suggest that cooperative learning activities are important & effectivecooperative learning activities are important & effective

Classroom climate can produce anti school feelings, especially in Classroom climate can produce anti school feelings, especially in competitive, restrictive classrooms/ it can produce students who are competitive, restrictive classrooms/ it can produce students who are motivated toward self-improvement, academic success & enjoyment of motivated toward self-improvement, academic success & enjoyment of learninglearning

– Classroom Codes: Interaction in the classroomClassroom Codes: Interaction in the classroom the type & extent of classroom interaction is related to teacher styles, which the type & extent of classroom interaction is related to teacher styles, which

can be grouped into 3 types:can be grouped into 3 types: AUTHORITARIAN : Formal Power is vested & used by the teacherAUTHORITARIAN : Formal Power is vested & used by the teacher DEMOCRATIC : Students are involved in the decision making that effects DEMOCRATIC : Students are involved in the decision making that effects

classroom activitiesclassroom activities LAISSEZ-FAIRE : There is general freedom in the classroomLAISSEZ-FAIRE : There is general freedom in the classroom

the daily student-teacher interactions & interpersonal relations the daily student-teacher interactions & interpersonal relations determine the atmosphere of the classroomdetermine the atmosphere of the classroom

The classroom dynamics (the rules that govern interaction, power The classroom dynamics (the rules that govern interaction, power relationships between teachers- students & how these relate to the relationships between teachers- students & how these relate to the social class of students) lead to the social reproduction of class.social class of students) lead to the social reproduction of class.

Classrooms have interaction ‘codes’ – rules, practises, & agencies Classrooms have interaction ‘codes’ – rules, practises, & agencies regulating communication that determine e the distribution of powerregulating communication that determine e the distribution of power

CodeCode refers to a ‘regulative principle which underlies various refers to a ‘regulative principle which underlies various message systems, especially curriculum & pedagogy’message systems, especially curriculum & pedagogy’

Pedagogy Pedagogy refers to the transmission of knowledge, usually through refers to the transmission of knowledge, usually through structured curriculastructured curricula

Among the codes are hierarchy – the interaction between Among the codes are hierarchy – the interaction between transmitter (teacher) & the acquirer (student); the sequencing & transmitter (teacher) & the acquirer (student); the sequencing & pacing / progression & rate, at which information is transmitted; & pacing / progression & rate, at which information is transmitted; & the criteria or whether the student accepts as legitimate / the criteria or whether the student accepts as legitimate / illegitimate what is being transmitted in the educational process.illegitimate what is being transmitted in the educational process.(these factors affects student learning)(these factors affects student learning)

STUDENT FRIENDSHIP & STUDENT FRIENDSHIP & INTERACTION PATTERNS IN THE INTERACTION PATTERNS IN THE

CLASSROOMCLASSROOM Who students ‘hang-out’ with is an important part of the informal Who students ‘hang-out’ with is an important part of the informal

experience in schools.experience in schools. These friendship patterns affect each student’s peer-group affiliation and These friendship patterns affect each student’s peer-group affiliation and

in turn aspirations for educational attainment.in turn aspirations for educational attainment. Student friendship patterns and interaction vary depending on whether Student friendship patterns and interaction vary depending on whether

the classroom is structured in an open or traditional manner.the classroom is structured in an open or traditional manner. Open, flexible, and democratic classrooms stress the affective or Open, flexible, and democratic classrooms stress the affective or

emotional growth of students, whereas traditional classrooms are emotional growth of students, whereas traditional classrooms are teacher centered & often stress the basics. teacher centered & often stress the basics.

Students in open classes had fewer best friends but more general Students in open classes had fewer best friends but more general friendship where else in traditional classrooms; children have potential friendship where else in traditional classrooms; children have potential friends who are seated near them because of imposed seating friends who are seated near them because of imposed seating assignments.assignments.

All children need social peers & close friends to feel that they belong; to All children need social peers & close friends to feel that they belong; to the extent that teachers can facilitate these relationships, children’s the extent that teachers can facilitate these relationships, children’s achievement may improve.achievement may improve.

There are clear differences between female and male popularity & There are clear differences between female and male popularity & friendship patterns: Females are closely knit & egalitarian, sharing friendship patterns: Females are closely knit & egalitarian, sharing intimacies & problems; Males are loosely knit, with clear status intimacies & problems; Males are loosely knit, with clear status hierarchies based on shared activities such as sports.hierarchies based on shared activities such as sports.

The organizational structure of a school can also affect interactions. The organizational structure of a school can also affect interactions. Interracial friendships are important as a training ground for future work Interracial friendships are important as a training ground for future work

environments and as an influence on college aspirations & attendance – environments and as an influence on college aspirations & attendance – the closer the peers, the greater the influence, especially in the same the closer the peers, the greater the influence, especially in the same track and gender.track and gender.

Teachers often manipulate the classroom situation in order to have Teachers often manipulate the classroom situation in order to have better control over interaction patterns of individuals or groups of better control over interaction patterns of individuals or groups of students.students.

Moving seats, rearranging desks, and regrouping students all influence Moving seats, rearranging desks, and regrouping students all influence interaction patterns & climate.interaction patterns & climate.

Seating arrangements & Seating arrangements & Physical conditions in Physical conditions in

classrooms and schoolsclassrooms and schools A A persistent question in the field of school facilities planning is the persistent question in the field of school facilities planning is the

relationship between the building environment & the performance & relationship between the building environment & the performance & behaviour of users, particularly students.behaviour of users, particularly students.

