Leadership Review Assignment

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Leadership Review Assignment EDUC 871 Leadership Review Assignment Classroom culture & Teacher-student relationships Juan P Martine School of Education, Liberty University Author Note Juan P Martinez I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Juan P Martinez Email: jmartinez201@liberty.edu

Leadership Review Assignment EDUC 871 Leadership and Scripture Assessment Every day of instruction looks very different from the previous day; teachers must learn to adapt to their classroom environment. The same goes for students; they must adapt to their classroom environment, including their peers and teachers. Teachers set the classroom culture from the beginning by setting classroom rules, expectations, and presence. There is research that supports the statement that classroom culture set by the teacher can affect students' ability to learn, social-emotional well-being, and behavior. Classroom culture impacts students' grasp of new information, participation, and comprehension. Each classroom is different, the teacher is another, all students are foreign, and the tone of the school's culture can break or make students. Research supports that students are either highly motivated to work and learn from their teacher or entirely disbelieve in their learning capability. Keywords: Classroom culture, Closing the achievement gaps, building rapport, culture, classroom management.

Leadership Review Assignment EDUC 871 Social-emotional learning affects many students in today's schools. Students must feel safe in their classroom and able to respond to questions without feeling guilty. The teacher primarily sets the tone of a classroom culture; the culture is the established classroom environment. "Literature and professional practice have defined school culture and climate in various ways. Both terms refer to aspects of attending, studying, or working at a specific institution, and they are sometimes used interchangeably. In professional settings, school culture is defined as "the way we do things around here." However, school climate encompasses virtually every aspect of the school experience, including safety, community, academic climate, and institutional environment (McChesney, K, 2023)". The teacher sets the expectations, holds each student accountable, and promotes common goals to raise academic achievement. "The proper treatment of learners is not alone a matter of ethics, but also a significant investment in the future of a nation. Every kid should have access to high-quality education without any exclusion. Consequently, schools must be administered in a manner that guarantees an atmosphere conducive to learning, which is both secure and exciting for all students. This is essential for enabling learners to achieve their maximum capabilities. Schools should prioritize the welfare and well-being of the kid (du Plessis, P. J. 2019)".

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Leadership Review Assignment EDUC 871 Positive teacher relationships and a warm, welcoming, and supportive atmosphere create a safe zone for all students. Students start taking ownership of their learning and become creative when responding to different problems; they evolve to be independent critical thinkers. Students' areas must be allowed to be creative, especially during the elementary school years. When the foundation is set for students, it is imperative for students to feel understood and praised for their responses. Positive reinforcements (praise) by the teacher encourage the students to build their confidence and collaborate with their peers. Schools, especially elementary need to allow students to work together and develop their responses to problem-based learning. The relationships that students build and their skills to create such relationships carry with them to adulthood. Teachers want to build positive relationships with their students to help increase their academic achievement, minimize classroom disruptions, and increase their ability to build rapport with each of their students. The contrary has also shown negative results: poor relationships between student- teacher and teacher-to-student carry low academic achievement, higher negative behavior, and less classroom learning. Parents tend to refrain from participating in their student's academics, let alone answer the phone when they receive adverse student reports. Teacher relationships are essential not only to academic achievement but also to the development of each student. Studies support positive relationships between teacher- student and student-teacher; teachers can spend more time teaching, facilitating student

Leadership Review Assignment EDUC 871 learning, and closing the achievement gaps rather than focusing on classroom management all year. Students no longer learn information by memorization, where repeated information gets drilled daily; this learning style needs to be more balanced and effective for students' comprehension. Memorization is only effective for a period, but research has revealed that this type of learning style deprives the students of learning new concepts; they will need to remember their memorized information within a period. Teachers have used the memorization model for many years, but today's research supports a complete end to this method. Teachers are now encouraged to implement project-based and problem-based learning in the classrooms. The relationship between student to teacher and teacher to student significantly impacts students' learning ability. Students develop a special bond with their teacher, motivating many to work for that specific teacher. Students will work even harder when they feel safe, praised, and encouraged to participate in the instruction. When teachers set a positive learning climate and develop a positive relationship with students, these classes tend to have the most significant academic achievements and performance growth. If the teacher is unhappy with their job and shows up to work only for a paycheck, it is reflected in their teaching and student morale. This teacher will do more direct instruction and allow students to get away with many more classroom disruptions and unaccepted behaviors in the classroom. Ultimately, this reflects student assessment and a decline in academic growth.

