# data[].attributes.body
A school culture is a matter of perspective. By any means, a positive school culture must promote professional learning and commitment and student learning is valued. On the other side, a toxic school culture limit the effort for improvement in the school.

# data[].attributes.body
A school can an institution, meaning, an infrastructure that has set rules and goals to follow, in which a social organisation can be nurtured. For instance, in an institution such as a college, students form a social organisation where they can learn and develop skills to become great citizens.

# data[].attributes.body
The school is both an institution in terms of the infrastructure of the school with established rules and regulations. Moreover, it is also a social organization in terms of individuals in the organizations allowing the learners to become good citizens lifelong learners

# data[].attributes.body
The school is both an institution in terms of the infrastructure of the school with established rules and regulations. Moreover, it is also a social organization in terms of individuals in the organizations allowing the learners to become good citizens lifelong learners

# data[].attributes.headline
A toxic school culture is where there is pressure from the management, forcing educators to a lot a paper works. This may result to frustration at work. whereas positive school culture is where teachers are able to express themselves  and work in a happy environment. This results in good result.

# data[].attributes.subject
A toxic school culture is where there is pressure from the management, forcing educators to a lot a paper works. This may result to frustration at work. whereas positive school culture is where teachers are able to express themselves  and work in a happy environment. This results in good result.

# data[].attributes.headline
Irfaan Hossen (Ms Thoondee - Tuesday - PGCE maths part time 20/21

# data[].attributes.subject
Irfaan Hossen (Ms Thoondee - Tuesday - PGCE maths part time 20/21

# data[].attributes.body
The management team is an important indicator which promotes positive work culture. Educators rely on the management team for support. A good rapport between educators and the management team provide a safe, encouraging, inviting and supportive environment for the evolution of student's academic achievement. This also includes the rector also where “lexemple vient en haut”. This is also the case in my school, where it is a positive indicator after the new rector has been appointed. The rector, due to experience, advises his staff well. Although the load of work has increased in terms of paperwork, the staff does not complain about the admin section with the proper backing of the rector.

# data[].attributes.headline
Irfaan Hossen (Ms Thoondee - Tuesday - PGCE maths part time 20/21

# data[].attributes.subject
Irfaan Hossen (Ms Thoondee - Tuesday - PGCE maths part time 20/21

# data[].attributes.body
"Toxic Cultures and the Problems of Change"
If schools are to change and improve, many things must be in place: leadership, a clear mission, high expectations, resources, time, collegiality, a knowledge of teaching and learning, a systematic approach to planning, and a positive, professional culture. Many of these ingredients are structural requirements for change and improvement efforts to flourish. But some of these are aspects of the school's culture and climate. In this issue we will look at the ways negative or "toxic" cultures can inhibit, slow, and even stop school improvement.

School culture is the underlying set of norms, values, traditions, ceremonies, and unwritten rules of behavior, action, and thinking. The school culture is built over time as educators cope with problems, deal with changing students and staff, and deal with successes and failures. Over time the group develops a set of values and beliefs that are the glue that keeps it together. Oftentimes the culture is positive, nurturing, and professional-and supportive of change and improvement. Sometimes, though, the culture has developed dysfunctional values and beliefs, negative traditions, and caustic ways of interacting. These are what Deal and Peterson (1998) have called "toxic cultures."

In toxic cultures, staff :

1. View students as the problem rather than as their valued clients.

2. Are sometimes part of negative subcultures that are hostile and critical of change.

3. Believe they are doing the best they can and don't search out new ideas.

4. Frequently share stories and historical perspectives on the school that are often negative, discouraging, and demoralizing.

5. Complain, criticize, and distrust any new ideas, approaches, or suggestions for improvement raised by planning committees.

6. Rarely share ideas, materials, or solutions to classroom problems.

7. Have few ceremonies or school traditions that celebrate what is good and hopeful about their place of work.

These schools are not fun places to work in and seldom try to improve what is going on. Toxic cultures inhibit and limit improvement efforts in several ways.

In these cultures, staff are afraid to offer suggestions or new ideas for fear of being attacked or criticized.

Planning sessions lead by the school improvement council or committee are often half-hearted due to the negativity and sense of hopelessness fostered by hostile staff who refuse to see that improvement is possible.

New staff who bring hope and a sense of possibility are quickly squelched and resocialized into negative ways of thinking.

Programs that are planned are poorly implemented because the motivation and commitment to change is weak or nonexistent.

Plans fail for lack of will.

No one wants to work in these kinds of schools. But, it takes leadership, time, and focus to rebuild these festering institutions. Fortunately, most schools are not this negative, though many have some of these cultural patterns that make change problematic.

How do schools deal with "toxicity" in their culture? Deal and Peterson (1998) suggest several things educators can do. These include:

Confront negativity and hostility head-on and work to redirect negative energies.

Protect emergent sources of positive focus and effort.

Actively recruit more positive and constructive staff.

Vigorously celebrate the positive and the improving sides of the school.

Ensure that improvement efforts and plans are successful by supporting with time, energy, and resources.

Reconnect staff to the mission of schools: To help all children learn and grow.

It is up to school leaders--principals, teachers, and often parents--to help overcome the debilitating influence of negative cultures and to rebuild and reinforce positive student-focused cultures. Without positive, supportive cultures, reforms will falter, staff morale and commitment will wither, and student learning will decline.

References

T. E. Deal and Peterson, K. D. (1998). Shaping School Culture: The Heart of Leadership. San Francisco, CA: Jossey-Bass Publishers.

# data[].attributes.headline
Irfaan Hossen (Ms Thoondee - Tuesday - PGCE maths part time 20/21

# data[].attributes.subject
Irfaan Hossen (Ms Thoondee - Tuesday - PGCE maths part time 20/21

# data[].attributes.body
My colleagues are very cooperative and helpful. However, what is most essential are colleague who has the guts to tell us our faults instead of encouraging it. Only by learning though our mistakes that we will be able to grow. Regular “mise au point” are also performed to calibrate our lesson planning mainly organized by the head of department. Also the rector welcomes for new suggestions to be debated and put together.

# data[].attributes.body
I believe that the school is an organization where the management along with its staff come together for a common goal which is to provide knowledge and improve certain skills of our learners. However, a school is also an institution as it is designed to provide learning spaces and environments for the teaching of learners under the direction of educators.

# data[].attributes.headline
A positive school climate and atmosphere is one , whereby individuals are valued cared for and respected which contributes to effective teaching and learning. In my view, i would consider the intrinsic  motivation of  learners being a pivotal indicator which can significantly contributes to positive work culture. Research has revealed that praise can help increase intrinsic motivation. When the child hears something'good about him/her from the teacher, then the latter is bound to be highly motivated and he /she feels more determined to  work and pass with flying colors.Daniel H.pink said " Intrinsic motivation is conducive to creativity", thus unlike extrinsic motivation, the learner is not solely depending upon the fact of being rewarded but  however is motivated from the inner self to learn and excel. Thus it is of utmost importance that learners are provided with a conducive learning environment and learning activities are tailored to learner's interests accordingly. Rousseau believed that the process of education should gravitate around the child.In the same vein , Dewey also highlighted that learners should be at the heart of the educative process.  Thus ,according to the self -  determination theory by Ryan & Deci (2000), three basic needs must be fulfilled to sustain intrinsic motivation namely; autonomy, comp etence and a feeling of  belonging. All in all ,a positive work culture can prevail in an atmosphere whilst learners feel motivated, cared and valued. ( Devica Bhurtun , Hindi; Tutor : Mr.Beedasy)

# data[].attributes.subject
A positive school climate and atmosphere is one , whereby individuals are valued cared for and respected which contributes to effective teaching and learning. In my view, i would consider the intrinsic  motivation of  learners being a pivotal indicator which can significantly contributes to positive work culture. Research has revealed that praise can help increase intrinsic motivation. When the child hears something'good about him/her from the teacher, then the latter is bound to be highly motivated and he /she feels more determined to  work and pass with flying colors.Daniel H.pink said " Intrinsic motivation is conducive to creativity", thus unlike extrinsic motivation, the learner is not solely depending upon the fact of being rewarded but  however is motivated from the inner self to learn and excel. Thus it is of utmost importance that learners are provided with a conducive learning environment and learning activities are tailored to learner's interests accordingly. Rousseau believed that the process of education should gravitate around the child.In the same vein , Dewey also highlighted that learners should be at the heart of the educative process.  Thus ,according to the self -  determination theory by Ryan & Deci (2000), three basic needs must be fulfilled to sustain intrinsic motivation namely; autonomy, comp etence and a feeling of  belonging. All in all ,a positive work culture can prevail in an atmosphere whilst learners feel motivated, cared and valued. ( Devica Bhurtun , Hindi; Tutor : Mr.Beedasy)

# data[].attributes.headline
positive school culture v/s toxic school culture

# data[].attributes.subject
positive school culture v/s toxic school culture

# data[].attributes.body
"The culture of a school primarily comprises of underlying norm values and beliefs that teachers and administrators hold about teaching and learning" according to Dr. Peterson. Schools that promote high academic standards ,good leadership , cooperation provide a climate conducive to learner's achievement. In a positive school culture, a caring environment prevails whereby teachers are highly enthusiastic and passionate about their teaching and have a sense of responsibility for students learning. Administrators and staff believe in the attainment of their goals. On the other hand ,unhealthy schools consist of teachers, who are unhappy with their jobs or might have little motivation to teach. Hence, both learners and teachers are not academically motivated resulting in poor achievements and disinterest in the teaching and learning process. Schools , whereby a toxic culture prevails , do not really nurture a clear sense of purpose and have norms that reinforce and trigger inaction.It discourages collaboration and often has hostile  relations among staff. Conversely, schools with a healthy culture ensures and promote good relations among each and every staff. (Devica Bhurtun, pgce hindi, Tutor: Mr Beedasy)

# data[].attributes.headline
By: Saulick Devyabharty (Mr Beedassy)                                    

# data[].attributes.subject
By: Saulick Devyabharty (Mr Beedassy)                                    

# data[].attributes.body
A positive school culture is one where individuals feel valued, cared for and respected.
One way of promoting positive work cultures is to develop democratic processes.                        A school should reflect a caring community where the welfare of each individual is fostered and the concerns of all are taken into account.                                                Learners experience and practice the democratic process where they feel a sense of belonging, the opinions of parents, students, teachers are valued.                             For example, taking part in events on behalf of the school, and celebrating individual, class, school achievements

# data[].attributes.headline
Irfaan Hossen (Ms Thoondee - Tuesday - PGCE maths part time 20/21

# data[].attributes.subject
Irfaan Hossen (Ms Thoondee - Tuesday - PGCE maths part time 20/21

# data[].attributes.body
I work in a secondary school in Port Louis with a small student population and coming from lower class society with many financial problems. Access to education for these kids is difficult due to many family problems and financial problems. However, the strong management system in place and the strong hierarchy system to information makes the school run smoothly giving not only academic education but also cater for the needs, skills to be developed and emotional part for the students. The aim is not only to give a certificate to the students but to grow responsible citizens, paving a way from their social background. I feel comfortable in working in this school where empathy prevails and helping maximum for the students. The school also cater for those who do not have uniforms, books and those who cannot pay exam fees. The staff also feels like a united family in a “home” giving personal attention to the students.

