Polytechnic University of the Philippines

Lopez, Quezon Branch

EDUC 30043
The Teacher and the Community,
School Culture and Organizational Leadership

Lesson 1:
The School As An Agent of Social Change

Christopher B. Valencia, LPT, MAED

Professor
 LESSON 1
The School As An Agent of Social Change
LESSON OBJECTIVES

After successful completion of this module, you should be able to:

 Discuss how the school can serve as an agent of change
 Discuss how teachers, students, administrators and other personnel could contribute in
affecting positive social change in the society
 Observe how innovative schools serve as agents of social change

School as an Organization

Relationship to the FrameworkHow a school is organized is a matter for the staff to determine,
and a school's organization should reflect the staff's commitment to the success of all students.
Every aspect of the instructional program will convey the values and goals of the staff toward
students and their learning.
High-Level Learning for All Students
Through a school's organizational patterns—whether the school is divided into teams or
houses, for example, or whether it adopts a traditional or a block schedule—the staff can
convey to both students and their parents that learning is important, that the business of the
school is learning, and that the different elements of the school's organization are structured to
support that learning. The master schedule, for example, is not established merely for the
convenience of the transportation department, although bus schedules are important and must
be accommodated. Nor are teams established only so that members of the faculty who are
friends can work together. All arrangements must reflect an unwavering focus on student
learning.
A Safe and Positive Environment
The wise deployment of space can go a long way toward ensuring a physically safe
environment, particularly for young children. If classrooms, the art room, restrooms, and the
library are all within easy walking distance, and if the paths to each are safe, children will feel
secure going alone. In addition, a school's arrangement of teachers into teams, houses, and the
like can contribute to a feeling of community, and therefore emotional safety, for students; they
should feel part of a group small enough that their absence or illness would be noticed.
A Culture of Hard Work and Opportunities for Success
A focus on success is not a matter of spoon-feeding. A good school organization will offer
students the optimal degree of challenge, stretching them while at the same time ensuring that
they can succeed if they exert the necessary effort. Students need to know (and may need to
be reminded) that it is up to them to exert the effort. For example, elementary-school teachers
might let their students know that they are free to go to the computer lab or learning center once
they've completed their work and mastered certain tasks; similarly, students in middle or high
school could be told that if they are willing to commit to a heavy workload and fill any gaps in
their understanding, they can enroll in Spanish II or an advanced placement course. Such
opportunities should not constitute an exclusive club, open only to a few students; they should
be open to any students willing to commit to them. The master schedule must be arranged to
permit students to make these commitments and demonstrate their desire to participate in the
most challenging opportunities the school has to offer.
When a school adopts a success orientation, it also commits itself to a flexible deployment of
resources: nothing is carved in stone, and no one adopts a “take it or leave it” attitude. Students
are assumed to be capable learners, and the school accepts its obligation to ensure successful
learning by all students. Students should be able to get additional help when they need it, and
to challenge the curriculum when they so choose; they should not be obliged to sit through a
year of algebra if they can demonstrate, through a valid assessment, that they already
understand the content. On the other hand, a student struggling with how to write a clear
paragraph, for example, should be able to get help as needed.
School Organization
The research on school organization is clear: in general, small schools yield better results than
large ones. This suggests that educators at large schools can help more students learn by
creating subunits—schools within a school. Moreover, studies on teacher collaboration and
teaming have shown that students benefit when teachers work together to promote student
learning. Some schools in rural areas, of course, are too small, unable to provide a reasonable
range of curricular or extracurricular offerings. But while educators in large schools can
generally devise ways to break up into smaller units, those in small schools can't usually do
much about their limited resources (although the Internet now provides students with learning
opportunities that were not previously available).
Components of School Organization
Of course, most school staffs inherit a preexisting organizational structure. For many educators,
certain aspects of the school's organization—such as the number of classes in the master
schedule in a high school or the houses in a middle school—are part of the school's very
identity. This reality can make altering the school's organization slow and difficult. Still,
educators should consider the following aspects of the school to determine which ones, if any,
should be changed.At the elementary-school level, units are usually instructional teams or
grade-level groups, in which teachers work with students from classes other than their own
homerooms. For example, three 4th grade teachers might choose to work together to teach all
100 children in the grade. Many middle schools have houses in place, which might be led for
instance by four teachers, each representing core curricular areas, working together with a
group of 100–125 students. (When these are multi-age groups and students remain with the
same teachers over several years, teachers and students grow to know one another particularly
well.) Many high schools establish schools-within-a-school to create smaller and more personal
learning communities. Some of these are grade-based, whereas others are organized around
an instructional focus, such as technology or the arts.

