school principal essay

Student Essays

Essay on My School Principal For Students

The School Principal is the chief guardian of school. He is responsible for the maintenance of discipline in the school. He looks after the students and teachers with great care. The principal is the head of the school administration. He is responsible for managing the school’s finances, curriculum, and staff. The principal is also responsible for ensuring that the school provides a safe and healthy learning environment for its students. He works day and night to ensure the smooth functioning of school.

My School Principal:

I am Studying at Main City School. Our Principal is a wonderful man. He is very caring and loving. He always motivates us to do our best. He is always available to help us in our studies. He has a great sense of humor and makes learning fun. He is an excellent speaker and motivator. He is always looking for new ways to improve our school. I am proud to be a student of such a wonderful, committed and dedicated Principal.

Why I Like him?

There are a few reasons as to why I like my school Principal most.

Firstly, he is always willing to help us in our studies. He gives extra time to students who are struggling and provides them with the necessary resources to excel. Secondly, he has a great sense of humor which makes learning fun. Thirdly, he is an excellent speaker and motivator. Fourthly, he is always looking for new ways to improve our school. Finally, I am proud to be a student of such a wonderful, committed and dedicated Principal.

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He has always been supportive of my academic and extracurricular pursuits. Whenever I have needed his help, he has been there for me. He is always willing to listen to my concerns and address them promptly. I know that I can always count on him to help me achieve my goals. I am grateful to have such a caring and supportive school Principal. He has made a positive impact on my life and I know that he will continue to do so in the future.

Lessons I have Learned:

I have learned many important life lessons from my school Principals. However, following are the three important Lessons that I can never forget.

Firstly, he has taught me the importance of hard work and dedication. He has always worked hard to improve our school and make it a better place for us to learn. He has also shown me that nothing is impossible if you work hard enough and have faith in yourself.

Secondly, he has taught me the importance of being a good leader. He is a great leader and has always motivated us to do our best. He has shown me that a good leader is someone who is able to inspire others and make them believe in themselves.

Finally, he has taught me the importance of being respectful and considerate of others. He has always treated us with respect and has always encouraged us to treat others with respect. He has shown me that it is important to be kind and considerate of others if we want them to be kind and considerate of us.

I am truly grateful to have such a wonderful school Principal who has taught me so many important life lessons. I know that these lessons will stay with me forever and will help me in all aspects of my life.

Therefore, my school Principal is a great man who has always been there for me. He is someone who I can look up to and admire. He has taught me many important life lessons that I will never forget. I am grateful to have him as my Principal and I know that he will continue to make a positive impact on my life in the future. Thank you, Mr. Principal.

Essay on If I were the Principal of My School:

As a student, I have always wondered what it would be like to be the principal of my school. Being in charge of everything and everyone, having the power to make decisions that affect not just myself but the entire school community – that sounds like quite a responsibility. And yet, if given the chance, I would love to take on this challenge.

Firstly, as principal, I would focus on creating a positive learning environment for all students. This means not only providing quality education but also fostering a sense of inclusivity and diversity. Every student should feel welcome and accepted in our school, regardless of their background or abilities.

To achieve this, I would introduce various initiatives such as cultural exchange programs, peer mentoring systems, and awareness campaigns addressing issues like bullying and discrimination. I believe that by promoting understanding and respect among students, we can create a harmonious school community where all individuals feel valued.

Moreover, I would also prioritize the well-being of my staff members. Teachers are the backbone of any educational institution, and their job is not an easy one. As principal, I would ensure that they have access to resources and support to effectively carry out their duties. I would also encourage a positive work-life balance and recognize their hard work and dedication through various incentives.

Next, as principal, I would focus on modernizing the school’s infrastructure and facilities. From updated classrooms with interactive technology to well-equipped laboratories and libraries – I would strive to provide my students with the best possible resources for learning. Additionally, I would also prioritize the school’s environmental sustainability by implementing eco-friendly practices and promoting awareness among students.

Lastly, I understand that education is not just about academics but also about character building. Therefore, as principal, I would emphasize on co-curricular activities and extracurricular programs to nurture students’ talents and interests. From sports teams to music clubs, drama societies to debate teams – I would encourage my students to explore their passions and develop essential life skills.

In conclusion, being the principal of a school is more than just a position of authority. It requires empathy, dedication, and a strong vision for creating an inclusive and progressive learning environment. If given the opportunity, I would strive to make positive changes that benefit all members of my school community

Best Essay on If I were the Principal of My School for Competition:

As a student, I have always wondered what it would be like to become the principal of my school. The idea of being in charge and making important decisions for the betterment of the school and its students has always excited me. So, if given the opportunity to become the principal, here’s how I would make my school the best place for education and growth.

Firstly, I believe that communication is key in any institution. As a principal, I would make sure to have an open-door policy where students can come and freely express their concerns and ideas. This will not only make the students feel heard but also help me understand their needs and wants better.

Apart from this, I would also focus on creating a positive and inclusive environment in the school. I would encourage diversity and promote acceptance of all cultures, religions, and backgrounds. This will help in creating a sense of unity and respect among the students.

Another important aspect that I would prioritize is the quality of education. I understand that every student learns differently and has their own strengths and weaknesses. Therefore, I would implement various teaching methods to cater to the individual needs of students and ensure that they receive a well-rounded education.

Furthermore, I would work towards providing equal opportunities for all students regardless of their economic background. This includes scholarships, financial aid, and other resources that can help students excel academically.

In addition to academic growth, I strongly believe in the importance of extracurricular activities. As the principal, I would encourage and support various clubs, sports teams, and other activities that can help students discover their passions and talents. This will also promote a healthy work-life balance among the students.

Last but not least, I would strive to establish a strong relationship with the parents and guardians of our students. Regular communication and involvement in their child’s education will not only enhance their relationship with the school but also contribute to the overall growth and success of their child.

In conclusion, if I were the principal of my school, I would make sure to prioritize effective communication, inclusivity, quality education, equal opportunities, extracurricular activities, and parent involvement.

Our School Principal 10 Lines Essay:

Our school principal is the head of our educational institution.He/She plays a crucial role in shaping the future of students. Our school principal is like a captain who steers the ship towards success.

The primary responsibility of our principal is to ensure that our school runs smoothly and efficiently. From managing teachers to dealing with students’ issues, our principal has to wear many hats.

Our principal is not just a leader but also a mentor. He/She sets an example for us to follow and embodies the values that our school stands for.

Apart from academic activities, our principal also encourages students to participate in co-curricular activities. He/She believes in the holistic development of students.

One of the most important qualities of our principal is their approachability. Students feel comfortable sharing their problems and concerns with our principal, who always listens attentively and provides valuable guidance.

Our school principal is a great motivator. He/She constantly encourages us to do our best and never give up, even in the face of challenges.

In times of crisis or emergencies, our principal remains calm and takes swift action to ensure the safety of everyone in the school.

Our principal also plays a vital role in maintaining discipline and enforcing rules. He/She is fair but firm, creating a safe and conducive learning environment for all students.

Our principal is not just respected by students, but also by teachers and parents alike. His/Her leadership skills, dedication, and hard work are an inspiration to everyone in our school community.

Why Do I Love My School Essay:

Introduction:

School is an important part of every child’s life. It is where we spend most of our formative years, learning and developing into responsible adults. While many students may not enjoy going to school, there are some who genuinely love their school and everything it has to offer. I am one of those lucky few who can proudly say that I love my school. In this short essay, I will explain the reasons behind my love for my school.

One of the main reasons why I love my school is because of its academic excellence. From a young age, I have always been passionate about learning and my school has provided me with the perfect platform to do so. The teachers at my school are not only knowledgeable but also dedicated to ensuring that each and every student reaches their full potential. They go above and beyond to make sure that we understand the concepts thoroughly and are always available for extra help. Thanks to my school, I have developed a love for various subjects like English, Math, and Science.

Extracurricular activities:

Apart from academics, my school also offers a wide range of extracurricular activities that have helped me discover my interests and talents. From sports to music to debate, there is something for everyone at my school. These activities not only help us develop new skills but also teach us the importance of teamwork, leadership, and time management. I have made some of my closest friends through these activities and they have become an integral part of my school experience.

Sense of community:

My school has a strong sense of community, which is another reason why I love it. The teachers and students are like one big family, always supporting and encouraging each other. Whether it’s during class projects or sports events, there is always a sense of camaraderie and teamwork. This sense of belonging has made me feel comfortable and accepted, and has helped me grow into a confident individual.

Infrastructure:

Last but not least, I cannot fail to mention the well-maintained infrastructure of my school. The campus is spacious, clean, and equipped with modern facilities that make learning more engaging and fun. Whether it’s the computer lab, science labs or the library, every resource is easily accessible to students and helps us enhance our learning experience.

