3 Ways to manage diversity in the

classroom
1. Highlight the diversity of your classroom to the
students
Teach your classroom what diversity means and how it is manifested
in their own classroom. A great lesson could include choosing a few
different students who represent such diversity (if they’re open to it
– don’t put them on the spot!). Then highlight how each of those
students adds something valuable and unique to the classroom.

2. Get to know your students and build

relationships with them
Depending on the kids’ age, teachers could ask them to keep a
weekly journal at school. If the kids are younger, a thematic journal
of drawings may also give teachers insight into students’ lives.

3. Provide an array of different learning tools

Essentially, these tools help teachers manage diverse learning
styles based on students’ profiles: their interests, abilities, learning
levels, and struggles.

How to Engage a Classroom of

Diverse Learners
For some people, the term ‘diverse learners’ conjures the image of students who are
learning disabled. Yet for a teacher, this image is an outmoded mindset. Every student
has strengths and weaknesses. Every student has her own way of learning. Most
importantly, every student has her own way of best expressing what she has learned.

At first, differentiating instruction External link to engage every student seems like an
impossible task. Yet there are small changes every teacher can make to help students
become successful learners. In this article are advice and examples teachers of all
subjects and grade levels can use.
Engage All Learning Styles in Every Lesson
Before discussing an example, let us review the three main learning styles.

 Auditory: Auditory learners learn best through listening and/or conversation.

 Visual: Auditory learners learn best through reading, writing, and/or visual aids.

 Kinesthetic: Kinesthetic learners learn best while moving and/or touching a stimulus
related to the lesson.

Now let us explore a sample lesson that engages all three learning styles. The goal of
this lesson is to teach students about what immigrants experienced arriving at Ellis
Island.

1. The teacher provides a brief oral introduction to the day’s lesson: students will learn
about immigrants’ Ellis Island experience by going through a simulation of Ellis Island.
(The oral introduction engages auditory learners.)

2. Students receive an immigrant card and have a few minutes to learn their name, age,
where they are from, if they are traveling alone or with a ‘family member’ in the class,
and if they have any diseases. (Holding the card engages kinesthetic learners, while
reading engages visual learners.)

3. The class goes into the hall where stations are set up. Other teachers (or parent
volunteers) act as the customs agent and medical doctor. The agent asks the immigrants
questions while the doctor checks the eyes, mouth, and hair for signs of disease. (The
conversation engages auditory learners. The physical set up of the activity engages
visual learners. Finally, the movement engages kinesthetic learners.)

4. Based on their replies and/or diseases, students are sent to medical quarantine or a
waiting room for the boat ride to New York City. While sitting, they compose a brief
essay/reflection on their experience. (Writing engages visual learners.)

5. Finally, the class returns to the classroom where there is a discussion about the activity.
(Students sharing their reflections aloud reinforces the learning for auditory learners,
while standing up to speak does the same for kinesthetic learners.)

In summary, as long as a lesson has a visual component, and auditory component, and
a kinesthetic component, a teacher is likely to engage a greater percentage of her
students than just by lecturing.

Scaffolding Instruction & Activities

All students, even high-achieving ones, have roadblocks between them and academic
success. Sometimes these roadblocks are things which a teacher can do little about.
(Ex: A student has a poor home life.) Yet when it comes to most students’ roadblocks, a
teacher has many tools to help convince students that academic success is possible.

One tool is scaffolding External link instruction & activities for the whole class. In a
nutshell, scaffolding is giving students just a little bit of hidden help to teach them both
the material and academic skills. To go in-depth with scaffolding, let us discuss note
taking.

Imagine a motivated student who knows nothing about taking good notes. She will likely
write down everything the teacher says, but will not be able to determine the importance
of what she has written down. Also, the notes will have no organization to help her study
later.

One scaffolding solution is guided notes External link . Guided notes are printouts
provided by the teacher with cues as to how students should take notes. Here is an
example the author used while teaching high school government.

This example does a number of things at once:

 Teaches students a new graphic organizer.

 Provides a small amount of information to show students how the graphic organizer
works.

 Makes it easier for students to follow along with the lecture/presentation.

Guided notes are much more than graphic organizers. They can also include the
following components:

 A warm-up that students complete once they sit at their desks.

 Space to complete in-class activities after the lecture has finished.

 An ‘exit slip External link ’ activity on the last page that students can tear off and hand
the teacher on their way out the door.

For any teacher who uses scaffolding, the end goal is to take the scaffolding away.
Depending on students’ age and abilities, scaffolding can last anywhere from a few
weeks to a few months. No matter what, if a teacher commits herself to scaffolding, she
will see engagement increase among the majority of her students.

Final Thoughts
The advice in this article is only the tip of the iceberg when it comes to raising student
engagement. Never forget that more experienced teachers are a great resource,
too!
Thomas Broderick lives in Northern California. After teaching at an alternative high
school for four years, he now works full-time as a freelance writer in the educational
field.

Classroom Management for an

Effective Learning Environment
Classroom setup is an important component in a learning environment because
it is an essential piece of classroom management to support both teaching and
learning. The physical atmosphere of the classroom can help prevent behavior
issues as well as promote and improve learning. The structuring of the learning
environment is essential for teachers and students. In fact, studies show that the
physical arrangement of the classroom can affect both student and teacher
behavior, and that a well-structured classroom management plan of design has
the ability to improve learning and behavior. In order to create an inviting and
safe, supportive learning environment, using classroom management for the way
you arrange your desks matters. A supportive learning environment can mean
the difference between having a good day and a bad day.

Your classroom arrangement is the physical foundation of where your students

will learn. This means that every square foot of it needs to be used for activities
that support learning. The spatial structure of the classroom; where students
will be seated, how the students will move about the classroom, and the whole
classroom atmosphere needs to be considered, as well as how the classroom
will be structured to address the academic, social, and emotional needs of the
students. The physical arrangement of the classroom should also be reflective of
the student body and must be consistent with the needs of all learners.