School as a Learning Organization

Leaders of schools, like leaders of businesses and hospitals, want their organizations to be
flexible and responsive, able to change in accord with changing circumstances. The ideal
organization is characterized as “self-renewing” or as a “learning organization,” the term
popularized by Peter Senge (1990) in The Fifth Discipline. The concept has at least two
aspects. Not only are all the members, as individual persons, continually learning, but the
organization itself is highly adaptable. Putting it that way raises the question of whether an
organization can in fact be like a person in its ability to learn: to continually modify its shared
knowledge and practices in accord with experience.
School as a community

Imagine that you are a student entering a new school for the first time. Picture the scene. What
would be on your mind? You might be wondering, “Will I make friends here? Will I be popular?”
Or, “Will my teachers like me? Will they care about me?” Or, “Will I be able to do the work here?
Will I be smart enough?” Or, in all too many cases, “Will I be safe here? Will I be teased,
shunned, humiliated?” or even “Will I be ripped off or beaten up?”
These questions reveal our basic psychological needs—for emotional and physical safety; for
close, supportive relationships—a sense of “connectedness” (Resnick et al., 1997) or
“belongingness” (Baumeister & Leary, 1995); for autonomy, or a say in what happens to us; and
for a sense of competence—a belief that we are capable people and able to learn. These
fundamental needs shape human motivation and have major implications for learning and
development. We are willing to work very hard to preserve our sense of safety, belonging,
autonomy, and competence (Deci & Ryan, l985).
We also bond with the people and institutions that help us satisfy our needs (Watson, Battistich,
& Solomon, 1997), which makes the creation of caring, inclusive, participatory communities for
our students especially important. When a school meets students' basic psychological needs,
students become increasingly committed to the school's norms, values, and goals. And by
enlisting students in maintaining that sense of community, the school provides opportunities for
students to learn skills and develop habits that will benefit them throughout their lives.A growing
body of research confirms the benefits of building a sense of community in school. Students in
schools with a strong sense of community are more likely to be academically motivated
(Solomon, Battistich, Watson, Schaps, & Lewis, 2000); to act ethically and altruistically
(Schaps, Battistich, & Solomon, 1997); to develop social and emotional competencies
(Solomon et al., 2000); and to avoid a number of problem behaviors, including drug use and
violence (Resnick et al., 1997).
These benefits are often lasting. Researchers have found that the positive effects of certain
community-building programs for elementary schools persist through middle and high school.
During middle school, for example, students from elementary schools that had implemented the
Developmental Studies Center's Child Development Project—a program that emphasizes
community building—were found to outperform middle school students from comparison
elementary schools on academic outcomes (higher grade-point averages and achievement test
scores), teacher ratings of behavior (better academic engagement, respectful behavior, and
social skills), and self-reported misbehavior (less misconduct in school and fewer delinquent
acts) (Battistich, 2001). A study that assessed the enduring effects of the Seattle Social
Development Project—another elementary school program—on former participants at age 18
found lower rates of violent behavior, heavy drinking, and sexual activity, as well as higher
academic motivation and achievement, for program participants relative to comparison group
students (Hawkins, Catalano, Kosterman, Abbot, & Hill, 1999).
Schools can readily assess the degree to which students experience community in school by
asking students how much they agree or disagree with such statements as
My class is like a family.Students in my class help one another learn.I believe that I can talk to
the teachers in this school about things that are bothering me.Students in my class can get
a rule changed if they think that it is unfair.An annual survey of this sort can help assess a
school's overall effectiveness and how well specific community- building efforts are
working.Unfortunately, schools with a strong sense of community are fairly rare. In fact,
most schools that survey students' perceptions of community wind up with mediocre mean
scores. Of further concern is the fact that low-income students and students of color usually
report a lower level of community in school than do affluent or white students. Many
schools appear to be ill-equipped to provide community for the students who may need it
most (Battistich, Solomon, Kim, Watson, & Schaps, 1995).