Evidence points to the influence of classroom structure & school Evidence points to the influence of classroom structure & school conditions in the achievement of students.conditions in the achievement of students.

The location of a student’s seat affects both that student’s behaviour The location of a student’s seat affects both that student’s behaviour and the teacher’s attitude toward the student.and the teacher’s attitude toward the student.

Students focus better on individual tasks when they are in rows.Students focus better on individual tasks when they are in rows. For some tasks, sofas and effective room décor, such as popular For some tasks, sofas and effective room décor, such as popular

posters, create an optimal learning environment – the seating posters, create an optimal learning environment – the seating arrangement is most effective when it matches the task; group setting is arrangement is most effective when it matches the task; group setting is most appropriate for cooperative learning tasks.most appropriate for cooperative learning tasks.

Attention has also been paid to the physical conditions that produce the Attention has also been paid to the physical conditions that produce the best working conditions, including open-space programs, school building best working conditions, including open-space programs, school building age, thermal factors, visual factors, colour and interior painting, hearing age, thermal factors, visual factors, colour and interior painting, hearing factors, building maintenance etc.factors, building maintenance etc.

Researchers found that the most important factors affecting student Researchers found that the most important factors affecting student performance & achievement were the thermal environment, lighting, performance & achievement were the thermal environment, lighting, adequate space, and equipment & furnishings, especially in science adequate space, and equipment & furnishings, especially in science education.education.

Other factors, such as types of seats, wall colour, shape of room, music Other factors, such as types of seats, wall colour, shape of room, music & noise level in & outside the classroom, all have some affect on & noise level in & outside the classroom, all have some affect on learning, though evidence in this field is scanty. learning, though evidence in this field is scanty.

Concerns about classroom & school health hazards abound. Some Concerns about classroom & school health hazards abound. Some research (GAO) been made and found out in US, 1 in 8 schools is old, research (GAO) been made and found out in US, 1 in 8 schools is old, dilapidated, and in poor condition for learning and 25% lack of adequate dilapidated, and in poor condition for learning and 25% lack of adequate space, maintenance and safety – these affects the students space, maintenance and safety – these affects the students performance in class as their grades are below average.performance in class as their grades are below average.

Size of school and classroomSize of school and classroom One assumes that ‘smaller is better’ in the classroom – that One assumes that ‘smaller is better’ in the classroom – that

smaller class meant fewer problems, more interaction & smaller class meant fewer problems, more interaction & communication between teachers and students. (Research communication between teachers and students. (Research revealed that reduced class size increased achievement & revealed that reduced class size increased achievement & improved instruction.)improved instruction.)

However, teachers do not take advantage of the smaller class size However, teachers do not take advantage of the smaller class size to create climates more conducive to learning(Galton, 1998); to create climates more conducive to learning(Galton, 1998); teacher training is important to maximise learning potential in small teacher training is important to maximise learning potential in small classes.classes.

Students can play a more active role in school life, and interact Students can play a more active role in school life, and interact more informally with teachers & administrators in smaller schools.more informally with teachers & administrators in smaller schools.

In contrast, the climate in large schools leads students to be more In contrast, the climate in large schools leads students to be more passive with adults, to be followers, to depend on others to passive with adults, to be followers, to depend on others to manage their affairs, and to have fewer leadership opportunities.manage their affairs, and to have fewer leadership opportunities.

Percentage of participation decreased with increased size of the Percentage of participation decreased with increased size of the school.school.

Certain types of activities, such as hobby clubs, can increase in Certain types of activities, such as hobby clubs, can increase in size to include any number, but other activities-athletic teams, size to include any number, but other activities-athletic teams, music & drama-are inelastic; students attending larger schools are music & drama-are inelastic; students attending larger schools are at a disadvantage because a smaller percentage of the school at a disadvantage because a smaller percentage of the school population can participate.population can participate.

Architecture of schoolsArchitecture of schools Architectural designs reflect the purpose that a building is to Architectural designs reflect the purpose that a building is to

serve; in turn, the design influences activities within a building, serve; in turn, the design influences activities within a building, and how these will interact with surrounding activities & and how these will interact with surrounding activities & buildings.buildings.

School architectural style & sites make schools stand out School architectural style & sites make schools stand out among buildings, indicating their distinct function.among buildings, indicating their distinct function.

Whether school buildings are squeezed between other Whether school buildings are squeezed between other buildings or located on sprawling campuses, their fenced-in buildings or located on sprawling campuses, their fenced-in area or other physical separation distinguishes them from the area or other physical separation distinguishes them from the community at large.community at large.

Some educators object to this physical isolation from the Some educators object to this physical isolation from the surrounding community.surrounding community.

Separation isolates schools from valuable interactions with the Separation isolates schools from valuable interactions with the wider community.wider community.

Yet it serves the function of concentrating students in Yet it serves the function of concentrating students in one place for one specific activity.one place for one specific activity.

A school is composed of many dynamic parts that fir A school is composed of many dynamic parts that fir together, from buildings that make possible certain together, from buildings that make possible certain interaction patterns to the atmosphere/climates that interaction patterns to the atmosphere/climates that influence the learning process.influence the learning process.

All these are part of the complex informal system of All these are part of the complex informal system of education.education.