In addition to the way your classroom is physically arranged, the classroom

environment as a whole needs to be considered. What you put on your walls, the
classroom materials you will use, and where, and how you will set up your
activities. All attributes of a structured learning environment need to be
considered when setting up your classroom.

Classroom Management: Benefits of a Well-Designed

Classroom

According to a recent study at the University of Salford, a well-designed

classroom can boost student performance by 25 percent. That means that your
classroom design can have a significant impact on your students’ performance.
So, it is essential to thoughtfully and clearly consider all facets of your
classroom design. A well-thought out physical arrangement of your classroom is
also important for these reasons:

Classroom Management to Control Student Behavior

We offer up some classroom management steps that you can take in order to...

 Students learn to respect boundaries. For example, there are “Teacher

only” areas as well as the boundaries of space a student has around
his/her personal desk.

 The organization of classroom materials allows students to retrieve them

quickly, which helps to decrease unwanted behavior.

 Proper room arrangement provides predictably, which is essential for

students, because students thrive when they are in a comfortable learning
environment.

 Students will learn which behaviors are acceptable and expected in each
specific location in the classroom. For example, when in the classroom
library, students need to be quiet, but while in the classroom play area,
students are allowed to talk.

 Students will learn to anticipate which activities will occur in specific

areas of the classroom. This helps students be mindful of how they need to
behave for each specific area they are in.

Arranging Your Classroom

Before you set out to arrange your classroom, consider asking yourself the
following questions:

 How do I need to structure the desks? Teacher-focused activities means

desks will be in rows or small clusters facing the front of the classroom,
while student-focused activities means desks will be put into groups or
semicircles so students can easily collaborate with one another.

 Do any of my students have specific medical needs? A food allergy,

wheelchair, etc.

 What furniture is available? Desks, tables, bookcases, shelves, etc.

 What information do my students need to know? They need to know the

date, assignment, classroom procedures, etc.
  What will inspire my students every day? Quotes, posters, classroom
awards, everyday heroes, etc.

 What education artifacts do they need? Word walls, literacy resources,

purposeful posters and bulletin boards, etc.

The answers to these questions will help guide you to structure an effective
learning environment for your students. Depending upon what furniture is readily
available, you will also need to structure your classroom so that every student
has a home base (or an individual learning area like their own desk), a whole
group instruction area, a dedicated teacher area, as well as a transition area
where students can wait for the next activity or lesson to begin, or at least have
your space arranged so students can move about easily and comfortably without
bumping into one another.

Essential Areas

As mentioned above, there are a few required areas that you must have in your
classroom: A Home base, group instruction area, teacher workstation, and
transition space. Here we will take a closer look at how you can arrange each of
these specific areas.

Dedicated Teacher Area

Teachers need a place to call their own too. This space should be near an outlet
where you can have access to a computer, as well as it should be out of the way
but also easily accessible for students to get to you. Ideally, your space should
be near the widow with your desk or small table situated sideways, in the corner
of the classroom. This way you will get the light from the window to help you see,
you are out of the way but also easily accessible to students, and are able to
scan the whole classroom right from your seat.

Home Base

Each student needs a space to call her own. Have it be an individual desk or her
own space at the table, they need something to call their home base. This space
is a place where students can do their independent work or go to when you are
transitioning in between lessons.

Two factors need to be considered when deciding where students home base
where be; if the student has any behavior issues, and the size of your classroom.
Once you factor in these issues, then you are ready to clearly assign each
student a home base.
Transition Area

The transition area can be a specific location like the carpet that students go to
while waiting for the next activity, or to go home or to a special like gym or art.
Or it can be the student’s home base or a specific location in the classroom.
What this space looks like and where it is located will depend upon your
students’ needs as well as their ages. No matter where the space is, it is
important that your students know where to go during transition periods.

In short, specific classroom features are relevant to what students are learning.
Research shows that students benefit from a well-designed, well-structured
classroom. Most importantly, if you find that your students are struggling with
the design of your classroom then you must consider rearranging it.

What are the benefits of

group work?
“More hands make for lighter work.” “Two heads are better than one.”
“The more the merrier.”
These adages speak to the potential groups have to be more
productive, creative, and motivated than individuals on their own.

Benefits for students

Group projects can help students develop a host of skills that are
increasingly important in the professional world (Caruso & Woolley,
2008; Mannix& Neale, 2005). Positive group experiences, moreover,
have been shown to contribute to student learning, retention and
overall college success (Astin, 1997; Tinto, 1998; National Survey of
Student Engagement, 2006).
Properly structured, group projects can reinforce skills that are
relevant to both group and individual work, including the ability to:
o Break complex tasks into parts and steps
o Plan and manage time
o Refine understanding through discussion and explanation
o Give and receive feedback on performance
o Challenge assumptions
o Develop stronger communication skills.
Group projects can also help students develop skills specific to
collaborative efforts, allowing students to...
o Tackle more complex problems than they could on their own.
o Delegate roles and responsibilities.
o Share diverse perspectives.
o Pool knowledge and skills.
o Hold one another (and be held) accountable.
o Receive social support and encouragement to take risks.
o Develop new approaches to resolving differences.
o Establish a shared identity with other group members.
o Find effective peers to emulate.
o Develop their own voice and perspectives in relation to peers.
While the potential learning benefits of group work are significant,
simply assigning group work is no guarantee that these goals will be
achieved. In fact, group projects can – and often do – backfire badly
when they are not designed, supervised, and assessed in a way that
promotes meaningful teamwork and deep collaboration.

