Sharing Good Practice
BUILDING A HAPPY, HEALTHY AND
CULTURALLY RESPONSIVE SCHOOL
BY SHEELA GEORGE
the most important of all in building a
happy and healthy culturally responsive
school, depends on the Principal who
should possess strong relationship skills
required to effectively lead the team
and enable the school to progress and
make every venture hugely successful.
To bring out the very best of every
child, educational leaders should strive
towards raising the quality of education
by providing research based and
time proven continuous professional
development programmes for the staff.
Parent orientation should be focused
towards updating them on the teaching
and learning procedures used in the
school and how it’s geared to benefit
their children.
W
ith rapid changes taking
place in technology,
economic
conditions,
and social situations,
there is a greater need for skillful
teachers equipped adequately to deal
with the social and emotional needs of
children.
Classrooms
should
resonate
with happiness where students
feel confident, focused and work
collaboratively and develop the
skills that are required for today’s
and tomorrow’s world. With strong
procedures in place, students feel
very safe and comfortable not just to
become competent individuals and
civic–minded citizens but to bring out
their hidden potential in creativity,
innovation, and engage in courageous
conversations.
Responsive classroom is a research
- based approach to education that
gives teachers focused instructional
approaches
in
developing
competencies in four domains;
academics, behavior management,
Positive culture and understanding the
climate of the classroom.
With a wide variety of needs and skills
among students, responsive schools
work along with the staff to set a
standard of behavioral and academic
expectations that can allow every
student to take ownership of their
education.
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May - Jun 2019
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In a culturally responsive classroom,
academic and social learning go
hand in hand. Thought-out the day,
inside and outside the classroom
teaching, students are exposed to
academics, fortified with social and
emotional learning. Teachers plan
their work based on the needs of their
students and adjust their pedagogical
approaches and assessments so as to
fit every child of the class.
Students are given a fresh start each
day through enlightening messages
at the morning assemblies that focus
on values that are essential in today’s
world. Take time to listen deeply and
actively to what they wish to say and
respect their thoughts and feelings.
Students should be taught to disagree
respectfully, think critically, and analyze
what they hear in a manner that can
help them in the long run to succeed
in life.
A happy and healthy culturally
responsive classroom is powerful,
transformative and honors all learners.
All children walking into the school are
provided with rich experiences and
high quality education that provides
everybody with equal support and
services needed to enjoy their learning
experiences.
Apart from the above mentioned areas,
Class Time
Effective
teaching
should
be
considered as an important tool
for lifting disadvantaged students
to high levels of content and skill
mastery. Responsive schools will
continuously provide intensive training
to teachers and administrators on
improving
students’;
self-esteem,
attendance, positive discipline and
parent participation. These schools
continuously work towards improving
teachers’ efficacy by trusting them and
providing them with the support they
require.
Culturally, responsive schools explore
and come up with new methods of
assessing achievement, particularly
for the students who realise that
they are capable and smart. This is
the foundation for creating a more
equitable education that enables
everyone to bring out their best.
Let us focus on creating a nurturing,
caring and positive atmosphere in
the class, where every student is
inspired to develop their creativity
and teachers are able to celebrate
the differences, encourage diversity
and call for brainstorming that shall
enable students to try new things,
stretch themselves to new heights
and take risks, empowering the future
global citizens to become creative and
divergent thinkers.
Ms. Sheela George, Principal of ASPAM IIS, is an educationist with over 28 years
of experience. She is a positive & creative thinker. Ms. George has attended
numerous Educational Conferences across the US & Australia . Besides
developing innovative sustainable practices, Ms. George is passionate about
training teachers and mentoring students ,to build leaders of tomorrow.