Week 6 Blog Assignment

J. Lynch

February 16th, 2013.

 

                                                                            My Supports

My school environment is intangible, yet its effects on learning, productive work, and self-concept is even more powerful than those exerted by the classroom's physical environment. However, good human relations enable leadership and staff to interact productively and get along well, both of which are essential to a democratic environment that promotes school learning (Angell, 1991). Also, internal factors such as work structure, and the quality of workers also have a significant impact on the school programmes and activities, as well as on the behaviour of members in the organization (James-Reid, 2003).

As the teacher in charge of the elementary school (Kindergarten to Grade Two), the interaction with the environmental factors such as teachers, students, parents, and the physical facilities help to shape behaviour in structuring the institution for work. Closer collaboration between staff and leadership is encouraged, where the internal structure specifies how tasks and responsibilities are divided among teachers. The formal internal structures are expressed as divisions, departments, committees, and grades, as well as in terms of roles such as those of the management team, deputy principal, graduate teacher, senior teacher, literacy and numeracy coordinators, and grade heads. At least, every teacher has an area of responsibility, and feels his or her role is very important in the organization.

As a result of distributing duties to staff members, my work-load as teacher in charge is lessened, since teachers have been empowered, they are proactive, efficient, and effective in the organization. For example, the deputy principal was given the direct responsibility for the academic staff, and has to coordinate the work of the grade coordinators and ancillary staff. The grade coordinators oversee the teachers in his or her section, by looking at lesson plans and scheme of work, listen to and monitor teaching activities, then report to the principal or deputy principal.

All teachers are part of a social network of mutual assistance and obligations. They are concerned about the social support and committed to improving the social environment in the work-place, because it is socially supportive, hence the reason why the teachers come to work frequently. Owing to their attitude and actions, absenteeism has lowered, and job satisfaction ratings are higher. As a result, teachers' ability to form supportive relationships at work is one of the strongest characteristics of highly productive work-place (Gummer, 2001). What is most fascinated is having such a committed work-force that causes the work flow to be uninterrupted.

Additionally, this supportive environment from staff members contributes to my physical health, and thereby less likely to experience a heart attack, high blood pressure, or even able to cope with problems that might otherwise lead to psychological distress. Nonetheless, the cooperation of teachers has broadened influence on students' learning and growth, including major aspects of their social, emotional, and ethical development. Positive attitudes towards themselves are developed, as well as prosocial attitudes, and behaviours toward staff and peers. However, if these support structures (teachers) were not in place to assist in fostering an academically focused school-wide environment, children would have lax discipline, thus becoming apparent over time, and misbehaviour would have increased. Likewise, if these supporting structures were not present, I would have felt like a failure to society, by not being able to respond appropriately in the interest of my workplace.

Admittedly, the challenge chose to imagine, and the thoughts regarding to supports that is wanted and needed, has to do with the physical structure of the school. Obviously, it has an impact on the behaviour of the people in it (staff and students) because the design and layout of the building hinder the administrator who seeks to monitor activities. For example, the set of parallel buildings pose a problem for monitoring.

Undoubtedly, there are lots of factors in my daily environment that are supportive to me. Most of all are my staff members, students, and parents. I am able to share my work load among staff members, hence, having a more committed, productive workforce. Students' achievement are great, since discipline is  maintained in the school, thus creating an effective learning environment, and the school will be branded as an institute of high expectations for both academic achievement and behaviour. However, when the physical learning environment offers possibilities that support monitoring, the school will be more prompt to change its operational culture.

 

References

 

http://taylorlab.psych.ucla.edu/2008_Fostering0/020a0/020Support

James-Reid, O. (2003). ED 33F classroom management. Bridgetown, Barbados: University of the West Indies.