There Will Never Be Another You Site Https Www.Music-For-Music-Teachers.Com How Principals Should Manage Stress in Schools

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How Principals Should Manage Stress in Schools

Imagine it. Your district superintendent walks through the door ten minutes before classes are due to start today, asking for a site inspection tour to see how you’re handling stress at school. You get up from your desk and confidently lead the way.

Leaving the office, you see halls flowing smoothly with students. You hear kind voices in the air and feel a comfortable peace. Despite the forced smile at the corners of your mouth, you maintain dignity as you lead the inspector down the hall. In each room you stop, open the door and present a peaceful atmosphere. You don’t even hesitate in the bathroom, sure that none of the five senses will be harmed.

You’re in a dream, aren’t you?

No, this is reality – the kind of reality I learned to create when I myself had the privilege of serving as a principal, and managing pressure at school.

Groundbreaking ways to manage stress in schools

Principals need to manage stress in schools, but how can they? With drugs, weapons and a host of stressors more common, how can you be expected to manage stress in schools? How can you possibly master any stress management technique in schools?

Let’s take a look at some breakthrough ideas to get you started. For the sake of the global readership, I will deliberately use plain English.

1. Courage to conviction

Senior managers have the courage of their convictions. They firmly believe that a principal should manage the stress in schools. They exercise the courage of this conviction.

Make it a priority to manage stress at school. Set a goal for when and how stress will be controlled at school. Let nothing and no one deter you from meeting this goal.

2. Be proactive

Thinking principals are proactive about teaching stress management in schools. They don’t wait until stressors create mass anxiety. They expect to manage tension, and set out to do so.

Take action to manage stress before it is born or in infancy. Look for ways to avoid stress. Know it in your head. Mobilize school personnel and students for proactive efforts.

3. Manage your example

Successful principals manage personal stress, and expect to control stress in schools. The best way to help students and school staff manage stress is by practicing stress management techniques yourself.

Get control of your schedule and workload. Force yourself to take a 5 minute break every hour to stretch and breathe deeply. Keep your office tidy with peaceful pictures and soft, peaceful music.

4. Manage your atmosphere

Competent administrators recognize the importance of a positive atmosphere in managing stress in schools. They know that noise and confusion are stressors that must be controlled.

Reduce noise in hallways and bathrooms by playing soothing classical music over your public address system. One school that introduced classical music to a building full of rough and rowdy students cut noise dramatically, bringing a palpable calm to the everyday atmosphere. Use positive words and phrases on signs, peaceful wall hangings to manage stress at school.

5. Safety management

Smart administrators recognize that one way to manage stress in schools is to provide security and safety. They seek to address all areas, including, but not limited to, bullying, hazing, drinking, terrorism, violence, drugs and playground or campus safety.

Assess your school’s security needs. Ask students to anonymously list safety issues that concern them. Ask the parents for their perspective. Have an independent consultant evaluate your school. Then take action to control safety in and out of school. Reducing safety issues is a great way to manage stress in schools.

6. Clarifying expectations

Respected administrators, such as CEOs of large corporations, clarify expectations for students, teachers, and other school personnel. They provide written job descriptions in addition to regulations, knowing that when everyone knows what to do, it helps manage stress in schools.

Students, in particular, are likely to respond positively to written job descriptions, rules, and schedules. Draw the parallel to the world of work, and mention that your school is a workplace for all concerned. When everyone does what they are expected to, according to their job descriptions, things run smoothly and you deal with stress in the schools.

7. Give up control

Wise principles know that an essential human desire is mastery. Lack of control is a stressor. The more control you can give to students and school staff, the more likely you are to manage stress in schools.

Give up a degree of control over matters such as discipline. Let students choose between staying after school, tutoring a younger student, or reading to very young students. Give up a degree of control over academic goals. Students who define their own goals in instruction will work with less pressure than those who have goals imposed on them.

8. Make neon borders

As expert managers, you know that boundaries are essential. As much as students may pretend to be upset, they are more at peace with boundaries. These don’t have to be fences or walls, but make the boundaries of behavior shine brightly as if they were tangible, high walls painted in neon.

Courageously place unavoidable limits on unwanted behavior. Practice zero tolerance in a loving way – tough love. Students and teachers who have clear boundaries, and stay within them, have less stress. It takes a firm hand to establish these boundaries, but they will prove indispensable in your efforts to deal with stress at school.

The eighth point is perhaps the most powerful tool in your effort to manage stress in schools.

You are probably familiar with the study of “boundaries” that was done many years ago with a kindergarten class. The school playground in the workroom was surrounded by a chain link fence. The children were allowed to play anywhere on the playground, and did so – up to the fence itself. Every day they ran and played happily, using every inch of the large playground.

The fence was then removed. The children went out to have fun as usual, but soon became stressed. They sat or stood next to their teacher. When she urged them to run and play, some moved away, but not far. Some started to cry, and clung to their teacher. When she again urged them to run and play, several did, but none moved away from the teacher. The big playground became scary because they no longer knew where the boundaries were.

How do principals manage stress in schools? There are plenty of ways, but these should get you started.

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