essay about culture in school

• The Open University
• Explore OpenLearn

• Get started
• Create a course
• Free courses
• Collections

My OpenLearn Create Profile

• Personalise your OpenLearn profile
• Save Your favourite content
• Get recognition for your learning

Already Registered?

• TESS-India: Key resources
• Key resources (complete)
• Planning lessons
• Involving all
• Talk for learning
• Using pair work
• Using questioning to promote thinking
• Monitoring and giving feedback
• Using groupwork
• Assessing progress and performance
• Using local resources
• Storytelling, songs, role play and drama
• Compendium for teacher development
• School–home communication
• TI-AIE: School–home communication
• A language-rich classroom
• TI-AIE: A language-rich classroom
• Speaking and listening
• TI-AIE: Speaking and listening
• Early reading
• TI-AIE: Early reading
• Storytelling
• TI-AIE: Storytelling
• Reading for pleasure
• TI-AIE: Reading for pleasure
• Reading for information
• TI-AIE: Reading for information
• Knowing and using children's literature
• TI-AIE: Knowing and using children’s literature
• Knowing and using children’s literature
• Authentic writing
• TI-AIE: Authentic writing
• TI-AIE: Using local resources
• Language, literacy and citizenship
• TI-AIE: Language, literacy and citizenship
• Multilingualism in the classroom
• TI-AIE: Multilingualism in the classroom
• Pair work for language and literacy
• TI-AIE: Pair work for language and literacy
• Integrating language, literacy and subject learning
• TI-AIE: Integrating language, literacy and subject learning
• Monitoring, assessment and feedback
• TI-AIE: Monitoring, assessment and feedback
• Acknowledgements
• Elementary Language and Literacy acknowledgements
• Classroom routines
• TI-AIE: Classroom routines
• Songs, rhymes and word play
• TI-AIE: Songs, rhymes and word play
• Letters and sounds of English
• TI-AIE: Letters and sounds of English
• Mark-making and early writing
• TI-AIE: Mark-making and early writing
• Shared reading
• TI-AIE: Shared reading
• Planning around a text
• TI-AIE: Planning around a text
• Promoting the reading environment
• TI-AIE: Promoting the reading environment
• English and subject content integration
• TI-AIE: English and subject content integration
• Using the textbook creatively
• TI-AIE: Using the textbook creatively
• Learning English in the creative arts
• TI-AIE: Learning English in the creative arts
• The learning environment
• TI-AIE: The learning environment
• Developing and monitoring reading
• TI-AIE: Developing and monitoring reading
• Developing and monitoring writing
• TI-AIE: Developing and monitoring writing
• Community resources for English
• TI-AIE: Community resources for English
• Elementary English acknowledgements
• Local resources for teaching English
• TI-AIE: Local resources for teaching English
• Using more English in your classroom
• TI-AIE: Using more English in your classroom
• Building your students' confidence to speak English
• TI-AIE: Building your students' confidence to speak English
• Supporting reading for understanding
• TI-AIE: Supporting reading for understanding
• Whole-class reading routines
• TI-AIE: Whole-class reading routines
• Supporting independent writing in English
• TI-AIE: Supporting independent writing in English
• Whole-class writing routines
• TI-AIE: Whole-class writing routines
• Strategies for teaching listening
• TI-AIE: Strategies for teaching listening
• Supporting speaking in English: pair and groupwork
• TI-AIE: Supporting speaking in English: pair and groupwork
• English grammar in action
• TI-AIE: English grammar in action
• Strategies for teaching vocabulary
• TI-AIE: Strategies for teaching vocabulary
• Promoting reading for pleasure
• TI-AIE: Promoting reading for pleasure
• Supporting language learning through formative assessment
• TI-AIE: Supporting language learning through formative assessment
• Developing your English
• TI-AIE: Developing your English
• Using resources beyond the textbook
• TI-AIE: Using resources beyond the textbook
• Secondary English acknowledgements
• Using number games: developing number sense
• TI-AIE: Using number games: developing number sense
• Using structured resources to develop understanding: place value
• TI-AIE: Using structured resources to develop understanding: place value
• Using a number line and the expression 'Imagine if ...': positive and negative numbers
• TI-AIE: Using a number line and the expression ‘Imagine if …’: positive and negative numbers
• Mathematical stories: word problems
• TI-AIE: Mathematical stories: word problems
• Asking questions that challenge thinking: fractions
• TI-AIE: Asking questions that challenge thinking: fractions
• Making students believe they CAN do mathematics: operations on fractions
• TI-AIE: Making students believe they CAN do mathematics: operations on fractions
• Using manipulatives: decomposition and regrouping
• TI-AIE: Using manipulatives: decomposition and regrouping
• Using real-life contexts: the formal division algorithm
• TI-AIE: Using real-life contexts: the formal division algorithm
• Comparing and contrasting tasks: volume and capacity
• TI-AIE: Comparing and contrasting tasks: volume and capacity
• Using rich tasks: area and perimeter
• TI-AIE: Using rich tasks: area and perimeter
• Physical representation in mathematics: handling data
• TI-AIE: Physical representation in mathematics: handling data
• Learning through talking: variables and constants
• TI-AIE: Learning through talking: variables and constants
• Conjecturing and generalising in mathematics: introducing algebra
• TI-AIE: Conjecturing and generalising in mathematics: introducing algebra
• Using embodiment, manipulative and real-life examples: teaching about angles
• TI-AIE: Using embodiment, manipulatives and real-life examples: teaching about angles
• Creative thinking in mathematics: proportional reasoning
• TI-AIE: Creative thinking in mathematics: proportional reasoning
• Elementary Maths acknowledgements
• Using visualisation: algebraic identities
• TI-AIE: Using visualisation: algebraic identities
• Developing mathematical reasoning: mathematical proof
• TI-AIE: Developing mathematical reasoning: mathematical proof
• Visualising, comparing and contrasting: number systems
• TI-AIE: Visualising, comparing and contrasting: number systems
• Connecting mathematics: finding factors and multiples
• TI-AIE: Connecting mathematics: finding factors and multiples
• Building mathematical resilience: similarity and congruency in triangles
