As the saying goes, "a good principal is a good school". The principal's ideological tendency determines the development direction of the school, and the principal's ideological realm determines the ideological realm of the school teachers. A good school does not have first-class hardware facilities, but first-class teachers; A good school has no daunting rules and regulations, but a harmonious humanistic environment; A good school is not a vigorous superficial image, but a profound cultural connotation. As a principal, we need to work hard on cultural development in order to keep our school at the forefront of peers.
The headmaster should be an advocate of the development of school culture.
School culture is embodied in all aspects, both explicit and implicit. Explicit, such as the school spirit and motto hanging on the wall, rules and regulations, etc. Implicit, such as teachers and students' manners, ideological tendencies and so on. A good campus cultural atmosphere will eventually turn the open into the hidden. Good campus culture does not need strong indoctrination, and its influence on people is subtle.
Culture is the connotation of a school, which determines the quality of teachers and students, and the quality of teachers and students determines the development prospect of the school. Whether a school can have broad development prospects depends on how to create a strong cultural atmosphere. In this regard, the principal, as the legal representative of the school, should become an advocate of school culture.
The motto of our school is "make a little progress every day", which is the concept of school culture development put forward by the principal himself. Neither teachers nor students are born to know everything, and they need to accumulate bit by bit to reach the peak of success step by step. Like a seedling, it grows taller every day to grow into a towering tree; Just like a river, it accumulates a little every day and forms a vast ocean. Studying in such a cultural atmosphere, students will feel very happy and not uprooted; Working in such a cultural environment, teachers will feel very comfortable and have a feeling of being respected and recognized.
We are well aware that the development of culture should ultimately be implemented in action, and the connotation of culture should be interpreted by action. To this end, the school has formulated a step-by-step student training plan, one theme per month, and each theme has a series of activities. For example, after freshmen enter school in September, the first thing to do is to carry out the "good behavior habit formation month". This theme month is mainly to let students develop some good behavior habits from the first day of school, such as not spitting, not littering, disturbing others to say "thank you" and so on. Each student sets up a reflection diary to reflect on his own behavior in this theme activity, and compares it with the previous behavior and others' behavior, so as to find the gap and progress. The daily flag-raising speech and the weekly class meeting should also focus on the theme activities, such as "Did you spit everywhere again today?" "Can you pick up the paper ball on the ground?" "Good habits, start with me" and other speeches.
On the surface, this is a series of activities organized by the school. In essence, this is the implementation of campus culture, which explains the significance of culture with practical actions. Through this series of activities, the habit consciousness of teachers and students in the whole school has been obviously enhanced. On campus, anyone can pick up the garbage on the ground, greet others with a smile, and take the initiative to line up at the rice mouth. ...
The following is a fragment of Xia, a student in our class, in his reflection diary:
I threw up again during the break this morning. To tell you the truth, I didn't mean to. I know I have a bad habit of spitting everywhere. Since the "Good Habit Formation Month", I have been restraining myself and trying not to spit everywhere. But sometimes I just forget, and I always habitually spit on the ground. For this reason, I also asked Liu Yang to supervise me and remind me from time to time. Nevertheless, I vomited on the ground again, but happily, the frequency of vomiting was greatly reduced compared with a week ago. I believe that as long as I persist, I will gradually get rid of this bad habit. I have this confidence!
It is the influence of school culture that can make students' thoughts and behaviors change so greatly and gradually improve their consciousness. School leaders advocate this, so that teachers and students can take corresponding actions and cooperate with the school's initiative with their own actions.
The headmaster should be the leader of school culture development.
As the ancients said, "what goes up is effective", it can be seen that the words and deeds of school leaders have a great influence on teachers and students. The headmaster is like a flag, where the flag goes, the army will follow; The headmaster is like a benchmark. If the datum is inclined, the shadow will be curved, while if the datum is straight, the shadow will be positive. As a principal, his words and deeds play an important guiding role in the development of teachers and students, and he should be the leader of school culture.
In a school where I used to work, the teachers were all typical "teachers". Usually prepare lessons according to the staff, and then instill them in students. No one wants to engage in teaching research, write papers and improve their theoretical level; No one consciously carries out educational reform, explores new teaching methods and improves the quality of education and teaching. It's only two years since the Sui Dynasty went to a principal, and the teachers in the school seem to have changed. In fact, President Sui has no coup, that is, he guides teachers to be "educators" by his own words and deeds.