Culture and climate

School climate refers to the school's effects on students, including teaching practices; diversity;
and the relationships among administrators, teachers, parents, and students. School
culture refers to the way teachers and other staff members work together and the set of beliefs,
values, and assumptions they share. A positive school climate and school culture promote
students' ability to learn.
Leadership and decision making

Decision making is sine qua non to education administration because a school, like all
formal organizations, is basically a decision-making structure (Hoy and Miskel, 2001). Decision
making is a process that guides actions. Decisions are based on the beliefs, values and
previous experiences of individuals. Leaders must know themselves, know why they choose
particular paths, know whom to involve, and know which particular decision-making model to
use. Today, researchers and theorists know that those at the top cannot accurately gather or
predict all alternatives. They know that followers deserve to be involved and that input and
collaboration result in better decisions. The first decision is to decide what level of involvement
is most effective
Leaders have at least four options of involvement in decisions: deciding alone, seeking
participation and input, seeking collaboration, and letting others decide. These approaches are
termed autocratic, participative, collaborative, and laissez fair, respectively. A wise leader uses
participative and collaborative strategies for all important decisions. However, such an
approach is not always possible, nor is it preferable in all situations. The leader must assess 5
factors to decide on the level of involvement:
TimeUrgency may require the leader to make his or her own decision without consulting others.
Participative decisions, especially collaborative decisions, require more time than a decision
made alone. If important decisions are at stake, the leader must schedule more time for
involvement. Staff Interest in the DecisionBarnard (1938) found that individuals have a "zone of
indifference" in which they simply accept the leader's decision and are apathetic toward the
decision. In these cases, the leader would not benefit from trying to gain participation or
collaboration. At higher levels of interest, however, more participation or collaboration is
appropriate. Leaders who desire more collaboration must generate interest in the decision. Staff
ExpertiseFollowers who have very low levels of expertise accept the decisions of leaders. Staff
members who have higher levels of expertise require either participation or collaboration to
arrive at successful decisions. The leader who desires collaboration must raise levels of
expertise to successfully involve subordinates. Importance or Need For a High-Quality
DecisionSome decisions are much more important and carry significant consequences. This is
usually the case for instruction and learning, whether directly or indirectly. For important
questions that demand high-quality decisions, collaboration is the best model. If the decision is
relatively unimportant, then the leader should simply make the decision. Degree of Need for
Buy-In or Support for the DecisionMany decisions in schools need staff support for successful
implementation and results. A collaborative model often increases buy-in and support.

Social Change and its Effect in the Educational System

Without education, there can be no Social Change, is what this implies, and education therefore
comes prior to social change. Many reforms are initiated within the social areas but since the
people lack education, the reforms are ineffective in practice. Hence, education should bridge
the gap. The most important agent to alter is Education. It is expected to alter the attitudes and
values among people and build in them a desire for progress.  Education can help in increasing
contemporary knowledge and within the dissemination of data on current facts, scientific
ideas will be spread among people through education.Education has enabled many children
from the poorer state of a society to go ahead and to obtain a profession, followed by a job and
then a better status than their father had in his life. The outlook of many people has changed
also due to this opportunity for education. 
Education as a Tool of Social Change:Education provides knowledge, training and skills as well
as inculcates new thoughts and attitudes among the young. Many of the old superstitious
beliefs and absolute values which prevent progress, through Education can be changed in the
favour of enlightened ideas. Backwardness and Poverty of the masses are mainly due to
illiteracy and ignorance. Hence, education can be the instrument of rescuing them from their
plight.The basic scheme of education was designed as an instrument of social change.  In its
goals and methods, we discover all the necessary components of a dynamic plan to change
society.Earlier days, the reform movements such as Brahmo Samaj, Arya Samaj, Ramakrishna
Mission and Christian Missionaries worked as the instruments to bring social change and
indeed they proved most effective. The products of the schools and colleges have on the whole
proved to change the mindset of people. In the present times, many schools and colleges,
established by Government and local bodies (as compared with those run by private bodies)
often do not consider themselves to be instruments of social change consciously i.e. they often
ignore their function of promoting social change consciously through their educational
programmes and activities. The teachers too do not always realize their function of promoting
social change by their teaching as well as by personal example. Children take over the ideas,
opinions and values of their teacher. A degree of achievement, motivation, sensitivity, high
standards of learning and performance, vocation and a desire to work for the country’s unity
and progress, all these ideals can be inculcated in the classroom by teachers.
Every school needs to keep as its objective, not only knowledge through subjects, but also the
needs of the country. The people and the teachers should endeavor to fulfill those needs
through a vitalized educational programme. Unfortunately very few schools do more than the
minimum that is required of them. Hence, the school can hardly be called an instrument of
change in such cases.
Education as the Effect of Social Change:
If education is the outcome of social change it means that social change has produced an urge
for education. If their effect is a great demand for education, then the nature of education
should be connected with the type of social change that occurred. Education may, therefore,
have certain objectives. Education for awareness, like, discussing, problem solving, debate,
original thinking must be encouraged in the classroom from a very early age.Industrialization,
scientific inventions and technology have made life more comfortable by providing trains, cars,
jet planes, factories for rapid production of standardized goods, antibiotics against disease and
many other amenities. Pollution of air, land and water have resulted all over the planet, farms,
fields and forests have been destroyed to make room for factories and mills. Noise and smoke
have altered the climate, of cities. The greater the technological progress in a country, the
greater the danger to life and the lesser the chances of survival from poisonous air, water, land,
accidents, noise and other agents of destruction.It can be concluded that effective dynamic
education may sometimes bring words of wisdom from the young mind which may cause his
teachers to wonder. Thus, the interrelationship between Education and Social Change can be
proved through this.
Social Changes and Challenges Brought by the 4th Industrial Revolution

