Rules and norms, sense of physical security, support for learning, social and civic learning, interpersonal relationships, and respect for diversity are only a few of the dimensions of school climate. We’re talking about the quality and character of school life. Why? Because research and common sense reaffirm that focusing on the social and educational atmosphere is critical to student success, yet many schools and districts do not assess climate or include it in school improvement plans. How can schools develop a positive school climate that fosters teaching, learning, and the development of the whole child?
Join us on February 4 for the Whole Child Podcast as our guests Jonathan Cohen, president of the Center for Social and Emotional Education and cochair of the National School Climate Council, and Marvin Kreps, director of Curriculum and Instruction at Rhinebeck Central (N.Y.) School District, discuss how school climate standards can help educators and communities improve the quality and character of school life.
Are educators talking about the importance of school climate and its impact on learning and teaching? Do we need national school climate standards?
Nancy Garman
March 2, 2010
5:49 am
Ever since reading Daniel Goleman’s books in regards to Emotional Intelligence, and after following Jim Faye’s Love and Logic theories on working with kids, I firmly believe that the emotional home a student has at school is a huge part in the student’s performance. So often, the heart of a teacher is overlooked and extremely difficult to measure, but critical when choosing a new teacher for a position. Not only is the emotional atmosphere important for the student, but also for the employees. If they feel appreciated, etc. in the workplace, they tend to perform better and work harder thus improving things for our students.