• TI-AIE: Building mathematical resilience: similarity and congruency in triangles
• Cooperative learning and mathematical talk: triangles
• TI-AIE: Cooperative learning and mathematical talk: triangles
• Creating contexts for abstract mathematics: equations
• TI-AIE: Creating contexts for abstract mathematics: equations
• Enacting vocabulary and asking questions: exploring the circle
• TI-AIE: Enacting vocabulary and asking questions: exploring the circle
• Hands-on learning and embodiment: constructions in geometry
• TI-AIE: Hands-on learning and embodiment: constructions in geometry
• Tackling mathematical anxiety: combination shapes and solids
• TI-AIE: Tackling mathematical anxiety: combination shapes and solids
• Learning from misconceptions: algebraic expressions
• TI-AIE: Learning from misconceptions: algebraic expressions
• Developing creative thinking in mathematics: trigonometry
• TI-AIE: Developing creative thinking in mathematics: trigonometry
• Reading, writing and modelling mathematics: word problems
• TI-AIE: Reading, writing and modelling mathematics: word problems
• Thinking mathematically: estimation
• TI-AIE: Thinking mathematically: estimation
• Developing stories: understanding graphs
• TI-AIE: Developing stories: understanding graphs
• Secondary Maths acknowledgements
• Brainstorming: sound
• TI-AIE: Brainstorming: sound
• Pair work: life processes
• TI-AIE: Pair work: life processes
• Using groupwork: floating and sinking
• TI-AIE: Using groupwork: floating and sinking
• Using demonstration: food
• TI-AIE: Using demonstration: food
• Concept mapping: water
• TI-AIE: Concept mapping: water
• Teacher’s questioning: forces
• TI-AIE: Teacher’s questioning: forces
• Pupils’ questioning: sorting and classifying things
• TI-AIE: Pupils’ questioning: sorting and classifying things
• Observing patterns: shadows and night & day
• TI-AIE: Observing patterns: shadows and night & day
• Practical investigation: change
• TI-AIE: Practical investigation: change
• Using stories: environment
• TI-AIE: Using stories: environment
• Using games: electricity
• TI-AIE: Using games: electricity
• Alternative conceptions: heat and temperature
• TI-AIE: Alternative conceptions: heat and temperature
• Developing the learning environment
• TI-AIE: Developing the learning environment
• Discussion in science: malnutrition
• TI-AIE: Discussion in science: malnutrition
• Using the community: environmental issues
• TI-AIE: Using the community: environmental issues
• Elementary Science acknowledgements
• Pair work: atoms and molecules, and chemical reactions
• TI-AIE: Pair work: atoms and molecules, and chemical reactions
• Reading in the science classroom : heredity and evolution
• TI-AIE: Reading in the science classroom: heredity and evolution
• Reading in the science classroom: heredity and evolution
• Mind mapping and concept mapping: acids, bases and salts
• TI-AIE: Mind mapping and concept mapping: acids, bases and salts
• Using local resources: life processes
• TI-AIE: Using local resources: life processes
• Community approaches: science education and environmental issues
• TI-AIE: Community approaches: science education and environmental issues
• Using games: the Periodic Table
• TI-AIE: Using games: the Periodic Table
• Questioning: why do we fall ill?
• TI-AIE: Questioning: why do we fall ill?
• Language in the science classroom: cells
• TI-AIE: Language in the science classroom: cells
• Probing understanding: work and energy
• TI-AIE: Probing understanding: work and energy
• Using physical models: teaching electricity to Class X
• TI-AIE: Using physical models: teaching electricity to Class X
• Brainstorming: forces and laws of motion
• TI-AIE: Brainstorming: forces and laws of motion
• Building mental models: teaching carbon and its compounds to Class X
• TI-AIE: Building mental models: teaching carbon and its compounds to Class X
• Practical work and investigations: teaching gravitation to Class IX
• TI-AIE: Practical work and investigations: teaching gravitation to Class IX
• Effective demonstrations: teaching light and vision to Class X
• TI-AIE: Effective demonstrations: teaching light and vision to Class X
• Effective project work: sources of energy
• TI-AIE: Effective project work: sources of energy
• Secondary Science acknowledgements
• Orientation
• TI-AIE: Orientation: the elementary school leader as enabler
• Orientation: the elementary school leader as enabler
• TI-AIE: Orientation: the secondary school leader as enabler
• Orientation: the secondary school leader as enabler
• Perspective on leadership
• TI-AIE: Perspective on leadership: leading the school’s self-review
• Perspective on leadership: leading the school’s self-review
• TI-AIE: Perspective on leadership: leading the school development plan
• Perspective on leadership: leading the school development plan
• TI-AIE: Perspective on leadership: using data on diversity to improve your school
• Perspective on leadership: using data on diversity to improve your school
• TI-AIE: Perspective on leadership: planning and leading change in your school
• Perspective on leadership: planning and leading change in your school
• TI-AIE: Perspective on leadership: implementing change in your school
• Perspective on leadership: implementing change in your school
• TI-AIE: Perspective on leadership: building a shared vision for your school
• Perspective on leadership: building a shared vision for your school
• Managing and developing self
• TI-AIE: Managing and developing self: managing and developing yourself
• Managing and developing self: managing and developing yourself
• Transforming teaching-learning process
• TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
• Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
• TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
• Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
• TI-AIE: Transforming teaching-learning process: leading assessment in your school
• Transforming teaching-learning process: leading assessment in your school
• TI-AIE: Transforming teaching-learning process: leading teachers’ professional development
• Transforming teaching-learning process: leading teachers’ professional development
• TI-AIE: Transforming teaching-learning process: supporting teachers to raise performance
• Transforming teaching-learning process: supporting teachers to raise performance
• TI-AIE: Transforming teaching-learning process: mentoring and coaching
• Transforming teaching-learning process: mentoring and coaching
• What this unit is about