Benefits for instructors

Faculty can often assign more complex, authentic problems to groups
of students than they could to individuals. Group work also introduces
more unpredictability in teaching, since groups may approach tasks
and solve problems in novel, interesting ways. This can be refreshing
for instructors. Additionally, group assignments can be useful when
there are a limited number of viable project topics to distribute among
students. And they can reduce the number of final products instructors
have to grade.
Whatever the benefits in terms of teaching, instructors should take
care only to assign as group work tasks that truly fulfill the learning
objectives of the course and lend themselves to collaboration.
Instructors should also be aware that group projects can add work for
faculty at different points in the semester and introduce its
own grading complexities.

Key Advantages of Pretests

1. Pretests help measure student learning over a period of time. The pretest
marks a student's level of understanding before instruction while a final
assessment or post-test measures student learning. A comparison of pre-
and post-tests can provide a teacher with an opportunity to track student
growth in one class or over several years. For example, a pretest in linear
equations in algebra can be used to see how well one group of students
have learned compared to other students in different classes or different
school years.

2. Pretests give students a preview of what will be expected during the unit.
This pretest is often a student's first exposure to key terms and concepts,
and the more frequent the exposure, the more likely students will retain
the information. For example, a pretest in botany may be filled with terms
such as hybrid, stamen, and photosynthesis.

3. Pretests can be used diagnostically to determine if there are additional gaps

in student learning. There may be questions connected to the topic that can
be a partial review. The results of a pretest may help generate ideas for a
future lesson. Depending on the way the pretests are created, teachers
might find knowledge gaps that they did not expect. Armed with this
knowledge they can make changes to lessons to include further instruction
and review.

1. Pretests can be used to measure the effectiveness of the curriculum.

Changes in the curriculum may be measured over time using student
assessment results on pretests.

Problems with Pretests

1. There is always a concern about the amount and the frequency of testing of
students since testing can take time away from instruction. Consider that a
pretest generally does not require prior knowledge which means it is not
time sensitive. When a pretest is given at the beginning of the unit, and the
post-test is given at the end of a unit, the timing can mean a student will
need to take two tests back-to-back. One way to avoid this complication of
 extended testing times is to give a pretest for quarter two/or trimester two
in the middle of quarter one/or trimester one.

2. Teachers should be cautioned that a poorly written pretest will not provide
the information necessary for targeted instruction. Spending time creating
an effective pretest can improve instruction by recognizing areas of student
strengths and targeting areas of student weaknesses.

Creating Pretests

Teachers writing pretests should always remember their purpose. Since

pretests can be used for comparison to post-tests, they should both similar in
format. The same procedures should be used in delivering the post-test as were
used in the pretest. For example, if a passage was read aloud in the pretest, then
a passage should be read during the post-test. The passage and questions,
however, should not be the same. Ultimately a well-designed pretest will mirror
the design and concepts of the final assessment in part and can reveal many gems
to the savvy teacher.

Pretests should also be reviewed as to their effectiveness in improving

instruction. Teacher feedback is critical to the development of good pretests and
is an excellent way for teachers to grow in their field.

By providing kids with pretests and using that information wisely, teachers can
target students with more individualized instruction—and not teach what
students already know.

Standardized Testing
Standardized testing is a form of testing that is created, administered, and
scored in the same way for all students in order to obtain an objective picture of
student, teacher, school, and district performance. This type of testing has
become increasingly common in schools since the enactment of No Child Left
Behind in the early 2000s, which required schools to perform well on the tests to
keep funding and support.

These tests are not without their share of controversy. However, this lesson will
focus on the importance of standardized testing and it helps our education
system. Whether you agree or disagree about the effectiveness of standardized
testing, it is hard to deny that the tests are important for several reasons. Most
educators hold very strong opinions regarding the tests, and it is helpful to see
why these tests are important before forming your own.
Objectivity of Tests
The first reason these standardized tests are important is because they are
excellent objective indicators of student performance. The tests are designed to
measure how well students learned the skills important to meet state standards.
In this regard, they are incredibly effective. Because the tests are written,
administered, and scored in the same way regardless of student, school, or
district, they can give a clear picture of how schools are meeting educational
standards.

Standardized tests ensure objectivity because professionals familiar with the

skills necessary to meet state standards write them. These officials are in no
way associated with any particular school and write the tests so that they only
measure how well students are learning. These tests are then administered in
the exact same way in every classroom and scored the exact same way by
someone else who is not related to any individual school.

A standardized test is a test that is administered and scored in a consistent, or

"standard", manner. Standardized tests are designed in such a way that the questions, conditions for
administering, scoring procedures, and interpretations are consistent [1] and are administered and
scored in a predetermined, standard manner.[2]
Any test in which the same test is given in the same manner to all test takers, and graded in the
same manner for everyone, is a standardized test. Standardized tests do not need to be high-stakes
tests, time-limited tests, or multiple-choice tests. The questions can be simple or complex. The
subject matter among school-age students is frequently academic skills, but a standardized test can
be given on nearly any topic, including driving tests, creativity, personality, professional ethics, or
other attributes.
The opposite of standardized testing is non-standardized testing, in which either significantly
different tests are given to different test takers, or the same test is assigned under significantly
different conditions (e.g., one group is permitted far less time to complete the test than the next
group) or evaluated differently (e.g., the same answer is counted right for one student, but wrong for
another student).
Most everyday quizzes and tests taken by students typically meet the definition of a standardized
test: everyone in the class takes the same test, at the same time, under the same circumstances,
and all of the students are graded by their teacher in the same way. However, the term standardized
test is most commonly used to refer to tests that are given to larger groups, such as a test taken by
all adults who wish to acquire a license to have a particular kind of job, or by all students of a certain
age.
Because everyone gets the same test and the same grading system, standardized tests are often
perceived as being fairer than non-standardized test. Such tests are often thought of as fairer and
more objective than a system in which some students get an easier test and others get a more
difficult test. That perception, which may or may not be accurate, depends entirely on the purpose for
the test. If a teacher wishes to determine individual children's skills with respect to a specific activity,
tests other than those that are standardized are more effective. Standardized tests are designed to
permit reliable comparison of outcomes across all test takers, because everyone is taking the same
test.[3] While that point is granted, often the children tested have not been exposed to the same
materials found on those standardized tests. Equally often, such tests are constructed by individuals
who have no knowledge of the test-takers beyond their age and/or grade level. Age and/or grade
level, however, are poor indicators of what children have learned. As a result, conclusions drawn
from the results can easily be wrong. The prevalence of standardized testing in formal education has
also been criticized for many reasons.
Anecdotal notes are used to record specific observations of individual student behaviours,
skills and attitudes as they relate to the outcomes in the program of studies. Such notes
provide cumulative information on student learning and direction for further
instruction. Anecdotal notes are often written as the result of ongoing observations during
the lessons but may also be written in response to a product or performance the student has
completed. They are brief, objective and focused on specific outcomes. Notes taken during or
immediately following an activity are generally the most accurate. Anecdotal notes for a
particular student can be periodically shared with that student or be shared at the student’s
request. They can also be shared with students and parents at parent–teacher–student
conferences.