Leadership Review Assignment EDUC 871 This document intends to identify different sources that support the impact of student and teacher relationships and the impact of a positive and negative classroom culture on student achievement. Students respond according to their classroom culture, reflected in their academic achievement. There are many different teaching styles, but it comes down to the individual. Are they good teacher who deeply cares about their students? Does the teacher perform extensive research outside the classroom to implement evidence-based strategies to be an effective educator and ensure their students understand the instruction? It does not matter the type of student population a teacher has; all students can learn. An effective teacher will use evidence-based research and promote a safe learning environment for all students. The students will learn and excel. A school can have all the resources and programs to raise academic achievement. Still, if an ineffective teacher is ineffective, students will not learn and lower their theoretical comprehension. This is why many districts have developed intensive training for their teacher in a classroom environment to build relationships with their students, parents, and other stakeholders. Most recently, communities nationwide are training their teachers to be more socially and emotionally intelligent toward their students. After COVID-19, teachers and students were forced to stay home, resulting in lower academic achievement in reading and math across the country.

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Leadership Review Assignment EDUC 871 Still, it also impacted the social-emotional awareness of many students. This is why dozens of programs and consulting firms are working with school districts to ensure that the student's social and emotional needs are addressed and taken care of. This also goes back to student achievement and classroom culture set by the schoolteacher. Many students already face challenges outside the classroom; education and performance are often the last thing on their minds. Many economically disadvantage students face daily challenges like working after school to help provide for their families. Many have younger siblings. They must look after the school and help their parents with home chores. This is the daily life of many students, so coming to school is a routine and a place to socialize with their peers, a place outside of their home they can go; it is up to the educator to create a culture where students understand the expectations and know they will learn. To develop this mindset, the educator must develop a rapport with the students, make them feel like the VIPs they are, and ensure the conduct of engaging instruction that requires the participation of all students, not just a couple of them. All students must feel welcomed and confident in responding or participating in classroom instruction. Once the teacher can promote this and build confidence in each student, they will feel it and feel more empowered to voice their responses. All the outside factors of education highly impact a student's ability to learn and comprehend new information. Still, the classroom culture can reverse a student's learning ability by simply having a safe learning culture throughout the classroom where all students are expected to respond and are encouraged to answer.

Leadership Review Assignment EDUC 871 Classroom management deals with the power of an educator to respond to the different types of behaviors in the classroom and identify why a particular student may be acting out. "Efficient classroom management is a significant priority for novice instructors and crucial for the overall well-being of teachers, as well as the academic achievements of their pupils. Teachers' self-efficacy in classroom management is considered a fundamental aspect of their professional competence and a crucial predictor of successful classroom management tactics (Lazarides, R., Watt, H. M. G., 2020)". Students often want attention, and others feel the need to become the classroom clown to avoid responding to questions and look naïve in front of their peers. At any age, students want to feel welcome and be part of something bigger, a sense of belonging to a group. It is up to the educator to create opportunities for all students to respond to the instruction and not be looked down upon if they answer incorrectly; this will, in turn, lead to inappropriate classroom behavior by those students who may be singled out. Teachers set classroom rules and expect all students to follow their expectations and routines. This can only be done with appropriate implementation. Teachers must create positive rewards and consequences when the students fail to comply. The teacher will have better opportunities to increase compliance by modeling desired behavior, building a rapport with students, and reinforcing their expectations; once this is done and students have buy-in, they create a culture for their classroom.

Leadership Review Assignment EDUC 871 "Although there are clear differences in educational, social, policy, and cultural attitudes that differentiate the represented countries from one another, there appears to be a pattern of agreement on the importance and benefits, strategies, and motives for building rapport. Rapport may be an effective teaching behavior in the United States and a universally effective teaching behavior that transcends country, culture, and discipline (Frisby, B. 2021)". It is set by motivating students and supporting the desired behavior. B.F. Skinner is known as a very influential behaviorist psychologist for his theories and implementation of behavior. He believed that behavior is motivated by either a punishment or reinforcement and that each behavior is how a learner will react upon receiving either the consequence or praise for their act. B.F. Skinner believed that the classroom environment set by the teacher develops the shape behavior of a student, just like any other living organism reacting to their learning environment. "Behaviorism formed the dominant view of learning for much of the 20th century. Although there are several interpretations, behaviorists typically view learning as a change in an individual's rate, frequency, or response in behaviors through a series of stimulus–response connections. Furthermore, within behaviorism, learners are passive in the learning process (e.g., they are the recipients of knowledge), with feedback alongside reward/punishment systems emphasized as methods to modify and correct behavior (SOUTO (UEAP), C. 2019)." If the teacher models and sets high expectations for all their students, praise students, and builds a rapport with each other, they are developing a high-achieving classroom culture where students will respond positively to that teacher.

