Leadership is Empowerment: Unshackling Student Potential

Leadership is not something every student aspires to. In fact, many students are way more comfortable letting someone else take the lead. They feel comfortable in a role of listener and follower. But it is important to get them out of their comfort zone and guide them to roles of captaincy, to steer the ship and delegate the responsibilities of  stewardship. Those whom you feel are the least likely students to influence others will shine if you give them the opportunity. Leadership can be supreme commander of a discussion or even pioneer of tinkering and creation, either way feeling like you have a say, your ideas will be followed, your guidance will be admired is a feeling every student should have. Sometimes they just need a nudge in the right direction.

Setting up a classroom that lends itself to self-direction, community and leadership is easy when you place desks in a communal layout. I have round tables, standing desks (4 pushed together) and science slate tables placed in triangular shapes to make the room feel more like a coffee house or picnic area then a classroom. Flexible seating allows students to choose where they sit, some stand one day and then sit at a round table the next. This keeps my room fluid and spontaneous. Much like a room of chatter can steer the tone and mood at any public venue, an energetic and conversational classroom opens up the learning experience to choice, voice, and collaboration. It also subtly allows leaders to emerge, steering the discussions, focusing the lessons and even choosing the activities. It is important to me that I am not the guardian of the knowledge nor the harbinger of struggle and challenge. I basically provide the impetus and then step back, as a facilitator should, letting the sparks of curiosity, need, and preference map the course of the day.

Empowerment is heightened when students recognize they are being heard. In a think-pair-share or collaborative group when a student is talking and their partner is actually listening and responding to them. their self-confidence builds. This self-confidence through participation in Edcamp discussions, debates, Socratic Seminars, even presentations grows stronger and stronger and then the quiet students become more interactive. The compliant students become more engaged, and the leaders begin to share responsibility and allow their peers to become more active. As teachers we can try to inspire leadership through letting go of the reigns but until students see themselves in the role, this will be a challenge.

I have 1-minute check in's with every student per week and this helps me, help them see their potential. I give suggestions on how they can lead the group. This gets many students who are on the edge of leadership to take the plunge. We can not empower but we can set up situations where students become empowered by their actions. These situations where they are engaged and curious and just can't not participate. When they feel they are in control and understand the content they will want to share and collaborate. This creates a sense of belonging and thus potential is unshackled and from the ruble comes a phoenix of sorts, a free spirit willing to see the world in a different light. Empowered to shift opinion, voice reason, and unite others in a common cause. This call to action is empowerment because they are the leaders, designers, and developers of their own experiences and this is true leadership.