CHAPTER 5: SCHOOL CULTURE AND ORGANISATION
Note for the Student-Teacher:
Think of your future school not just as a building, but as a living
organism with its own personality. This personality is its culture,
and its skeleton is its organisation. As a primary teacher, you are
not just an employee but a culture-builder. The daily routines, the
way people talk to each other, and how decisions are made will shape your
experience and, more importantly, the learning environment for your children.
This chapter helps you understand, nurture, and thrive within this ecosystem.
5.1 INTRODUCTION
School culture goes far beyond rules and discipline. It is
the unwritten "feel" of the school—the shared beliefs,
values, attitudes, and behaviors that define daily life. While organisation
provides the structure (who does what, when), culture provides the soul (how
things are done, and why). A positive culture is the single biggest factor in
creating a school where children love to learn and teachers love to teach.
5.2 UNDERSTANDING CULTURE & SCHOOL CULTURE
Culture is the way of life of a group of
people—their shared knowledge, beliefs, customs, and values passed down through
generations.
School Culture is the unique personality
of a school. It's "how we do things here." It's evident in:
- How
the Headteacher greets parents.
- How
teachers talk to each other in the staffroom.
- How
children solve a conflict on the playground.
- How
the school celebrates success or handles failure.
Features of a Positive vs. Toxic School Culture:
|
Positive School Culture (A Healthy Garden) |
Toxic School Culture (A Barren Land) |
|
Trust & Respect: Open, respectful
interactions among all. |
Fear & Blame: Teachers blame students;
staff distrust leadership. |
|
Celebration & Recognition: Success of
students and staff is celebrated. |
Negativity & Criticism: Focus is on
faults; criticism is personal, not constructive. |
|
Collaboration & Teamwork: Teachers plan
together and support each other. |
Isolation & Gossip: Teachers work in
silos; staffroom talk is negative. |
|
High Expectations & Safety: High academic
and behavioral standards in a physically/emotionally safe environment. |
Low Expectations & Neglect: Minimal effort
is accepted; bullying may be ignored. |
|
Growth Mindset: Mistakes are seen as learning
opportunities. |
Fixed Mindset: Failure is stigmatized;
innovation is discouraged. |
|
Shared Leadership: Teachers and parents have a
voice in decisions. |
Top-Down Control: All decisions come from the
top without consultation. |
A Teacher's Role: You are a culture
carrier. Your attitude—whether you are enthusiastic, caring, and
collaborative—directly infects your classroom and influences the wider school
culture.
5.3 ROLE OF ACTIVITIES IN CREATING SCHOOL CULTURE
Culture isn't built through lectures; it's built
through shared experiences. Daily and special activities are the
tools that sculpt a positive culture.
- Daily
Morning Assembly: The Cultural Heartbeat
- Why
it matters: It sets the tone for the day. It’s the one time
the entire school community comes together.
- How
to build culture: Use it for more than announcements. Include:
- A
thought for the day (value-based).
- A
student-led news update.
- Celebrating
a student's achievement (not just academic—maybe kindness or
improvement).
- A
short song, poem, or pledge in Punjabi to reinforce local identity.
- Your
Task: Rotate class responsibilities for leading the assembly. It
builds ownership and confidence.
- Co-Curricular
Activities (CCAs): Beyond the Textbook
- Sports
Day, Annual Function, Melas: These are not "extra."
They are essential for:
- Teamwork
& Discipline: A kho-kho team learns collaboration.
- Talent
Recognition: The child who struggles in math might be a
brilliant dancer or painter.
- Community
Bonding: Parents come to watch, creating a shared sense of
pride and belonging.
- Clubs
& Societies: (E.g., Eco-club, Reading club) foster
leadership and passion.
- Celebration
of Days & Festivals: Weaving the Social Fabric
- Celebrating Gurpurab,
Lohri, Eid, Independence Day, Teacher's Day teaches respect for
diversity and national integrity.
- Children's
Day should truly focus on children's joy and voices.