The Fourth Industrial Revolution is changing how we live, work, and communicate. It’s
reshaping government, education, healthcare, and commerce—almost every aspect of life.In
the future, it can also change the things we value and the way we value them. It can change our
relationships, our opportunities, and our identities as it changes the physical and virtual worlds
we inhabit and even, in some cases, our bodies.Changes for Better
New technologies can be powerful agents for good. Education and access to information can
improve the lives of billions of people. Through increasingly powerful computing devices and
networks, digital services, and mobile devices, this can become a reality for people around the
world, including those in underdeveloped countries.
The social media revolution embodied by Facebook, Twitter, and Tencent has given everyone a
voice and a way to communicate instantly across the planet. Today, more than 30% of the
people in the world use social media services to communicate and stay on top of world
events.These innovations can create a true global village, bringing billions more people into the
global economy. They can bring access to products and services to entirely new markets. They
can give people opportunities to learn and earn in new ways, and they can give people new
identities as they see potential for themselves that wasn’t previously available.
“The Fourth Industrial Revolution, finally, will change not only what we do but also who we are.
It will affect our identity and all the issues associated with it: our sense of privacy, our notions of
ownership, our consumption patterns, the time we devote to work and leisure, and how we
develop our careers, cultivate our skills, meet people, and nurture relationships.” —Klaus
Schwab, The Fourth Industrial Revolution 
Online shopping and delivery services—including by drone—are already redefining
convenience and the retail experience. The ease of delivery can transform communities, even
in remote places, and jumpstart the economies of small or rural areas.In the physical realm,
advances in biomedical sciences can lead to healthier lives and longer life spans. They can
lead to innovations in neuroscience, like connecting the human brain to computers to enhance
intelligence or experience a simulated world. Imagine all that robot power with human problem-
solving skills.
Advances in automotive safety through Fourth Industrial Revolution technologies can reduce
road fatalities and insurance costs, and carbon emissions. Autonomous vehicles can reshape
the living spaces of cities, architecture, and roads themselves, and free up space for more
social and human-centered spaces.Digital technology can liberate workers from automatable
tasks, freeing them to concentrate on addressing more complex business issues and giving
them more autonomy. It can also provide workers with radically new tools and insights to design
more creative solutions to previously insurmountable problems.Changes for Worse
However, while the Fourth Industrial Revolution has the power to change the world positively,
we have to be aware that the technologies can have negative results if we don’t think about
how they can change us. We build what we value. This means we need to remember our
values as we’re building with these new technologies. For example, if we value money over
family time, we can build technologies that help us make money at the expense of family time.
In turn, these technologies can create incentives that make it harder to change that underlying
value.People have a deep relationship with technologies. They are how we create our world,
and we have to develop them with care. More than ever, it’s important that we begin right.We
have to win this race between the growing power of the technology, and the growing wisdom
with which we manage it. We don’t want to learn from mistakes. —Max Tegmark, Life
3.0Biotechnology can lead to controversial advances such as designer babies, gene drives
(changing the inherited traits of an entire species), or implants required to become competitive
candidates for schools or jobs. Innovations in robotics and automation can lead to lost jobs, or
at least jobs that are very different and value different skills.
Artificial intelligence, robotics, bioengineering, programming tools, and other technologies can
all be used to create and deploy weapons.Social media can erase borders and bring people
together, but it also can also intensify the social divide. And it gives voice to cyber-bullying, hate
speech, and spreading false stories. We have to decide what kind of social media rules we
want to create, but we also have to accept that social media is reshaping what we value and
how we create and deploy those rules.In addition, being always connected can turn into a
liability, with no respite from the continuous overload of data and connections.Changes in
EmploymentArtificial intelligence is unleashing a whole new level of productivity and
augmenting our lives in many ways. As in past industrial revolutions, it can also be a disruptive
force, dislocating people from jobs and surfacing questions about the relationship between
humans and machines.It’s inevitable that jobs are going to be impacted as artificial intelligence
automates a variety of tasks. However, just as the Internet did 20 years ago, the artificial
intelligence revolution is going to transform many jobs—and spawn new kinds of jobs that drive
economic growth. Workers can spend more time on creative, collaborative, and complex
problem-solving tasks that machine automation isn’t well suited to handle.
However, workers with less education and fewer skills are at a disadvantage as the Fourth
Industrial Revolution progresses. Businesses and governments need to adapt to the changing
nature of work by focusing on training people for the jobs of tomorrow. Talent development,
lifelong learning, and career reinvention are going to be critical to the future workforce.Changes
in EqualityPeople are asking whether the Fourth Industrial Revolution is the road to a better
future for all. The power of technology is increasing rapidly and facilitating extraordinary levels
of innovation. And as we know, more people and things in the world are becoming connected.
But that doesn’t necessarily pave the way for a more open, diverse, and inclusive global
society. The lessons of previous industrial revolutions include the realization that technology
and its wealth generation can serve the interests of small, powerful groups above the rest.
Powerful new technologies built on global digital networks can be used to keep societies under
undue surveillance while making us vulnerable to physical and cyberattacks. These are the
challenges we can face to make sure the combination of technology and politics together don’t
create disparities that hinder people.According to the World Economic Forum Global Risks
Report 2017, “the Fourth Industrial Revolution has the potential to raise income levels and
improve the quality of life for all people. But today, the economic benefits of the Fourth
Industrial Revolution are becoming more concentrated among a small group. This increasing
inequality can lead to political polarization, social fragmentation, and lack of trust in institutions.
To address these challenges, leaders in the public and private sectors need to have a deeper
commitment to more inclusive development and equitable growth that lifts up all people.”
Many people around the world haven’t yet benefited from previous industrial revolutions. As the
authors of Shaping the Fourth Industrial Revolution point out, at least 600 million people live on
smallholder farms without access to any mechanization, living lives largely untouched by the
first industrial revolution. Around one-third of the world’s population (2.4 billion) lack clean
drinking water and safe sanitation, around one-sixth (1.2 billion) have no electricity—both
systems developed in the second industrial revolution. And while the digital revolution means
that more than 3 billion people now have access to the Internet, that still leaves more than 4
billion out of a core aspect of the third industrial revolution.
The means that as we appreciate and engage with the exciting technologies of the Fourth
Industrial Revolution, we must work to ensure that the opportunities they bring are well-
distributed around the world and across our communities. In particular, we must help those who
missed out on the huge increases in quality of life that the first, second, and third industrial
revolutions provided.
“Let us together shape a future that works for all by putting people first, empowering them and
constantly reminding ourselves that all of these new technologies are first and foremost tools
made by people for people.” —Klaus Schwab, The Fourth Industrial Revolution

