School Environment Essay
Grand Canyon University: EDA: Educational Leadership in a Changing World
There are a lot of factors that affect schools. A few of those factors are: environmental and contextual issues. It is these two factors that influence or shape the school’s climate and community. It takes the collaboration of our administrators, school improvement team, teachers, parents, students and the community to bring the change and help needed to advance the vision of the school. A school is capable of fully functioning at a high level with all of the stakeholders help. Teachers and administrators are responsible for the environment in which they service the children in. Addressing the issues is a clear way of saying, I will have to face and answer to the community. The community carries many keys to what is expected from a particular school.
The school, in which I will describe, is a public middle school in Winston Salem, North Carolina. There are issues within the school that affect the dynamics of the school and add to the contextual issues of the school. These issues include disrespect, vandalism in the bathrooms and few incidences of bullying. The school is partly in a small but large area. Federal and State funding is given along with the title one funds to assist with title one students. The school is not a high poverty school, but a school with high demand students and resources. This school receives special funding from the Women’s Leadership Counsel to assist with the high demand students. In this essay, I will explain the environmental and contextual factors that portray and provide probable solutions to deal with these factors. The first influential environmental factor that affects the school is disrespect. Students are consistently being confronted by teachers due to the level of disrespect given. Students are seeing adults as a non authority figure and feel that they can communicate to the adult as they would their friends.
There are a lot of factors that affect schools. A few of those factors are: environmental and contextual issues. It is these two factors that influence or shape the school’s climate and community. It takes the collaboration of our administrators, school improvement team, teachers, parents, students and the community to bring the change and help needed to advance the vision of the school. A school is capable of fully functioning at a high level with all of the stakeholders help. Teachers and administrators are responsible for the environment in which they service the children in. Addressing the issues is a clear way of saying, I will have to face and answer to the community. The community carries many keys to what is expected from a particular school.
The school, in which I will describe, is a public middle school in Winston Salem, North Carolina. There are issues within the school that affect the dynamics of the school and add to the contextual issues of the school. These issues include disrespect, vandalism in the bathrooms and few incidences of bullying. The school is partly in a small but large area. Federal and State funding is given along with the title one funds to assist with title one students. The school is not a high poverty school, but a school with high demand students and resources. This school receives special funding from the Women’s Leadership Counsel to assist with the high demand students. In this essay, I will explain the environmental and contextual factors that portray and provide probable solutions to deal with these factors. The first influential environmental factor that affects the school is disrespect. Students are consistently being confronted by teachers due to the level of disrespect given. Students are seeing adults as a non authority figure and feel that they can communicate to the adult as they would their friends.
References: Stenhouse, V., & Jarrett, O. (2012). In the Service of Learning and Activism: Service Learning, Critical Pedagogy, and the Problem Solution Project. Teacher Education Quarterly, 39(1), 51-76 Gendron B, Williams K, Guerra N. An Analysis of Bullying Among Students Within Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate. Journal Of School Violence [serial online]. April 2011;10(2):150-164. Available from: Education Research Complete, Ipswich, MA. Accessed October 11, 2013. Landers, E., Servilio, K.L., Alter, P., & Haydon, T. (2011). Defining Disrespect: A Rural Teachers’ Perspective. Rural Special Education Quarterly, 30(2), 13-18