The purpose of anecdotal notes is to:

 provide information regarding a student's development over a period of time

 provide ongoing records about individual instructional needs
 capture observations of significant behaviours that might otherwise be lost
 provide ongoing documentation of learning that may be shared with students, parents
and teachers.
Here we detail out the meaning and definition of
organisational climate, its characteristics, factors, impact
and dimensions!
The concept of organisational climate was formally introduced by the
human relationists in the late 1940s. Now it has become a very useful
metaphor for thinking about and describing the social system.
Organisational climate is also referred to as the “situational
determinants” or “Environmental determinants” which affect the
human behaviour.

Some persons have used organisational culture and organisational

climate interchangeably. But there are some basic differences between
these two terms. According to Bowditch and Buono, “Organisational
culture is connected with the nature of beliefs and expectations about
organisational life, while climate is an indicator of whether these
beliefs and expectations are being fulfilled.
Climate of an organisation is somewhat like the personality of a
person. Just as every individual has a personality that makes him
unique and different from other persons. Each organisation has an
organisational climate that clearly distinguishes it from other
organisations.

Basically, the organisational climate reflects a person’s perception of

the organisation to which he belongs. It is a set of unique
characteristics and features that are perceived by the employees about
their organisations which serves as a major force in influencing their
behaviour. Thus, organisational climate in a broad sense, can be
understood as the social setting of the organisation.

Meaning and Definition:

Before understanding the meaning of organisational climate, we must

first understand the concept of climate.

“Climate in natural sense is referred to as the average course or

condition of the weather at a place over a period of years as exhibited
by temperature, wind, velocity and precipitation.”

However, it is quite difficult to define organisational climate

incorporating the characteristics of natural climate. This is so because
the most frustrating feature of an attempt to deal with situational
variables in a model of management performance is the enormous
complexity of the management itself. People have defined
organisational climate on the basis of its potential properties. A few
important definitions are as given below.
According to Forehand and Gilmer, “Climate consists of a set of
characteristics that describe an organisation, distinguish it from other
organisations are relatively enduring over time and influence the
behaviour of people in it.”

According to Campbell, “Organisational climate can be defined as a set

of attributes specific to a particular organisation that may be induced
from the way that organisation deals with its members and its
environment. For the individual members within the organisation,
climate takes the form of a set of attitudes and experiences which
describe the organisation in terms of both static characteristics (such
as degree of autonomy) and behaviour outcome and outcome-
outcome contingencies.”

Thus, organisational climate is a relatively enduring quality of the

internal environment that is experienced by its members, influences
their behaviour and can be described in terms of the value of a
particular set of characteristics of the organisation. It may be possible
to have as many climates as there are people in the organisation when
considered collectively, the actions of the individuals become more
meaningful for viewing the total impact upon the climate and
determining the stability of the work environment. The climate should
be viewed from a total system perspective. While there may be
differences in climates within departments these will be integrated to a
certain extent to denote overall organisational climate.
Characteristics of Organisational Climate:

The nature of organisational climate will be clear from the

following characteristics:
1. General Perception:

Organisational climate is a general expression of what the organisation

is. It is the summary perception which people have about the
organisation. It conveys the impressions people have of the
organisational internal environment within which they work.

2. Abstract and Intangible Concept:

Organisational climate is a qualitative concept. It is very difficult to

explain the components of organisational climate in quantitative or
measurable units.

3. Unique and District Identity:

Organisational climate gives a distinct identity to the organisation. It

explains how one organisation is different from other organisations.

4. Enduring Quality:

Organisational climate built up over a period of time. It represents a

relatively enduring quality of the internal environment that is
experienced by the organisational members.

5. Multi-Dimensional Concept:

Organisational climate is a multi- dimensional concept. The various

dimensions of the organisational climate are individual autonomy,
authority structure, leadership style, pattern of communication,
degree of conflicts and cooperation etc.

Factors Influencing Organisational Climate:

Organisational climate is a manifestation of the attitudes of

organisational members towards the organisation. Researchers have
used the data relating to individual perception of organisational
properties in identifying organisational climate. Even in this context,
there is a great amount of diversity.

Litwin and Stringer have included six factors which affect

organisational climate. These factors are:
(i) Organisational Structure: Perceptions of the extent of
organisational constraints, rules, regulations, red tape,

(ii) Individual Responsibility: Feeling of autonomy of being one’s own

boss,

(iii) Rewards: Feelings related to being confident of adequate and

appropriate rewards,

(iv) Risk and Risk Taking: Perceptions of the degree of challenge and
risk in the work situation,

(v) Warmth and Support: Feeling of general good fellowship and

helpfulness prevailing in the work setting.