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Leadership Review Assignment EDUC 871 Classroom culture is affected by the teacher-to-student and student-to-teacher relationship. A student's perception of how the teacher feels about them sets the tone for their academic achievement. If students feel encouraged and safe to respond and answer questions, they will build confidence and take a chance to respond and collaborate with their peers in solving different questions. "A core element of almost all educational improvement efforts is an intention to improve teacher practice to enhance student- and system-level outcomes. To this end, strategies are deployed to facilitate teacher professional learning and development, with significant time, financial, and human resources investments. However, the environments in which teachers learn and their impact on teachers' implementation of new learning still need to be examined. By considering how the psychosocial learning environments in schools affect the teacher development process, there is scope to enhance the impacts of professional development. This study explored how aspects of school climate and culture (that is, the learning environments that teachers experience) affect teachers' classroom implementation of their professional learning (McChesney & Cross, J. 2023).". The support and welcoming of their responses set by the teachers will encourage them to continue trying even when their answer is incorrect. It is the teacher's responsibility to anticipate their student's misconceptions and guide them to the correct response, not to scrutinize them for a wrong answer.

Leadership Review Assignment EDUC 871 It is difficult to close the achievement gaps and raise academic achievement; teachers must work hard to accomplish this, even when students are at grade level. This will only be possible if the teacher has a consistent schedule, an established learning classroom culture, and positive relationships. To accomplish academic achievement, students must feel nurtured and that their needs are being met at all levels. Students come to school with several challenges, and it is up to the teacher to help them develop skills to acquire higher levels of learning through positive reinforcements and no negative teacher- to-student relationships. In the classroom culture, everyone creates relationships with peers and other adults. When teachers foster a positive learning culture, students respect each other, cooperate, and listen tentatively to the teacher's instruction. Classroom culture helps raise academic achievement and creates a welcoming atmosphere for all students to feel safe and encouraged to participate in education. It supports their social-emotional needs and creates a comfort zone to take risks and answer questions without feeling guilty if it is an incorrect response. Their behavior changes and they become more engaged during the instruction. Teachers should be more student-friendly, but it is also the responsibility of the school districts to ensure that teachers are trained in classroom management, culture, and climate and how to create a welcoming environment for all students.

Leadership Review Assignment EDUC 871 Reference: Lazarides, R., Watt, H. M. G., & Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management, and teaching contexts from beginning until mid-career. Learning and Instruction, 69 , 101346. https://doi.org/10.1016/j.learninstruc.2020.101346 du Plessis, P. J. (2019). Closing the achievement gap in disadvantaged communities: Lessons from successful schools. Africa Education Review, 16 (6), 22- 36. https://doi.org/10.1080/18146627.2018.1464649 Frisby, B. N., & Munoz, B. (2021). Love me, love my class": Instructor perceptions of rapport building with students across cultures. Communication Reports (Pullman, Wash.), 34 (3), 137-150. https://doi.org/10.1080/08934215.2021.1931387 McChesney, & Cross, J. (2023). How school culture affects teachers’ classroom implementation of learning from professional development. Learning Environments Research. , 26 (3), 785–801. https://doi.org/10.1007/s10984-023-09454-0 McChesney, K., & Cross, J. (2023). How school culture affects teachers’ classroom implementation of learning from professional development. Learning Environments Research, 26 (3), 785-801. https://doi.org/10.1007/s10984-023-09454-0 SOUTO (UEAP), C. (2019). um caso exemplar de ideologia científica no século xx: O behaviorismo radical de b.f. Skinner. Kínesis (Online), 11 (28), 38- 56. https://doi.org/10.36311/1984-8900.2019.v11.n28.04.p38

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