Characteristics of a Good School as an Agent of Social Change

To effectively serve as an agent of social change, schools need to evolve and bea model of a
good social institution. Reviewing the current literatures on thecharacteristics of a good school
makes us conclude that good schools are generally described as being learner-centered. Good
schools make an effort to serve all types ofstudents by providing a good physical and socio-
emotional environment for all students.They provide instructional support system to help
students to learn effectively and todevelop curricular program to further enrich the knowledge
and skills of the students.They respect the ethnic and linguistic differences among
students.Based on the study of MacBeath, Boyd, Rand, and Bell (1995), there are sixindicators
or an effective school that were also affirmed by Sergiovanni (2000):TABLE 1: Indicators of a
Good School from Six Composite PerspectivesPupilPupils are nice to each otherEveryone
is treated fairlyThere is a friendly atmosphereTeachers control the classes but not too
strictTeachers help you with things you are not good atTeacherCommunication is good
among all membersStaff development is goodThe environment is good to work inPupils
are happy and well-motivatedAll pupils are helped to achieve what they are capable
ofParentThere is a welcoming friendly atmosphereStaff are caring and communicate well
with pupilsDiscipline is goodExtra time is spent with children who learn less
quicklyRelationships are good between teachers and parentsManagementPupils are
safeAll members of the school community work toward clear objectivesA high quality of
information is given to parents and visitorsRules are applied evenly and fairlyAll pupils are
helped to achieve what they are capable ofSupport StaffResources are good and up to
dateClassrooms are clean, warm, and comfortableSupport staff are given credit for their
competence and contributionThe environment is friendly and welcomingStaff development
involves all staffBoard Member, TrusteeExcellent reputation with the local communityStrong
leadership from senior managementA happy and welcoming environmentPupils being
helped to reach their individual potentialA safe place for pupilsAs an agent of social change, a
school must set an example of a good socialinstitution. Schools need to model a dynamic social
organization characterized by thefollowing: The school climate must be professional and
friendly to all;There must be a positive relationship among students, faculty,
staff,administrators, and stakeholders
The classroom atmosphere must be mentally and emotionally engaging forlearning;There is
enough and adequate support for learning:The teachers and other staff received support for
professional and personalgrowth;The school must be efficient in managing its
resources;There must be an efficient communication system among teachers,
students,administrators, staff, parents, and other stakeholders;The school has a system to
recognize good works and other achievements,

Responding to the Needs of the Country and Local Communities

One conventional assumption is that governments set policy, which then descends in a vertical
implementation line through local government together with implementation/support agencies,
through to school principals and into the classroom. “Learning” and “education” are considered
synonymous with formal schooling. Auxiliary organisations, such as education publishers,
examination boards and teacher-training organisations are seen as extensions to arrangements
set by governments. Such a framework of understanding has become increasingly inadequate.
A perennial challenge for policy is that it is notoriously slow in changing behaviour in teaching
and learning. A number of factors have challenged and transformed this top-down conception of
policy making, including the increasing use of digital technologies, the entry of new learning
providers, the growing interest of employers in steering what students should learn and know
and the expertise in learning in other sectors (e.g. in the creative sector). We need models that
embrace the horizontal as well as the vertical, the non-formal as well as the formal, the
unsponsored collaboration as well as the regulated. This is about seeing schools as part of
more comprehensive ecosystems of learning with multiple dimensions: • They are multilevel
systems (local, regional, national and international), and aligning these levels is a major
challenge, particularly in those that are most decentralised. • Reflecting our societies, the
systems are increasingly diverse, both in demographic terms (of students, teachers and
communities) as well as in the values and identities communities and countries ascribe to
themselves and expect their education systems to deliver. • They contain a growing number of
stakeholders who are increasingly vocal about their wants and desires, not only for themselves
and their children, but for the system as a whole. One obvious way for schools to engage with
their communities is through engaging parents. This chapter begins by examining policies and
practices for strengthening this link. It then looks outward, turning to how schools can contribute
to the well-being of communities. It ends by looking at ways to reconcile aspirations for greater
flexibility and parental choice with equity.