At every pre-week meeting, the headmaster will read an article to the teachers after briefly summarizing what should be said. Sometimes it depends on the cultivation of teachers, sometimes on the education of teachers, and sometimes on the education of students. After each reading, the headmaster will also make some comments to encourage teachers to say that these articles are the author's experiences. It is a good article to write down what he did realistically. If you put it in the newspaper, it may be published. If they can write, so can we, and we should get a pen and write what we have done. The headmaster kept his promise and set an example. There are often "tofu blocks" in newspapers. The headmaster looked up at the book. When rewarding outstanding teachers, the prize is books about education and teaching, with the words of encouragement and autograph of the principal on the title page. Driven by the headmaster, teachers' enthusiasm for learning is unprecedented, fewer people have time to play cards, and more people study educational theory; Talk less and talk more to students; There are few copies of teaching reference materials and more research on teaching materials; Less empty talk and more work; Less people go home after class, and more people start writing ... A year later, more than a dozen articles were published in China Teachers' Daily, and even more in provincial and municipal journals.
With the upsurge of teachers' enthusiasm for learning and the publication of teachers' works, the headmaster began to guide them more vigorously-editing educational theory journals. I still have the first publication edited by him, which is a compilation of works recently published by teachers in our school. There are also excerpts from Ren Xiaoai's Approaching the Teacher Development School, Liang Weiguo's and Li Fan's Essays on Education: Changing Teachers' Walking Style, and Huifang Sun's Essays on Education. The publication is called "Make Campus a Thinking World".
In this way, teachers are more interested in learning and writing. Gradually, new educational ideas have entered teachers' minds and new teaching methods have entered the classroom. Teachers often reflect on their teaching behavior and teaching effect, change their "walking method", and greatly improve their theoretical level and practical ability. Nowadays, teachers can study consciously without the requirements of the principal; Without the supervision of leaders, teachers can perform their duties well.
In a subtle way, the new educational concept has gradually taken root in people's hearts. The cold face in class turned into a smile, severe criticism turned into persuasion, arbitrary centralized teaching turned into teacher-student communication, and the "rat-cat" relationship between teachers and students after class turned into "bosom friend" deep friendship. Under the guidance of the headmaster's culture, the ideological realm of teachers and students is improving, the behavior mode is changing and the interpersonal relationship is harmonious.
Principals should become practitioners of school culture construction.
Campus culture is not just a sign hanging on the wall, it will eventually come down from the wall and realize the value contained in the culture in practice. Knowledge is changing with each passing day, and culture needs to be handed down from generation to generation. Cultural inheritance needs groups of living and thoughtful people. Whether campus culture can be passed down from generation to generation depends on whether the principal is the first faithful practitioner.
"Words and deeds" have a great influence on the principal's behavior. The headmaster is not the headmaster of the term "school", but the headmaster of teachers and students. Principals should go out of the office, approach teachers and students, interpret the connotation of school culture with their own words and deeds, and be the first practitioner of school culture with their own words and deeds.
Every school pays attention to moral education. From a certain point of view, moral education is not a very abstract concept, but a very real phenomenon and a very concrete behavior. Successful moral education is an important embodiment of school culture. From the "warm reminder" of the weather change to the school motto, school philosophy and educational rules, we see not only the words on the wall, but the behavior of people everywhere. When the weather changes suddenly, you can see such a "warm reminder" at the entrance of the apartment and the entrance of the teaching building: the temperature will drop sharply today and tomorrow due to the influence of cold air. Please keep warm to prevent colds. Such a campus culture is necessary and embodies the humanization of school management. However, such a "warm reminder" is only superficial. After a long time, people will still feel as cold as the sudden weather. What should be frozen is still frozen, and what should be cold is still catching a cold. However, if the headmaster goes to the classroom, walks on the campus and touches the clothes worn by the students with his hands, it is another "warm reminder": "Children, the temperature has dropped greatly, so wear warm clothes to prevent colds!" I think the effect will be from the outside to the inside, from the body to the heart. The influence on students is not as simple as wearing warm clothes, but learning to care about others and always pay attention to the sufferings of people around them.
It is not difficult to imagine that in the face of the restaurant's face-to-face posting, "Looking forward to the sages and the country, we should be thrifty and extravagant" and "Preserving honor and abolishing humiliation!" When the slogan "Who knows that every grain of Chinese food is hard" is used, the headmaster will unhurriedly dump half a dish or half a steamed bread into the trash can. What effect will this have on students? How effective can the posted cultural propaganda be for students? Practice is the best way to implement culture. Teachers listen to the headmaster, students watch the headmaster's actions, and the rules they make must take the lead in observing and implementing. In this way, even if the propaganda rules are not well coordinated, it will be internalized into the cultivation of teachers and students, which is the most cultural expression.
The key to school management is the management of teachers and students, and the key to school development is the development of teachers and students' ideas. Without the enthusiasm, initiative and creativity of teachers and students, even the advanced teaching equipment can't play its due role. The core of managing people is managing people's hearts, and the core of managing people's hearts is the guidance of humanistic campus culture. Only by working hard on the execution of campus culture can the headmaster improve the taste and competitiveness of the school.
(Author: Shandong Shouguang Century School)
Shouguang experimental middle school)