Ingvar SigurgeirssonSchool of Education, University of Iceland

“A pot of gold under the rainbow” Characteristics of Schools with Positive School

Climate:

A Tale from Reykjavík

Konference: Forældre som ressource i skolen, September 20th, 2008

Reykjavík

Outline• The project; background, research questions, data

collection

• Some findings:– Differences between schools

– Characteristics of schools with positive school climate

– The role of parents

Main Data

Visits to all the 35 schools in Reykjavík, during the school year 2005–2006: 40 interviews (N=23) with focus groups

Principals, vice principals, teachers, teacher assistants, special educators, counselors and other staff members

Questionnaire (N=208) Data from other sources

Questions• How would you describe the way your students behave?• Are there behaviour problems in this school? If so - how

would you describe them? How much of a concern are they to you? Would you consider them serious?

• How many students create difficulties? • What do you feel are the main reasons for the behaviour

problems in your school?• How are these problems dealt with? What methods are used

and how have they worked out?• How do you describe your experience when working with

parents when discipline problems occur? • Where can you seek advice about discipline problems? • What is needed in order for school staff to be better able to

deal successfully with behaviour problems?

Main conclusions

• The overall majority of pupils (89%) had good relations with schoolmates and staff

• There was great difference between schools, gender, and age groups

• The majority of respondents felt that discipline problems were on the increase!

How common are behaviour problems (BD)?

Proportion of students with BD in the school

(%)

Average number of

BD students in each class

The average school 11,1 2,6The school with fewest problems 1 0The school with most problems 37,5 7–8

Three types of schools

• Schools with no or minor problems (seven schools)

• Schools with some problems, but the staff felt they successfully managed most of them (21 schools)

• Schools with very difficult problems where the cases were felt as very serious (seven schools)

Voices from two very different schools

We do not have any serious problems. This

runs smoothly. Possibly, some noise in the cafeteria – that can

be a bit tiresome ... Teachers and students

have very good relations ... They line

up in front of you during the school breaks and

chat ...

They do not obey ... they turn other students against you ... they take away all your energy ... they are

always confronting you ... they threaten other kids ... negative comments ... they

are always interupting ... they are impolite ...

always starting fights ... then there is vandalism ... they destroy things ... we have problems with them all days of the week ... in

all lessons ...

More voices from the “problem schools”

Constant interruptions … no interest, antisocial behaviour … lack

of respect, arrogance, bad

language

We have students who are very impolite towards

teachers, towards everybody ... They run

around, they kick without hesitation all who are in

their way, both grown-ups as well as other

students ... And the grown-ups who work here can alvays expect to be

beaten

“ This is all about attitudes …”

This is all about attitudes … For whom is the school for? It is for the kids. We have to adapt to their needs. We do not throw out the kids that do not fit into the box … the system … That is not the case in our school … we tell them that they are the best ... We are not constantly picking on them for things they can not do ... Everyone can bloom in some area … We believe that the well-being of the child is at the center. It is this attitude that makes this school the place it is.

Positive attitudes

We send them clear messages and we try to be role models. We put emphasis on cooperation and trust. They find that they are safe with us. We are their friends. We are here to work with them.

It is based on mutual respect. We respect them and they respect us. This positive atmosphere stems from the fact that they understand that we care about them and we respect them. And then it becomes easier to manage them.

Positive attitudes

We send them clear messages and we try to be role models. We put emphasis on cooperation and trust. They find that they are safe with us. We are their friends. We are here to work with them.

It is based on mutual respect. We respect them and they respect us. This positive atmosphere stems from the fact that they understand that we care about them and we respect them. And then it becomes easier to manage them.

All the “problem-free” schools shared positive attitudes towards parents and

considerable emphasis was put on involving and working with them

Involving parents

• The school is alvays open to parents ...

• Frequent invitations for encouraging parents to get involved

• Great emphasis on informing parents (newsletters, emails ...) ... focus on positive results ... success ... victories ...

• Parents are invited to participate in the decision making process

We seek

solutions

We do not gossip

about people;

students,

parents or

colleagues ...

We are positive

We always put the student’s needs at the forefront

We are professionals

We always listen to

parents, because

they are experts

about their children.

We are experts in

teaching and

learning. Together

we accomplish the

most for and with the

child

We are humorous

We work together and we are never alone with our problems

We are creative

We are honest

Our school operatates in close cooperation with our community, for example through close cooperation between home and school where we intertwine the special knowledge parents have about their children with our expertice.

Positive attitudes ... and• Student participation, emphasis on listening

to what students have to say– Student interviews, discussions, class meetings,

assessment meetings

• Students take on various responsibilities– Older students help yonger students during recess

or lunch breaks, teach games, etc. – Peer tutoring programmes

• Enriching school environment

• School celebrations and events

• Outdoor education, sports, games, play, movement

• Various friendship activities (friendship classes, friendship days, friendship weeks, friendship projects and themes)

• Singing sessions!

• Life skills curriculum

• Classes and age groups work together, cross age cooperation

• Staff collaboration

Positive attitudes and ...

Differences between age groups• The youngest students: Are they more difficult or

just more open and lively?– They come to school with six years experience of

parent management!

• The middle grades: Often the most difficult cases (most often problems with boys)– Disobedience, fooling around, all kinds of problems.

We have tremendous problems with the middle grade kids … this age group is not handling things today … the computers, the iPods, the mobile phones, the Internet …

• The teenagers: Different problems ...

Is this nature’s law?

The overall majority of children with behavior problems are boys (81%)

Girls Boys

Grades 1-4 16% 84%

Grades 5-7 17% 83%

Grades 8-10 23% 77%

Teaching methods and behaviour!?

• Behaviour problems seem seldomly related to teaching methods – Only 16% of the respondents connected behavioral

problems with “monotone” teaching methods

• There were some interesting exceptions ...

Emphasis on arts and crafts

… we teach more arts and crafts than any other school in the city … when we started this, discipline problems diminished greatly … when we got all these arts and crafts classrooms we

decided to offer far more options and programmes in this area. I think this matters a lot for these kids … And it has become very

clear that kids with behavioral problems often do quite well in these subjects

A voice from a principal

Who has decided that we needed to have this ridiculous school day structure. We have been

adding a lot to the school year … children now spend far greater time in school than before … and what have we done with all this additional time? Could we possibly relax a bit and realize

that we now have time for a much greater flexibility and variety in our programmes. We can break up the school day with play and movement … I am sure it would have very good effect ... and

we would accomplish so much more...

And finally ... The friendship song

Our school

is a pot of gold

under the rainbow.

We learn together

with a smile on our faces and our friendship blossoms.

Friendship blossoms in our school,

because we are there!Thank you!