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Promoting Positive Behaviors: An Elementary Principal's Guide to Structuring the Learning Environment / Edition 1

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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.

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Editorial Reviews

Gail Connelly
"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. "
The Bookwatch
"Offers examples from the author's experience as a successful elementary school principal and tips for overall school and student management."
From the Foreword by Gail Connelly
"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."
Bonnie Tryon
"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."
Mary Grant
"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."
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Product Details

  • ISBN-13: 9781412953047
  • Publisher: SAGE Publications
  • Publication date: 12/11/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 136
  • Product dimensions: 6.80 (w) x 9.90 (h) x 0.40 (d)

Meet 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.

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Table of Contents

Foreword   Gail Connelly, Executive Director of NAESP     ix
Acknowledgments     xi
About the Author     xiii
Introduction     1
Purpose of This Book     5
Overview of the Contents     6
Beginnings: The Day and the Year     9
Introduction     9
Plan for Effective Morning Playground Supervision     12
Allow Recess in the Morning     14
Form and Train a Safety Patrol     15
Teach Expectations to Students While Lining Up After the Bell Sounds     16
Build Relationships With Parents     17
Teach Children to Move Quietly Through the Hallways     19
Lock the Doors     21
Structure Homeroom Activities     21
Provide Universal Breakfast in the Classroom     22
Make Morning Announcements     23
Check Book Bags and Homework Planners     26
Do the Shirts and the Pants Touch?     26
No Talking During Emergency Drills     27
Establish a Student Council     27
Establish Student Incentives and Recognitions     28
Empower Staff to Develop Schedules     28
Learn All Students' Names     29
Establish anEffective Intervention Assistance Process     29
Structure Effective Meetings     33
Check Mail and Messages at Least Three Times Daily     35
Establish the Schedule and Goals for the Day     35
Concluding Thoughts     36
Explanation of the Structural Analysis and Assessment Checklists     37
Beginnings: Structural Analysis and Assessment     38
Early Focus on Learning and Instruction     41
Introduction     41
Escort Students to and From Special Classes     42
Establish Procedures for Restroom Breaks     44
Practice Entering and Leaving Assemblies     46
Develop a Substitute Handbook     47
Time on Task     47
Establish Inclusion Practices     48
Establish Procedures for Referring Students to the Office     50
Fully Utilize Volunteer Services     51
Teach a Code of Conduct     51
Common, Grade-Level Planning Increases Student Achievement     53
Concluding Thoughts     54
Learning and Instruction: Structural Analysis and Assessment     56
Midpoints of the Day and the Year     59
Introduction     59
Equip Yourself for Playground Supervision      60
Teach Manners and Hygiene     61
Facilitate Efficient Food Serving Lines     62
Schedule Recess First, Eat Afterward     63
Speak With Inside Voices     63
Practice Forming Lines     64
Structure Playground Games     67
Monitor Students' Behavior and Eating Habits     68
Establish Procedures for Indoor Recess Supervision     69
Take Pictures and Use Recorders     70
Establish Contingency Plans for Crisis Supervision     71
Teach Children to Speak in Complete Sentences     72
Develop a Conflict Mediation Program     76
Concluding Thoughts     76
Midpoints: Structural Analysis and Assessment     78
The Second Half of the Day and the Year     81
Introduction     81
Reading Can Be Taught After Lunch     81
Create an "Adam Plan"     82
Supervise Student Suspensions     83
Write Notes and Return Phone Calls     85
Teach Multiple Intelligences     86
Show Evidence of Student Learning     87
Allow Children to Draw     88
Serve Fruit and Vegetable Afternoon Snacks     88
Don't Get Tired and Let Down Your Guard      89
Give Attention to Customer Service     90
Eliminate Loitering in the Hallways and Office     90
Utilize Homework Planners     91
Communicate With Parents     91
Concluding Thoughts     92
The Second Half: Structural Analysis and Assessment     93
Endings: Dismissal and Wrap-Up of the Year     95
Introduction     95
Monitor Bus Pickup and Drop-Off Locations     96
Ride School Buses     97
Delineate Walking Students From Parent Pickups, Bus Riders, and Others     99
Walk Students Home     100
Share Positives With Parents     100
How Effective Are Detentions?     101
Eliminate Clutter Throughout the Campus     102
Establish Curb Appeal     102
Eliminate Gum     103
Prepare the Classroom for Custodian Cleaning     103
Establish Procedures for Determining Student Classroom Placements     104
Reflect and Take Action on Important Issues     105
Be a Master Motivator     106
Coordinate Learning Opportunities With the Afterschool Program     107
Concluding Thoughts     108
Endings: Structural Analysis and Assessment     109
Summary Comments     111
Recommended Readings     113
Index     115
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