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{ CHAPTER 3 }

Establish a Culture for Learning

Schools with a strong culture for learning communicate high expectations for all students. According to Barth (2002), school culture is:

A complex pattern of norms, attitudes, beliefs, behaviors, values, ceremonies, traditions, and myths that are deeply ingrained in the very core of the organization. It is the historically transmitted pattern of meaning that wields astonishing power in shaping what people think and how they act. (p. 7)

The message communicated to students, regardless of the many issues and social problems that they have, must be, “We are glad you are here, we care about you, and you are here to achieve!” There are a myriad of barriers to student achievement, well-being, and success that go above and beyond traditional instructional and assessment concerns (DeWitt & Slade, 2014). A sense of caring and a culture for learning must be two of any school’s main pillars if that school is to sustain a positive climate and a strong learning environment.

Establishing a culture for learning refers to the educational importance of the work that both the students and the teachers perform. In classrooms where there is a robust culture for learning, all students receive the message that even though the work may be challenging, they are capable of success (Danielson, 2011). This culture is not only important for individual teachers in their own personal classrooms but should be the resounding message frequently announced, demonstrated, and further established throughout the entire school so that everyone understands it.

To move toward establishing a culture for learning, the school has to set high expectations for all students and let students know that educators will take appropriate actions when they fail to meet behavior and academic expectations. This message must be clearly communicated to students through conversations with groups and individual students, through teachers’ syllabi, in hallways decorated with posters displaying this message, in the student handbook, and through mailings home to parents and guardians. Of course, many other things also need to occur, but strong teacher-student relationships, high academic and behavioral expectations, and an attractive school building make up the foundation of establishing a strong school culture.

In this chapter, we will examine what the research says about establishing a culture for learning in the classroom, how a culture for learning looks in the real world, as well as questions for reflection and action steps you can take to implement a culture for learning in your classroom and school.

What the Research Says

Research tells us that “when the members of a team of educators are confident they have the ability to make a difference in a school, it can have a significant impact on school culture and achievement” (Donohoo, Hattie, & Eells, 2018, p. 41). Schools that have developed a culture for learning and promote students’ sense of belonging know the importance of building relationships with students at risk and its impact on student behavior and academics. Decreased office referrals, fewer student suspensions, increased parent support, reduced teacher exasperation, and a greater focus on instructional time are among the successes that school leaders can experience when they provide structures and support to promote positive relationships (Sterrett, 2012).

Essential to students’ associations with the school are opportunities for students to build relationships with caring adults, peers, and the community, and focus on topics that interest them. Teachers who show interest in students’ lives and personalize instruction accordingly help students connect with the school (Edge, 2009). In fact, relationships are one of the most important factors in creating a positive school culture. As research continues to be conducted on school culture, it is now understood that students learn much in the way of attitudes, values, concepts of justice, appropriate behavior, and the importance of academics from the structures and relationships that they observe and experience in the school.

Speaking with individual students in formal or informal settings, holding a panel with a large group of students, sitting and listening to a small group of students, or conducting a survey are all ways that administrators and teachers can obtain information about how students feel about the culture at their school. Educators can also turn to data: “By collecting a range of formative information about both the academic and the non-academic aspects of school life, school data gives school leaders scientifically sound information to identify school needs, set goals and track progress toward school improvement” (Cobb, 2014, p. 15). Student attendance, suspensions, discipline referrals, student infractions, and staff attendance are other indicators that administrators can review to gain a feel for their school’s culture.

Once school leaders have evaluated the current state of their school’s culture, all educators can take steps to improve it. The following sections highlight two important aspects of doing so: (1) teacher-student connections and (2) the physical space.

Teacher-Student Connections

Unfortunately, teachers and administrators are under so much pressure to come up with ideas on how to increase students’ test scores and grades that they sometimes forget the importance of connecting with students and establishing trusting relationships. Rebecca A. Vidourek, Keith A. King, Laura A. Nabors, Amy L. Bernard, and Judy Murnan (2012) discuss how high-stakes testing has seemingly become more important for teachers than building relationships. They assert that because of high-stakes testing, many teachers spend so much time preparing students for the assessments that they reduce the amount of time that used to be spent on relationship building activities and connection strategies.

Vidourek et al. (2012) also report that only half the teachers they surveyed responded that they were trained outside of college on how to positively connect with students, and only one-third (36 percent) said they were trained to build positive connections during college. Additionally, less than half (46.5 percent) said that their school placed a priority on getting students positively connected. Two-thirds (65.4 percent) reported that they would like to know more about developing positive connections with students.

These figures indicate how important it is for teachers to receive professional development on how to build relationships and make connections with students at risk. They also provide evidence that teachers want more college course offerings that equip them with skills to build relationships, and once they start their careers, they desire ongoing professional development on the subject. Teachers must connect with students because adults set the tone of the school.

The Physical Space

The physical spaces and attributes of schools and the way they are designed can also support fostering connections with students: “A building alone does not create a school culture, but research shows that school buildings can affect students’ behavior, morale, and academic performance” (Zubrzycki, 2013, p. 32).

In her article “Building Toward a Positive Climate,” Jaclyn Zubrzycki (2013) shares innovative ways that designs in newer schools promote student engagement and a positive community-like school culture. School officials and architects are moving toward open, flexible buildings aimed at creating a sense of community and fostering collaboration (Kelly & McCain, 2018). Open, flexible buildings are versatile spaces that teachers can use to serve more than one purpose based on the needs of the school and its students. Some examples shared in this article compare cafeterias to cafes, where students can eat and do school work simultaneously. The windows are open to let in light and fresh air. Hallways are broader, without lockers, to eliminate clutter. Newer buildings are more learning focused, including “break-out” spaces where students can meet in small groups. They also include windows so a teacher can supervise groups working outside the classroom. Many schools have also created what they consider to be smaller communities within larger schools so students don’t feel anonymous (Zubrzycki, 2013).

What It Looks Like in the Real World

I worked in a school in which it was particularly important for the staff to repeat the message to students: “I am glad you are here, I care about you, and you are here to achieve!” The school was populated with gangs, including the Gangster Disciples, Black Stones, Vice Lords, Latin Kings, Two-Six, Black Disciples, and Four Corner Hustlers. Unsurprisingly, these groups frequently clashed with one another. As I worked closely with the principal to improve the school environment, the question arose, How do we combat the challenges of conflicting gangs and low student achievement to build a strong culture for learning?

Victor was the highest-ranking member among all the Two-Six in school, and he was in my first-period class. Victor stood six foot four and was as wide as the doorway. One day in class during the weightlifting unit, he bench-pressed 315 pounds without blinking. Victor was as big as a refrigerator and as strong as an ox; he also was very charismatic. His influence over others was partly due to his intimidating presence, but it could also be attributed to his personality.