(vi) Tolerance and Conflict: Degree of confidence that the climate can
tolerate, differing opinions.
Schneider AND Barlett give a broader and systematic study of climate
dimensions.

They include the following factors:

(i) Management Support,

(ii) Management Structure.

(iii) Concern for new employees

(iv) Inter-agency conflict,

(v) Agent dependence and

(vi) General Satisfaction

Taguiri has identified five factors influencing the organizational

climate on the basis of information provided by managers.

These are:
(i) Practices relating to providing a sense of direction or purpose to
their jobs-setting of objectives, planning and feedback,

(ii) Opportunities for exercising individual initiative,

(iii) Working with a superior who is highly competitive and

competent.

(iv) Working with cooperative and pleasant people,

(v) Being with a profit oriented and sales oriented company. KATZ et.
al. have identified five factors which affect individual performance in
organisation;

(i) Rules orientation,

(ii) The nurturance of subordinates,

(iii) Closeness of Supervision,

(iv) Universalism,

(v) Promotion-achievement orientation.

Lawrence James and Allan Jones have classified the

following factors that influence organisational climate:
(i) Organisational Context: Mission, goals and objectives, function etc.

(ii) Organisational Structure: Size, degree of centralisation and

operating procedures.

(iii) Leadership Process: Leadership styles, communication, decision

making and related processes.

(iv) Physical Environment: Employee safety, environmental stresses

and physical space characteristics.

(v) Organisational Values and Norms: Conformity, loyalty,

impersonality and reciprocity.
Richard M. Hodgetts has classified organisational climate into two
major categories. He has given an analogy with an iceberg where there
is a part of the iceberg that can be seen from the surface and another
part that is under the water and cannot be seen. The factors in the
visible part that can be observed and measured are called OVERT
factors and the factors that are not visible and quantifiable are called
covert factors.

Both these factors are shown in the following figure in the

form of an iceberg:
The results of the above studies show that it is very difficult to
generalise the basic contents of organisational climate, based on these
studies. However, some broad generalisations can be drawn and it can
be concluded that four basic factors are somewhat common to the
findings of most studies.

These factors are:

(i) Individual autonomy.

(ii) The degree of structure imposed upon the position.

(iii) Reward Orientation.

(iv) Consideration, warmth and support.

Another common factor can be in respect of conflict and cooperation.

But this factor is used in different perspectives by different people.
Impact of Organisational Climate:

Organisational climate influences to a great extent the performance of

the employees because it has a major impact on motivation and job
satisfaction of individual employees. Organisational climate
determines the work environment in which the employee feels
satisfied or dissatisfied. Since satisfaction determines or influences the
efficiency of the employees, we can say that organisational climate is
directly related to the efficiency and performance of the employees.

The organisational climate can affect the human behaviour in the

organisation through an impact on their performance, satisfaction and
attitudes. There are four mechanisms by which climate affects the
behaviour of the employees.

1. Constraint System:

Organisational climate can operate as a constraint system in both the

positive and negative sense. This can be done by providing
information to the employees about what kind of behaviour will be
rewarded, punished or ignored. Thus, behaviour can be influenced by
varying degrees of rewards and punishments. Such a constraint
system would influence the behaviour of those people who are most
interested in those specific values which are assigned to different
behavioural outcomes.

2. Evaluation of Self and Others:

Organisational variables may affect behaviour through evaluation of

self and others. In this evaluation process both the physiological and
psychological variables will be associated. Such evaluation will affect
the human behaviour.

3. By Acting as Stimuli:

Organisational factors can influence human behaviour by acting as

stimuli. As stimuli they influence individual’s arousal level, which is a
motivational variable directing human behaviour. The level of arousal
will directly affect the level of activation and hence performance.

4. By Helping the Individual to Form a Perception:

Organisational factors influence the behaviour by helping the

individual in forming a perception of the organisation. The perception
then influences behaviour. Thus, good organisational climate is
instrumental to higher employee satisfaction, better human relations
and higher productivity, the role of climate can be explained with the
help of the following figure.
The factors indicated in the figure represent major determinants of
climate in an organisation and as such represent important areas of
management concern. If employees satisfaction and job performance
are to be improved, the management must modify these factors so that
the employees view climate as favourable to them. Various research
studies also confirm the positive relationship between organisational
climate and employee performance.

Frederiksen on the basis of laboratory studies involving 260 middle

level managers concludes that different organisational climate has
different impact on human performance. He summarizes his findings
in the following statement.

“It appears that the amount of administrative work in the stimulated

job is more predictable in a climate that encourages innovation .than
in one that encourages standard procedures and that in an innovative
climate, greater productivity can be expected of people with skills and
attitudes that are associated with independence of thought and action
and the ability to be productive in free unstructured situations.”
This study suggests that the performance was more predictable for
subjects who worked in a consistent climate than those who had to
work in an inconsistent environmental climate. Inconsistent climate
was having indirect impact on productivity. Another laboratory study
shows that significant differences were found in performance and
satisfaction of people in varying organisational climates.

For example, in this study, three types of organisational

climates were created:
(i) Authoritarian structured.

(ii) Democratic friendly and

(iii) Achieving business.

It was found that the achieving organisation produced the most in

terms of money volumes, numbers of new products and cost saving
innovations. People in democratic friendly environment expressed
maximum satisfaction with their jobs. However, people in the
authoritarian structured organisation produced goods of highest
quality because of right specifications put by government orders.
Other studies have shown the similar results.

Dimensions of Organisational Climate:

The important dimensions or components which collectively

represent the climate of an organisation are as discussed
below:
1. Dominant Orientation:

Dominant orientation of the organisation is an important determinant

of climate and it is the major concern of its members. If the dominant
orientation is to adhere to established rules and regulations, the
climate is characterised by control. If the orientation is to produce
excellence the climate will be characterised by achievement.