# data[].attributes.headline
Irfaan Hossen ( MS Thondee - Tuesday - PGCE Maths part time 20/21

# data[].attributes.subject
Irfaan Hossen ( MS Thondee - Tuesday - PGCE Maths part time 20/21

# data[].attributes.body
The words organization and institution are often used synonymously. While language permits this usage, theory requires that we make a clear distinction between the gross form (organization) and the more subtle form (institution).

1. An organisation is centrally administered by authority from above moving down through a hierarchical structure.

2. An institution is not centrally administered. It is governed by values of an organization that are widely accepted and honored by individuals, such as a festival like Christmas.

3. An organisation has rules that are enforced; an institution has customs that are honored.

4. Organisation occupies the fourth place and institution the fifth place in the chain of social development that begins with an individual act and matures into social consciousness. A school is an organisation; education is a national institution.

So, a school is an organisation; education is a national institution.

# data[].attributes.body
A toxic school culture is a school climate where schools are not fun places to work. There is a negative atmosphere where the staff are afraid to offer suggestions or new ideas, indiscipline among colleagues and poor management. Whereas positive school culture is a climate where individuals are valued, care for, and respected for their work. Their ideas and suggestions are taken into considerations.

# data[].attributes.body
A positive atmosphere prevails at my working place. The relationship among colleagues are really good. Facilitators, head of department, section leaders and senior educators are always there to provide their help. there is a good communication, teamwork and respect among colleagues. (NOWRUNG SWEETY)

# data[].attributes.body
In my view ,  caring and catering for the needs of the learners would immensely enhanced the process of teaching and learning. Teachers must take into account that all learners differ at the psychological level and they come from different social backgrounds. Thus teachers, irrespective of their teaching modalities must be able to spark the pupil's interests and motivate them both intrinsically and extrinsically ,whereby the student's sagging self esteem shall rise again and they will be determined to excel in their studies. Nel Nodding is closely identified with the promotion of ethics of care, the argument that caring should be the foundation of ethical decision making. She stated" Care is basic in human life ;that all people want to be cared for"( Nodding 2002 p.11)Teaching can become highly effective whereby teachers tailor the learning activities accordingly to their learner's needs.This will in turn , foster a conducive environment that build up the self esteem and determination of the learners .Thus pupils will be motivated to learn and a positive learning experience will emerge with a cooperative learning among teachers, students etc. As rightly quoted by Carl Jung " Good teachers know how to bring the best in students."( Devica Bhurtun , Subject Area : HIndi)

# data[].attributes.headline
Basically, at the school where i am currently working the colleagues have a friendly and warm approach towards the new comers and they are always ready to help whenever required and they help to guide us to tackle certain difficulties and challenges springing in the field of teaching.  As a novice, I had some issues with class management and they helped me at that time.(Devica Bhurtun , Pgce Hindi)

# data[].attributes.subject
Basically, at the school where i am currently working the colleagues have a friendly and warm approach towards the new comers and they are always ready to help whenever required and they help to guide us to tackle certain difficulties and challenges springing in the field of teaching.  As a novice, I had some issues with class management and they helped me at that time.(Devica Bhurtun , Pgce Hindi)

# data[].attributes.headline
Ms. Yashna Prayag - Hindi (Group Mr Beedassy)

# data[].attributes.subject
Ms. Yashna Prayag - Hindi (Group Mr Beedassy)

# data[].attributes.body
The place where I work has a pleasant atmosphere where teachers feels like home. It surely has a positive vibe. We are always welcomes with a sincere smile. Our students come from different family backgrounds with differing abilities. The management helps a lot with the teachers for the betterment of students. Teachers are provided with great support. I have to say the children have a great culture. I don't remember any student using inappropriate words in front of the teachers. Well, maybe that is the reason why we, teachers are so comfortable on that workplace. Among colleagues we have an amazing bonding. Everyone helps each other whenever is needed. Everyday we take a cup of tea together, just like home ! Without sounding exaggerate, I feel very much happy when I am at my workplace.

# data[].attributes.body
Collaboration in school can be an indicator for the school which can promote positive work cultures. Also students, educators , rector showing dedication towards work, gaining trust of each and everyone, working in teams in the school compound, encouraging learners to achieve better, learners working in groups, learners taking into consideration their peers and teachers suggestions will create a positive culture.
Ramloll Hiswaree

# data[].attributes.headline
By: Saulick Devyabharty (Mr Beedassy)                                        School culture is often known as school climate. It may be defined as the quality and character of school life. Anthony Muhammad , a high school principal and the author of Transforming School Culture: How to Overcome Staff, describes a toxic school culture as an environment where school staff "fails to figure out what's needed to cultivate the characteristics necessary for student growth and learning. On the other hand, a positive school culture is a place where your efforts are translated into positive experiences for both staff and students. Success, joy, and accomplishment are all main features of a positive school culture.When your school has a positive culture, teachers are excited to work because they see the bigger picture, and students are in a better position (mentally and emotionally) to learn.    

# data[].attributes.subject
By: Saulick Devyabharty (Mr Beedassy)                                        School culture is often known as school climate. It may be defined as the quality and character of school life. Anthony Muhammad , a high school principal and the author of Transforming School Culture: How to Overcome Staff, describes a toxic school culture as an environment where school staff "fails to figure out what's needed to cultivate the characteristics necessary for student growth and learning. On the other hand, a positive school culture is a place where your efforts are translated into positive experiences for both staff and students. Success, joy, and accomplishment are all main features of a positive school culture.When your school has a positive culture, teachers are excited to work because they see the bigger picture, and students are in a better position (mentally and emotionally) to learn.    

# data[].attributes.headline
By: Saulick Devyabharty (Mr Beedassy)                                               Collegiality at my place is two faced. In the staffroom, everyone talks to each other, cracks jokes, helps others whenever needed, gives advice to the new recruits, even share personal stuffs. However all is not beautiful as it seems to be.  Unfortunately there are 1 or 2 colleagues who like to be the messenger. At a larger scale, there is the bond, trust, understanding, cooperation among colleagues, but yet we have to be cautious at each word we say. So collegiality in my school does not have a fixed stand. 

# data[].attributes.subject
By: Saulick Devyabharty (Mr Beedassy)                                               Collegiality at my place is two faced. In the staffroom, everyone talks to each other, cracks jokes, helps others whenever needed, gives advice to the new recruits, even share personal stuffs. However all is not beautiful as it seems to be.  Unfortunately there are 1 or 2 colleagues who like to be the messenger. At a larger scale, there is the bond, trust, understanding, cooperation among colleagues, but yet we have to be cautious at each word we say. So collegiality in my school does not have a fixed stand. 

# data[].attributes.body
By: Saulick Devyabharty (English area,Mr Beedassy)
This video is a demonstration of the atmosphere of my work place. Learners, however undisciplined they are, does not seem to be an issue for the management. On the contrary, everything is put on the shoulders of the educators. So basically, educators should be voiceless

# data[].attributes.body
In a school with a positive culture, there is a set of values that supports professional development of teachers, a sense of responsibility for student learning, and a positive, caring atmosphere, exist.

On the other hand, in a toxic school environment, "teacher relations are often conflictual, the staff doesn't believe in the ability of the students to succeed, and a generally negative attitude" prevails. (Dr K. Peterson)

# data[].attributes.headline
From Veshna

Celebrate personal achievement and good behavior. Bandura noted that external, environmental reinforcement was not the only factor to influence learning and behavior. ... He described intrinsic reinforcement as a form of internal rewards, such as pride, satisfaction, and a sense of accomplishment.

Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation.
While experiencing these motivators can be highly effective, so can observing others experiencing some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day.

# data[].attributes.subject
From Veshna

Celebrate personal achievement and good behavior. Bandura noted that external, environmental reinforcement was not the only factor to influence learning and behavior. ... He described intrinsic reinforcement as a form of internal rewards, such as pride, satisfaction, and a sense of accomplishment.

Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation.
While experiencing these motivators can be highly effective, so can observing others experiencing some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day.

# data[].attributes.body
A toxic school culture is not only about indiscipline but also its about the environment, whether teachers and students are mentally and physically safe and secure to work at the school. A toxic school culture can be where a teacher is not feeling accepted among his/ her colleagues. This can be applied same for the student where his/her friends are bullying the student and he/she can mentally be disturbed. Also it can become a huge hindrance for educator if not feeling accepted at school as the educator have to face the situation everyday. A positive school culture is where moral values is promoted, there is respect for each and everyone, good vibes among colleagues.
From Ramloll Hiswaree

# data[].attributes.body
In one of the college where I work, the collegiality is at its best. I feel blessed to be among my colleagues. There is cooperation among colleagues. Any teacher having difficulties with students or other issues colleagues are ready to help, giving advices , motivating each other. I personally feel that we are learning everyday to be a good teacher and colleague and the process never ends.

# data[].attributes.body
The school is a social organization as well as an institution. school viewed as an institution as abundance of rules and regulations are imposed by the authorities and members of the schools are expected complete all the tasks within the required time. while in a social organization students and staffs in the school coming from different social background get the opportunity to socialize and in the same line facilitating the achievement of school goals.
(From Ramloll Hiswaree , Hindi Subject Area)

# data[].attributes.body
I work in two state colleges, in one of the colleges I have been facing racial discrimination among colleagues and even from the rector. I work there only for two days and its really a nightmare. I am new in the secondary school and I have had situation like I had to question myself if I am doing a right thing by opting teaching as my career. Also because I am a supply teacher the discrimination is just unbelievable. Contrarily in the other college I feel accepted by all staffs and even from the rector, supply teachers are given the same status as EDUCATORS.

# data[].attributes.body
P. Ramcharun group Mr beedasy
Subject area chemistry
The school that I work focuses more on the hidden curriculum, more specifically on discipline and moral development of the student. However it is more administrative controlled, and has a lower level of collegiality

# data[].attributes.body
Basically , the school where i work is one among the reputed state colleges in Mauritius where due to the friendly atmosphere , it is pleasant to work although the challenges springing up in the teaching profession. I found it easier to mingle with almost everyone and it feels great to work with such nice colleagues.

# data[].attributes.body
Basically , the school where i work is quite a pleasant atmosphere where everyone welcomed me with open arms and it feels great and i feel like we are like a whole family , who is ever ready to help each other whilst maintaining the professional relationship, it is of utmost importance to respect and care for each other to promote a pleasant working atmosphere. ( Devica Bhurtun , subject area : Hindi)

# data[].attributes.headline
Arvin Nagamootoo ( Mr Beedassy Group A) 

# data[].attributes.subject
Arvin Nagamootoo ( Mr Beedassy Group A) 

# data[].attributes.body
When we step in a school for the first the atmosphere prevailing will instantly speak for itself about whether there is a toxic or positive school culture. A well maintained school with a clean infrastructure is a positive aspect that we first observe in respect to the school culture. However the school infrastructure alone cannot define the culture of the school, the way teachers behave towards their students will also reflect the positive or 'toxicity' of that institute. Educators who are rude to students should not expect a positive outcome from that attitude as it Harbour dfear, hate and low self-esteem in the student's mind. At school it is a teamwork among educators and the management, it is a bilateral relationship and not a unilateral one. When management have total authority and imposes on educators the system will fail gradually at the cost of the benefit of students as the school atmosphere and culture becomes toxic and educators are not motivated.

