School environment is a critical context for promoting the development of student’s educational and future career interests. As adolescents progress from middle school on to high school, they have opportunities to begin tailoring their educational experiences in order to align them with their future careers and interests. It is leaders like principals and teachers who primarily facilitate and lead change in school environments. Based on this observation, it can then be said that principals are primarily the individuals that lead the change in educational organizations, teachers are the people who support and enhance that change, and the school environment is composed of individuals that are going through the process of change. Teachers should
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School climate is the term that defines the quality of these interactions. Students tend to be better off in schools where teachers are supportive and involved, but also applied firm discipline when necessary and held high expectations of student academic performances and personal conduct. According to Rutter, “Students in schools with this kind of climate had higher attendance and achievement test scores and lower rates of delinquency compared to students in schools where school climate was less favorable (Rutter, 1983)”. This same study concluded that favorable school climates are also related to lower levels of depression and behavior problems as well as higher levels of motivation and participation. A favorable climate consists of a combination of warmth, clear communication, demandingness, high standards for behavior, and a moderate level of control. Authoritative parenting style seems to work as well in the classroom as it does at …show more content…
There is strong evidence that recommends the importance of developing positive teacher-student relationships, as well as creating a sense of belonging for adolescents in order to have successful development in school. “Teachers who are trusting, caring, and respectful of students provide the kind of socioemotional support students need to approach, engage, and persist on academic learning tasks, to foster positive academic self-efficacy and values, and to develop emotional comfort at school (Wang, 2012)”. Cooperation and collaboration are critical components of student-centered teaching. When students are encouraged by teachers to interact and exchange ideas in class, are given opportunities to justify their own position on a topic, and are able to gain exposure to other possibilities, it then increases success. “Students feel more confident about their ability to learn and complete activities successfully when cooperating with others, as opposed to working on their own, because of the greater array of resources on which to draw (Wang,
School climate is the term that defines the quality of these interactions. Students tend to be better off in schools where teachers are supportive and involved, but also applied firm discipline when necessary and held high expectations of student academic performances and personal conduct. According to Rutter, “Students in schools with this kind of climate had higher attendance and achievement test scores and lower rates of delinquency compared to students in schools where school climate was less favorable (Rutter, 1983)”. This same study concluded that favorable school climates are also related to lower levels of depression and behavior problems as well as higher levels of motivation and participation. A favorable climate consists of a combination of warmth, clear communication, demandingness, high standards for behavior, and a moderate level of control. Authoritative parenting style seems to work as well in the classroom as it does at …show more content…
There is strong evidence that recommends the importance of developing positive teacher-student relationships, as well as creating a sense of belonging for adolescents in order to have successful development in school. “Teachers who are trusting, caring, and respectful of students provide the kind of socioemotional support students need to approach, engage, and persist on academic learning tasks, to foster positive academic self-efficacy and values, and to develop emotional comfort at school (Wang, 2012)”. Cooperation and collaboration are critical components of student-centered teaching. When students are encouraged by teachers to interact and exchange ideas in class, are given opportunities to justify their own position on a topic, and are able to gain exposure to other possibilities, it then increases success. “Students feel more confident about their ability to learn and complete activities successfully when cooperating with others, as opposed to working on their own, because of the greater array of resources on which to draw (Wang,