Conclusion:

In conclusion, the reasons mentioned above are just a few of the many reasons why I love my school. It has provided me with a nurturing and supportive environment to grow academically, socially, and personally. My school has played a significant role in shaping who I am today, and for that, I will always be grateful.

Why Do you Want to be a Principal essay:

Becoming a principal is not just about holding a prestigious position in an educational institution, it’s also about having the passion and dedication to lead and shape young minds. It requires a strong belief in education and the desire to make a positive impact on students’ lives. This is why I have always wanted to be a principal.

Firstly, being a principal means being a leader. As the head of an educational institution, a principal holds the responsibility of not only managing the administrative tasks but also providing guidance and support to teachers and students. I strongly believe that leadership is not just about giving orders, it’s about inspiring others to achieve their full potential. As a principal, I would strive to create a positive and inclusive environment where students feel motivated to learn and teachers feel empowered to teach.

Secondly, being a principal means having the opportunity to shape young minds. Education is not just about academics, it’s also about character development. As a principal, I would strive to instill values such as empathy, respect, and resilience in my students. I believe that these qualities are essential for personal success and for building a better society. Being able to witness the growth and development of students under my guidance would be a fulfilling experience.

Moreover, becoming a principal means being at the forefront of innovation in education. In today’s constantly evolving world, it is important to keep up with new teaching methods and technologies. As a principal, I would encourage and support teachers in implementing innovative strategies that cater to the diverse learning needs of students. I believe that education should be dynamic and engaging, and as a principal, I would constantly strive to improve the teaching and learning experience in my institution.

Lastly, being a principal means having the opportunity to make a positive impact on society. Education is the foundation of a nation’s progress and by shaping young minds, principals play a crucial role in building a better future. As a principal, I would work towards creating a school that not only produces academically excellent students but also compassionate and responsible citizens.

In conclusion, my desire to become a principal stems from my strong belief in the power of education and my passion for making a positive impact on young minds. I am committed to continuously improving myself as an educator and leader, and I believe that becoming a principal would allow me to fulfill my purpose in life.

Short Paragraph on My School Principal:

My school principal is a remarkable leader who has played a crucial role in shaping the educational experience of every student in our school. I have been fortunate enough to study under his guidance for the past few years, and it has been an immensely rewarding experience.

One of the most striking qualities of our principal is his unwavering dedication towards improving the quality of education at our school. He is constantly involved in implementing new teaching methods and initiatives that keep our learning experience fresh and engaging. Our principal understands the importance of innovation and continual improvement, which has greatly benefited all the students in our school.

Another admirable trait of our principal is his remarkable interpersonal skills. He has an excellent rapport with teachers, students and parents alike, making him a highly approachable figure in our school community. His warm and friendly demeanor has created a positive and welcoming environment, which has fostered a healthy relationship between all members of our school.

Moreover, our principal is a visionary leader who has always been committed to the overall development of students. He encourages us to explore new interests and take part in extracurricular activities that help us discover our talents and potential. Under his guidance, our school has excelled in various fields such as sports, music and art.

100 Words Essay on My School Principal:

My school principal is a dedicated, inspiring leader who plays a crucial role in shaping the culture of our school and guiding us towards academic success. They are responsible for managing the day-to-day operations of the school, ensuring that students receive high-quality education and creating a conducive learning environment.

Apart from their administrative duties, my principal also serves as a mentor and role model for students, encouraging us to always strive for excellence and pursue our dreams. They are highly approachable and always willing to listen to our ideas, concerns and suggestions.

My principal’s leadership style is inclusive, fostering a sense of community within the school that promotes teamwork and cooperation. They also actively engage with parents and involve them in their child’s education journey.

150 Words Essay on My School Principal For Students:

School principals are often seen as the backbone of an educational institution. They play a crucial role in shaping students into responsible and knowledgeable individuals. I am fortunate to attend a school where our principal is not only highly qualified but also caring and understanding.

From managing the day-to-day activities of the school to ensuring that every student’s needs are met, my principal does it all with ease and dedication. Their experience and expertise have helped in creating a positive learning environment for all the students. They are always approachable and encourage students to voice their opinions, making them feel heard and valued.

My principal is also a great source of motivation for the entire school community. They lead by example, setting high standards for teachers and students alike. Their constant support and guidance have helped me excel not only academically but also in extracurricular activities.

In conclusion, my school principal is an exemplary leader who has made a significant impact on the lives of everyone at our school. I am grateful to have such a remarkable role model and mentor guiding me towards a brighter future.

Question: How would you describe the principal of a school?

Answer: The principal of a school is the top administrator responsible for its overall management, including staff supervision, student discipline, curriculum development, and often acts as the public face of the institution.

Question: What is a good line about a principal?

Answer: A good line about a principal could be, “The principal is a dedicated leader who inspires students and staff to achieve their best, fostering a positive learning environment.”

Question: What makes an excellent school principal?

Answer: An excellent school principal possesses strong leadership skills, effective communication, a commitment to student success, a vision for school improvement, the ability to manage resources efficiently, and a deep understanding of educational trends and policies.

Question: How do you write to a school principal?

Answer: To write to a school principal, begin with a respectful greeting, clearly state your purpose, provide necessary details, maintain a polite and professional tone, and conclude the letter or email with a closing that expresses appreciation for their time and attention.

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An Essay Sample on A School Principal

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School principals are among the most vital leaders in our society as they mold our children’s education. A principal holds a crucial role in the functionality of any school since it can enhance the education standard in the institution. Additionally, school principals are the topmost-ranking administrators in elementary, middle, or high schools. According to the Organization for Economic Co-operation and Development, a school principal connects teachers, learners, their parents or custodians, the education system, and the community. Moreover, principals can contribute to a student's academic achievement by influencing the school's organization, the atmosphere in the school, teachers, and the teaching process. In the United States, for one to become a school principal, one must meet various qualifications. However, a successful principal should possess several comprehensive skills and perform their duties and responsibilities effectively.

Most states in the U.S. require those seeking employment as school principals to have a license. Different states have distinct licensure requirements, but the general essentials include experience as a professional teacher, one must have graduated from a state-certified principal preparation program, and a passing mark on a nationally accredited licensure test. However, school principals' qualifications have been the topic of significant debate in the last decades of the 20 th century as pressure intensified to make schools more responsible for success. The national bodies representing various school administrators, such as principals, have enthusiastically discussed suitable qualifications for principals in elementary, middle, and high schools.

The National Association of Secondary School Principals, also known as NASSP, undertook a dynamic role in ascertaining principal qualifications in the 1980s via establishing an evaluation procedure. This technique focuses on leadership abilities that significantly influence a school principal's capability to lead and manage their schools efficiently. Additionally, the assessment process is based on a task analysis carried out in collaboration with the American Psychological Association. The skills evaluated through the NASSP Assessment Center comprised judgment, leadership, motivation, problem analysis, variety of interests, certainty, managerial capability, sensitivity, stress tolerance, educational values, and verbal and written communication. Afterward, the National Association of Elementary School Principals formed an assessment program that evaluated similar skills.

The National Policy Board for Educational Administration, also known as NPBEA, reviewed the principal qualifications in the mid-1990s. The NPBEA comprised several significant national bodies representing professors who prepare education administrators and schooling administrators such as principals and superintendents. One of the NPBEA's affiliates, the Council of Chief State School Officers, also known as CCSSO, took the initiative to create a set of codes for education leaders. The CCSSO created a group with representatives and associations from thirty-seven states, which determined a new set of requirements for school administrators. This set of standards sought to influence the grounding of principals, lead states in developing their principal standards, and act as a device for licensure or assessment. This group, known as the Interstate School Leaders Licensure Consortium (ISLLC), designed the standards to address a principal’s requirement to promote every student’s success.

Besides meeting the set of standards, school principals must be versatile leaders. The principal can be a public relations representative, curriculum advisor, manager, budget specialist, disciplinarian, and intermediary on any regular school day. Fundamentally, a principal has to run all facets of school life, such as evaluating teacher performance, managing and creating the curriculum, disciplining students, scheduling classes, and controlling the school budget. Therefore, every school principal should possess a wide range of skills and proficiencies to execute such tasks effectively. Some aptitudes include leadership skills, IT proficiency, a capability to adapt and innovate, communication skills, and problem-solving competencies.

Since principals act as mediators between teachers, students, and their parents, they must be strong leaders for the learners, parents, and school staff to listen and respect what the principal says. Additionally, school principals should have past experiences in several teaching management roles, such as organizing a co-curricular event or being head of departments. Secondly, for a principal to become innovative and uphold the teaching styles and curriculum’s relevancy, they must familiarize themselves with the latest technology. Thirdly, practical communication skills will help the principal communicate appropriately with different people within a school setting and the education sector (Teacher Academy). Operative communication skills help to update all parties about the school activities.

