**7. Security**

First grade students looked at security as mainly a personal matter. In their letters, they express the good feeling of waking up in the morning without anxiety and go to school without being unwelcome or unwanted. They describe the importance of feeling comfortable before meeting other students, teachers, environments and lessons. It is important to be yourself and talk to everyone in the school without fear.

*Most of the time I feel safe in school. I adapt myself easily to different situations and I am rarely insecure but mostly the teachers who give me security by respond to me and listen to what I have to say.*

and informal approaches to good learning. In their letters, the students argue collectively and emphatically for efficiency in teaching and learning. An important criterion is fast and constructive personal feedback from the teachers, directed at the individual student rather than to a group of students. For successful communication, students and teachers should respond logically to each other with at least a minimum amount of feedback, coherence and

The School Leader as Ideal Type: How to Reconcile Max Weber with the Concept of School Culture

http://dx.doi.org/10.5772/intechopen.71197

49

*I sometimes feel that feedback does not give me the chance to explain how I experience the teaching and* 

*The teachers should have feedback that is more individual with students so we could get e a better view* 

Another criterion is how to use and exploit the potential of the technical equipment. According to the letters, the teachers cannot always effectively adapt their teaching to the new technology, which prevent the students to use their own technical knowledge and skills for better learning. The school's choice of equipment is also questionable by critical

*Our IPads are terrible…they are worthless as IT tools and it feels ridiculous to walk around with it… besides I will also say that the school should find new ways for us to present our work…It's Learning* 

The third criterion for teaching and learning is "value creation" as educational practice. When the students are processing information and examining questions from different perspectives, the value creation is increasing the students´ approach to learning. The concept of value creation originates from the Japanese educator and philosopher Makiguchi, considering the lifelong happiness of learners as the authentic goal of education [56]. In a recently published doctoral thesis, Lackéus [57] express that letting students learn through creating value for others, giving teachers prescriptive advice on what, how and why issues in education is inherently entrepreneurial in its reliance. Value creation as education allows for more engaged students and deeper learning of entrepreneurial as well as subject specific knowledge, skills and attitudes. Laszlo [58] states that students can more easily access information at a deep level where their egos interfere less. Despite the challenges in assessment, there is thus a need for evaluate the educational philosophy's effectiveness in terms of learning

*The Arts program develops your self-consciousness when you are standing on the stage and play your* 

*I highly recommend the Arts program to all who love music and want to improve your skills and knowledge. Here you will have the best school years ever…you will love your class-mates because you are all* 

*It is very good that the school have started with value creation for learning, instead of all the time focus-*

*I get a lot of support and good feedback that tells me what I should do to be a better musician.*

*I like to have an IPad, but a PC had been better because PC is better suited for schoolwork.*

*what I think the teacher should do to make it better for me.*

*on our results and performance.*

*is the worst I have ever seen!.*

*own music for other students and teachers.*

*here for the same reason…the love of music.*

*ing on students' results and performance*

interaction [49].

students.

outcomes.

*You greet teachers everywhere, not only in the classroom but also in the corridors, and then I feel safe.*

*If you do not feel safe, you cannot concentrate, and then it is harder to learn.*

Security for a second grade student is daring to ask teachers when you do not understand, and correspondingly explain to your teachers that you really have learned. This makes students more motivated for learning and reduces the fear of unexpected events during the school day. The role of teachers in student learning is increasing and the students regard their class as a family. By participating in various social and cultural practices, they will acquire resources requisite for both reproducing and transforming relevant social and cultural formations [53, 54].

*Our class is like a family, where no one is mean to me. Art students will stand out and it is the very purpose of the program, daring to be you.*

*Teachers bring a sense of security. For example, when teachers help me to feel safe is when we have oral presentations, and there are several different options to present my work.*

Third grade students note that teachers and co-students solve issues of all kinds quickly, but problems arise when they do not explicitly know what is expected from them. Another difficult issue is slow and inexplicit feedback from teachers. The dialog between students and teachers is an important source for learning, as well as the friendship between classmates. In a study of classroom culture Kamberelis [54] speaks of «fourth-grade professionalism" with key components of social responsibility and increased self-regulation among students. In the letters, the "third grade professionalism" in the classroom stands as a clear example of a professional learning community, including students and teachers, and ultimately the school leader. The idea of the professional learning community is that formal education is not simply to ensure that students have been taught but to ensure that they have really learned something. The shift from a focus on teaching to a focus on learning has profound implications for schools improvement [55].