# data[].attributes.body
The time I started to work at my school what I observe was a sense of belonging among students and all staffs. Students care for their school and so did the teaching and non teaching staff. This creates a healthy and positive atmosphere in the school itself and in a sense regarded truly by  some students as their second home. Their identity is forged and linked to the school culture. The feel is like a school family where students are cared for.

# data[].attributes.body
The school cannot be described as being an institution alone because students interact with other students of different social background. In most cases even us back then we gather some social traits from our school days. Therefore the school can be described as a social organization. For example peer influence, students who listen to heavy metal music will tend to have a dressing culture of their own and some even writing abstract statements. This influence tend to continue even when they are adults they are still fond of those music. We are what we are greatly from the social interaction we had at school either with peers or teachers. Hence the school should be regarded as an institution only but as a social organization as well.

# data[].attributes.body
I believe that teaching staff members relation should be very  strong so that we can discuss about any matter happening inside the school  concerning the students bad  behavior, their performance, or a very disturbing class with whom  we have to manage especially with extended classes. Colleagues will share their experiences and in return we find solutions so that we can handle the students and control them. Thus, colleagues should be very supportive and we learn from the experience educators.

# data[].attributes.headline
From Almas Hashmi (Arabic- Group Miss Thondee)

# data[].attributes.subject
From Almas Hashmi (Arabic- Group Miss Thondee)

# data[].attributes.body
It is a very old school in a very remote village.There are not many students who attend this school but my colleagues and the management are very cooperative and helpful. After each month, a tea- party is organised between the staff members to promote collaboration and being in a family environment. I love going to the school because i have very kind and friendly colleagues. My students are hardworking students and i try my best to impart to them the necessary knowledge and skills.

# data[].attributes.body
"Vero celebrandae et collaboration" as those Latin words speak for themselves and they mean"companionship and collaboration" also known as 'collegiality'. A school can be regarded as an institution that ensures the proper delivery of the school curriculum and also the hidden curriculum. However the bestowers of knowledge are the teachers and it is not an individual work but a teamwork between educators and non teaching staff as they are all working with the same studentsin the same school. Where I work collegiality is one of amongst the greatest virtues adopted. Teaching and non teaching staff we are all part of team and show mutual respect to each other. We all important to each and together we reflect a positive and healthy atmosphere where not only knowledge flows but also collaboration.

# data[].attributes.body
As far as my experience at school concerning collegiality is one way that leads us to learning. if there will be no collegues then we be would not have changed our knowledge about school. With collegiality i have also learned better ways that provide my work more comfortable and easy. Among collegues we feel secured also as we educators are on the same boat.

# data[].attributes.body
To start with the positive side of the school i am working at is that the students are not so difficult to manage which is something that all educators look in first when joining school. On the other hand the negative side would be about the management. The rector himself projects an unmotivated behaviour in some ways towards the educators that making every educators being stressful and finally at the end the objectives set is not being met. So i believe that the start of our daily routine depends on a comfortable atmosphere so as we educators are motivated to deliver our lessons and attain the objectives.

# data[].attributes.body
Both. School is an organisation in the way that it involves the arrangement of the structure of management for the school to function and the education delivered at school makes school acts as an institution on the other hand.

# data[].attributes.body
"Virgam Cooperante" as those Latin words speak for themselves meaning cooperation among  staffs. In this pyramid of the educational profession the foundation would be the understanding and sharing experiences among teachers working in a school. A positive culture is reflected in a school environment by the way Educators understand the importance of each other. However in some cases due to the cut throat competition we were subjected back in our primary and secondary days, some educators are still haunted by the fear sharing their knowledge to their fellow educators. In those schools the staff relationship is pretty much a cold one and this does not reflect any positive work cultures. A positive work culture should be defined 'as the zeal the staffs dissipate in order to collaborate as a team.

# data[].attributes.attachment_link.title
Teacher Collaboration: Spreading Best Practices School-Wide

# data[].attributes.body
P. Dabedeen ( English)

I work in a private school situated in the south. I teach English to students of Grade 7 and Grade 8. Although they are average learners, most of them show interest in their studies. My school incorporate extra curricular activities in order to motivate the learners and help them in realizing their talents and building their personalities.

The school is well equipped in terms of facility as we have a library, labs are functional and a playground though its small.

Every month a small lecture is done at school  by our staff members regarding the etiquette, character formation, moral education and acquiring good values.

My relationship with my colleagues is very positive. They are cooperative and very helpful.

# data[].attributes.body
school as a social organisation by Devyabharty Saulick (English area)

# data[].attributes.body
computer education

# data[].attributes.headline
laxmee devi kutwoaroo (computer education)

# data[].attributes.subject
laxmee devi kutwoaroo (computer education)

# data[].attributes.body
386    Mimar Turkkahraman  /  Procedia - Social and Behavioral Sciences   186  ( 2015 )  381 – 387

Today, schools are considered as the base and core of the social life like family. School and family are both

environments containing intense social content (Ağdemir, 1991).  Family points to an environment in which there is

a union among individuals composed of mother, father and children or individuals close to family who are relative

in some way. School also indicates an objective and large social environment which is responsible with meeting the

individual and social needs of children of the families coming from its own social environment and developing

them. Student families consist of the closest social environment of schools. A good and healthy educational

environment can only be provided by teacher and parent collaboration (Ataç, 2003).  Student is the common

denominator of the school and family. These two institution must communicate effectively and continuously with

each other because of the students (Özbaş, 2009). Especially "School phobia" which is a common problem among

children at the beginning of the semester who are new at school must be solved in collaboration with the family and

school.

Nowadays, family has become prominent as trainer and school as an instructive institution. However, consistency

and positive interactions between training at home or with family and education at school are important in terms of

getting successful and desired results in education. When it is thought that family has a particular role on the success

of education, the relationship between the family and educational institutions is more important. One of the pre-

conditions of a healthy educational environment is the family and school cooperation. Collaboration of teachers,

administrators, students and parents is important for family and school to know the child and for child to know

himself/herself too. It is an obligation for family and school to have effective communication to obtain the intended

results from educational system and school.

7. Conclusion

Education appears as a powerful resource which both affects society and also affected by it. There is a close

relationship among needs of societies ideal and values of them and educational systems. In this context each society

or nation applies an educational policy and strategy according to their own needs and problems. Social and

individual needs push educational institution into a mutual and constantly dynamic interaction with other social

intuitions.

Social organizations are units that partly necessitate continuity in terms of the presence of society and achieving

its objectives. The school like other social organisations is part of the society. The schools have become obligatory

educational institutes in almost all the societies. Schools are complex social structures in which students, teachers

and school administrators interact with each other and educational experiences of the child are shaped. In this

context educational intuitions and schools as embodied structures of them must follow both other various social

organizations like family and global changes and developments. Educational activities are neither independent from

structural features of the outside world that surrounds them nor from the structural characteristics of the society they

are located in.  Schools can survive as long as they develop students' individuality and contribute to their

socialization. Any structures which do not fulfill social and individual demands become ineffective.  The student

would like and attend school as long as their needs and expectations are fulfilled, and they find school meaningful.

If it is a reality that the society is composed of the constituent elements such as population, environment and

housing, the economy, education, politics, family and religion, generalizations made without considering this

structure may cause wrong impressions, and also policies implemented may cause false consequences. Most simply

phenomenon of violence at school cannot be solved without knowing the network of relationships such as family

structure of a child, social environment he/she lives and peer group. Briefly, any educational activity or any event

taking place at school should be handled with in the integrity of social structure. In other way, educational and

instructional activities and problems cannot be analyzed independent from their own social environment and

developments. Schools must know that they must provide learning opportunities which are suitable for the needs

and capacities of individual, communities and humanities. For the progress and development of the individual and

society, it is important that educational system, schools and teaching activities to be carried out in a critical approach

providing changes and developments
https://www.youtube.com/watch?v=lrP-PNLMhQY

The school is one of the social organizations founded by the society to meet the educational needs and to

maintain the educational activities. In other words, the school is an organization by which educational activities are

conducted regularly and continually (Hunt, 1972). As an educational organization, the school provides the students

to gain knowledge, ability and attitude in accordance with the aims and principles of the educational system. The

school is a social organization on its own as well as it can be handled within the context of the relations and its place

within the society. Within this context, the roles of teachers and students, authority relations and disciplinary in the

school are important (Brom and Selznick, 1963).  The school and the society are the structures within the

complicated and interdependent relation. For a long time, the pedagogues have dealt with the simple, pedagogical

question of how good education should be (Berner, 2013).The pedagogical process disconnected from the social

reality or a pedagogical independence like a “holy world” lead people to the blind streets of the city of pedagogy

(Berner, 2013).The teachers, union of the teachers and the students in the school and the forces like political parties,

association, groups of economy, religious communities, science and scientific organizations out of the school affect

the school and the education in a direct or indirect way (Berner, 2013). For most parents, the schools are institutions

of education and instruction. Besides the virtues like care, harmony, cleanliness, it is expected from the staff at the

school to have social attitudes like trueness, being obedient and helpful, having responsibility and will (Berner,

2013).

The schools are organized educational centres to achieve the educational function. Institutionalized for bring

about a change on students’ behaviors, the schools are general learning environments. Having similarities to the

learning content, the classrooms in the schools are much more specific environments where the behavioral change is

aimed to be achieved by means of the objectives on the common curricula.  The classrooms are learning areas to

meet the social learning needs rather than individuality. As collective learning environments, the classrooms are the

areas where the students’ behaviors are harmonized. There are varieties of learner characteristics in the classrooms

(Doğan, 2011).

The society expects and asks the school to make the students adopted to the society and also developed.

Therefore, one of the areas of investigation in the educational sociology is the school as a social system, because

there is a close relationship between the aims of the school and the expectations and values of the society. The

society affects the school and the school affects the society by its outcomes. Therefore, the society and the school

can be conceived as two sides of the coin.

The students’ and society’s need of knowledge has been an important factor on the constitution and development

of the schools. On one hand, the growing bureaucracy of educational system, one other hand the need for getting

maximum output from the educational institution have caused the arise of the school management as a specific

discipline (Mialaret, 2001).  The school is a distinctive association aiming at providing balance within the society,

raising people understanding and explaining the knowledge (Ülken, 1967).In the old periods that the writing, press

and technique had not been improved, the schools were regarded as the institutions where the teachers do teaching.