Fourthly, the vital skills that any principal can possess are problem-solving abilities. Principals face many problems, from financial issues to students' home problems, which require an advanced level of analytic aptitudes. Lastly, principals and other educators should have the ability to adjust and be innovative. Flexible and inventive principals can embrace changes and transform the curriculum and teaching styles (Wallace Foundation). Some of the duties and responsibilities that school principals should perform include handling all staff and faculty at a learning institution, overseeing and managing a school's performance, supervising hiring decisions, and deciding how to spend school finances.

School principals are the highest-ranking leaders in elementary, middle, and high schools. Various states in the U.S. follow a specific set of standards that outline the qualifications of anyone aiming to work as a principal. However, regardless of the differences in the selecting criteria, ILLSC established a set of standards that form the basis of principals' qualifications. Additionally, successful principals perform their duties effectively and possess exemplary leadership, problem-solving, and communication skills.

Organization for Economic Co-operation and Development. "School Principals.” OECD.org , 2021.

Teacher Academy. "The 10 Essential Skills of a Good School Principal.” Teacher academy .Eu , 2021

Wallace Foundation. "Five Key Responsibilities - The School Principal as Leader: Guiding Schools to Better Teaching and Learning.” Wallacefoundation.Org , 2021.

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Essay Curve

Essay on My Principal – Samples, 10 Lines to 1500 Words

Essay on My Principal: The role of a principal in a school is crucial in shaping the overall environment and culture of the institution. In this essay, we will explore the qualities and responsibilities of a principal, as well as the impact they have on students, teachers, and the school community as a whole. From leadership and decision-making to fostering a positive learning environment, the principal plays a vital role in the success and growth of a school.

Table of Contents

My Principal Essay Writing Tips

1. Start by introducing your principal and providing some background information about them. This could include their name, how long they have been at the school, and any notable achievements or contributions they have made.

2. Discuss the qualities that make your principal a great leader. This could include their dedication to the school, their ability to communicate effectively with students and staff, and their commitment to creating a positive learning environment.

3. Provide examples of how your principal has impacted the school community. This could be through implementing new programs or initiatives, supporting students in their academic and personal growth, or fostering a sense of community and belonging among staff and students.

4. Share any personal experiences you have had with your principal that have left a lasting impression on you. This could be a time when they offered you guidance or support, recognized your achievements, or inspired you to strive for excellence.

5. Discuss any challenges or obstacles your principal has faced and how they have overcome them. This could include navigating difficult situations, managing conflicts, or dealing with budget constraints.

6. Reflect on how your principal has influenced your own personal and academic development. This could be through their leadership style, their values and beliefs, or their encouragement and support.

7. Conclude your essay by summarizing the key points you have made about your principal and expressing your appreciation for their dedication and commitment to the school community.

8. Proofread your essay carefully to ensure that it is well-written and free of any errors. Make sure to use proper grammar, punctuation, and spelling throughout.

By following these writing tips, you can create a thoughtful and engaging essay that highlights the positive impact your principal has had on your school community.

Essay on My Principal in 10 Lines – Examples

1. My principal is a strong leader who is dedicated to the success of our school. 2. She is always approachable and willing to listen to the concerns of students, teachers, and parents. 3. Under her leadership, our school has seen improvements in academic performance and overall school culture. 4. She is a firm believer in the importance of creating a positive and inclusive learning environment for all students. 5. My principal is known for her fairness and consistency in handling disciplinary issues. 6. She is actively involved in school events and activities, showing her support for the students and staff. 7. My principal is a great communicator, keeping everyone informed about important school news and updates. 8. She is constantly seeking ways to improve the school and is open to new ideas and suggestions. 9. My principal leads by example, demonstrating professionalism and dedication in everything she does. 10. Overall, my principal is a respected and admired figure in our school community.

Sample Essay on My Principal in 100-180 Words

My principal is a dedicated and inspiring leader who plays a crucial role in shaping the school environment. She is always approachable and open to feedback, making her a respected figure among students and staff alike.

One of the things I admire most about my principal is her commitment to creating a positive and inclusive school culture. She actively promotes diversity and encourages students to embrace their unique identities.

Furthermore, my principal is a strong advocate for academic excellence. She sets high expectations for both students and teachers, pushing us to strive for success and reach our full potential.

Overall, my principal is a role model who leads by example. Her passion for education and dedication to our school community are truly inspiring. I am grateful to have such a supportive and visionary leader guiding us towards a brighter future.

Short Essay on My Principal in 200-500 Words

My principal is a remarkable leader who plays a crucial role in shaping the school environment and ensuring the success of students and staff members. I have had the privilege of knowing and working with my principal for several years, and I am continually impressed by her dedication, passion, and commitment to our school community.

One of the things that stand out about my principal is her strong sense of integrity and ethics. She leads by example and always upholds high standards of honesty, fairness, and respect. She is a role model for both students and staff members, demonstrating the importance of integrity in all aspects of life.

Furthermore, my principal is incredibly dedicated to the success and well-being of all students. She goes above and beyond to ensure that every student has the support and resources they need to thrive academically and personally. She takes the time to get to know each student individually, understanding their strengths, challenges, and goals. This personalized approach helps create a positive and inclusive school culture where every student feels valued and supported.

In addition to her dedication to students, my principal also demonstrates a strong commitment to professional development and growth for staff members. She provides opportunities for teachers and staff to engage in ongoing training, workshops, and collaboration to enhance their skills and knowledge. This commitment to professional development not only benefits the staff but also has a positive impact on student learning and achievement.

Moreover, my principal is an excellent communicator who fosters open and transparent communication within the school community. She is approachable, empathetic, and always willing to listen to the concerns and feedback of students, parents, and staff members. Her effective communication skills help build trust and collaboration, creating a supportive and harmonious school environment.

Lastly, my principal is a visionary leader who is always looking for ways to innovate and improve the school experience for students and staff. She is not afraid to take risks and try new approaches to address challenges and seize opportunities for growth. Her forward-thinking mindset and willingness to embrace change have helped our school adapt and thrive in an ever-evolving educational landscape.

In conclusion, my principal is a phenomenal leader who embodies the qualities of integrity, dedication, communication, and innovation. Her leadership has had a profound impact on our school community, fostering a culture of excellence, inclusivity, and continuous improvement. I am grateful to have such an inspiring and supportive principal leading our school, and I am confident that her guidance will continue to shape the success and well-being of all students and staff members.

Essay on My Principal in 1000-1500 Words

A principal is not just a person who manages a school, but someone who plays a crucial role in shaping the future of the students and the school community. They are responsible for creating a positive learning environment, ensuring the safety and well-being of the students, and fostering a culture of academic excellence. In my experience, my principal has been an exceptional leader who has made a significant impact on the school and the students.

My principal, Mrs. Smith, is a dedicated and passionate educator who has been leading our school for the past five years. She is a strong advocate for student success and is always looking for ways to improve the school and the learning experience for the students. Mrs. Smith is a firm believer in the power of education and the potential of every student to succeed. She is committed to providing a safe and nurturing environment where students can thrive academically and personally.

One of the things that sets Mrs. Smith apart as a principal is her accessibility and approachability. She is always willing to listen to the concerns and ideas of students, parents, and staff members. Mrs. Smith has an open-door policy and encourages open communication between all members of the school community. She values the input of others and is always looking for ways to collaborate and work together to improve the school.

Mrs. Smith is also a strong advocate for diversity and inclusion. She believes that every student should feel valued and respected, regardless of their background or abilities. Mrs. Smith works tirelessly to create a welcoming and inclusive school environment where all students can thrive. She has implemented programs and initiatives to promote diversity and inclusion, such as cultural awareness workshops, student-led diversity clubs, and inclusive curriculum.

Another quality that makes Mrs. Smith an exceptional principal is her commitment to academic excellence. She sets high expectations for students and provides them with the support and resources they need to succeed. Mrs. Smith works closely with teachers to develop rigorous and engaging curriculum that challenges students to think critically and creatively. She also implements data-driven strategies to monitor student progress and identify areas for improvement.

Mrs. Smith is a strong leader who leads by example. She is dedicated, hardworking, and always puts the needs of the students first. Mrs. Smith is a role model for the students and the staff, and her passion for education is contagious. She inspires others to strive for excellence and to never give up on their dreams.

In addition to her leadership qualities, Mrs. Smith is also a compassionate and caring individual. She takes the time to get to know each student personally and is always there to offer support and guidance when needed. Mrs. Smith goes above and beyond to ensure that every student feels valued and supported, both academically and emotionally.

One of the things that I admire most about Mrs. Smith is her ability to remain calm and composed in challenging situations. She handles difficult issues with grace and professionalism, and always puts the needs of the students first. Mrs. Smith is a problem-solver who is not afraid to tackle tough issues head-on. She is a strong advocate for the students and is always looking for ways to improve the school and the learning experience for all.