2. Inter-Personal Relationships:

The interpersonal relationships in the organisations are reflected in

the way informal groups are formed and operated. The informal
groups may benefit the organisation also, but in some cases it may
displace the goals of the organisation.

3. Conflict Management:

In the organisation, there can always be inter-group as well as intra

group conflicts. The organisational climate will depend upon how
effectively these conflicts are managed. If they are managed effectively,
there will be an atmosphere of cooperation in the organisation. If they
are not managed properly there will be an atmosphere of distrust and
non-cooperation.

4. Individual Autonomy:

If the individual employees are given sufficient freedom to work and

exercises authority, it will result in efficiency in operations. The
autonomy will lighten the burden of higher level executives.
5. Organisational Control System:

The control system of the organisation can be either rigid or flexible.

Rigid control will lead to impersonal or bureaucratic atmosphere in
the organisation. There will be minimum scope for self regulation.

6. Organisational Structure:

The organisational structure serves the basis of inter personal

relations between superiors and subordinates. It clarifies as to who is
responsible to whom and who is to direct whom. If there is
centralisation of authority, the participation in decision making by the
subordinates will be very less. On the other hand, if there is
decentralisation of authority, there will be an atmosphere of
participative decision making.

7. Task Oriented or Relations Oriented Management:

The dominant style of managers will also affect the organisational

climate. Task oriented approach means that the leadership style will
be autocratic. The employees will have to show results or face the
punishment. The employee morale will be low in the long run.

If the managers are relations oriented, the climate will be considerate

and supportive. There will be team spirit in the organisation because
the needs and aspirations of the workers will be given due importance.

8. Rewards and Punishments:

The system of rewards and punishments is also an important

component of organisational climate if the reward system is directly
related to performance and productivity, there will be an atmosphere
of competition among the employees. Everybody will like to work hard
and earn more reward in the form of promotions and pay rise. If there
is biasedness in the distribution of rewards, the meritorious employees
will be discouraged.

9. Communication:

The communication system of the organisation will also affect the

organisational climate. The flow of information, its direction, its
dispersement and its type are all important determinants. Proper
communication system means that the subordinates are in a position
to express their ideas, suggestions and reactions, otherwise they will
feel frustrated.

10. Risk Taking:

How members respond to risks and whose help is sought in situations

involving risks are important in any organisation. If individuals feel
free to try out new ideas without any fear they will not hesitate in
taking risks. Such an atmosphere will be conducive to innovative
ideas.

The above dimensions or components are not mutually exclusive, they

often overlap each other. The way in which these different dimensions
operate an organisation indicates the underlying philosophy of the
management.
Developing a Sound Organisational Climate:

To develop a sound organisational climate is a long term proposition.

Organisational climate depends upon the organisationalbehaviour
system. The organisational climate should represent the goals and
philosophies of those who join together to create the organisation. The
type of climate that an organisation seeks is contingent upon the type
of people it has, the type of technology, level of education and expect
actions of people in it.

The following techniques are generally helpful in improving

the climate of the organisation:
1. Effective Communication System:

There should be a two way communication in the organisation so that

the employees know what is going on and react to it. The manager can
modify his decision on the basis of feedback received.

2. Concern for People:

The management should be interested in the human resource

development. It should work for the welfare of employees and an
improvement in their working conditions. For developing a sound
organisational climate, the management should have show concern for
the people.

3. Participative Decision Making:

The management should involve the employees in decision making

process, particularly those decisions which are related to goal setting
and affect them. Participative decision making will make the
employees committed to the organisation and more cooperative also.

4. Change in Policies, Procedures and Rules:

The organisational climate can also be changed by making changes in

the policies, procedures and rules. It is a time consuming process but
the changes will also be long lasting if the workers see the changes in
policies, procedures and rules as favourable to them.

5. Technological Changes:

Generally, the workers and employees resist any innovative changes.

But where technological changes improve the working conditions of
the employees, the change will be easily accepted. Better climate will
be there if the management adopts innovative changes in consultation
with the employees.

But all the above factors are contingent upon the assumptions of the
nature of people in general. For example, the ECONOMIC MAN is
basically motivated by money and economic security and hence,
economic factors may be used to attract and motivate him. For a
SOCIAL MAN positive social relations and interactions are a must.
Thus, the creation of a climate where happy family atmosphere
prevails is appropriate for him. The self actuating man seeks
achievement, accomplishment and meaning in what he does. The
organisational climate with a certain degree of freedom is appropriate
for him.
Thus, in order to build up a sound organisational climate,
management must understand the people in the organisation. The
importance must be given to what motivates people’s performance in
general and building an overall climate conducive to motivation, a
keen insight into the individual in particular and tailoring a personal
approach to leadership and job design to which the man will respond
with commitment. The different types of people suggest that there
cannot be any all purposeorganisational climate.

Participation and Organisational Climate:

As we have emphasised earlier also, participation is a very effective

tool to develop sound organisational climate. Thus, every organisation
can make an attempt to develop organisational climate based on
participation. Participation is based on democratic value of
organisational life.

Bennis has given some basic features of democracy as applied to

organisational life. According to him, democracy is basically a system
of values.

These values include:

(i) Full and free communication regardless of rank and power.

(ii) A reliance on consensus rather than on the more customary forms

of coercion or compromise to manage conflict.
(iii) The idea that influence is based on technical competence and
knowledge than on the vagaries of personal whims or prerogative of
power.

(iv) An atmosphere that permits and even encourages emotional

expression as well as task oriented acts.

(v) A basically human bias, one which accepts the inevitability of

conflict between the organisation and the individual but which is
willing to cope with and mediate in this conflict on rational grounds.

To summarise, we can say that there are three important

ideas in this concept of participation:
1. Mental and Emotional Involvement:

The basic feature of participative system is that there should be mental

and emotional involvement of the employees in the administration of
the organisation. This involvement is psychological rather than
physical. A person who participates is ego involved rather than merely
task involved. If there is no psychological involvement of the
employees, the participation is no participation but just a
manipulation. In such a situation, the manager tries to make people
think that they are participating and having an influence, while in
reality they are not.

