Promoting Positive Behaviors: An Elementary Principal’s Guide to Structuring the Learning Environment

"Paul Young identifies key elements of school structure that every principal must have in place before strides in student achievement and parent engagement can be fully realized." —Bonnie Tryon, Principal Golding Elementary School, Cobleskill, NY President, School Administrators Association of New York State "Young shares practical ideas that can be implemented in rural, suburban, or urban schools to greatly impact school climate, staff morale, and student achievement. This volume should be in every elementary school principal′s professional library." —Mary Q. Grant, Principal Takoma Educational Center, Washington, DC Past President, District of Columbia Association of Elementary School Principals A hands-on guide for optimizing schoolwide management and increasing student achievement! Here is an authoritative, commonsense resource for busy principals who face the challenges of establishing and implementing processes that promote positive student behavior and improve schoolwide performance. This handbook offers valuable lessons from Paul G. Young′s experience as a successful elementary school principal and provides practical recommendations that affirm best practices, anticipate potential problems, and achieve a cohesive and cooperative teaching and learning environment. Readers will find procedures for everything from establishing a daily schedule and making announcements to monitoring behaviors for field trips and assemblies. This comprehensive text also includes guidelines for: Revitalizing instruction Supervising the morning playground Communicating expectations to students Using student incentives and recognitions Building relationships with parents Establishing a student council, and more Organized around the daily and annual school schedule, Promoting Positive Behaviors is sure to be referenced again and again by aspiring, novice, and veteran administrators.

Table of Contents:
Forward by Gail Connelly, Executive Director of NAESP Acknowledgments About the Author Introduction Purpose of This Book Overview of the Contents 1. Beginnings: The Day and the Year Introduction Plan for Effective Morning Playground Supervision Allow Recess in the Morning Form a Safety Patrol Teach Expectations to Students While Lining Up After the Bell Sounds Build Relationships With Parents Teach Children to Move Quietly Through the Hallways Lock the Doors Structure Homeroom Activities Provide Universal Breakfast in the Classroom Make Morning Accouncements Check Bookbags and Homework Planners Do the Shirts and the Pants Touch? No Talking During Emergency Drills Establish a Student Council Establish Student Incentives and Recognitions Empower Staff to Develop Schedules Learn All Students′ Names Establish an Effective Intervention Assistance Process Structure Effective Meetings Check Mail and Messages at Least Three Times Daily Establish the Schedule and Goals for the Day Concluding Thoughts Explanation of the Structural Analysis & Assessment Checklists Checklist #1: Beginnings: Structural Analysis and Assessment 2. Early Focus on Learning and Instruction Introduction Escort Students to and From Special Classes Establish Procedures for Restroom Breaks Practice Entering and Leaving Assemblies Develop a Substitute Handbook Time on Task Establish Inclusion Practices Establish Procedures for Referring Students to the Office Fully Utilize Volunteer Services Teach a Code of Conduct Common, Grade-Level Planning Increases Student Achievement Concluding Thoughts Checklist #2: Learning and Instruction: Structural Analysis and Assessment 3. Midpoints of the Day or Year Introduction Equip Yourself for Playground Supervision Teach Manners and Hygiene Facilitate Efficient Food Serving Lines Schedule Recess First, Eat Afterwards Speak With Inside Voices Practice Forming Lines Structure Playground Games Monitor Students′ Behavior and Eating Habits Establish Procedures for Indoor Recess Supervision Take Pictures and Use Recorders Establish Contingency Plans for Crisis Supervision Teach Children to Speak in Complete Sentences Develop a Conflict Mediation Program Concluding Thoughts Checklist #3: Midpoints: Structural Analysis and Assessment 4. The Second Half of the Day or Year Introduction Reading Can Be Taught After Lunch Create an "Adam Plan" Supervise Student Suspensions Write Notes and Return Phone Calls Teach Multiple Intelligences Show Evidence of Student Learning Allow Children to Draw Serve Fruit and Vegetable Afternoon Snacks Don′t Get Tired and Let Down Your Guard Give Attention to Customer Service Eliminate Loitering in the Hallways and Office Utilize Homework Planners Communicate With Parents Concluding Thoughts Checklist #4: The Second Half: Structural Analysis and Assessment 5. Endings: Dismissal and Wrap-up of the Year Introduction Monitor Bus Pickup and Drop-Off Locations Ride School Buses Delineate Walking Students From Parent Pickups, Bus Riders, and Others Walk Students Home Share Positives With Parents How Effective are Detentions? Eliminate Clutter Throughout the Campus Establish Curb Appeal Eliminate Gum Prepare the Classroom for Custodian Cleaning Establish Procedures for Determining Student Classroom Placements Reflect and Take Action on Important Issues Be a Master Motivator Coordinate Learning Opportunities With the Afterschool Program Concluding Thoughts Checklist #5: Endings Dismissal and Wrap-up of the Year: Structural Analysis and Assessment Summary Comments Recommended Readings Index

About the Author :
Paul Young, PhD, a retired elementary principal, is currently the Executive Director of the West After School Center in Lancaster, Ohio. He began his career as a high school band director and then retrained to become a fourth grade teacher before advancing to an elementary principalship in 1986. He served as President of the Ohio Association of Elementary School Administrators (OAESA) in 1997 and was elected to the National Association of Elementary School Principals (NAESP) Board of Directors in 1998 (the only person elected by write-in ballot). He became president-elect in 2001-2002 and served as the national president during the 2002-2003 school year. He retired in December 2004. Since retirement, he has served as an advocate for the advancement of equitable and affordable afterschool programming for all children. Dr. Young completed a Bachelor of Fine Arts degree in music education in 1972 and a Master of Music degree in trombone performance in 1973, both from Ohio University-Athens. He earned a PhD in educational administration from OU in 1992. Young has taught undergraduate music classes at Ohio University-Lancaster for more than 25 years. He continues to teach private trombone lessons. He is a strong advocate for the arts. He is the past president of the Ohio University School of Music Society of Alumni and Friends. Dr. Young is the author of Mastering the Art of Mentoring Principals, You Have to Go to School, You’re the Principal: 101 Tips to Make it Better for Your Students, Your Staff, and Yourself and Mentoring Principals: Frameworks, Agendas, Tips, and Case Studies for Mentors and Mentees.  He has also written numerous articles about music, the arts, student management, and the principalship for professional journals.

Review :
"Paul Young identifies key elements of school structure that every principal and staff must have in place before strides in student achievement and parent engagement can be fully realized." "Young shares practical ideas that can be implemented in rural, suburban, or urban schools to impact school climate, staff morale, and student achievement. This volume should be in every elementary school principal’s professional library." "This book addresses the many benefits of a well-structured school and provides educators with valuable lessons to identify, understand, and capitalize on their strengths to positively shape school structure and improve teaching and learning." "Offers examples from the author′s experience as a successful elementary school principal and tips for overall school and student management."