What school leaders can learn in this unit

1 What is school culture and how does it impact on learning?

2 Styles of school leadership

• 3 Identifying and analysing the culture in your school
• 4 Developing a positive shared culture
• Resource 1: Plan of action
• Transforming teaching-learning process: developing an effective learning culture in your school
• TI-AIE: Transforming teaching-learning process: promoting inclusion in your school
• Transforming teaching-learning process: promoting inclusion in your school
• TI-AIE: Transforming teaching-learning process: managing resources for effective student learning
• Transforming teaching-learning process: managing resources for effective student learning
• TI-AIE: Transforming teaching-learning process: leading the use of technology in your school
• Transforming teaching-learning process: leading the use of technology in your school
• Leading partnerships
• TI-AIE: Leading partnerships: engaging with parents and the wider school community
• Leading partnerships: engaging with parents and the wider school community
• School Leadership acknowledgements
• TI-AIE: TESS-India Video Resources
• TI-AIE: TESS-India School Leadership Video Resources
• TESS-India OER title list
• TESS-India Subject Frameworks
• TESS-India Key Resources and Video Resources mapping matrix
• TESS-India Video Script titles
• TESS-India Localisation Handbook
• TESS-India MOOC Facilitation Guide
• TESS-India Consultant Orientation Handbook (Draft)
• Academic mentoring
• Action research
• Facilitating teachers' meetings
• Networks: effective professional development for educational change
• Reflection in education
• Running an effective participatory interactive workshop
• Engaging students
• Focusing on examination results
• Improving attendance
• Dealing with large multi-grade classes
• Motivating teachers
• Speaking English with confidence
• Supporting school leaders in motivating teacher change in their schools
• Teacher development meetings
• Teaching student teachers
• Teaching multilingual classes
• Using English in everyday life
• Working with elementary Maths teachers

Download material

Download this material for use offline or for other devices.

The materials below are provided for offline use for your convenience and are not tracked. If you wish to save your progress, please go through the online version.