But now, the school has become an organization including people gathered to achieve an aim. In the school as an

organization, the students, teachers, advisors, officers, employers and the members of parent-teacher association

provides the school to fulfil its functions. The relationship between these people can be analysed as a whole.

There is a correlative relationship and interaction between the curriculum and organization type of the school and

the structure of the society (Musgrave, 1983). The functions of the school have changed in the course of time. Even

though the education is grounded on national, egalitarian and secular features, the aim of the education is to raise

people according to the specialized fields the society needs. As a social organization, the managers, teachers and the

students of the school have to function to achieve certain aims within the scope of specific rules.       School is a centre which both trains individuals within a framework of a certain plan and program and influences

and shapes the society as a result. School is a union which tries to enlighten a group in terms of intelligence, morale,

technical knowledge and skills meeting in a particular time and place in a conscious and systematic way. The two

most important elements of education and teaching are the teacher and the student. The quality of relationship

between these two elements is a crucial determinant in the quality of education (Yılmaz and Tosun, 2013). Teacher

is the specialized and instructive actor of education. In the success of provided education, the quality and number of

the teacher, an important actor in education, is very important too. In educational services, school administrators and

teachers have a very important role. In general school administrators providing management service at schools and

teachers offering teaching services are considered as the direct production centres of educational services.

Personal characteristics of teacher may sometimes be more important than field knowledge and pedagogical

knowledge. These are empathy, respect and sincerity,  and considered as essential qualities of being teacher.

Empathy is the ability of an individual to put himself in others’ shoes and to understand others with his/her own

point of view. Respect is the acceptance of an individual another one as he/she is unconditionally, Sincerity refer to

be consistent in what one says and does. A sincere person does what he/she says (Saban, 2005). Teachers contribute

to meeting the educational needs and expectations of the students and the environment through teaching-learning

experiences. Teachers must create leaning environments that could encourage potentials  of the students in learning

process. Teacher must perceive each student as a genius and act accordingly. Another crucial expectation from the

teacher is to create a caring and friendly learning atmosphere at school and in the classroom

There will be problems at school which is a small model of the social structure and social life. These problems

can be mainly categorized as follows;

1. Problems related to teachers

2. Problems related to courses (Academic issues)

3. Problems of friendships

4. Psychological and personal problems

5. Developmental issues

No matter what the problems are, everybody should be aware of that they can be solved with the cooperation of

school administration, parents, teachers and students.  The teaching profession requires professionalism however

educator Ira Shor points out that an ordinary teaching life with full of repetition can cause teachers to suffer from

official information by being placed in a cage. It is a need for teachers to study and improve themselves much more

to be able to have satisfaction from teaching and learning processes (Shor, 2009). Teachers can be considered as

successful on the achievement of their objectives as long as they are instructional leaders and role models to their

students for situations they may encounter in every aspect of life.  386    Mimar Turkkahraman  /  Procedia - Social and Behavioral Sciences   186  ( 2015 )  381 – 387

Today, schools are considered as the base and core of the social life like family. School and family are both

environments containing intense social content (Ağdemir, 1991).  Family points to an environment in which there is

a union among individuals composed of mother, father and children or individuals close to family who are relative

in some way. School also indicates an objective and large social environment which is responsible with meeting the

individual and social needs of children of the families coming from its own social environment and developing

them. Student families consist of the closest social environment of schools. A good and healthy educational

environment can only be provided by teacher and parent collaboration (Ataç, 2003).  Student is the common

denominator of the school and family. These two institution must communicate effectively and continuously with

each other because of the students (Özbaş, 2009). Especially "School phobia" which is a common problem among

children at the beginning of the semester who are new at school must be solved in collaboration with the family and

school.

Nowadays, family has become prominent as trainer and school as an instructive institution. However, consistency

and positive interactions between training at home or with family and education at school are important in terms of

getting successful and desired results in education. When it is thought that family has a particular role on the success

of education, the relationship between the family and educational institutions is more important. One of the pre-

conditions of a healthy educational environment is the family and school cooperation. Collaboration of teachers,

administrators, students and parents is important for family and school to know the child and for child to know

himself/herself too. It is an obligation for family and school to have effective communication to obtain the intended

results from educational system and school.

# data[].attributes.headline
laxmee devi kutwoaroo (computer education) school is on the top of the centers where educational institutions become concrete and active. Actually, schools are the indispensible part of the general social system of the societies. All kinds of innovations and changes in the society or in the world directly have an effect on education and school in terms of process, organization, structure and functional dimensions. Accordingly, schools cannot be considered independent from the social structure of the society as well as innovations and changes in the world. In order to understand and appraise the structure and function of the school, it is necessary to have an idea on the dynamics of the relational networks and the role of the school in the society Regarding this fact, the present study intends to figure out the function of the school on theoretical and functional bases, its foremost problems and their possible solutions through a sociological perspective.           The educational needs of human also have both biological and sociological reasons. Biologically human unlike other creatures comes to earth with motivationally undirected behaviors. Unlike other creatures human gains many behaviors through education. Therefore, education can be considered as a phenomenon and event that started and be formed with human’s show up on the stage of history. When viewed from the historical perspective, it is seen that educational activities were carried out mostly within the family and religious institutions framework.   Education is a process that aims biological, emotional, mental, social and moral development of human (Thornburg, 1984). In a contemporary world, this process was formed to a regular and planned structure which is carried out in a planned and scheduled way. The school is the important component of this structure. The school where education is carried out collectively is one of the most important centers of educational institution. It will be beneficial to know and use some sociological concepts to understand behaviors of students, teachers  and school directors in these centers (Willower and Carr, 1965).  Issues like social structure and functions of the school, the school as a social system, classroom atmosphere, school and environment, job and career can be considered among the primary problems that educational sociology focus on (Gross, 1965). While education is a phenomenon connecting the society and various elements forming the society with each other, it is influenced and shaped by them. Developed and developing countries are intensively affected by the occurring developments in information and transportation technologies of their era and all these issues have restarted the debate how the school and education should be. Educational problems cannot be solved unless we understand the developments and changes occurring as a result of the dynamic interaction of social relations network and differentiation of institutions as a consequence of these. Therefore, any educational event experienced or carried out must be scientifically analyzed and evaluated within the reality of social structure. An opposite attitude or approach becomes only saving the day and lacks in evaluating in detail. The real question should be asked and be focused on here is although there are numerous scientific studies related to education, why problems in schools are increasing instead of decreasing. Despite the rise in the level of education of societies, why the violence both in the area of family and education is increasing.  In addition, in recent years, many of contemporary educational researchers increasingly and specifically focus on the particular problems at school and this situation causes them to have difficulties in understanding the relationships in social and global magnitude of instructional developments and social changes in the classroom (Schneider, 2005). All these indicate that analysis of educational problems cannot be done alone in a simple manner. In other words, educational problems and activities cannot be considered independent from the social structure lived in and changing social and global developments.  

# data[].attributes.subject
laxmee devi kutwoaroo (computer education) school is on the top of the centers where educational institutions become concrete and active. Actually, schools are the indispensible part of the general social system of the societies. All kinds of innovations and changes in the society or in the world directly have an effect on education and school in terms of process, organization, structure and functional dimensions. Accordingly, schools cannot be considered independent from the social structure of the society as well as innovations and changes in the world. In order to understand and appraise the structure and function of the school, it is necessary to have an idea on the dynamics of the relational networks and the role of the school in the society Regarding this fact, the present study intends to figure out the function of the school on theoretical and functional bases, its foremost problems and their possible solutions through a sociological perspective.           The educational needs of human also have both biological and sociological reasons. Biologically human unlike other creatures comes to earth with motivationally undirected behaviors. Unlike other creatures human gains many behaviors through education. Therefore, education can be considered as a phenomenon and event that started and be formed with human’s show up on the stage of history. When viewed from the historical perspective, it is seen that educational activities were carried out mostly within the family and religious institutions framework.   Education is a process that aims biological, emotional, mental, social and moral development of human (Thornburg, 1984). In a contemporary world, this process was formed to a regular and planned structure which is carried out in a planned and scheduled way. The school is the important component of this structure. The school where education is carried out collectively is one of the most important centers of educational institution. It will be beneficial to know and use some sociological concepts to understand behaviors of students, teachers  and school directors in these centers (Willower and Carr, 1965).  Issues like social structure and functions of the school, the school as a social system, classroom atmosphere, school and environment, job and career can be considered among the primary problems that educational sociology focus on (Gross, 1965). While education is a phenomenon connecting the society and various elements forming the society with each other, it is influenced and shaped by them. Developed and developing countries are intensively affected by the occurring developments in information and transportation technologies of their era and all these issues have restarted the debate how the school and education should be. Educational problems cannot be solved unless we understand the developments and changes occurring as a result of the dynamic interaction of social relations network and differentiation of institutions as a consequence of these. Therefore, any educational event experienced or carried out must be scientifically analyzed and evaluated within the reality of social structure. An opposite attitude or approach becomes only saving the day and lacks in evaluating in detail. The real question should be asked and be focused on here is although there are numerous scientific studies related to education, why problems in schools are increasing instead of decreasing. Despite the rise in the level of education of societies, why the violence both in the area of family and education is increasing.  In addition, in recent years, many of contemporary educational researchers increasingly and specifically focus on the particular problems at school and this situation causes them to have difficulties in understanding the relationships in social and global magnitude of instructional developments and social changes in the classroom (Schneider, 2005). All these indicate that analysis of educational problems cannot be done alone in a simple manner. In other words, educational problems and activities cannot be considered independent from the social structure lived in and changing social and global developments.  

# data[].attributes.body
Since our students plays a vital role in a school, it has a huge impact on our teaching experiences with them. In my school, my students comes from different background and slow learners where they are familiar with a messy environment. Many classes stinks, students walking around as if they are the authoritative figure and owning the space. There is a lack of responsibility and motivation where I need to put extra effort to inspire them and mold them as a child before getting to my ‘main topic’. A disruptive environment where they are in a majority becomes a hassle for the management. Despite having dedicated educators, we easily get exhausted by the culture of the school. Their personality and mentality often interfere our ability to teach effectively. Time, attention and energy are invested in their behaviors which very often takes away the valuable time to instruct the rest of the pupils

# data[].attributes.body
Interestingly, the school can be viewed under both perspectives due to its social nature (Turkkahraman, 2015) as well as its foundational institutional perspective which stems from the organization-wide practices.
This social nature relates to the fact that students experience interpersonal relations within an environment while promoting social behaviors that ultimately allow them to live in society. On the other hand, the school environment sets the path for such
structures like parent systems, management systems and teacher systems which distinctively align to the definition of an institution(Frankovic, 1970). Indeed, it can be more relevant to consider the school as a social institution due to the dual nature of the term.

