The teacher can afford to retreat into his or her four walls because he or she is not directly dependent on the surroundings, and the children have to attend classes by law. When however the teaching staff view themselves exclusively as schedule soldiers, they miss the opportunity of making an impact on the surroundings as an institution and forming the school's image. The psychological desire of the children, the parents and some teachers to give meaning to the concept of school is not being satisfied. Schools are not only learning institutions. They can be mediators of a pedagogic message which gives direction to the staff, the children and the community.
School is a pedagogic unity that demands intensive cooperation amongst teachers.
The personal pedagogic attitude, the difficulties in teaching, and in contact with parents are no private matter, but are always also a concern of the entire school. Embarrassments in class should be talked about not only within a private setting or, if need be, under personal supervision, but should be seen as a pedagogic challenge to the entire team of teachers. School culture can help children participate in a school that offers more than subject matter, discipline and class egoism. School can become a piece of home. This is of particular significance in urban areas or anonymous suburbs with a large foreigner population.