About this material

• 10 hours study
• 1 Level 1: Introductory
• Description

TESS-India: All India Resources (in English)

If you create an account, you can set up a personal learning profile on the site.

A school that is able to develop and maintain a positive shared culture knows what aspects of the culture are important in developing an effective learning environment; it consciously transmits these values to its students. Through collective awareness and action, culture can be used positively in order to enhance student learning and achievement, whether through small actions such as celebrating achievements in public events, or to more large-scale projects such as developing democratic processes for teachers, students and other stakeholders to contribute to curriculum reform.

While it appears to be constant , culture is a dynamic space that is influenced by laws, policies and changes of leadership. It therefore requires school leaders to be aware of what influences or changes aspects of the school culture, whether deliberately or not, and ensuring that the culture for learning and achievement are never put at risk. Research demonstrates that school leaders have a critical role in ensuring that the culture supports student achievement (MacNeil et al., 2009). But – as identified by Bulach (2001) – a leader must identify a school’s existing culture before attempting to change it.

A positive school culture can be defined broadly to include (Character Education Partnership, 2010):

• social climate , including a safe and caring environment in which all students feel welcomed and valued, and have a sense of ownership of their school; this helps students in their moral development
• intellectual climate , in which all students in every classroom are supported and challenged to do their very best and achieve work of quality; this includes a rich, rigorous and engaging curriculum, and a powerful pedagogy for teaching it
• rules and policies that hold all school members accountable to high standards of learning and behaviour
• traditions and routines built from shared values that honour and reinforce the school’s academic and social standards
• structures for giving staff and students a voice in, and shared responsibility for, solving problems and making decisions that affect the school environment and their common life
• ways of effectively working with parents to support students’ learning and character growth
• norms for relationships and behaviours that create a professional culture of excellence and ethical practice.

Figure 2 Does your school have a positive school culture?

This definition covers the breadth of school life, both academic and social. However, every bullet point can be seen to have a direct impact on student learning, whether it is through developing a culture of excellence, or ensuring that students feel safe and listened to. The National Curriculum Framework (NCF) recognises this by stating that ‘schools have a major role to play in ensuring that children are socialised into a culture of self-reliance, resourcefulness, peace-oriented values and health’ (2005, p. 35).

The NCF mentions the conscious creation of a culture that has a long-term, developmental impact, stating that ‘children cannot wake up one morning and know how to participate in, preserve and enhance a democracy, especially if they have had no prior personal or even second-hand experience of it, nor any role models to learn from’. It specifically mentions the importance of:

• a culture of reading
• a culture of innovation, curiosity and practical experience
• highlighting students’ identities as ‘learners’ and creating an environment that enhances the potential and interests of each student
• messages that convey interpersonal relations, teacher attitudes, and norms and values that are part of the culture of the school.

More recently, Section 17 of the Right to Education Act 2009 (RtE) is of particular significance in the context of developing a positive school culture, because it states that ‘no child shall be subjected to physical punishment or mental harassment’. This calls for the school leader to focus on making the school an enabling and facilitative place for all school children, thereby providing a stress-free, child-friendly, learner-centred classroom environment, which requires redefining notions of discipline, punishment and student–teacher relationships. Further, the National Programme Design and Curriculum Framework (2014) highlights the need to empower and develop the capabilities of the school leader so that the transformed school proactively nurtures children and facilitates their all-round development.

Before understanding the role of school leaders in establishing, modelling and sharing their vision of a positive school culture, it is necessary to consider how different aspects of the culture are enacted in schools. Activity 1 will help you to consider your own understanding of school culture in relation to the Character Education Partnership (CEP) definition above.

Activity 1: Identifying examples of positive school culture

Look again at the seven bullet points listed above in the CEP definition of school culture. For each bullet point, write down in your Learning Diary two examples of how this might be reflected to your school.

For each example you have listed, justify how it would have a positive impact on student learning.

You will have naturally drawn on examples from your own experience, and will maybe have thought of examples of practice that you feel your school should aim to implement. You may notice that the examples you have thought of range from something as small as all teachers saying good morning to students as they enter classrooms, to something more substantial such as changing the classroom pedagogy .

The examples you thought of for Activity 1 are likely to be context-specific. Table 1 lists some generic ideas to help you think through the broad range of practical elements that might contribute to a school culture.

Having considered the multi-faceted nature of what is meant by a school’s culture, it should be clear that there is very little that does not have an impact on how staff and students experience the school and affect the learning that takes place. As a school leader, this includes the way you lead and manage the staff, how you communicate your vision of the school’s development, and the relationships and interactions you have with staff, students and stakeholders.

For further information, take a look at our frequently asked questions which may give you the support you need.

Have a question?

If you have any concerns about anything on this site please get in contact with us here.

Report a concern