# data[].attributes.body
I work in a state college which has a very small population.  Students come from the nearby villages and many are from low income, broken families.  Their academic performance is very low and many of many of them cannot afford private  tuition, thus the school remain the only mean by which they acquire the knowledge and competencies required for the exam.  At school, educators have to focus a lot on classwork as our students do not have this culture of doing homework, maybe because they do not obtain the necessary help at home or sometimes they have to help their parents at home and do not have much time left to devote to their homework.   We are like a family there, despite the divergence that may arise from time to time between staffs members or with the administration, but the most important is that we work for the welfare of our students, so that they can be the citizen that our country needed in the future

# data[].attributes.body
One indicator that promotes a positive work culture is validation.

Validation is the act of recognizing and affirming the feelings or perspective of another person and I believe this very important in schools. Validating both students’ and teachers’ effort helps to ease tension, builds trust and is an effective way of finding solutions.

The article below provides an in-depth explanation on the importance of validation in schools.

# data[].attributes.attachment_link.readable_text
Listen to this post as a podcast:
Sponsored by Kiddom and mysimpleshow
I have a multiple-choice question for you.
Suppose you're standing at your classroom door, greeting students as they arrive. One of them-let's call him Gabe-comes through and sees that on the daily agenda, you've written "Choose topics for speeches." Right away, his shoulders slump.

"Oh man," he says to no one in particular, "I hate speeches!"

What do you say?

A. What? Speeches are awesome.

B. You talk all the time! You're gonna love it.

C. Shocker! Gabe has another complaint.

D. Gabe, we enter the room silently, please.

E. What do you hate about speeches, Gabe?

With options A through D, you're arguing with Gabe, dismissing his feelings, attacking him personally, or ignoring what he said altogether.

But with option E, you're reacting with curiosity. You're trying to learn more. With option E, you're already on your way to validating Gabe's point of view.

Validation is the act of recognizing and affirming the feelings or perspective of another person. It's acknowledging that these thoughts and feelings are true for that person. It's a very simple, astoundingly fast way to make progress in a conversation: It eases tension, builds trust, and gets you and the other person to a solution more quickly.

The only problem with validation is that at first, it's really hard to do. We're so used to defending our own position, to staying sort of clenched in our own stance, that shifting to a place where we try to see things from another point of view can feel unnatural, almost painful at first. But once you've given it a real try, you're going to see some of your most difficult conversations get a whole lot better.

Why Validation Works

People want to be understood. They want to feel heard.

When a person doesn't feel heard, she just clings more tightly to her own position. It really is that simple, and it's one of the reasons so many conflicts last so long and often escalate to ridiculous proportions. People on both sides of any conflict try and try to explain and defend themselves, to make the other person see something the way they see it.

And unfortunately, our typical responses usually make the situation worse:

Arguing with the other person's viewpoint, like saying that speeches are awesome in response to Gabe's statement, is a natural reaction, but it probably won't impact his opinion. He'll most likely want to come back with an argument about why speeches do suck, and you'll just go back and forth. Until he feels heard, Gabe will have a hard time considering your point of view.

Dismissing the other person's feelings, like pointing out to Gabe that he talks all the time and therefore couldn't possibly dislike speeches, will not only not change his mind, it will also make him feel misunderstood. His original negative emotion tied to speeches has now been joined by a feeling of frustration that you just don't get him. And depending on how serious the underlying problem is, your flippant dismissal could really hurt.

Ignoring the person's concern by focusing on something else, like we did when we merely addressed a rule about being quiet, can make a person feel like they just don't matter. Reminding Gabe to enter the room quietly doesn't actually change his mind about the speeches. It hasn't taken any of the negative feelings away. And by completely ignoring his concern, we are telling him that his feelings just aren't important.

Ad hominem attacks, like the snide comment about Gabe complaining all the time, are another way of dismissing and delegitimizing the other person's viewpoint. When our students voice a concern and we accuse them of being insubordinate, asking "silly questions," or trying to stall or waste time, we are attacking them personally while avoiding the content of what they're saying. This response can be the most destructive: Not only does the person still feel the way they felt before, but now they have added a layer of resentment toward you.

In all of these cases, the other person has not learned anything new, you have not come to any new understandings or solved any problems, and you have very likely created new negative feelings. Keep repeating this cycle and you have the makings of a problem relationship.

In schools, where our business requires constant interaction with other people, conflicts and misunderstandings are always available to us. And they cause all kinds of problems: They disrupt instructional time, interfere with student understanding, escalate into major power struggles that lead to serious disciplinary action, and that's just the students. Among the adults in the building, unresolved disagreements create all kinds of inter-staff drama, lead to poor job satisfaction, and can ultimately end in teachers leaving their jobs.

Things go differently with validation. When people practice validating each other's feelings and opinions at the first sign of trouble, conflicts rarely escalate. Instead, they become conversations. They become opportunities to learn from each other.

How to Validate in Three Steps

Step 1: Reflect the Content

The most important thing to do is simply paraphrase the main thing the person is saying to you to make sure you understand. Doing this lets them know you're listening, and if you remove all sarcasm and "attitude" from your voice, you'll sound interested and curious, not judgmental.

In some cases, like with Gabe, you might have to start with a question like "What do you hate about speeches?"

Assuming he gives you some kind of an answer, like "I don't like being in front of all those people," then you'd just restate that. You might say, "So it's all the people watching that you don't like."

If the person's explanation is longer or more complicated, you might use phrases like these:

What I hear you saying is ________. Is that right?

Let me see if I'm understanding you right...

In other words, _____

Step 2: Acknowledge the Emotion

The other person will really feel heard if you can label the emotion they are describing, or ask a question to clarify the emotion. Here are some examples:

That sounds frustrating.

It sounds like you're feeling worried.

So you felt confused?

How did you feel about that?

With Gabe, you could simply say, "Speaking in front of people makes you uncomfortable." This reflects both the content and the emotion in one fell swoop.

Step 3: Communicate Acceptance

An important part of validation is letting the person know that you accept their feelings as they are. You may not feel the same way, and their feelings might create problems for you, but they are what they are. Try some of these phrases:

I can see why you'd feel that way.

A lot of people feel that way.

That's understandable.

It can be (upsetting, frustrating, nerve-racking, scary) when that happens.

Now if you strongly disagree with something a person is saying and you just can't bring yourself to accept it, try looking for the part you DO agree with, the part you can relate to. When arguing about a proposed new academic policy in school, for example, you might really dislike the idea itself, but you can start by saying that you also care very much about student success and you agree that the current system needs fixing.

In some cases, you might even need to think back to a time when you felt or believed the same thing as the person you're talking to. Even if you feel differently now, you can affirm that this feeling or belief is understandable from a certain perspective.

And Then?

Once you've done these three things-reflected the content, acknowledged the emotion, and communicated acceptance-what comes next? Sometimes, nothing at all. You might just end the conversation there, with the other person returning to their thoughts, finally released from defending their point of view and ready to move on to a place of deeper contemplation.

Or the person might keep talking about this thing that's bothering them-probably in a much calmer, more productive way-and all you have to do is listen quietly. They may arrive at their own solution without much need for your help.

At other times, you might need to continue to ask open-ended questions like, "Can you tell me more about that?" so the person can keep talking, and you might get to a new place of understanding on the issue.

Another thing that's likely to happen is that the person will start to acknowledge your position without you even having to ask for it. This isn't something you should expect, and you might have to introduce it on your own by saying something like, "Can I tell you how I see it?" But in a lot of cases, you're going to be surprised by how quickly the validated person wants to return the favor.

The Pushback: Why We Resist Validating

Despite the incredible effectiveness of reflective listening and validation, you might still not want to do it. Here are some likely objections:

I don't agree with the person, so I can't validate their opinion.

This is tough, because you're probably still trying to get your own point across. How on earth can you shift over to acknowledging their feelings? Validating another person's point of view is not the same as agreeing with them. You're just letting the person know you hear them.

Of course, it's important to make sure your words reflect that: If a student says, "I suck at math," you don't say, "Yeah you do." Instead, you could just restate their words as a question: "You don't think you're good at math?" This will prompt them to tell you more.

But their position ISN'T VALID. Why would I want to encourage it?

Remember that you're not agreeing, just restating and clarifying their position. And keep in mind that by acknowledging the part of it that is true and by letting the person know you clearly understand their position, you will actually help them cling less tightly to it. In other words, they may be more likely to see your point of view because they feel like they're dealing with a rational person who has taken the time to understand theirs.

This is all touchy-feely B.S. It's not me.

Okay, validation doesn't have to look and sound like you're in a therapist's office. You can develop your own style. It can sound tough, it can be quick, and it doesn't have to come with hugs and cupcakes if that's not who you are.

One of my CrossFit coaches, Donna, validates us all the time, and believe me, no one wants to mess with her. One time I was doing this really difficult stretch called a facing wall stretch, and she came over to basically tell me I was doing it wrong, that I needed to go lower, and so naturally I was whining about it. And she let me whine for a few seconds, then nodded at me and shouted, "CrossFit's hard, Jennifer!"

That was basically validation. It cracked me up and it renewed my resolve to try harder.

I have more important things to do. Why do I have to waste time with this stuff?

Here's the thing: If you make reflective listening and validation a regular part of your way of dealing with people, you will ultimately save yourself a TON of time.

Picture each conversation as a fork in a road. One path is the one where you argue, dismiss, or mock the other person's position. It's a loooonng road, full of continued back-and-forths, anger, and problems that build up over time, turning into much bigger and thornier issues. The other path is surprisingly short: It starts with a few minutes of reflective listening and validation, the other person feels heard, emotions stay at a reasonable pitch, and life goes on.

The problem is, people think the first path is shorter: You can quickly shut a person down with a withering comeback or silence them completely by just being loud and aggressive. But that person's opinion hasn't changed one bit. You haven't had nearly the influence you think you've had; they just feel what they're feeling even more strongly, and on top of it, now they think you're a jerk, too. You've just made the problem worse.

The thing to remember is that validation is not necessary in all interactions, but if you find yourself in frequent conflict with other people, it's definitely worth a try.

Sample Scenarios

A Student Behavior Problem

It's Thursday morning and my students are supposed to be reading silently for 10 minutes. I notice that Kendra has her book face down and is doodling on the cover of her notebook instead.

Now what I could do is give her some kind of behavior mark, or scold her, or just tell her to get back to reading. Or I could go over, squat down by her desk, and just say, in a completely neutral voice, "You're not reading. What's going on?"

Kendra might say, "It's confusing."

From there, I can reflect the content back to her, acknowledge her feelings, and communicate acceptance. I might say, "You're confused, and that makes it hard to read. I've definitely had that experience."

Then I can start helping Kendra solve the problem by saying, "Can you show me a place that confuses you?" From there, we can figure out how to get her unstuck, or maybe choose a different book.

If Kendra's problem was not actually the book at all, but a more significant problem like something going on at home, me taking a few minutes to talk to her could be incredibly valuable in helping her deal with that. Either way, we have avoided a negative interaction that could have spiraled into a much larger behavior issue if Kendra or I were in the wrong kind of mood.

A Colleague Issue

Tracy, who teaches in the classroom next door to mine, makes this comment to a group at lunch one day: "Well I just couldn't get my students to settle down this morning with all the noise coming from other rooms."

I'm pretty sure the "other room" she's referring to is mine, because my students were doing a really active group project that morning.