In conclusion, Mrs. Smith is an exceptional principal who has made a significant impact on our school and the students. She is a dedicated and passionate educator who is committed to student success and academic excellence. Mrs. Smith is a strong leader who leads by example and inspires others to strive for greatness. She is a compassionate and caring individual who goes above and beyond to ensure that every student feels valued and supported. Mrs. Smith is a true asset to our school community, and I am grateful to have her as our principal.

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School Principal - Free Essay Examples and Topic Ideas

A school principal is the leader of a school, responsible for managing its daily operations, ensuring students receive a quality education, and creating a positive environment for learning. They oversee the administration, faculty, and staff, as well as discipline and overall student academic performance. Principals also play a vital role in building relationships with students, families, and members of the community. They are accountable for making important decisions that affect the success of the school, including shaping its policies, programs, and curriculum. Ultimately, school principals are dedicated to creating a safe and supportive learning environment that enables students to reach their full potential.

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• Ethical Decision making by School Principals
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If I Were The Principal Of My School! Essay | Essay on If I Were The Principal Of My School! for Students and Children in English

February 7, 2024 by Prasanna

If I Were The Principal Of My School! Essay – Given below is a Long and Short Essay on If I Were The Principal Of My School! of competitive exams, kids and students belonging to classes 1, 2, 3, 4, 5 6, 7, 8, 9, and 10. The If I Were The Principal Of My School! essay 100, 150, 200, 250, 500 words in English helps the students with their class assignments, comprehension tasks, and even for competitive examinations.

You can also find more Essay Writing articles on events, persons, sports, technology and many more.

Long Essay on If I Were The Principal Of My School! 500 Words for Kids and Students in English

I have my own views about becoming the principal of my school. I feel that the principal of the school should also be elected from amongst the students. When we live in a democracy, why should we deny this right to the students? There should be a Student’s Council elected by the students themselves. Every class should send its own representative. These class representatives should form a parliament.

The principal should be made answerable to them. The students are never consulted in the appointment of the teachers. I would ask a candidate to teach the class only if the students so desire. Only those teachers, who can satisfy i the students would be selected. The students themselves would look after the discipline and cleanliness in the school. They would punish the latecomers and would tell their parents to send them on time.

One student from each class would be on duty. He would check the cleanliness of the students. He would also see to it that no one roams about in the corridors. Another would be on duty in the reception hall. He would attend to the visitors and the telephone calls.

There would be very few teaching periods. They would end before the recess. The students would take part in games, sports and co-curricular activities. They would make more use of the library. In fact, the teachers would guide them only in solving their difficulties. They would inspire the students to read new books.

There would be no physical punishment. If a student misbehaves, he shall be suspended from the games and other school activities.

The clubs and societies would not be mere showpieces for the visitors. They would function actively and shall stress on self-learning. Each and every student would be expected to take part in drama and group songs. I shall lay stress on manual labour. Each student would have to work in the garden or the workshop. The students would earn while they learn.

No teachers would be allowed to take up tuitions. Many students who need help, would be guided during the school hours.

The students themselves managed the school on the Teacher’s Day i.e., September 5th and I was made the principal.

I wish to get this opportunity once again and that too permanently.

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The Role of the Principal in Schools

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The role of the principal covers many different areas including leadership, teacher evaluation, and student discipline . Being an effective principal is hard work and is also time-consuming. A good principal is balanced within all her roles and works hard to ensure that she is doing what she feels is best for all constituents involved. Time is a major limiting factor for every principal. A principal must become efficient at practices such as prioritizing, scheduling, and organization.

School Leader

A school principal is a primary leader in a school building. A good leader always leads by example. A principal should be positive, enthusiastic, have his hand in the day-to-day activities of the school, and listen to what his constituents are saying. An effective leader is available to teachers, staff members, parents, students , and community members. He stays calm in difficult situations, thinks before acting, and puts the needs of the school before himself. An effective principal steps up to fill in holes as needed, even if it isn’t a part of his daily routine.

Student Discipline Chief

A large part of any school principal’s job is to handle student discipline. The first step of having effective student discipline is to ensure that teachers know the expectations. Once they understand how the principal wants them to handle discipline issues, then her job becomes easier. Discipline issues a principal deals with will mostly come from teacher referrals . There are times that this can take a large part of the day.

A good principal will listen to all sides of an issue without jumping to conclusions, collecting as much evidence as she can. Her role in student discipline is much like that of a judge and a jury. A principal decides whether the student is guilty of a disciplinary infraction and what penalty she should enforce. An effective principal always documents discipline issues, makes fair decisions, and informs parents when necessary.

Teacher Evaluator

Most principals also are responsible for evaluating their teachers’ performance following district and state guidelines. An effective school has effective teachers, and the teacher evaluation process is in place to ensure that the teachers are effective. Evaluations should be fair and well documented, pointing out strengths and weaknesses.

A good principal should spend as much time in classrooms as possible. He should gather information every time he visits a classroom, even if it is just for a few minutes. Doing this allows the evaluator to have a larger collection of evidence of what actually goes on in a classroom than a principal who make few visits. A good evaluator always lets his teachers know what his expectations are and then offers suggestions for improvement if they are not being met.

Developer, Implementer, and Evaluator of School Programs

Developing, implementing, and evaluating the programs within the school is another large part of the role as a principal. A principal should always be looking for ways to improve the student experience at school. Developing effective programs that cover a variety of areas is one way to ensure this. It is acceptable to look at other schools in the area and to implement those programs within the principal's school that have proved to be effective elsewhere.

A principal should evaluate school programs every year and tweak them as necessary. If a reading program has become stale and students are not showing much growth, for example, a principal should review the program and make changes as needed to improve it.

Reviewer of Policies and Procedures

An individual school’s governing document is its student handbook. A principal should have his stamp on the handbook. A principal should review, remove, rewrite, or write new policies and procedures every year as needed. Having an effective student handbook can improve the quality of education students receive. It can also make a principal’s job a little easier. The principal’s role is to ensure that students, teachers, and parents know what these policies and procedures are and to hold each individual accountable for following them.

Schedule Setter

Creating schedules every year can be a daunting task. It can take some time to get everything to fall into its proper place. There are many different schedules a principal may be required to create including a bell, teacher duty, computer lab, and library schedule. The principal should cross-check each of those schedules to ensure that no one person has a load that is too heavy

With all the scheduling a principal has to do, it is almost impossible to make everyone happy. For example some teachers like their planning period first thing in the morning and others like it at the end of the day. It is probably best to create the schedule without trying to accommodate anyone. Also, a principal should be prepared to make adjustments to schedules once the year begins. She needs to be flexible because there are times that there are conflicts she did not foresee that need to be changed.

Hirer of New Teachers

A vital part of any school administrator’s job is to hire teachers and staff who are going to do their job correctly. Hiring the wrong person can cause huge headaches down the line while hiring the right person makes the principal's job easier. The interview process is extremely important when hiring a new teacher . There are many factors that play into a person being a good candidate, including teaching knowledge, personality, sincerity, and excitement toward the profession.

Once a principal has interviewed candidates, she needs to call references to get a feel for what the people who know them think they would do. After this process, the principal might narrow the choices to the top three or four candidates and ask them to come back for a second interview. This time, she can ask the assistant principal , another teacher, or the superintendent to join in the process to include another person’s feedback in the hiring process. Once completing the process, she should rank candidates accordingly and offer to position to the person who is the best fit for the school, always letting the other candidates know that the position has been filled.

Public Relations Point Person

Having good relations with parents and community members can benefit a principal in a variety of areas. If a principal has built trusting relationships with a parent whose child has a discipline issue, it will be easier to deal with the situation. The same holds true for the community. Building relationships with individuals and businesses in the community can benefit the school greatly. Benefits include donations, personal time, and overall positive support for the school.

Many leaders by nature have a hard time putting things in others' hands without their direct stamp on it. However, it is vital that a school principal delegate some duties as necessary. Having trustworthy people around will make this easier. An effective school principal does not have enough time to do everything that needs ​to be done by himself. He must rely on other people to assist him and trust that they are going to do the job well.

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School Principals Preparation and Skills Essay

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It is important to note that a critical requirement for a school principal has good management skills. This is because it is essential to respond in time to negative situations in the team and among students. At the same time, the principal’s role as a manager is also crucial because it allows for meeting the needs of students and teachers, and parents (Wallace Foundation, 2018). This is because they also address suggestions and questions to the head of the school. The next role of the principal in my ideal school hunts is to create shared values that will promote effective collaboration among teachers. Simultaneously, the principal should review and approve the curriculum to ensure that it meets the high standards of education that the school offers teaching (Binda & Mzumara, 1992). Thus, the headmaster in my ideal school has the role of an effective manager who provides a connection between teachers and students.