2. Acceptance of Responsibility:

A second important characteristic of participation is that people are

encouraged to accept responsibility. Since people are mentally and
emotionally involved in decision making, they have to undertake
responsibilities also. Thus, they become both decision makers and
executors.

This is a social process by which people become involved in an

organisation and want it to work successfully. When people want to do
something, they will find a way. Under participative conditions people
perceive managers as supportive contributors to the team. Employees
are ready to work actively with managers, rather reactively against
them.

3. Motivation to Contribute:

Participation motivates people to contribute to the situation. They are

given opportunities to use their initiative and creativity towards the
objectives of the organisation. Participation uses the creativity of all
persons, thereby all of them contribute something in decision making.
Contribution is different from consent because in consent the person
only confirms what has already been decided. A consent or does not
contribute to decision making rather he merely approves what has
been decided by others.

The Five Components of a Communication Model

Five elements of communication
A basic communication model consists of five components: the sender and receiver, the
medium that carries the message, contextual factors, the message itself, and feedback.
To target your messages effectively, you need to consider the variables that can affect
each of the components in the model. Following are the five components of
communication skills training model to improve your communication skills.

Sender and receiver

Certain factors can complicate communication between a sender and receiver:
  Different beliefs, values, and personalities influence the way the sender and
receiver perceive information. So senders and receivers may have different
reactions to the same information.

 Various barriers to communication prevent a sender's message from being

understood as intended. Examples include bad grammar and word choice, and
the nature of the relationship between the sender and receiver.

Medium
You communicate through speech in a face-to-face conversation, as well as through e-
mail, an instant message, a telephone call, or a written letter. To choose the right
medium, you should consider several factors:

 importance of the message – Generally, you should deliver really important

messages face-to-face or over the phone. This makes more impact and enables
the receiver to respond immediately. E-mail is suitable for less important
messages, or those to which you don't need an urgent response. Instant
messaging is best used for casual messages.

 practicality – When senders and receivers are geographically dispersed, using

telecommunications media – such as the phone, e-mail, and instant messaging –
is more practical than arranging face-to-face meetings. Also, it's more practical to
use a text-based medium like e-mail if you need to send someone a lot of data or
to keep a record of what's discussed. Other practical considerations are the
costs, physical space requirements, and potential delays associated with using
different communication media.

 your and the receiver's preferences – Some people just prefer certain media
over others. To communicate effectively, you should consider the other party's
preference. Sometimes this may also be influenced by the established
communication processes in the person's organization.

 receiver's communication style – Some people respond best to information

that's presented visually. Others rely more on what they hear, or on information
that's text-based. And some learn best by doing – building models or putting
ideas into practice. In trying to choose an effective medium, you should consider
the preferred communication style of the receiver. You should also consider the
receiver's willingness to receive your message. For example, it's better to
communicate sensitive information, rather than via e-mail.

 need for feedback – If you need feedback from the receiver without delay, you
should choose a medium that allows this – like a face-to-face meeting or a phone
call. If the need for feedback is less urgent, a medium like e-mail might be
appropriate. If you don't require feedback at all, you can opt for a less personal
medium that doesn't support two-way communication.
Contextual factors
Various contextual factors can play a role in how well a sender and receiver of a
message communicate:

 body language – Body language refers to all the nonverbal ways people
communicate, including facial expressions, physical gestures, and posture. In
face-to-face conversations, these play an important role. They often
communicate things that are left unsaid – such as a person's enthusiasm,
attentiveness, or even annoyance. When you're speaking to someone, it's
important to ensure your body language is appropriate. It's also important to read
the other person's body language so you can respond to it.

 timing – The timing of a message can influence how well or badly it's received.
It's also best to time messages for when you know the receiver has time to attend
to them properly.

 environment – Factors like the formality or informality of a setting, noise in the

surroundings, and room temperature can all affect the abilities of a sender and
receiver to communicate. Their physical proximity also plays a role.

You also need to consider these contextual factors when you communicate with others:

 the type of language you use for your message

 the assumptions you make when formulating your message

 the willingness of the receiver to engage in dialog about your message, and

 your tone of voice, volume, and the rate at which you speak

Communication can also be distorted by "noise" which is anything that causes a

receiver to incorrectly receive the message, including distracting sounds, faulty hearing,
mispronunciation, and errors in transferring the message.

Message
A message is defined as the object of communication or the thing that is being
communicated. A message may be spoken, written, visual, and physical signals. Some
qualities of a message include its wording, directness, and purpose.

Each message has a specific purpose:

 to convey important facts or information

 to persuade the receiver to accept or reject certain conditions or actions

  to motivate the receiver to act in a specific way

 to stimulate discussion about a particular issue, or

 to entertain the receiver

Messages can have many other purposes, like instructing, warning, greeting, or
requesting information. For a message to be effective, you should know
exactly why you plan to send it.

Feedback
Feedback is any response to a communicated message. It takes the form of a message
itself, and may be verbal, visual, or written. Often, feedback is essential, because it's
what turns one-way communication into two-way communication. Feedback may be
positive or negative:

 Positive feedback indicates the receiver has received and understood the
message.

 Negative feedback indicates that the receiver either has not received the
message or has not understood its content

Feedback is important during communication because it helps the sender to make any
necessary adjustments so that the message is correctly received. Feedback is also
important after you've delivered a message. It enables further clarification or discussion.

A basic communication model consists of five components: the sender and receiver, the
medium, contextual factors, the message, and feedback. Because each component is
affected by many variables and varies across situations, it's essential that
communicators take the time and effort to plan and target their messages carefully.

