Who Am I as a Leader
The most important work for me as a leader is to guide the students I am working with to take control of their projects and work hard towards their goal to complete the project. Too many times I have seen teachers manage student projects for them, and as a result, students do not engage as fully as they could if they were solely responsible for completing the task.
When I was the State Director for the Vermont Future Business Leaders of America, as well as a Chapter Advisor, it was my job to guide and encourage the team of high school students, but not to complete tasks for them. I was constantly in awe of our student leadership team, that when presented with a challenge, they discussed possible solutions, and worked to complete a solution satisfactory to the situation, all without adult advice (unless asked). This is leadership in action; not being afraid to take a chance and zig when everyone else is zagging!!!
There is a certain risk factor in being the leader, and most people shy away from taking that risk. As a teacher librarian, I am called on daily to lead my classes toward the goal of accomplishing the work of the day; motivating students to do their best work, encouraging them to engage fully in the activity, and taking pride in what they accomplish. Communication throughout the entire class is key, and I use the walk, talk and check-in method. Walk around to each student, talk with them about how they are doing, check-in to see if there is anything they need from me, and move on to the next student. Throughout this process, I use words of encouragement and try not to make suggestions without asking students what they are thinking of doing (especially with computer-based projects). I really like students to take charge and tell me what they are going to do, and that seems to work with most students. There are always those who need more brainstorming time, and that is okay. Another leadership skill, I believe, is just getting out of the way and letting them succeed or fail in their attempt to master a skill. We all learn through failure and trying again (or many times if necessary) to succeed.
Keeping the student in the forefront of my mind always guides my decision making in the classroom. I ask myself how any decision I make will affect the students. I took at class at Bennington College once, and the instructor asked us what we wanted our student to look like at the end of the school year. I've never forgotten that question, and find that I think of that often when I'm making lesson plans for my work in the library with my elementary students. I don't ask myself necessarily what I want them to look like, but rather what I want them to take away from the lesson. When I do lessons with the Chromebooks, I want them to gain knowledge in the different programs I am asking them to use. When I do Library lessons, I want them to love and appreciate the literature available to them, and to question everything. Questioning is such a great way to learn. Questioning means to me that they are thinking about the topic at hand, not just parroting back information I have given them, or that they have read in a book.
When I was the State Director for the Vermont Future Business Leaders of America, as well as a Chapter Advisor, it was my job to guide and encourage the team of high school students, but not to complete tasks for them. I was constantly in awe of our student leadership team, that when presented with a challenge, they discussed possible solutions, and worked to complete a solution satisfactory to the situation, all without adult advice (unless asked). This is leadership in action; not being afraid to take a chance and zig when everyone else is zagging!!!
There is a certain risk factor in being the leader, and most people shy away from taking that risk. As a teacher librarian, I am called on daily to lead my classes toward the goal of accomplishing the work of the day; motivating students to do their best work, encouraging them to engage fully in the activity, and taking pride in what they accomplish. Communication throughout the entire class is key, and I use the walk, talk and check-in method. Walk around to each student, talk with them about how they are doing, check-in to see if there is anything they need from me, and move on to the next student. Throughout this process, I use words of encouragement and try not to make suggestions without asking students what they are thinking of doing (especially with computer-based projects). I really like students to take charge and tell me what they are going to do, and that seems to work with most students. There are always those who need more brainstorming time, and that is okay. Another leadership skill, I believe, is just getting out of the way and letting them succeed or fail in their attempt to master a skill. We all learn through failure and trying again (or many times if necessary) to succeed.
Keeping the student in the forefront of my mind always guides my decision making in the classroom. I ask myself how any decision I make will affect the students. I took at class at Bennington College once, and the instructor asked us what we wanted our student to look like at the end of the school year. I've never forgotten that question, and find that I think of that often when I'm making lesson plans for my work in the library with my elementary students. I don't ask myself necessarily what I want them to look like, but rather what I want them to take away from the lesson. When I do lessons with the Chromebooks, I want them to gain knowledge in the different programs I am asking them to use. When I do Library lessons, I want them to love and appreciate the literature available to them, and to question everything. Questioning is such a great way to learn. Questioning means to me that they are thinking about the topic at hand, not just parroting back information I have given them, or that they have read in a book.
Hi Nicky!
ReplyDeleteYour first paragraph really resonated with me. I work with undergraduate students in a practicum setting and so often I see their supervisors cutting them a lot of slack with their assignments and their role in the classroom. My job is to mentor them in the classroom so they will be successful in planning curriculum and engaging with children. I have found that they are most successful when they have the opportunities to try things out for themselves even when it feels uncomfortable. Those are the moments they will be able to learn and adapt their teaching practice from.
As a shaper of tomorrows leaders through your classes or through amazing programs like FBLA, its so important to not only model leadership, but to also reflect on which leadership skills we need to model for students. Your so fortunate to have the opportunity to do this - and it sounds like you do it well.
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