In the U.S., school principals are governed by nationally adopted educational standards. In addition, they receive uniform preparation and training in order to lead the school successfully. In contrast, Binda & Mzumara (1992) indicate that education standards depend on the local level of government in Malawi. At the same time, they emphasize that the authorities in the region can influence the shaping of school education. Thus, the principal in Malawi incorporates the wishes of local leaders when developing the school curriculum. Instead, the headmaster in the United States uses mandatory educational standards (Wallace Foundation, 2018).

It is worth noting that school principals in Malawi undergo advanced training courses on the job; thus, they can not fully focus on teaching (Binda & Mzumara, 1992). In the United States, on the other hand, additional training for school principals occurs over a more extended period, and they have the opportunity to concentrate fully on enhancing their competencies. Therefore, this leads to the fact that in the U.S., the system of school management and quality of education is much better than in Malawi.

Binda, K. P., & Mzumara, P. S. (1992). Trained and untrained elementary school principals in Malawi. Comparative and International Education, 21 (1).

Wallace Foundation. (2018). A bold move to better prepare principals: Episode two – new leaders [Video]. YouTube. Web.

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Is Your Head Spinning? 7 Decisionmaking Tips for Principals

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Delaware high school principal Kristina Macbury wrote an essay in September of 2019 for the National Association of Secondary School Principals that posed this question: “How do you make the most difficult decisions?”

Little did she know at the time that just six months later she would be making a dizzying array of some of the most difficult decisions of her career during the pandemic.

“That has been super difficult, and it takes a toll,” said Macbury, the principal of Sarah Pyle Academy in Wilmington, Del. “We’re weary.”

But the fact that Macbury was already thinking about and asking that question before the pandemic even started helped her make those tough decisions with a sense of purpose and a level of flexibility that is being put to the test again as the Delta variant spreads across the country and schools wrestle with big social justice and equity challenges and hot button issues such as critical race theory.

Her advice for her fellow principals is to always put students at the center of every decision: “Make sure you really know what your values and vision and mission are. That is my grounding point.”

Education Week recently interviewed principals and school leadership experts to get their takes on how principals should tackle tough decisions this school year. Those interviews are distilled in these seven decisionmaking tips:

1. Resist the temptation to issue or embrace edicts about how your school will operate. Always have a Plan B.

Rigid, inflexible leadership is a relic of the past. But even so, some states, districts, and schools around the country earlier this summer embraced the idea that the only path for K-12 schools would be a “return to normal” this fall. In many places, decisions were made to scrap any plans to use remote or hybrid learning or to require students and staff to wear masks.

Now, many of the leaders who took that approach— including the Republican Governor of Arkansas —are scrambling to figure out how to put those options back on the table if the Delta variant continues to get worse. Add to that uncertainty questions and concerns about when COVID-19 vaccines will be available for children under age 12, how much the virus will spread in school communities this fall, and how local and state health officials will react if it does.

It is a decisionmaking environment for principals that is full of volatility, uncertainty, complexity, and ambiguity, or VUCA, a concept about complex decision making that arose in the military, is now popular in the business world, and is increasingly part of conversations in the K-12 community.

The better decision makers are the ones who balance risk and have a Plan B.

“The better decision makers are the ones who balance risk and have a Plan B,” said Alicia Tate, the director of leadership services for TregoED , a leadership-consulting group that works with principals as well as school district leaders. “They are strategic and always thinking about the ‘what ifs.’”

Andy Bradford, the principal of Foxview Intermediate School in Depere, Wis., added: “If we’ve learned one thing, it is don’t get married to any one plan. Any time we put together a plan, we have an asterisk next to it that basically says: ‘subject to change.’”

2. Listen carefully to students, teachers, and parents.

Jessica Cabeen, the principal of Ellis Middle School in Austin, Minn., scheduled virtual listening sessions during the pandemic for students, parents, staff members, and non-English-speaking families. The school made recordings of those listening sessions so they could be available on demand for people who could not attend the events live. The listening sessions covered a host of issues such as what class schedules would look like, how bus transportation would work, and what mask requirements would be in place.

As a result of the listening sessions, the school decided to move from an eight-period daily schedule to a four-period block schedule to lighten the “cognitive load” for students, Cabeen said.

The Minnesota principal recognizes that the school might have to pivot back and forth between in-person and hybrid or remote learning this school year, but is confident that the four-period schedule will make that much easier to do.

We aren’t going back to normal. We said that in February and March.

Cabeen, who wrote an essay for Edutopia in January titled “How School Leaders Can Frame Tough Decisions,” said she plans to continue running listening sessions this school year, because she knows they will generate valuable feedback on other important decisions ahead.

“We aren’t going back to normal. We said that in February and March,” she said. Looking ahead, Cabeen is worried about burnout and exhaustion among students. “I am not as concerned about September—I am concerned about November.”

3. Use surveys to take the pulse of the school community.

During the pandemic, some principals have used Google Forms, SurveyMonkey, or their own online survey platforms to get a better read on the needs of students, parents, and staff members.

Macbury, the Delaware principal, uses Google Forms to conduct surveys. She recommends surveying students and parents at least monthly and staff members weekly if that is realistic.

If we’ve learned one thing, it is don’t get married to any one plan.

Macbury said the surveys should try to get feedback related to some key questions, such as: What can we do better? What is unresolved? The reality is that, in this VUCA environment, the answers to those questions can change from month to month or even week to week.

Unfortunately, Tate from TregoED said surveys are underutilized by many principals in the current environment. That often leaves them unable to make informed decisions on the fly, which they will be forced to do this school year.

4. Take a hard look at your staffing and curriculum needs and focus on the high priority areas.

Chad Sova, the principal of Oriole Lane Elementary in Mequon, Wis., said even in a typical year it can be difficult finding substitute teachers. So last school year, Sova made the decision to hire a full-time substitute teacher just for his building, an approach he plans to keep in place this school year. The school also plans to share another substitute teacher with other schools in the district.

Due to a lot of “unfinished learning” from last school year, Sova said his school is taking a hard look at summative assessment data to identify where the greatest needs and opportunities are. This school year, the biggest priority standards to address will be around literacy and mathematics.

We need to take something that may seem inherently subjective and make it objective.

“Everyone comes to the decisionmaking process with a lived experience,” Sova said. “We need to take something that may seem inherently subjective and make it objective.”

Sova said he will use that kind of thinking to make decisions about how to use the wider array of technology tools now available to students and teachers to enhance learning. “There are a lot of opportunities there,” he said, but cautions educators not to simply use technology as a substitute for other teaching approaches.

5. Be ready to pivot quickly but recognize the toll it takes on everyone

Kimbrelle B. Lewis, the principal of Cordova Elementary school near Memphis, Tenn., was fully remote until early this spring when students returned to in-person classes. Lewis was at her school when the pandemic first hit. Then she left for the 2020-21 school year to serve as the president of the National Association of Elementary School Principals.

“The toughest thing then and now is making informed decisions quickly,” she said.

In her position at NAESP, Lewis has seen that constantly making these calculations around safety, staffing, and student well-being is taking a toll on principals.

“It is a great challenge,” she said. “I would say for most of us, we’re used to making complex decisions; it is a part of our job, in order to ensure that your school is doing what’s best for students,” she said. “However, it’s added a layer of complexity because you have to make sure there is a greater consideration for student social and emotional needs, a sense of loss of family and friends and what was our normalcy.”

The toughest thing then and now is making informed decisions quickly.

Ray McNulty, the president of the Successful Practices Network , works with principals and district leaders on building better decision-making approaches.

For a very long time, schools served as institutions of predictability and consistency, McNulty said. They usually had the same school year start dates, they ran on the same bell schedules, they followed a curriculum, and delivered instruction almost entirely in physical classrooms.

Now, principals are in an environment in which they are re-evaluating decisions on the fly constantly. “Everything is becoming amazingly complex,” he said.

But, he said, when making those decisions, principals’ first priority should always be “making sure everyone is safe.”

6. Lean on others for guidance and feedback. And have a direct line to someone in the central office.

The most persistent and complicated decisions that Robert Motley, the principal of Atholton High School in Columbia, Md., said he had to make during the pandemic have been around student grades.

There was a constant tension, he said, between maintaining standards while also not failing students because they had to look after younger siblings while trying to attend their own classes virtually.

Motley, who is also the immediate past president of the National Association of Secondary School Principals, said that when faced with complex decisions he leans heavily on his team of assistant principals and student support staff.

“There’s that expression that it’s lonely at the top, but my interpretation is that it’s only lonely if you allow it to be,” he said. “Never make a rash decision. You should definitely vet it with at least another ear or ears as you work through that whole process of making that tough decision.”

