The school culture significantly impacts student learning and achievement in a variety of ways. By providing a safe learning environment, the students will be encouraged to develop personally, socially, and academically, at a pace that is consistent with their needs. By setting high expectations and providing rigorous academic opportunities, the students will be engaged in more meaningful learning. By providing the students with personal and academic supports, they will be able to develop strong connections with the staff and the school.
In the midst of all this, it is important for a teacher to understand his/her role. From the first day of school (or before the first day), the teacher has already begun creating a culture for teaching and learning. Usually, it is expected that teachers design and decorate their classroom. For some, this may mean rearranging their student desks in a way that best fits the teacher’s pedagogical style. For others, it may mean designing their walls and distributing supplies. Creating a syllabus and discussing it the first week of school sets the tone in many ways. From the first week to the first month, every moment spent teaching, is as much a moment of teaching as it is a moment of modeling, coaching, and leading.
One area that I think is especially important for teachers to exercise their role in creating a culture of teaching and learning is in their level of energy. For example, I love mathematics. At first, the students would chuckle at my excitement over the problems that I would challenge them with, but soon, they felt the same excitement. Interestingly, many of them doubted themselves in the beginning and refused to work on the challenging problems. Now, they wouldn’t have it any other way. In fact, in a recent class meeting, the students reflected on their level of confidence and efficacy and noted how much it has improved over the past few months.