Now this is one of those situations that could easily turn into a bigger issue: I could pretend not to hear Tracy, since she wasn't directly addressing me, and just resent her for being passive aggressive. Quite possibly, I would shut myself into another teacher's room later and talk about Tracy behind her back.

Or I could get defensive and confront Tracy right there at the table, saying I didn't think my class was that noisy and maybe if she quit forcing her kids to sit still for 45 minutes, she'd have an easier time settling them down.

Okay I definitely wouldn't say that. I'm too much of a wimp. But I would think it.

A healthier, more productive approach would be to validate Tracy's concern.

Like I said, this isn't easy, but man, it could really make some significant changes in my relationship with Tracy. And the thing is, the main reason it isn't easy is because I'm preoccupied with defending myself, with being right. But if I can step back for just a moment and put myself in Tracy's shoes, to acknowledge that she really was frustrated, that I would probably have been frustrated, too, and that even though I didn't do it intentionally, I was partly to blame for this frustration, I can accept that and do something to repair it.

I could start by clarifying the situation, "Was the noise coming from my room?"

Assuming she says yes, I could say, "I'm so sorry. It's frustrating to try to get your kids focused when there are distractions."

That's all I'd really need to do. Tracy might not respond, or she might back off a little and add more information, maybe letting me know that the work she had students doing that day was admittedly kind of boring, or something along those lines. Regardless of what happens next, I've taken a step toward a better relationship with her, and a better understanding of how my actions impact others.

The Strength in Softening

Conflict with the people in our lives is inevitable. We want different things, we've had different life experiences. We just aren't going to see things the same way. Unfortunately, our natural instinct is to respond to these differences with rigidity, by pushing harder, protecting our own egos, digging in our heels. Some part of our brain tells us that this is the strong response.

But there can be a real strength in softening, in loosening our grip for a few minutes to take in some new information, to look at someone else's truth squarely in the eye and just let it into the room. It takes a lot more courage and self-control and self-confidence to do that. And almost every time, it softens the other person, too, opening them up to understanding you better.

That's when the real progress can begin. ♦

Come back for more.
Join my mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 other teachers have already joined-come on in!

# data[].attributes.attachment_link.description
Listen to this post as a podcast: Sponsored by Kiddom and mysimpleshow I have a multiple-choice question for you. Suppose you're standing at your classroom door, greeting students as they arrive. One of them-let's call him Gabe-comes through and sees that on the daily agenda, you've written "Choose topics for speeches."

# data[].attributes.body
A toxic school culture is one which policy fuel a crisis in teacher’s wellbeing. It will certainly include a lack of communication and cooperation between the management and the teachers. Whereas a positive school culture will be one where both the management and teachers work together and help each other to fulfill the ultimate goal of a school.

# data[].attributes.body
There is a spirit of positive collegiality in my school. Colleagues share a friendly relationship irrespective of seniors or novice teachers, whereby we share much information to help each other.

# data[].attributes.body
I work in a private secondary school that firmly believes in discipline. At the beginning, the never-ending rules and regulations were difficult to cope with but with time am adjusting myself and hustling my way through. The atmosphere of tension and pressure reigns in the school’s atmosphere as the management has high expectations on teachers to abide by their strict rules but the collegiality in the department dampens the pressure.
I’ll also like to add that due to the strict environment, students are very well-behaved, and I rarely get issues of lack of respect or misconduct on the part of students.

# data[].attributes.body
According to the comparison chart below, it can be argued that schools serve as both a social organization and an institution in the society.

First, let us focus on the meaning part. As mentioned, an organization is an assemblage of people who unite to undertake a common goal and schools are a place where teachers, students, management and body of authorities  join together to spark a pursuit of knowledge in children and help them achieve academically. On the same wavelength, an institution is described as an organization set up for an educational cause and this is the main attribute of schools.

Moreover, the governing factor of organization are rules and regulations while for institutions, it is customs and values. Schools promote all these aspects. For instance, schools have certain rules such as punctuality and regularity alongside they preach values such as integrity, respect, and responsibility among others. Interestingly, the notion of rules and values are intertwined in the school setting. For example, punctuality can be viewed as a value but is promoted as a rule at school.

As far as the purpose is concerned, schools provide both service to its members (especially in the context of Mauritius where schools are free) and deliver knowledge to its people.

Therefore, school shares the attributes of both an organization and an institution.

# data[].attributes.body
I'm both a learner and observer.

# data[].attributes.body
For instance working in a school with students who comes from different background, social status and broken families tends to be more likely problematic to deal with due to their 'rude' behaviors. At times as teachers we break the norms of teaching by shouting or use of harsh words thus affecting us as an individual. It is exhausting. Whereas working in a positive climate where we feel valued, respected enhance our way of teaching. A good teaching space with good resources, or the least with students's keenness to participate aids a teacher to stay motivated. However in both condition we need to be aware that the battle is not with the child. There are lots of factors which contributes to a school environment such as good staff, administration, management, rules& regulations, maintenance, and each personality in the school.

# data[].attributes.body
According to my experience, private schools in Mauritius operate more like institutions rather than an organisation.

As described by Robert J. Chaskin and Harold A. Richman, The Future of Children, Vol. 2, No. 1, School Linked Services (Spring, 1992), pp. 107-117, there is a risk of over-empowering the institution (school). This could cause services to conform primarily to the institutional requirements, priorities and world view of the school.
When the self-protection and self-perpetuation of the organisation become a more motivating force for the bureaucracy than its original raison d'etre, structure can ossify. In such cases the participatory involvement of community members is in danger of being closed off.

# data[].attributes.headline
The celebration of the annual school prize giving is an indicator for promoting positive work culture. This is just a great thing to do and it is one of the most rewarding things about working in a school.  Secondly, we want everyone to revel in learning, to value it as an activity and to think that it is a “cool” thing to do.  This is the joy of being at school as students and teachers exist in an environment where we can spend our time learning about all sorts of interesting events and ideas. They both identified learning as the ultimate pursuit of the virtuous and happy person.  So, when it happens well, we want to celebrate and encourage it, and so we gather together and give out medals.  It is also a great way to create a competitive spirit among students when recompensing them for their hard work.

# data[].attributes.subject
The celebration of the annual school prize giving is an indicator for promoting positive work culture. This is just a great thing to do and it is one of the most rewarding things about working in a school.  Secondly, we want everyone to revel in learning, to value it as an activity and to think that it is a “cool” thing to do.  This is the joy of being at school as students and teachers exist in an environment where we can spend our time learning about all sorts of interesting events and ideas. They both identified learning as the ultimate pursuit of the virtuous and happy person.  So, when it happens well, we want to celebrate and encourage it, and so we gather together and give out medals.  It is also a great way to create a competitive spirit among students when recompensing them for their hard work.

# data[].attributes.body
Geetanjali Bhato (Computer Education)
Group Miss Thondee

# data[].attributes.headline
"School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the 'persona' of the school," says Dr. Kent D.A school’s culture is always at work, either helping or hindering learning. It influences every decision and action in a school, from the leadership style of the principal to the way teachers choose curriculum materials and interact with students.In simple terms, a toxic school culture is one where nobody is able to do their job with satisfaction. There are few opportunities for collaboration or for personal growth. Nobody feels encouraged to try new things or come up with creative solutions. This atmosphere have negative effects on students, teachers and administratorsHere are some examples:1. The teachers express negative views about the students’ capabilities, personalities and interests.2. Students express little interest in learning, getting good grades or getting along with their teachers.3. Teachers don’t help each other with advice or support.4. Teachers blame students for their inability to learn.5. The school has rules that reinforce these negative attitudes.Positive school culture is just as important as a curriculum. School culture is the environment in which the students are learning and interacting with other students, teachers, and lessons during any given day. Here are some examples:1.	The individual successes of teachers and students are recognized and celebrated.2.	Relationships and interactions are characterized by openness, trust, respect, and appreciation.3.	Staff relationships are collegial, collaborative, and productive, and all staff members are held to high professional standards.4.	Students and staff members feel emotionally and physical safe, and the school’s policies and facilities promote student safety.5.	School leaders, teachers, and staff members model positive, healthy behaviors for students.6.	Mistakes not punished as failures, but they are seen as opportunities to learn and grow for both students and educators.7.	Students are consistently held to high academic expectations, and a majority of students meet or exceed those expectations.8.	Important leadership decisions are made collaboratively with input from staff members, students, and parents.9.	Criticism, when voiced, is constructive and well-intentioned, not antagonistic or self-serving.10.	Educational resources and learning opportunities are equitably distributed, and all students, including minorities and students with disabilities.11.	All students have access to the academic support and services they may need to succeed.

# data[].attributes.subject
"School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the 'persona' of the school," says Dr. Kent D.A school’s culture is always at work, either helping or hindering learning. It influences every decision and action in a school, from the leadership style of the principal to the way teachers choose curriculum materials and interact with students.In simple terms, a toxic school culture is one where nobody is able to do their job with satisfaction. There are few opportunities for collaboration or for personal growth. Nobody feels encouraged to try new things or come up with creative solutions. This atmosphere have negative effects on students, teachers and administratorsHere are some examples:1. The teachers express negative views about the students’ capabilities, personalities and interests.2. Students express little interest in learning, getting good grades or getting along with their teachers.3. Teachers don’t help each other with advice or support.4. Teachers blame students for their inability to learn.5. The school has rules that reinforce these negative attitudes.Positive school culture is just as important as a curriculum. School culture is the environment in which the students are learning and interacting with other students, teachers, and lessons during any given day. Here are some examples:1.	The individual successes of teachers and students are recognized and celebrated.2.	Relationships and interactions are characterized by openness, trust, respect, and appreciation.3.	Staff relationships are collegial, collaborative, and productive, and all staff members are held to high professional standards.4.	Students and staff members feel emotionally and physical safe, and the school’s policies and facilities promote student safety.5.	School leaders, teachers, and staff members model positive, healthy behaviors for students.6.	Mistakes not punished as failures, but they are seen as opportunities to learn and grow for both students and educators.7.	Students are consistently held to high academic expectations, and a majority of students meet or exceed those expectations.8.	Important leadership decisions are made collaboratively with input from staff members, students, and parents.9.	Criticism, when voiced, is constructive and well-intentioned, not antagonistic or self-serving.10.	Educational resources and learning opportunities are equitably distributed, and all students, including minorities and students with disabilities.11.	All students have access to the academic support and services they may need to succeed.