There’s that expression that it’s lonely at the top, but my interpretation is that it’s only lonely if you allow it to be.

Heath Oates, the superintendent of the El Dorado Springs R-2 School District in Missouri, holds 10-15 minute weekly, in-person meetings with new principals and meets with veteran principals every other week.

In a small district like El Dorado with 1,200 students, it is realistic to have the superintendent meet with principals regularly. But even in a large district, Oates said principals should have somebody in the central office who is listening to them, especially in the current decisionmaking environment . “That’s critically important,” he said.

His principals are facing a school year in which students are returning to school in person in a community where less than 50 percent of eligible adults as well as teachers are vaccinated, he said. In addition, there are no mask requirements in place for the first day of school on Aug. 25 and there is growing vocal opposition in the community to the idea of teaching critical race theory in schools even though the district makes it clear that its academic program focuses entirely on teaching to the Missouri academic standards, according to Oates.

In one case last school year, a principal had to instruct a student that he could not wear a specific COVID mask because it featured white supremacist imagery, Oates said.

7. Be transparent, own your mistakes, and move on.

Annette Sanchez, the principal of Hampton-Moreno-Dugat Early Childhood Center in Beeville, Texas, uses this simple question to help her navigate through complex decisions: What is in the best interest of students? Go with the answer to that question, she recommends, even if it will make you unpopular.

If you can’t do something, don’t say, ‘let me look into it.’ Be transparent, and always make sure that you’re making decisions in the best interest of the students.

A crucial part of taking that approach that often gets ignored is communicating those decisions in the most transparent way possible.

“Sometimes administrators make decisions but then are not transparent about those decisions,” she said. “If you can’t do something, don’t say, ‘let me look into it.’ Be transparent, and always make sure that you’re making decisions in the best interest of the students.”

McNulty from the Successful Practices Network recommends creating a culture of “versions” of decisions, meaning you make a decision to go in a certain direction and you assess how that decision is going. If it is going well, you keep moving in that direction. If it is not, you pivot to a different version of that decision, and tell people why you made that change.

“That’s why it’s important not just to have a Plan B, but a Plan C and D, too,” he said.

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Write 10 Lines on My Principal

Your school principal plays a big role in your educational journey. They are the person who sets the tone for the school, making it a place where you can learn and grow.

Admiring your principal’s leadership and dedication can inspire you. This piece is all about the person who holds this important role.

10 sentences on My Principal for kids (set #1)

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10 lines on My Principal (set #2)

So, this is 10 points on My Principal in an easy-to-understand way.

You can view other “10 lines” posts by clicking here .

If you have a related query, feel free to let us know in the comments below.

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Jun 2, 2017

Essay on My School Principal Point wise For Class 5

Introduction: The Principal of the school is the central figure of the school. He is the most important person in the school and the success and failure of the school depends on him.

Her Qualities: She is a strict person, yet very lovable. She is also very experienced in her field. She is very disciplined and ensures that all the students reach in time. She also makes the teachers come in time. She is also very particular about our school uniform.

Her Duties: During the Assembly hours, she comes and joins with us. Everyday, after the Assembly, she tells us a short story and encourages us to work and study harder. She makes all the important announcements of the school. Our Principal says, ‘”All work and no play, makes Jack a dull boy.” She encourages us to take part in sports and other activities apart from studies. She keeps an eye on every details of our school. Whenever our parents want to discuss something with her, she patiently listens to them. She is also famous for her way of teaching. She teaches us very nicely and we understand her class.

Her Achievements: A good Principal is a blessing to the school. After she joined our school, the institute made a lot of progress. We have excelled in our studies and have also fared well in sports and extra curricular activities.

Conclusion: We are proud of our Principal and are very happy to have her. We all look up to her and are happy to have her as the captain of our ship. She has been the best Principal and we all love her very much.

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Yale Class of 1963 - 50th Reunion New Haven, CT    May 30-June 2, 2013

Personal Essay

Immediately following graduation from Yale, I went to law school.  I spent one year as a law clerk in the Federal Court of Appeals in New York, and then went to work for the firm of Davis Polk & Wardwell LLP, where I have been ever since.  I have learned a great deal from my clients and from the talented lawyers I have worked with and against.  However, all good things eventually come to an end, and on March 31, 2013, having reached our firm’s mandatory retirement age of 70, I am scheduled to retire from active practice. My first marriage, to Catherine Tolstoy Arapoff, an artist, ended in divorce in 1985.  We have two children, Andrew (a litigation lawyer in Los Angeles) and Cathie (a professor at the University of Pennsylvania Law School).  Andy’s two children, Elizabeth and Jack, are as yet my only grandchildren. In 1986 I married Marcia Mayo Hill, an interpreter at the United Nations, whose principal career since her retirement in 2004 has been as a master swimmer, swimming competitively at both regional and national levels.  All of you who have seen us together know how much I owe to Marcia, who has made my life anything but ordinary.  We have four children, Frank (a second-year medical student), Guy Jr. (a graduate of SUNY Albany), Beverly (who died at the age of one year following a failed heart operation, and whom we remember constantly), and Elena (whom we adopted in Moscow following Beverly’s death). I am very much in the market for good ideas about what to do in retirement.  For the time being, my principal idea is to go back to what I have always loved to do, namely, learn new things.  Starting the day after retirement, I intend to take the set of textbooks on Anglo-Saxon that my father bought many years ago, and start learning the language. This essay would be incomplete without mentioning how much I have learned from reunions and other activities of our Class over the years.  Perhaps the most educational thing about Yale for me has been the journey we have all taken together since graduation.  I look forward to continuing that journey at our 50th Reunion. The following story will illustrate what I mean.  Ian Robertson is a very good friend, and a stalwart of our 50th Reunion effort.  Our paths did not cross in college.  Recently Ian told me that, during our freshman year, he saw me waiting in line for dinner in Commons, and felt very sorry for me.  As soon as Ian said that, I saw myself then as Ian saw me, an awkward, clueless 16-year-old, and for a moment I felt sorry for myself too.  Then I remembered that the story does not end there, that Ian and I have since gotten to know each other, and that now, half a century later, he and I are fast friends.  That would never have happened but for our continuing involvement with the Class.  

Literary Theory and Criticism

Home › Literary Terms and Techniques › Russian Formalism

Russian Formalism

By NASRULLAH MAMBROL on October 19, 2020 • ( 1 )

Russian Formalism, a movement of literary criticism and interpretation, emerged in Russia during the second decade of the twentieth century and remained active until about 1930. Members of what can be loosely referred to as the Formalist school emphasized first and foremost the autonomous nature of literature and consequently the proper study of literature as neither a reflection of the life of its author nor as byproduct of the historical or cultural milieu in which it was created. In this respect, proponents of a formalist approach to literature attempted not only to isolate and define the “formal” properties of poetic language (in both poetry and prose) but also to study the way in which certain aesthetically motivated devices (e.g., defamiliarization [ ostranenie ]) determined the literariness or artfulness of an object.

From its inception, the Russian Formalist movement consisted of two distinct scholarly groups, both outside the academy: the Moscow Linguistic Circle, which was founded by the linguist Roman Jakobson in 1915 and included Grigorii Vinokur and Petr Bogatyrev, and the Petersburg OPOJAZ ( O bščestvo izučenija PO ètičeskogo JAZ yka , “Society for the Study of Poetic Language”), which came into existence a year later and was known for scholars such as Viktor Shklovsky, Iurii Tynianov, Boris Eikhenbaum, Boris Tomashevskii, and Victor Vinogradov. (It should be noted that the term “formalist” was initially applied pejoratively to the Moscow Linguistic Circle and OPOJAZ.) Although the leading figures in the Russian Formalist movement tended to disagree with one another on what constituted formalism, they were united in their attempt to move beyond the psychologism and biographism that pervaded nineteenth-century Russian literary scholarship. Although the Symbolists had partially succeeded in redressing the imbalance of content over form, they “could not rid themselves of the notorious theory of the ‘harmony of form and content’ even though it clearly contradicted their bent for formal experimentation and discredited it by making it seem mere ‘aestheticism'” (Eikhenbaum, “Theory” 112).

Viktor Shklovsky/The Daily Star

In many ways, however, the Formalists remained indebted to two leading nineteenth-century literary and linguistic theoreticians, Aleksandr Veselovskii (1838- 1906) and Aleksander Potebnia (1835-81). Veselovskii’s work in comparative studies of literature and folklore as well as in the theory of literary evolution attracted the attention of the Formalists (particularly Shklovsky, Eikhenbaum, and Vladimir Propp), who found much of interest in his positivist notions of literary history and the evolution of poetic forms. More specifically, as Peter Steiner argues, “mechanistic Formalism was in some respects a mirror image of Veselovskii’s poetics” insofar as both stressed the “genetic” aspect in their theories of literary evolution.