Responding to the Needs of a Culturally Diverse Global Community

Fostering inclusion and awareness around multicultural education and taking a culturally
responsive approach to teaching benefits all students. Not only does creating greater
multicultural awareness and inclusion help students with different backgrounds and needs
succeed, but it encourages acceptance and helps prepare students to thrive in an exponentially
diverse world. Our Social, Emotional, and Behavioral Wellness Certificate Program is a great
opportunity for teachers to learn how to create positive classroom environments and can serve
as a foundation for understanding how to promote diversity in your classroom.Diversity in and
out of the classroom will continue to grow, so it’s essential we prepare students to adapt to an
evolving world and embrace those different from themselves. Learn more how the programs at
the Drexel School of Education are helping to prepare more culturally-responsive educators
today.
HOW DO YOU MANAGE DIVERSITY IN THE CLASSROOM?There are several ways teachers
and administrators, such as principals and coaches, can ensure that both the classroom
environment and curriculum are responsive to the increasing cultural diversity of our society.
These strategies will encourage all students’ cultural awareness, enhancing each student’s
sense of identity, and foster inclusion in the classroom community.Get to Know Your
StudentsEnsuring that cultural awareness is promoted in the classroom starts with the teacher
understanding each individual student. Take the time to learn about each student’s cultural
background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine
interest in learning about each student and their culture will help establish trust and allow you to
form a bond with them so they feel valued. If students feel appreciated by and comfortable with
the teacher, there’s a better chance they’ll feel comfortable talking with and respect their peers
in the class – and communication is the core to a culturally aware and inclusive
classroom.Maintain Consistent CommunicationAside from getting to know your students,
teachers should also continue to maintain ongoing communication throughout the semester or
school year. Scheduling 1-on-1 meetings with students to “check in” every so often will allow
you to consistently improve how accessible the classroom is to everyone. Students can talk
about whether they felt included in the classroom culture. This can help identify issues or ways
to improve the overall experience. It’s also an opportunity to discuss their progress in the class
and offer guidance on how they can improve, based on their individual needs as a
student.Acknowledge and Respect Every StudentIt’s also important for students to celebrate
and respect their own diverse backgrounds, as well as each other’s. When appropriate,
teachers should encourage students to research and learn about their own ethnic and cultural
backgrounds. This allows them to better understand their own culture as well as the differences
and nuances with their peers. As a bonus, this can be a great ice breaker assignment, allowing
students to give presentations about their family traditions and culture to help expose the class
to concepts outside of their own familiar comfort zone. Acknowledging these differences and
creating a safe space for discussion helps promote understanding in the classroom and
beyond. Also, as you encourage students to learn about their diverse backgrounds, remember
to take the time to highlight what’s offensive and the distinction between cultural celebration and
appropriation. Learning how to talk about other cultures in a respectful, mature way is essential
for success in life outside the classroom.Practice Cultural SensitivityWhile it’s important to keep
an open dialogue amongst students, it’s equally as important to make sure you’re being
sensitive to everyone’s culture, beliefs, and language concerns. Take the time to understand
each student’s cultural nuances – from learning styles to the language they use – and use
these insights to design your lesson plans. For example, provide English language learners with
appropriate and relevant resources that help them improve their English comprehension skills.
Rather than teach with a traditional lecture style, create learning experiences that are more
interactive and require collaboration. These considerations will help ensure that every student