- Classroom
Routines & Rituals: The Micro-Culture
- How
you start your class (a warm greeting, a rhyme).
- How
you handle a child who forgot their homework (with empathy vs.
punishment).
- A
"Kindness Corner" or "Student of the Week" display.
- These
small, consistent practices create a predictable, safe, and positive
classroom culture.
5.4 SCHOOL ORGANISATION
If culture is the soul, organisation is the body—the
structure that allows the school to function. It's the systematic arrangement
of people, resources, and time to achieve educational goals.
5.4.1 Meaning of School Organisation
It is the practical process of setting up and
running a school efficiently. It involves:
- Organising Physical
Resources: Classrooms, furniture, books, TLMs.
- Organising Human
Resources: Roles of Headteacher, teachers, peons, SMC.
- Organising Ideas
& Processes: Timetable, rules, curriculum planning.
- Organising Activities: Academic
schedule, co-curricular calendar, exams.
5.4.2 Characteristics of a Good School Organisation
A well-organised school runs smoothly even when the
Headteacher is away. Key characteristics:
- Clarity
& Simplicity: Everyone knows their role, duty, and who to
report to. No confusion.
- Flexibility
(Dynamism): It can adapt to new needs (e.g., a sudden rainstorm
cancels outdoor assembly, so an indoor plan exists).
- Stability: While
flexible, it has a stable core of rules and routines that provide
security.
- Efficient
Coordination: The library book drive doesn't clash with sports
practice. The Headteacher ensures all parts work in harmony.
- Democratic
Spirit: Teachers and sometimes students/parents are consulted on
decisions that affect them.
- Optimal
Use of Resources: There's no wastage of time, money, or
materials. The scarce set of science kits is shared fairly and on a clear
schedule.
5.4.3 Aims & Objectives of School Organisation
The ultimate aim is to create the best possible
environment for teaching and learning. Specifically, it aims to:
- Foster
Democratic Living: The school itself should be a model democracy
where students learn about rights, responsibilities, and respectful
dialogue.
- ️Ensure
All-Round Development: Organisation must balance time for
academics, sports, arts, and values—not just focus on exams.
- Achieve
Institutional Goals: To smoothly implement the curriculum,
conduct assessments, and fulfil the school's vision.
- Promote
Professional Growth: Create systems for teacher collaboration,
planning meetings, and in-service training.
- Build
a Sense of Belonging: Through organised events and fair systems,
make every teacher and student feel valued and part of a team.
5.4.4 Principles of School Organisation
Guiding lights for setting up and running a school:
- Child-Centered
Principle: The child comes first. Every
organisational decision—from toilet cleanliness to timetable design—must
be made asking, "Is this best for the children's learning and
well-being?"
- Community-Centered
Principle: The school should reflect and serve its community
(Punjabi values, local needs). Involve the SMC and parents.
- Democratic
Principle: Avoid a dictator-style Headteacher. Encourage
participation and shared responsibility among staff.
- Principle
of Flexibility: Be ready to change a faulty rule or adapt a plan.
A rigid system breaks under pressure.
- Principle
of Optimum Utilization: Make the best use of what you have—a
talented teacher, a sunny courtyard, limited funds. Be resourceful and
avoid waste.
A Teacher's Link: Your classroom is your
primary organisation. How you organise the seating, group work, material
storage, and daily routine directly impacts your effectiveness and the
children's learning. A disorganised classroom leads to wasted time and chaos.
EXERCISE: ANSWERS
Q1. What do you mean by school culture? Discuss its
features.
Introduction:
School culture is the intangible yet powerfully felt essence of a school's
environment. It transcends the official rules and syllabus, representing the
collective personality, shared values, norms, and social interactions that
define "how things are done here." It is the foundation upon which
teaching and learning either flourish or wither.