Barriers to Effective Communication in the

Classroom

Communication barriers in the classroom make it difficult for students to get the most out of their
education. Some teachers fail to create engaging lessons and struggle to connect to their students
on a one-to-one basis. Students with unaddressed language or speech difficulties often have
trouble communicating with their teachers and classmates. Personality differences and peer
pressure add to the mix, making some classroom interactions feel awkward or forced.

Speech and Language Difficulties

Students with unaddressed learning or speech difficulties often struggle to communicate in classroom
settings. Some might have trouble comprehending lessons and organizing their thoughts, and others
might rely on hand gestures rather than words. Students often shut down, isolating themselves out of
fear or embarrassment. This communication barrier can often be overcome by developing individual
education plans for struggling students and consulting with special education teachers, parents and
counselors.

Boring Classroom Lessons

Classroom communication breaks down when students are bored, unmotivated or disinterested in their
schoolwork. Students don't need to be entertained all day, but teachers should work hard to develop
engaging lessons with interesting, relevant activities. Thought-provoking assignments, technology-
enhanced lectures and creative projects spur classroom communication and interaction. Outdated,
routine assignments and busywork create communication barriers students don't want to interact with
their teachers and just want class to be over. Teachers who put energy, enthusiasm and creativity into
their lesson plans don't usually have to deal with this communication barrier.

Personality Differences

Some communication problems stem from personality differences between students and teachers. For
example, students who don't want to connect on a personal level with their teachers often avoid
communicating with them. This personality dynamic frustrates teachers who attempt to bond with each
student, only to find their efforts unsuccessful. Students who crave closeness and acceptance often
strive to be the teacher's pet. Teachers and classmates might get irritated with students who brown nose
for attention. Personality differences lead to frustration, unhappiness and a lack of communication
between students and teachers. Teachers must recognize and understand these personality differences
and strive to find a healthy balance, without showing partiality or favoritism.

Peer Pressure

Peer pressure creates communication problems in the classroom when students respond to teachers by
acting funny, cool or disengaged. Students might refuse to build relationships with their teachers in order
to maintain their not-so-interested-in-school reputations. Peer pressure can influence classrooms as
early as first grade. The best way to combat communication difficulties resulting from peer pressure is to
reward positive behavior.

Teachers have an increasingly difficult job trying to communicate effectively to classrooms that are
growing in size and may contain students who come from varied backgrounds. Some common
barriers to effective communication in the classroom are listening barriers, perception barriers and
oral barriers. Learning to recognize and overcome these barriers is essential in effective classroom
communication.

Listening Barriers
Effective listening is one of the most important factors in classroom communication. Take the time to
listen to what the other person is saying. When someone is speaking, you should not be thinking of your
next response. Negative emotions may occur when certain words or body language is used. A teacher
must also take care to keep emotional reactions to a minimum and focus on what the speaker is saying.
Outside noise such as telephones or construction noise can sometimes make listening difficult. This
outside noise should be minimized in the classroom.

Perception Barriers

Perception may be a barrier to effective communication in the classroom. Different people may receive
and hear the same message but interpret it differently. Paying attention to detail is also important.
Important aspects can be missed by not covering a subject in depth. A teacher should also learn to focus
on both positive and negative aspects of a conversation. By having a distorted focus, a teacher may only
focus on the negative aspects of a conversation.

Oral Barriers

Communication barriers in the classroom may exist if oral communication is not clear. Communication
only occurs when the listener hears and understands your message in the way you meant for it to be
received. Some problems in oral communications include using words with ambiguous meanings. The
teacher must make sure the students clearly understand the meanings of words. Another problem in
oral communications is using generalizations and stereotypes. Classroom communication should be
specific to the topic and without bias. A teacher must also take caution not to make a premature
conclusion before she has all the facts about a topic or situation. Finally, a teacher must overcome any
lack of self-confidence and deliver the message with assertiveness and clarity.

Non-formal education (NFE)

Education that is institutionalized, intentional and planned by an education provider. The defining
characteristic of non-formal education is that it is an addition, alternative and/or a complement to
formal education within the process of the lifelong learning of individuals. It is often provided to
guarantee the right of access to education for all. It caters for people of all ages, but does not necessarily
apply a continuous pathway-structure; it may be short in duration and/or low intensity, and it is typically
provided in the form of short courses, workshops or seminars. Non-formal education mostly leads to
qualifications that are not recognized as formal qualifications by the relevant national educational
authorities or to no qualifications at all. Non-formal education can cover programmes contributing to
adult and youth literacy and education for out-of-school children, as well as programmes on life skills,
work skills, and social or cultural development.

Education which takes place outside the formal system on either a regular or an intermittent basis.

Organised and systematic learning activity conducted outside the formal education system.
 Learning which is embedded in planned activities not explicitly designated as learning (in terms of
learning objectives, learning time or learning support). Non-formal learning is intentional from the
learner’s point of view.

Any organised and sustained educational activity that does not correspond exactly to the definition of
formal education. Non-formal education may therefore take place both within and outside educational
institutions, and cater to persons of all ages.

Any organized educational activity and training outside the established formal system, that is, intended
for specific objectives and to serve identifiable clientele.

Non formal education and training: Learning embedded in planned activities that are not explicitly
designated as learning, but which contain an important learning element.

Non-formal education and training is understood as education and training leading to qualifications
which are not directly recognised as such by relevant national education authorities (or equivalent
authorities) or not leading to any qualifications at all (although recognition and validation of learning
outcomes could then be used and indirectly lead to formal qualifications). This concept is therefore
distinguished from formal education and training, which: (a) typically takes place in (or, in the case of
formal apprenticeships, dually involve) the system of schools, colleges and universities and other formal
education institutions; (b) normally, although not necessarily, constitutes a continuous ladder of education
for children and young people; (c) is directly relevant for the determination of the highest level of formal
education attained. It is also distinguished from random and informal learning which are not intentional
and/or not institutionalised.
]