feels included, is given the space to learn in their own way and is given a chance to
succeed.Incorporate Diversity in the Lesson PlanThe classroom environment is important for
fostering cultural awareness, but you also should ensure diversity is represented in your actual
lesson plan. For example, broaden history lessons so that they encompass the world beyond
United States history and culture. Or, use references and analogies to other cultures in your
lessons and assignments to help students with diverse backgrounds personally connect.
Another great strategy is bringing in diverse speakers to add varying points of view and real-life
context to different subjects.There are several ways you can ingrain cultural awareness and
diversity into your lesson plan, and it will vary depending on the cultures represented in your
classroom and the course you’re teaching. Regardless of the subject, always try to present and
connect lessons to real-world issues. It’s easier to promote cultural awareness within your
lessons when there’s a real example for students to relate to.Give Students Freedom and
FlexibilityTeachers often feel like they need to take on a strict, authoritative approach when it
comes to managing their classroom. The most valuable lessons are often learned through a
student’s own experiences, so giving them some freedom in the course encourages more
connection to the curriculum. Allow students to read and present their own materials that relate
to the fundamental lesson so they can approach the topic from their own perspective. As a
teacher, you can act as a facilitator and encourage conversation and healthy debate between
diverse opinions. Group assignments are also a great way to expose students to diverse
perspectives, allowing them to work together to explore and solve a problem. This will also help
prepare them for a diverse workforce where they’ll have to partner with a range of people to
accomplish their professional goals.
WHY IS IT IMPORTANT TO TEACH CULTURE IN THE CLASSROOM?It is important to
remind ourselves why diversity and cultural awareness is so crucial in the classroom and the
benefits it can have on students now and in the long-term. Teaching diversity exposes students
to various cultural and social groups, preparing students to become better citizens in their
communities. These culturally responsive teaching strategies will help you to promote diversity
in the classroom.
With these culturally responsive teaching strategies in mind, it’s important to remind ourselves
why diversity and cultural awareness is so crucial in the classroom and the benefits it can have
on students now and in the long-term.Students Become More Empathetic
Promoting awareness and creating a personal connection with diverse cultures in the
classroom can prevent students from developing prejudices later in life. It allows them to
empathize with people different from themselves since they’re more aware of the experiences
someone of a different race or cultural group may face.Students Gain a Better Understanding of
Lessons and PeopleWhen working and learning with people from a variety of backgrounds and
cultures present in the classroom, students gain a more comprehensive understanding of the
subject matter. It also teaches students how to use their own strengths and points of view to
contribute in a diverse working environment.
Students Become More Open-MindedNaturally, by exposing students to a diverse range of
opinions, thoughts, and cultural backgrounds, you’re encouraging them to be more open-
minded later in life. This will make them open to new ideas and be able to attain a greater
comprehension on a topic by taking in different points of view.
Students Feel More Confident and SafeStudents who learn about different cultures during their
education feel more comfortable and safe with these differences later in life. This allows them to
interact in a wider range of social groups and feel more confident in themselves as well as in
their interactions with others.Students Are Better Prepared for a Diverse Workplace
With the rise of globalization, it’s more important to be able to work with people from different
cultures and social groups. If students are exposed to diversity and learn cultural awareness in
the classroom, it sets them up to flourish in the workforce.
Roles of Administrators, Teachers, and Students in Promoting Schools as Agents of
Social Changes and Transformation