*Security for me is that the education has a clear sense and that different subjects and topics fit together so I can see and understand "the big picture".*

*I feel very confident with teachers who I have known since first grade. One good thing is that you meet them often, even outside the classroom.*

*In third grade, I have grown as a human being with much bigger self-confidence than before. This is all entirely dependent on the Arts program and its teachers and students.*

#### **8. Teaching**

The importance of teacher performance is fundamental in most educational research. Today hardly anyone should question the impact of good teaching for students' learning. Nevertheless, good teaching in theory might not automatically match the students´ personal and informal approaches to good learning. In their letters, the students argue collectively and emphatically for efficiency in teaching and learning. An important criterion is fast and constructive personal feedback from the teachers, directed at the individual student rather than to a group of students. For successful communication, students and teachers should respond logically to each other with at least a minimum amount of feedback, coherence and interaction [49].

*Most of the time I feel safe in school. I adapt myself easily to different situations and I am rarely insecure but mostly the teachers who give me security by respond to me and listen to what I have to say.*

*You greet teachers everywhere, not only in the classroom but also in the corridors, and then I feel safe.*

Security for a second grade student is daring to ask teachers when you do not understand, and correspondingly explain to your teachers that you really have learned. This makes students more motivated for learning and reduces the fear of unexpected events during the school day. The role of teachers in student learning is increasing and the students regard their class as a family. By participating in various social and cultural practices, they will acquire resources requisite for both reproducing and transforming relevant social and cultural forma-

*Our class is like a family, where no one is mean to me. Art students will stand out and it is the very* 

*Teachers bring a sense of security. For example, when teachers help me to feel safe is when we have oral* 

Third grade students note that teachers and co-students solve issues of all kinds quickly, but problems arise when they do not explicitly know what is expected from them. Another difficult issue is slow and inexplicit feedback from teachers. The dialog between students and teachers is an important source for learning, as well as the friendship between classmates. In a study of classroom culture Kamberelis [54] speaks of «fourth-grade professionalism" with key components of social responsibility and increased self-regulation among students. In the letters, the "third grade professionalism" in the classroom stands as a clear example of a professional learning community, including students and teachers, and ultimately the school leader. The idea of the professional learning community is that formal education is not simply to ensure that students have been taught but to ensure that they have really learned something. The shift from a focus on teaching to a focus on learning has profound implica-

*Security for me is that the education has a clear sense and that different subjects and topics fit together* 

*I feel very confident with teachers who I have known since first grade. One good thing is that you meet* 

*In third grade, I have grown as a human being with much bigger self-confidence than before. This is all* 

The importance of teacher performance is fundamental in most educational research. Today hardly anyone should question the impact of good teaching for students' learning. Nevertheless, good teaching in theory might not automatically match the students´ personal

*If you do not feel safe, you cannot concentrate, and then it is harder to learn.*

*presentations, and there are several different options to present my work.*

tions [53, 54].

*purpose of the program, daring to be you.*

48 Open and Equal Access for Learning in School Management

tions for schools improvement [55].

**8. Teaching**

*so I can see and understand "the big picture".*

*entirely dependent on the Arts program and its teachers and students.*

*them often, even outside the classroom.*

*I sometimes feel that feedback does not give me the chance to explain how I experience the teaching and what I think the teacher should do to make it better for me.*

*The teachers should have feedback that is more individual with students so we could get e a better view on our results and performance.*

*I get a lot of support and good feedback that tells me what I should do to be a better musician.*

Another criterion is how to use and exploit the potential of the technical equipment. According to the letters, the teachers cannot always effectively adapt their teaching to the new technology, which prevent the students to use their own technical knowledge and skills for better learning. The school's choice of equipment is also questionable by critical students.

*I like to have an IPad, but a PC had been better because PC is better suited for schoolwork.*

*Our IPads are terrible…they are worthless as IT tools and it feels ridiculous to walk around with it… besides I will also say that the school should find new ways for us to present our work…It's Learning is the worst I have ever seen!.*

The third criterion for teaching and learning is "value creation" as educational practice. When the students are processing information and examining questions from different perspectives, the value creation is increasing the students´ approach to learning. The concept of value creation originates from the Japanese educator and philosopher Makiguchi, considering the lifelong happiness of learners as the authentic goal of education [56]. In a recently published doctoral thesis, Lackéus [57] express that letting students learn through creating value for others, giving teachers prescriptive advice on what, how and why issues in education is inherently entrepreneurial in its reliance. Value creation as education allows for more engaged students and deeper learning of entrepreneurial as well as subject specific knowledge, skills and attitudes. Laszlo [58] states that students can more easily access information at a deep level where their egos interfere less. Despite the challenges in assessment, there is thus a need for evaluate the educational philosophy's effectiveness in terms of learning outcomes.

*The Arts program develops your self-consciousness when you are standing on the stage and play your own music for other students and teachers.*

*I highly recommend the Arts program to all who love music and want to improve your skills and knowledge. Here you will have the best school years ever…you will love your class-mates because you are all here for the same reason…the love of music.*

*It is very good that the school have started with value creation for learning, instead of all the time focusing on students' results and performance*