Like the Formalists, Potebnia made a careful distinction between practical and poetic language. But his wellknown maxim that “art is thinking in images” (an idea, it should be noted, that was promoted earlier by midnineteenth- century literary critics Vissarion Belinskii and Nikolai Chemyshevskii) made him an object of derision in Formalist writings. Shklovsky categorically objected to Potebnia’s notion of the image, arguing that since the same image could be found in various writers’ works, the image itself was less important than the techniques used by poets to arrange images. Shklovsky further noted that images were common in both prosaic (common, everyday language) and poetic language; hence, the image could not be considered uniquely essential to verbal art. Potebnia’s theories led to “far-fetched interpretations” and, what is more important, knowledge about the object itself rather than the poetic de vice(s) that enabled one to perceive the object (Shklovsky, “Art” 6). Above all, it was “literariness,” rather than either image or referent, that the Formalists pursued in their studies of poetry and prose. With slight variations, literariness in Formalism denoted a particular essential function present in the relationship or system of poetic works called literature.

The personal and intellectual cooperation of the Moscow Linguistic Circle and OPOJAZ yielded several volumes of essays (Sborniki po teorii poeticheskogo iazyka [Studies in the theory of poetic language], 6 vols., 1916- 23). Given that many of the Formalists had been students of the Polish linguist Jan Baudoin de Courtenay and were well apprised of the latest developments made in linguistics by the Swiss linguist Ferdinand de Saussure , it is not surprising that most of the essays in these volumes reflect a predominant interest in linguistics (see Jakubinskii, “O zvukakh stikhotvomago iazyka” [On the sounds of poetic language], 1916; and Brik, “Zvukovye povtory” [Sound repetitions], 1917). But while members of the Moscow Linguistic Circle considered the study of poetics to fall under the broader category of linguistics, OPOJAZ Formalists (such as Eikhenbaum or Viktor Zhirmunskii in “Zadachi pofetiki” [The tasks of poetics], Nachala, 1921) insisted that the two be kept distinct. Shklovsky, for instance, remained predominantly concerned with literary theory (the laws of expenditure and economy in poetic language, general laws of plots and general laws of perception) rather than with linguistics, while Eikhenbaum and Tynianov are best known for their work as literary historians. Other Formalists, such as Tomashevskii (who was also interested in prose) and Jakobson, approached meter and rhythm in verse with a statistical approach and attempted to isolate the metrical laws in operation.

More specifically, the Formalists understood poetic language as operating both synchronically and, as Tzvetan Todorov notes, in an autonomous or “autotelic” fashion. The Formalists consistently stressed the internal mechanics of the poetic work over the semantics of extraliterary systems , that is, politics, ideology, economics, psychology, and so on. Thus, Roman Jakobson’s 1921 analysis of futurist poet Velemir Khlebnikov, and especially his notion of the samovitoe slovo (“self-made word”) and zaum (“transrational language”), serves essentially to illustrate the proposition that poetry is an utterance directed toward “expression” ( Noveishaia russkaia potziia [Recent Russian poetry]). Indeed, the futurist exploration of the exotic realm of zaum parallels the Formalist preoccupation with sound in poetic language at the phonemic level. In a similar way, essays such as Eikhenbaum’s “How Gogol’s ‘Overcoat’ Is Made” (1919, trans., 1978), which examined narrative devices and acoustic wordplay in the text without drawing any extraliterary, sociocultural conclusions, emphasized the autonomous, selfreferential nature of verbal art. One of the most important of the devices Eikhenbaum described in that essay was skaz. Skaz , which in Russian is the root of the verb skazat’, “to tell,” may be compared to “free indirect discourse” (in German, erlebte Rede ), which is marked by the grammar of third-person narration and the style, tone, and syntax of direct speech on the part of the character.

Certain Formalists were not quite so eager to dismiss issues of content, however: Zhirmunskii maintained an interest in the thematic level of the poetic work; Tynianov considered an understanding of byt , the content of everyday, common language and experience as opposed to consciously poetic language, essential to any analysis of a poetic work. Rather than resolving the issue of form versus content, the Formalists tended instead to downplay it or to reframe it in new terms. For example, Eikhenbaum asserted the need to “destroy these traditional correlatives [form and content] and so to enrich the idea of form with new significance” (Eikhenbaum, “Theory” 115). “Technique,” continued Eikhenbaum in the same essay, is “much more significant in the long-range evolution of formalism than is the notion of ‘form'” (115). In his defense of the primacy of form, Shklovsky explained that “a new form appears not in order to express a new content, but in order to replace an old form, which has already lost its artistic value” (“Connection” 53).

Rejecting the subjectivism of nineteenth-century literary scholarship, the Formalists insisted that the study of literature be approached by means of a scientific and objective methodology. Their emphasis upon the scientific study of poetic language may be viewed in four ways. First, it may be traced to the more general nineteenth- century West European turn toward classification, genealogy, and evolution in the human sciences. In his best-known work, Morphology of the Folktale (1928, trans., 1958), Propp, a somewhat more peripheral yet not unimportant figure in the Formalist movement, employed the rhetoric and methodology of Johann Wolfgang von Goethe and Georges Cuvier in his attempt to isolate certain regularly recurring features of the folktale. Second, the Russian Formalists viewed their work as a direct challenge to what they perceived as the subjectivism and mysticism inherent in the Symbolist movement (i.e., the literature and criticism of Aleksander Blok, Bely, and Viacheslav Ivanov, among others). Tomashevskii went so far as to denounce the futurists as well as the Symbolists, claiming that it was futurism, especially, that “intensified to a hyperbolic clarity those features which had previously appeared only in hidden, mystically masked forms of Symbolism” (“Literature” 54). Third, Formalism sought to create a professional discipline independent of nineteenth-century configurations of university scholarship. And fourth, the Formalist shift toward science may also be considered as a response to the broader (and more radical) social, economic, and political transformations that the influx of industry and new technology helped to precipitate throughout early twentieth-century Russia. Not surprisingly, the poetic fetishization of the machine found in futurist poetics and avant-garde aesthetics quickly made its way into Formalist thought. Shklovsky’s analyses of poetic works are distinguished by his reliance upon the metaphor of the machine (Steiner 44-67) and the rhetoric of technology to account for such poetic devices and formal laws as automatization and defamiliarization. Ironically, objectives of scientificity in Formalist literary study were held up as an ideal, but only insofar as the Formalists believed scientificity would shield their theory from external influences, since everything outside the poetic system could only corrupt and obfuscate data extrapolated from the text. By 1930 it was clear that this was not to be the case.

For Shklovsky, “literariness” is a function of the process of defamiliarization, which involves “estranging,” “slowing down,” or “prolonging” perception and thereby impeding the reader’s habitual, automatic relation to objects, situations, and poetic form itself (see “Art” 12). According to Shklovsky, the difficulty involved in the process is an aesthetic end in itself, because it provides a heightened sensation of life. Indeed, the process of “laying bare” the poetic device, such as the narrative selfreflexiveness of Laurence Sterne’s Tristram Shandy and its emphasis on the distinction between story and plot (see Theory of Prose ), remained for Shklovsky one of the primary signs of artistic self-consciousness.

The notion that new literary production always involves a series of deliberate, self-conscious deviations from the poetic norms of the preceding genre and/or literary movement remained fundamental to Shklovsky’s and other Formalists’ theories of literary evolution. Tynianov’s and Jakobson’s notion of the “dominant” approximates Shklovsky’s emphasis on defamiliarization, albeit as a feature of the diachronic system, inasmuch as it demands that other devices in the poetic text be “transformed” or pushed to the background to allow for the “foregrounding” of the dominant device. The function of the dominant in the service of literary evolution included the replacement of canonical forms and genres by new forms, which in turn would become canonized and, likewise, replaced by still newer forms.

Toward the end of the Formalist period, the emphasis on the synchronic nature of poetic devices was gradually mediated by a growing realization that literature and language should be considered within their diachronic contexts as well. Some critics— Krystyna Pomorska, Fredric Jameson , Jurij Striedter— regard this later shift in Formalist theory (as described particularly in the works of Tynianov) toward establishing a set of systemic relations between the internal and external organization of the poetic work as protostructuralist. However, newly emerging literary groups such as the Bakhtin Linguistic Circle ( M.M. Bakhtin , Pavel Medvedev, Valentin Voloshinov) and Prague School of Structuralism (Jan Mukarovsky) found the Formalists’ attempts to incorporate a diachronic view of the literary work insufficient. Critics (e.g., Medvedev) attacked the Formalists for refusing to address social and ideological concerns in poetic language. The same criticism, of course, was leveled at the Formalists by the Soviet state (especially by Anatolii Lunacharskii and Lev Trotskii), and with much more serious consequences. Various individuals and groups advocating or at least incorporating a Marxist perspective on literature, including members of the “sociological school” as well as the Bakhtin school in the 1920s, attacked the Formalists for neglecting the social and ideological discourses impinging upon the structure and function of the poetic work. In The Formal Method in Literary Scholarship (1928), Medvedev dismisses the Formalists primarily for failing to provide an adequate sociological and philosophical justification for their theories. While many critics (e.g., Victor Erlich) approach Bakhtin’s work as distinct from that of the Formalist school, others (e.g., Gary Saul Morson and Striedter) view Bakhtin’s work as historically connected to the broader aims and implications of the Russian Formalist movement. Despite Tynianov and Jakobson’s attempt to connect the aims of Formalism to the broader issues of culture (as an entire complex of systems), Russian Formalism remained committed to the idea that “literariness” alone, rather than the referent and its various contingencies, historical and otherwise, was the proper focus of literary scholarship.