Meaning and Features:
School culture is a system of shared meanings held by members of the school
(teachers, students, staff) that distinguishes it from other schools. Its key
features can be understood by contrasting a positive and a toxic culture:
Features of a Positive School Culture:
- Collaborative
Spirit: Teachers work as a team, sharing ideas and resources. The
staffroom buzz is about pedagogy, not gossip.
- Student-Centered
Focus: Every decision is filtered through the question: "Is
this good for our students?" Children feel emotionally and physically
safe.
- Climate
of Trust & Respect: Interactions between staff, and between
staff and students, are marked by mutual respect. The Headteacher is
approachable.
- Celebration
of Growth: Effort and improvement are recognized as much as
innate talent. Mistakes are treated as learning opportunities.
- High
Expectations & Shared Responsibility: There is a collective
belief that all children can learn, and everyone (teachers, parents, SMC)
shares the responsibility for that learning.
- Strong
Sense of Identity & Pride: The school has traditions, rituals
(like a special annual day) that create a unique identity and foster pride
in belonging.
Features of a Toxic School Culture:
- Fragmentation
& Isolation: Teachers work in silos, feeling unsupported.
Leadership is top-down and authoritarian.
- Negativity
& Blame: A pervasive sense of pessimism. Failures are blamed
on "lazy students" or "unsupportive parents."
- Fear
& Compliance: Teachers and students follow rules out of fear
of punishment, not understanding or belief. Innovation is stifled.
- Neglect
& Low Morale: The physical and emotional environment is
neglected. Teacher absenteeism is high, and morale is low.
Conclusion:
For a primary teacher, understanding school culture is critical because you are
both a product and a shaper of it. Stepping into a school, you
must first read its culture and then consciously contribute to building a
positive one through your own professionalism, optimism, and collaborative
spirit.
Q2. What is the role of activities in promoting school
culture?
Introduction:
Activities are the practical engines that drive and manifest school culture.
They translate abstract values like "teamwork" or "respect"
into lived experiences. Through carefully planned daily and special activities,
a school consciously cultivates its desired culture.
Role of Activities in Promoting Culture:
- Building
Shared Identity and Belonging (The "We" Feeling):
- Activity: Daily
morning assembly, school anthem, uniform.
- Cultural
Promotion: These rituals create a sense of unity and collective
identity, moving from "my class" to "our school."
- Inculcating
Values and Ethics (Walking the Talk):
- Activity: Celebrating
honesty by rewarding a child who returned lost property. Observing Earth
Day with a cleanliness drive.
- Cultural
Promotion: Values are taught not through lectures but through
action, making them part of the school's ethical fabric.
- Fostering
Inclusion and Equity (Celebrating Every Child):
- Activity: Sports
Day where participation is emphasized over winning. Cultural fest where
diverse talents (singing, painting, craft) are showcased.
- Cultural
Promotion: This sends a message that every child has worth,
promoting an inclusive culture where different abilities are valued.
- Strengthening
Community Bonds (Beyond the School Walls):
- Activity: Parent-Teacher
Meets (PTMs) with student performances, Grandparents' Day, Community
Melas.
- Cultural
Promotion: These activities break down barriers, build trust,
and embed the school within the community, creating a culture of shared
partnership.
- Developing
Democratic Practices (Learning by Doing):
- Activity: Electing
class monitors, student councils, seeking student ideas for school
improvement.
- Cultural
Promotion: This fosters a culture of democracy, responsibility,
and gives students a voice, preparing them for civic life.
Conclusion:
Therefore, a school's calendar of activities is a deliberate cultural
blueprint. A teacher who actively participates in and champions these
activities is not just organising events but is an architect of the
school's culture, shaping the very environment in which children grow.
Q3. What is meant by school organization? Highlight the
characteristics of a good school organization.
Introduction:
School organization refers to the systematic and scientific arrangement of a
school's human and material resources, processes, and activities to achieve its
educational objectives efficiently. It is the operational framework that turns
the school's vision into daily reality.
