School Environment

School Environment

Research on School Environment

It seems that society still does not reach the level of commitment to cover its function, indeed, is not trained and educated to acquire a new social responsibility. And this is reflected in the school. There are not yet platform instances of social support to school goals and focus only on the physical infrastructure of the school, which is important for the development of education does not guarantee process of educational quality. The question of how to display all these characteristics in a particular school is decided, as a rule, in two directions. First, the system of environmental monitoring, it clarifies the parameters of expertise, built up their numbers. In- Second, specific recommendations are offered to members of the organization team. Thus, it is seen that a positive attitude is achieved jointly preparing for the joyous events, joint participation in game situations, that the relationship team members must prevail positive assessment of each other, etc. Psychological recommendations to maintain a creative environment can obviously give a lot (Bell & Greene, 2001).

But let me doubt that the psychological approach is sufficient to solve the problems of creating and maintaining a creative environment. And it was is not that the track and on time to adjust mutual understanding, solidarity and positive mood in the team - a task time-consuming, even for our technological time. The problem is that the above characteristics which allow describing creative environment, in principle, cannot be formed in the collective activity of which does not require the formulation and solution of a fundamentally new creative challenge. An occurrence of such problems is an objective process. Creative problems arise when a person (or group of people) is trying to change, transform, and improve some of the world. Therefore, to maintain a creative environment is possible only where there is activities aimed at the development of any systems (Sanoff, 2001).

Typically, levels of creativity are not connected with the peculiarities of the social component environment. Meanwhile, monitor the development of copyright schools clearly suggests that that the creative environment can be maintained for as long as there are in it creative problem of the third level and above. But such problems are - objectively - occur at certain stages of system development, and depend on to what functions the system works, what changes in the external world produces. At the orphanage Korczak created and objectively improved new system of child self-government - so there supported by the creative environment. This same environment, judging by the books Makarenko, supported by initially led them to the colonies. If your school to support creative environment is becoming increasingly difficult - perhaps you just solved all the problems of high level and no longer develop the system (Pablant, 1996).

The second stage in the development of the system is characterized by rapid growth of its effectiveness. In this time there is a large number of inventions - not very big, but enough important to significantly increase the performance ...