Perhaps the ongoing, seemingly irresoluble debate over what constitutes Formalism (both then and now) arises in part from what Jurij Striedter describes as the “dialogic” nature of Formalism itself. The Formalists, especially Tynianov, based their theories of literary evolution (and their own role therein) largely upon Hegel ‘s dialectical method. In his summary of the contributions of the Formalist movement, Eikhenbaum ironically concluded that “when we have a theory that explains everything, a ready-made theory explaining all past and future events and therefore needing neither evolution nor anything like it—then we must recognize that the formal method has come to an end” (“Theory” 139). Eikhenbaum’s vision of a type of Formalist dialectics suggests the dynamic character of the movement as a whole, though external political pressure was surely also a factor by the time Eikhenbaum wrote his essay in 1926.

Shklovsky’s 1930 denunciation of Formalism signaled not just that political pressures had worsened but that the de facto end of the Formalist movement had arrived. Even before Shklovsky was forced to abandon Formalism to political exigencies, the Moscow Linguistic Circle and OPOJAZ had already dissolved in the early 1920s, the former in 1920 with the departure of its founder, Roman Jakobson, for Czechoslovakia, the latter in 1923. With the banning of all artistic organizations (including the various associations of proletarian writers) and the introduction of “socialist realism” as the new, official socialist literature of the Soviet Union in 1932, the Russian Formalist movement came to an official close.

The Formalist approach continued to make itself felt, however, in European and, later, American literary scholarship (though, it should be noted, the formalism of new criticism possessed no direct relation to Russian Formalism). The immediate heirs to the Formalist legacy were the Prague Linguistic Circle (founded in 1926 by Jakobson and a group of Czech linguists) and the Bakhtin Linguistic Circle. The contributions of the Prague Linguistic Circle (especially of Mukarovsky) eventually made their way into the literary discourses of French structuralism. The work of French structural anthropologist Claude Lévi-Strauss echoes and acknowledges the work of Propp and, to a lesser extent, Tynianov’s interest in cultural and literary systems. The Bakhtin Linguistic Circle’s work (which first attracted the attention of Western scholars in the 1970s) extends several Formalist concerns, not the least of which deal with narrative theory and discourse in the novel. The development of structural-semiotic research and the emergence of the Tartu–Moscow Semiotic School in the 1960s (see the writings of such scholars as Viacheslav Ivanov, Iurii Lotman, Vladimir Toporov, Boris Gasparov, and Boris Uspenskii, to name just a few) may also be viewed as an extension of the aims and interests of both formalism and structuralism. Specifically, semiotic research continues to renew in various ways the Formalist emphasis upon language and the devices therein that function to generate meaning as sign systems.

In the United States, the Formalist approach found a sympathetic cousin in New Criticism, which emphasized, though in organic forms actually reminiscent of Russian Symbolism, the literary text as a discrete entity whose meaning and interpretation need not be contaminated by authorial intention, historical conditions, or ideological demands. Poststructuralism (and  Deconstruction ) in the 1970s and 1980s, though a partial critique of the organic notions of form in much American New Criticism, nevertheless extended certain Formalist assumptions. Figures as diverse as Roland Barthes , Paul de Man , Juia Kristeva , and Fredric Jameson are all heavily indebted to the aims and strategies of Russian Formalism.

Further Reading Stephen Bann and John E. Bowlt, eds., Russian Formalism: A Collection of Articles and Texts in Translation (i973); Osip Brik, “Zvukovye povtory” [Sound repetitions], Sbomiki po teorii poeticheskago iazyka 2 (1917); Boris Eikhenbaum, “Kak sdelana ‘Shinel” Gogolia” (1919, “How Gogol’s ‘Overcoat’ Is Made,” Gogol from the Twentieth Century: Eleven Essays, ed. and trans. Robert A. Maguire, 1974), “Teoriia ‘formalnogometoda'” (1927, “TheTheory of the ‘Formal Method,”‘ Lemon and Reis [appeared first in Ukrainian in 1926]); Roman Jakobson, “The Dominant” (Matejka and Pomorska), Noveishaia russkaia potziia [Recent Russian poetry] (1921, Selected Writings, vol. 5,1979); Lev Jakubinskii, “O zvukakh stikhotvornago iazyka” [On the sounds of poetic language], Sbomiki po teorii poeticheskago iazyka 1 (1916); Lee T. Lemon and Marion J. Reis, eds. and trans., Russian Formalist Criticism: Four Essays (1965); Ladislav Matejka and Krystyna Pomorska, eds., Readings in Russian Poetics: Formalist and Structuralist Views (1978); P. N. Medvedev, Formal’nyi metod v literaturovedenii (Kriticheskoe wedenie v sotsiologicheskuiu poetiku) (1928, The Formal Method in Literary Scholarship: A Critical Introduction to Sociological Poetics, trans. Albert J. Wehrle, 1978 [sometimes attributed also to M. M. Bakhtin]); Christopher Pike, ed. and trans., The Futurists, the Formalists, and the Marxist Critique (1979); Vladimir Propp, Morfologiia skazki (1928, Morphology of the Folktale, trans. Laurence Scott, 1958, 2d ed., ed. Louis A. Wagner, 1968); Victor Shklovsky, “Iskusstvo kak priem” (1917,”Art as Technique,” Lemon and Reis), “On the Connection between Devices of Siuzhet Construction and General Stylistic Devices” (1919, Bann and Bowlt), 0 teorii prozy (1927, Theory of Prose, trans. Benjamin Sher, 1990), “Tristram Shendi: Sterna i teoriia romana” [Sterne’s Tristram Shandy and the theory of the novel] (1921, “Sterne’s Tristram Shandy: Stylistic Commentary,” Lemon and Reis); B. V. Tomashevskii, “Literatura i biografiia” (1923, “Literature and Biography,” Matejka and Pomorska), Teoriia Literatury [Theory of literature] (1928); Iurii Tynianov, “O literaturnoi evoliucii” (1929, “On Literary Evolution,” Matejka and Pomorska), The Problem of Verse Language (1924, ed. and trans. Michael Sosa and Brent Harvey, 1981); Iurii Tynianov and Roman Jakobson, “Problemy izucheniia literatury i iazyka” (1928, “Problems in the Study of Literature and Language,” Matejka and Pomorska). Victor Erlich, Russian Formalism: History-Doctrine (1955, 3d ed., 1981); Aage A. Hansen-Löve, Der russische Formalismus (1978); Robert Louis Jackson and Stephen Rudy, eds., Russian Formalism: A Retrospective Glance (1985); Fredric Jameson, The Prison-House of Language: A Critical Account of Structuralism and Russian Formalism (1972); Daniel P. Lucid, ed., Soviet Semiotics: An Anthology (1977); L. Μ. O’Toole and Ann Shukman, eds., Formalism: History, Comparison, Genre (1978), Formalist Theory (1977); Krystyna Pomorska, Russian Formalist Theory and Its Poetic Ambience (1968); Peter Steiner, Russian Formalism: A Metapoetics (1984); Jurij Striedter, Literary Structure, Evolution, and Value (1989); Ewa Μ. Thompson, Russian Formalism and Anglo-American New Criticism (1971); Tzvetan Todorov, Critique de la critique (1984, Literature and Its Theorists: A Personal View of Twentieth-Century Criticism, trans. Catherine Porter, 1987); Leon Trotsky, Literature and Revolution (trans. Rose Strunsky, 1975). Source: Groden, Michael, and Martin Kreiswirth. The Johns Hopkins Guide to Literary Theory and Criticism. Baltimore: Johns Hopkins University Press, 1994.

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Categories: Literary Terms and Techniques , Russian Formalism

Tags: Defamiliarization , Grigorii Vinokur , Linguistics , Literary Criticism , Literary Theory , Moscow Linguistic Circle , OPOJAZ , ostranenie , Petr Bogatyrev , Roman Jakobson , Society for the Study of Poetic LanguageSociety for the Study of Poetic Language

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