Education is generally considered to play a critical role in the reconstruction of post-conflict

countries, especially in transforming people's mindsets and rebuilding social relations. Efforts to
increase access to education are sometimes a crucial feature of post-conflict recovery, not only
in restoring a sense of normality, but also at times to act as a deterrent approach to address
inequalities that may aggravate conflicts among people in that society. Education therefore
serves as an avenue for inculcating values and attitudes in students, teachers and community
members to promote reconciliation and social cohesion (UNICEF 2011).
Along with education come teachers, who worldwide are conceptualised in various ways and
thus expected to play multiple roles to address different social problems. Often teachers are
perceived as agents of transformative change, including being agents of peace. In societies that
have been affected by conflict, teachers are seen to play a key role in nation building, identity
construction and peace and reconciliation (Durrani & Dunne 2010; Smith et al. 2011). As agents
of peace, teachers are expected to impart values that espouse peace including tolerance,
recognition and respect, and a range of skills such as critical thinking, negotiation, compromise
and collaboration as well as model interpersonal relationships among learners (Horner et al.
2015). In the same vein, Barrett (2007) posits that what teachers do with the available learning
resources shape what young people learn, influence their identities, and provide them with skills
for employment and peacebuilding. According to Dladla and Moon (2013) teacher training is
seen as a fundamental component of post-conflict reconstruction, but they also assert that at
times there are doubts about both the relevance and effectiveness of the training offered.
However, Gardinier (2012) argues that most times, no effort is made to understand how
teachers are able to navigate and respond to the competing pressures around them and the
complexity of their relationship with various actors including students, parents and
administrators.

ASSESSMENT 1 (week 1) April 5-11, 2021

Name: Date:

Course and Year: Lesson 1- The School As An Agent of Social

ChangeAssessment 1

Direction: Explain each questions and provide concise answers with some relevant
examples for clarification, if necessary.

Why is decision making an important activity in school administration?How does social change
affect the educational system?
 ASSESSMENT 2 (week 2) April 12-18, 2021

Name: Date:

Course and Year: Lesson 1- The School As An Agent of Social

Change
Assessment 2

Direction: Explain each questions and provide concise answers with some relevant
examples for clarification, if necessary.

How does the fourth industrial revolution affect our present society/educational system?
How can you support cultural diversity in the classroom?