# data[].attributes.body
Geetanjali Bhato (computer Education)
Group Miss Thondee

# data[].attributes.headline
In my school, strong and healthy mutual relationship among teachers is considered as an important facet for the success of the school and to improve proficient growth of the teachers. For instance, teachers talking with each other about their students to best serve them making their work more meaningful and also transform schooling in an energetic and significant way. Moreover, we as teachers work together to develop strategies to better cope with uncertainty and complexity and also to respond efficiently to the rapid change in the syllabus and thus creating a collaborative atmosphere. There is also the concept of teachers observing one another teach in my school to better promote teacher’s professional development and furthermore a means to increase our knowledge. This also brings experienced and beginners teacher closer as it provides an assistance and also reinforce the confidence of the novice teachers during their initial stage of their career. Last but not least, the notion of teachers teaching each other which enables us to learn and grow skillfully. As a result, it stimulates enthusiasm among teachers and reduces emotional stress and burnout. Joint work saves the teachers’ time and effort and also enhance our access to resources. But however, sometimes due to busy schedules and loads of coursework make it difficult to get time to talk or work together. To conclude I can say that my school nurtures a collegiate culture as it believes that one of the important factor to determine the quality of the school and also in the benefit of the student learning.

# data[].attributes.subject
In my school, strong and healthy mutual relationship among teachers is considered as an important facet for the success of the school and to improve proficient growth of the teachers. For instance, teachers talking with each other about their students to best serve them making their work more meaningful and also transform schooling in an energetic and significant way. Moreover, we as teachers work together to develop strategies to better cope with uncertainty and complexity and also to respond efficiently to the rapid change in the syllabus and thus creating a collaborative atmosphere. There is also the concept of teachers observing one another teach in my school to better promote teacher’s professional development and furthermore a means to increase our knowledge. This also brings experienced and beginners teacher closer as it provides an assistance and also reinforce the confidence of the novice teachers during their initial stage of their career. Last but not least, the notion of teachers teaching each other which enables us to learn and grow skillfully. As a result, it stimulates enthusiasm among teachers and reduces emotional stress and burnout. Joint work saves the teachers’ time and effort and also enhance our access to resources. But however, sometimes due to busy schedules and loads of coursework make it difficult to get time to talk or work together. To conclude I can say that my school nurtures a collegiate culture as it believes that one of the important factor to determine the quality of the school and also in the benefit of the student learning.

# data[].attributes.body
Geetanjali Bhato ( Computer Education)
Group Miss Thondee

# data[].attributes.headline
In my point of view, a school is a social institution as its main purpose is to provide education in various subjects to individuals so as to make them learned and also to prepare them for their future lives.  It is considered an important social institution, as it establishes a goal of social equality and a common knowledge base among students. Moreover, institutions are man-made and deliberate and serve the basic needs of a society. School as an institution is bigger and deeper concept than an organization and also guide human behavior while organizations are formed to achieve special goals and purposes. Besides, a school as a social institution embraces pupil roles, teacher roles and, depending on the degree of autonomy a school has from outside agencies, parent roles and the managerial roles associated with the relevant educational authority. The school as an institution embraces these roles across all the schools that jointly constitute the school system in a given society. Schools also play a role in social cohesion as they administer and solidify norms, attitudes/beliefs, values and behaviours to individuals of a given society

# data[].attributes.subject
In my point of view, a school is a social institution as its main purpose is to provide education in various subjects to individuals so as to make them learned and also to prepare them for their future lives.  It is considered an important social institution, as it establishes a goal of social equality and a common knowledge base among students. Moreover, institutions are man-made and deliberate and serve the basic needs of a society. School as an institution is bigger and deeper concept than an organization and also guide human behavior while organizations are formed to achieve special goals and purposes. Besides, a school as a social institution embraces pupil roles, teacher roles and, depending on the degree of autonomy a school has from outside agencies, parent roles and the managerial roles associated with the relevant educational authority. The school as an institution embraces these roles across all the schools that jointly constitute the school system in a given society. Schools also play a role in social cohesion as they administer and solidify norms, attitudes/beliefs, values and behaviours to individuals of a given society

# data[].attributes.body
Geetanjali Bhato ( Computer Education)
Group Miss Thondee

# data[].attributes.body
Positive work cultures are essential. As soon as I started work, the rector proposed that I conduct gardening sessions with some students so as to initiate them to some extracurricular activities and at the same time, do something productive like planting vegetables. Moreover, those vegetables would be given to the students coming from poor families. As soon as I started, there were great results as the vegetables were growing fast and that specific part of the school became lively and green. The verbal rewards from the teachers and rectors motivated us to continue gardening. Moreover, they were told that they would receive a gift on prize giving day. « Rewarding consequences inform and motivate. » (Bandura, 1977).

We even took the initiative to make plant pots with plastic bottles. My students decorated them with nut shells, toothpicks and bamboos. On one hand the school did not have to buy plant pots and on the other hand, the students learned about reducing pollution. My students are motivated to persevere at this specific task.

# data[].attributes.body
I believe that a toxic school culture is when first of all, there is no discipline among teachers and students. Some teachers do not respect others when they talk loudly in the staff room while others are working. Students fight among themselves, come late at school, miss school very often and do not respect teachers. Moreover, some rectors take decisions without consulting the school staff. For example, he decides that a teacher should bring a medical certificate after only one-day absence from school. A positive school culture is when every teacher respect other teachers and when the rector make sure that every students abide by the rules. The positive school culture is when every students know their responsibility as a student such as be on time, do their homework, respect classmates and teachers, be conscious of the environment and be aware of the importance of education.

# data[].attributes.body
Difficult and disruptive students force teachers to be united and cooperative. Each teacher has their own way of working, strengths and weaknesses. However, there is no pressure as such because we all know that our tasks at school are not easy to handle, be it academically or holistically. Most of them are helpful, will guide and give advices if needed. I remember my first day there. Most of them welcomed me, asking if I am comfortable and proposed their assistance if needed in class!

# data[].attributes.body
I started working with boys and I was satisfied even though they were in extended classes. Unfortunately I had to move to the girls department since the end of the lockdown and it is very different. These students do not want to study and do not know the importance of education. They lie and are not afraid of being resticated from school. Some of them do not care if the school would call the parents because the latter do not care for their own children. I feel drained when I leave school and I feel like I share my knowledge in vain. The girls are very rude and naughty. I understand that they have difficult lives and are unhappy with their parents. I talk to them about life sometimes and the importance of education, of being independent and having a career. However, I want to teach to students who wants to learn and achieve academic skills.

# data[].attributes.body
I think that the school is both an institution and a social organisation. It is considered to be an institution having specific academic goals in the first place but at the same time it develops other important personal skills.

Students learn to abide by the rules and regulations of the school having for objectives, academic education and punctuality, for example. I consider the school a social organisation too as it develops the social emotional and the holistic parts of the students. Both are necessary to shape future adults having successful career and be responsible citizens. Finally I believe that the school as an institution will help shape the career of the student while as an organisation, it will help shape their personality.

# data[].attributes.body
From: Bheenick Kishan (Group: Miss Thondee)

First we need to understand what a work culture is:

“A workplace culture is the shared values, belief systems, attitudes and the set of assumptions that people in a workplace share.” (Agarwal, 2018)

Now, as for positive work culture:

“A positive workplace culture improves teamwork, raises the morale, increases productivity and efficiency, and enhances retention of the workforce. Job satisfaction, collaboration, and work performance are all enhanced. And, most importantly, a positive workplace environment reduces stress in employees.” (Agarwal, 2018)

From a research by deloitte

“There is a correlation between employees who say they are “happy at work” and feel “valued by [their] company” and those who say their organization has a clearly articulated and lived culture.”

Therefore, feeling valued is a very important factor, as shown in the  table (3rd column) in the document.

References

1.  Dr Pragya Agarwal, 2018
Title:

How To Create A Positive Workplace Culture

Url:
https://www.forbes.com/sites/pragyaagarwaleurope/2018/08/29/how-to-create-a-positive-work-place-culture/#6989b4844272

2.Deloitte
Url:
https://www2.deloitte.com/content/dam/Deloitte/global/Documents/About-Deloitte/gx-core-beliefs-and-culture.pdf

Document:

# data[].attributes.body
School culture is the underlying set of norms, values, traditions, ceremonies, and unwritten rules of behaviour, action, and thinking. The school culture is built over time as educators cope with problems, deal with changing students and staff, and deal with successes and failures. Over time the group develops a set of values and beliefs that are the glue that keeps it together. Oftentimes the culture is positive, nurturing, and professional-and supportive of change and improvement. Sometimes, though, the culture has developed dysfunctional values and beliefs, negative traditions, and caustic ways of interacting. These are what Deal and Peterson (1998) have called "toxic cultures."
As an educator, I believe that if a toxic or a positive school prevails in a school, it is not only the fault of only one specific person, I think that each and everyone is responsible in promoting a school culture which is either positive or toxic. First of all, a toxic school starts already when you have only one leader who acts in a very oppressive way towards the other members of the school.  I believe that a toxic school culture starts when:
1. staffs/ teachers view their students as the problem rather than as their valued customers.
2. Teachers believe that what they are doing are best and don't look for innovative ways to render teaching for engaging. Obsolete teaching techniques may entail a toxic school cultures whereby teachers are still using their own traditional methods to deal with techno-savy students.
3.  A toxic school culture may also be a space where teachers or students behave as enemies and that there is a status barrier already established by the teacher.
4. It may also be where no extra-curricular activities are organised and students feel that they are being oppressed and not being able to have enough space to show their hidden talents and qualities.

Now coming to a positive school culture it could be as simple as the student feel happy to come to school everyday.
A positive school culture could also been in terms of the relationships and friendships which prevail at school.
Students and teachers, staffs and  management  in promoting a positive school culture, if students feel threatened this could have an adverse effect on the interaction at school whereas if students feel valued everyone will feel safe and motivated to organise events and create a positive school environment.

# data[].attributes.body
I worked in a private catholic school with only girls. We are supported by school manager and teaching and non-teaching staff relate well. The students in both extended and mainsream encountered the same difficulties. There is a lack of discipline and many students are not motivated to work . The teachers have to understand the students’ difficulties and look for new strategies every time to make the students work.  Teaching this new generation is a very challenging task.

# data[].attributes.headline
Positive work culture. Is it in terms of students or teachers? The reason being i am seeing both answers. 

# data[].attributes.subject
Positive work culture. Is it in terms of students or teachers? The reason being i am seeing both answers. 

# data[].attributes.body
In any case, I will write for both if needed.

# data[].attributes.body
In my school, we share strong collegial relationships. We work in a positive teaching and learning environment. My colleagues and I help each other and are always ready to share the workload. The pleasant atmosphere that prevails actually greatly helped in my professional development and helped me to increase my knowledge, especially concerning my subject area and the skills that needed to be adopted when teaching this particular subject. No matter what happens, I know my colleagues are here to support me. Collegial interaction and support have helped me to grow as a teacher and as an individual. My colleagues and I assist each other and learn from each other on a daily basis. The collegiality that prevails at my school has stimulated my enthusiasm and reduced my emotional stress considerably. I am able to perform better in class because of this sense of collegiality that is present at my school. I feel this sense of belonging and find myself more committed to my goals and to my students. I also feel more confident and competent as a teacher, along with being more motivated, and I find myself performing better as a teacher because of the collegiality in my school. Collegiality is actually one of the best ways to serve our students and to make our work more meaningful, and I am happy to say that I have indeed found powerful and positive collegial relationships in my school. (Nabeelah Imambaccus - English)

# data[].attributes.body
School is an organisation  within the social  institution called Education. In schools the rising  generation acquire academic and non academic knowledge and experience which serve to shape their future and enable them  to function in a globalized world.