Meaning:
It encompasses everything from the macro-level (management structure, annual
calendar) to the micro-level (classroom seating plan, daily timetable). It
answers the who, what, when, and how of
school functioning.
Characteristics of a Good School Organization:
- Clarity
and Simplicity: Roles and responsibilities of the Headteacher,
teachers, and staff are clearly defined and understood by all, preventing
overlap and confusion.
- Flexibility
and Adaptability: While having a clear structure, it is not
rigid. It can adapt to unforeseen circumstances (e.g., adjusting schedules
for a visiting dignitary or a health emergency).
- Stability
and Consistency: It provides a stable, predictable environment.
Rules and routines are consistent, giving students and staff a sense of
security and order.
- Efficiency
and Economy: It ensures optimal use of time, finances, and
resources. There is minimal waste, and processes are streamlined (e.g., a
system for distributing textbooks quickly).
- Democratic
Orientation: It encourages participation. Teachers have a say in
academic planning, and students have forums to express themselves, moving
away from pure autocracy.
- Effective
Coordination: It synchronizes all efforts. The academic schedule
is coordinated with co-curricular activities, and the efforts of teachers,
parents (SMC), and support staff are aligned towards common goals.
- Child-Centered
Focus: The ultimate yardstick for any organizational decision is
the welfare and holistic development of the child. The timetable, for
instance, considers the young child's attention span.
Conclusion:
In essence, good school organization is like a well-conducted orchestra—each
instrument (teacher, resource, activity) plays its part at the right time,
guided by a clear score (the plan), resulting in harmonious and effective
outcomes rather than chaos. A teacher thrives in such an organized environment.
Q4. What are the objectives of school organization? What
principles must be followed for good school organization?
Introduction:
The objectives of school organization define its purpose, while the principles
provide the guiding philosophy to achieve those objectives. Together, they
ensure the school functions not just as an administrative unit, but as a
vibrant center for holistic education.
Objectives of School Organization:
- To
Create an Optimal Learning Environment: The primary objective is
to arrange all resources—physical infrastructure, qualified teachers,
learning materials—to facilitate effective teaching and joyful learning.
- To
Ensure the All-Round Development of Students: Organization must
balance intellectual, physical, social, emotional, and moral development
through a well-planned blend of curricular and co-curricular activities.
- To
Foster Democratic Citizenship: The school's own organization
should model democratic values, providing students with experiences in
shared responsibility, leadership, and respectful dialogue.
- To
Achieve Institutional Efficiency and Goals: It aims to implement
the prescribed curriculum smoothly, conduct fair assessments, maintain
discipline, and fulfil the school's specific vision and mission.
- To
Promote Professional Growth and Collaboration: It creates
structures (staff meetings, planning periods, training workshops) that
encourage teacher collaboration, innovation, and continuous professional
development.
Principles for Good School Organization:
- Principle
of Child-Centeredness: Every organizational plan must begin and
end with the child's needs, interests, and developmental stage. The
child's welfare is supreme.
- Principle
of Community Orientation: The school should reflect and serve its
local community (e.g., incorporating Punjabi language and culture) and
work in partnership with parents and the SMC.
- Democratic
Principle: Organization should encourage shared responsibility,
participative decision-making, and respect for individual dignity among
staff and students.
- Principle
of Flexibility: The organization must be dynamic, allowing for
adaptation and innovation to meet changing educational needs and societal
demands.
- Principle
of Cooperation and Coordination: It should foster a spirit of
teamwork among all stakeholders (teachers, students, parents, management)
and ensure all activities are harmoniously coordinated.
- Principle
of Efficiency and Utility: It should ensure the best possible use
of available human, financial, and material resources, avoiding all forms
of waste.
Conclusion:
Adhering to these principles while pursuing its core objectives allows school
organization to move from mere administrative control to becoming an enabling
framework. For a teacher, understanding these principles empowers them to
contribute meaningfully to school planning and to organize their own classroom
as a microcosm of a good school—child-centered, democratic, efficient, and
focused on holistic growth.