# data[].attributes.body
I teach in a state secondary school in zone 1. I am the facilitator of Grade 9 extended class.  My learners are very low achievers  academically but at school level  my learners  are well catered for. All their needs  are met and the available infrastructural facilities , tools and resources serve to promote motivation and improve performance of both teachers and learners. My school has its own norms  and culture. There reigns a positive caring atmosphere.

# data[].attributes.body
A positive school culture can be indicated by motivation. If the teacher is motivated to work thus the learner will actually do his best in his learning capacity, the teacher will be more able to motivate the learners as he is willing to work for greater achievement

# data[].attributes.body
I work in a state school with a small population.  Many of the boys come from  low income or broken families, and their academic performance is quite poor.  Most of the boys rely solely on their teachers' help as they can't afford private tuition.  There is quite a good vibes among colleagues and we work collaboratively for the welfare of our students.

# data[].attributes.headline
An institution is described as a form of organization, which is set up for an educational, religious, social or professional cause and its main purpose is to deliver knowledge to its people.   An organization on the other hand is an assemblage of people who unite to undertake a common goal and its purpose is to earn money or provide service to the members.  Hence the school is both a social organization and an institution, as it deliver knowledge which is a form of service. 

# data[].attributes.subject
An institution is described as a form of organization, which is set up for an educational, religious, social or professional cause and its main purpose is to deliver knowledge to its people.   An organization on the other hand is an assemblage of people who unite to undertake a common goal and its purpose is to earn money or provide service to the members.  Hence the school is both a social organization and an institution, as it deliver knowledge which is a form of service. 

# data[].attributes.body
(Sharonne Coutequel - French)

# data[].attributes.body
I work in a private school where most of the students are slow learners and come from poor or broken families. Day by day, the extended students are becoming more difficult to handle. As educators, we try to work collaboratively and look for new strategies to improve the performances of our students but most of the time we are not supported by the school management. There is also a lack of discipline and regulations at school. However, i share a pleasant relationship with most of my learners.
Varuna Rampare
Art&Design

# data[].attributes.body
According to me a positive school culture relies mostly on a good and cordial relationship and bonding between the management and the teaching staff.

# data[].attributes.body
A toxic school culture is when too much is pressure is exerted on teachers and this pressure is reflected on the students. As a consequence, teacher cannot perform effectively and this may affect the student overall performance and well being. Also, when too much emphasis is laid on administrative paperwork and the theorerical aspect of teaching rather than focusing on the reality of the students.
A positive school culture is a pleasant environment where both the students and the teachers are fulfilled and where the students' needs are met physically, emotionally and academically.

# data[].attributes.body
A positive school culture is a place where your efforts are translated into positive experiences for both staff and students. Sucess, joy, understanding, cooperation are all main features of a positive school culture.
A toxic school culture is the one has hostile relations among staff, students and parents. Teachers are always blamed for the poor academic performance and lack of progress. A toxic school culture is the one where there is a lot of indiscipline issues which are not being solved, thus making the the students believe that they have the control over everything. A toxic school culture is an absence of honest dialogue where there is a lot of gossiping and bullying. Administrators who don't step in when parents or students are verbally or physically attacking teachers is a huge mark of a toxic school environment.

# data[].attributes.body
Collegiality is very important at a workplace.  Team work is primordial at a workplace so as to enhance professional performance as well as students's performance and the institution's effectiveness.
A good working environment promotes positivity and make an individual feel at ease and comfortable.
At my school, the atmosphere is almost collegial.
Since I am in the beginning of the my teaching career, assistance and guidance is very important.
Fortunately and unfortunately, many colleagues have many years of experience and have traditional way of teaching. Some of the have not evolved with time in the new era of technology and they may not like to collaborate when new ideas are shared and proposed. But overall, it is almost a collegial environment.

# data[].attributes.body
I have a very good relationship with the colleagues at school, it is a professional and pleasant type of relationship and some of them actually became close friends. In the art department , we have the opportunity to exchange new ideas and discuss the difficulties, the strengths and challenges we encounter.

We usually plan the work for the year together, there is no individualism. The head of department is willing to help if ever we need her. She listens attentively when we need to talk to her. She gives advice on how to improve the teaching in class. There is a lot of respect for the seniors educators who often share their experiences with us.
There is trust between us and they are reliable persons,  if I am absent I know that they will take my class. I am happy because I work in a positive working environment.We often have activities where we have the chance to share and learn more on each other.

# data[].attributes.body
S.Jeetoo
Subject area: mathematics
One indicator is rewarding students not only on prize giving day but more frequently so as to motivate them to participate in the class. Not necessarily the best students only must be awarded but also students who make their efforts to understand and participate every day in the class

# data[].attributes.body
Describe the school in which you work in (without mentioning the name of the school)? How is the feel?
I work in a private secondary mixed school with a population of around 300 students where most of the students are slow learners. These students comes from different background and have different learning styles.

# data[].attributes.body
An organisation and an institution, although having some similarities, have different purposes.

An organisation is an establishment whereby a group of people perform some specific activities in order to meet a desired set goal whereas an institution is an establishment which is set up to satisfy a purpose such as an educational purpose.

Both of them are controlled by a person or a group of people who may own the company. But, most of the time, the power lies in the hand of the a specific person or group of people whereas in an institution the power is disseminated through various levels, although indirectly being managed by the authority.

An organisation, compared to an institution have a life cycle, meaning that it may at any point in time, come to an end whereas an institution is a life long establishment which enriches the population. An institution have the ability and the duty to continuously grow and evolve.
According to John Dewey, the process of education is a continuous process of adjustment.

Hence, we may conclude that the school is an educational institution.

"The school is an essential social and psychological institution." (Dewey, 1900)

# data[].attributes.body
D. Gaunpot
Mathematics
A toxic culture teachers view students as problems, therefore in turn discouraging teachers as well as students to give their best. On the other hand a a positive culture teachers encourage students and create a motivating atmosphere where both engage in their respective work properly.

# data[].attributes.body
Is the school a social organization or an institution?

A school is an organisation, education is a national is a national institution.
In order for any subject to organize itself into a science, it needs to evolve clear definitions of concept, a basic philosophy, well-developed principles, and operative powers. In order for the subject to establish itself, it should also develop procedures, strategies, custom and usages. Language permits a wide variation in the use of words. But for the purpose of theoretical clarity, precise distinctions need to be made which do not exist in every day use.

The distinction proposed here between organization and institution is essential for formulating a complete theory of social development. In common usage we refer to a school or college as an educational institution. People frequently refer to the offices they work in as "our institution". At times we use the word with reference to institutions that are gross and physical and at other times with reference to things institutions that are less physical and more subtle. House and home are such words. A house is a physical building; a home is a subtle concept. School and education are equally so. A building can stand for a school, but education is a concept.

The words organization and institution are often used synonymously. While language permits this usage, theory requires that we make a clear distinction between the gross form (organization) and the more subtle form (institution). A school is an organisation; education is a national institution. Railways are an organisation; transport is an institution. Courts are organisations; law is an institution.

1. An organisation is centrally administered by authority from above moving down through a hierarchical structure.

2. An institution is not centrally administered. It is governed by values of an organization that are widely accepted and honored by individuals, such as a festival like Christmas.

3. An organisation has rules that are enforced; an institution has customs that are honored.

4. Organisation occupies the fourth place and institution the fifth place in the chain of social development that begins with an individual act and matures into social consciousness.Act - Activities - System - Organisation - Institution - Culture - Custom - Usage - Consciousness

5. Over the centuries an organisation matures into an institution.

6. An organisation is to be controlled; an institution is self-sustaining.

7. An organisation is partial; an institution is universal.

8. An organisation is physical; an institution is subtle.

https://education.stateuniversity.com/pages/2430/Social-Organization-Schools.html

# data[].attributes.body
The school is one of the social organizations founded by the society to meet the educational needs and to maintain the educational activities. In other words, the school is an organization by which educational activities are conducted regularly and continually (Hunt, 1972). As an educational organization, the school provides the students to gain knowledge, ability and attitude in accordance with the aims and principles of the educational system. The school is a social organization on its own as well as it can be handled within the context of the relations and its place within the society. Within this context, the roles of teachers and students, authority relations and disciplinary in the school are important

# data[].attributes.body
S.Jeetoo
Subject area:Mathematics
In a toxic school culture firstly staff is not comfortable to work,they might have pressure by the administration. There is not communication or activities between staff and students also. Teachers are not able to gives opinion on anything. On the other hand a positive school culture in the opposite of the above, where teachers and students collaborate and their is a good administration. That where we get the best output of students and might say for teachers also.

# data[].attributes.body
D. Gaunpot
Mathematics.
All the staff are very friendly. All the teachers are motivated to work. They have years of experience which help them in their duties. I have been working with the maths and design department and both of them share the workload with the staff fairly.

# data[].attributes.headline
From Safina                Teamwork is the drive which promotes  positive work cultures.  Sharing of experiences between experienced teachers and the young ones.  The collaboration of the administration staffs, educators, parents and students are the main pillars; to work together for the promotion of a positive  work culture.              

# data[].attributes.subject
From Safina                Teamwork is the drive which promotes  positive work cultures.  Sharing of experiences between experienced teachers and the young ones.  The collaboration of the administration staffs, educators, parents and students are the main pillars; to work together for the promotion of a positive  work culture.              

# data[].attributes.headline
From Saheel Bolakee-Bhowon (Group B- Ms Thondee)

# data[].attributes.subject
From Saheel Bolakee-Bhowon (Group B- Ms Thondee)

# data[].attributes.body
i personally believe that the management style especially in private colleges (non sss) has a significant impact on the morale of the educators. many colleges where the management is very rigid and non coperative, i noticed that this had a disastrous effect on the teachers which creates a toxic working environment. To create a positive culture, the management must motivate the teachers. According to Dr. Pragya Agarwal, 'Foster collaboration and communication: Leadership and management style that encourages teamwork, open and honest communication is vital to creating a positive feeling in the workplace'.

# data[].attributes.body
D. Gaunpot
Mathematics
I work in a school with only male students. Few students are motivated to work. The staff is very friendly. The students are well supervised. Every staff member do their best to help the students. The extended classes tend to misbehave but some of them are hard working students. Even thought everything went well so far I feel like there is a lack of discipline compared to were I worked before.

# data[].attributes.body
D. Gaunpot
Mathematics
School is a social organization as it is a place where people interact with each other not only for educational purposes. Moreover, each individual has a role in the school. But to some extent it may also be considered as an institution as is was design with main goal to provide education to students.

# data[].attributes.body
collegiality is essential in a workplace as it encourages the teaching staff to work and it creates a sense of belongingness and integrity at work which promote efficiency. I have good colleagues where we do help each other whenever needed. During lunch time we crack jokes and we are in good terms. However clashes among colleagues are inevitable but we manage to handle them.