Tunes.Teacher

Last time, I discussed the education implications for Craig Groeschel’s first 3 leadership types: unpredictable, domineering, and secretive. Today, I’ll ponder his next three leadership types and unpack my thoughts on the possible implications those leadership personalities have in classroom leadership.

4. Passive leaders produce disengaged followers who don’t care. When leaders don’t address problems that are obvious to everyone, the real problem becomes the leader. To avoid this, leaders must DO SOMETHING, even at the risk of it not being the perfect solution.

My application as an educator: Teachers/Leaders who do not actively address issues within the classroom will allow an unhealthy classroom environment to develop. Students may become apathetic and stop trying. Misbehaviors may become contagious. Students may begin to distrust their leader’s intentions and abilities. Effective teaching leaders must display “withitness,” or awareness of classroom occurrences, in order to ensure appropriate student engagement. They need to take action when necessary, even if the correct moment for action is not immediate.

5. Healthy leaders produce faithful followers who willingly follow, actively engage, and give their best efforts. These followers respond to their leaders with positivity.

My application as an educator: Teachers/Leaders who use healthy strategies work well with their students. They establish an environment of mutual respect. The students look to them for guidance as they navigate mastery of new learning objectives. The students risk the possibility of failure as they actively try new things, but they take the risks (and are faithful to their learning goals) knowing their teacher will support their efforts and remediate issues as needed.

6. Empowering leaders produce other great leaders who say yes to opportunities and vision. Empowering leaders are a subset of the healthy leaders discussed above, but they take it one step further by placing the focus on their followers and enabling them to take action themselves.

My application as an educator: Teacher/leaders who empower their students to make decisions will have students who step forward into leadership within the classroom. One example I see of this occurs when students decide to audition for a select musical ensemble of some sort, or when they decide to take private music lessons. The act of deciding to go beyond the norm changes their approach within the typical environment into an approach that seeks to lead and excel.

Next time, I will reflect on these positive leadership characteristics and formulate a plan to apply them in my teaching setting. Stay tuned.

The Craig Groeschel Leadership Podcast can be found on iTunes at http://www.go2.lc/leadershippodcastitunes. All ideas regarding leadership referred to in this blog are located in his show notes, and any applications made to education are made by me and are not the original intent of his podcast.

Some times in life, I have a hard time starting. I find I function better with parameters. The same has proven true with this blog. I struggle with what to discuss. So . . . I have decided to add some structure to my blogging. Here’s what I’m planning.

Recently, I discovered I like podcasts. Yes, I know. LATE TO THE PARTY. Ironically, I had recommended a podcast about leadership to my husband quite awhile ago (one I had never listened to because I had yet to discover I like podcasts). I thought he might find it interesting and helpful in his leadership position. He began listening and applying the principles he learned. That podcast is the Craig Groeschel Leadership Podcast.

I began listening to that same podcast this month (when I discovered I liked podcasts) and am hooked. As I consider the principles Craig Groeschel discusses about leadership, I often find myself thinking about their applications to education overall and, more specifically, to my music classroom.

Now for the plan . . . I will be using his leadership principles as a jumping off point for reflection about education and effective teaching.

Craig’s first 2 podcasts describe 6 types of leaders. He states that we will likely think of people we’ve worked with or see ourselves in 2 or 3 of these types. He’s right. That’s immediately what I did. These are the first 3 types he discusses and my applications as an educator:

1.Unpredictable leaders produce hesitant followers who become fearful and tentative. Consistency is difficult to find. He suggests leaders should work to become consistent because “successful people do consistently what normal people do occasionally.”

My application as an educator: Teachers/Leaders who are unpredictable will have students who fear taking risks. They will lack the courage to step outside their comfort zones and try something new. That is a problem in learning. Effective educators create an environment that is safe for taking risks. Their students trust that they will survive a failure because they trust their teacher and the “safety” of their classroom environment. So . . . Why is failure important? Because we learn when we fail. We learn when we possess the boldness to try, and then try again, and again. Students will trust that their consistent teacher/leader will continually support, guide, and affirm them through this learning process.

2. Domineering leaders produce compliant followers who create a culture of “yes” people, reacting to perceived intimidation or threats. They will comply but will lack commitment in the long run. He recommends leaders should be intentional about not bullying their team/organization. They should really listen and ask questions. He states a good rule of thumb is to ask ten times more questions than you give directions.

My application as an educator: Teachers/Leaders who are domineering will have students who obey or comply, but not for the right reason. Their obedience is fueled by fear . . . again, a problem. Instead, the student needs to be valued, to know she is really respected and heard. Then, she will “buy in” to the ideas of the teacher/leader more readily.

3. Secretive leaders produce guarded followers and they likely won’t give you honest feedback. Without feedback, your days as an effective leader are numbered. Instead, valued in an effective leader are transparency, vulnerability, and honesty.

My application as an educator: Teachers/Leaders who are secretive will have students who don’t trust them. Their efforts will be hampered by . . . fear, again. Fear, because of the unknown thought or response their teacher/leader might have. If we are honest with our students about our own mistakes, if we take risks implementing a new idea, if we share our thoughts more freely, our students will relate better to us. The relationship will be strengthened by mutual trust and the student will be free to to ask more questions and safely say if she doesn’t understand or needs help.

Next time, I will continue Craig’s discussion of 6 types of leaders. What type of educator/leader am I? Why type do I want to become? Those are questions I’m pondering. Stay tuned.

The Craig Groeschel Leadership Podcast can be found on iTunes at http://www.go2.lc/leadershippodcastitunes. All ideas regarding leadership referred to in this blog are located in his show notes, and any applications made to education are made by me and are not the original intent of his podcast.

Reflections provide opportunities for serious thought or consideration. Through pondering and contemplation, reflection empowers the thinker to evaluate, place judgement, and make future modifications. Journaling serves as one mode of reflection.

Counselors often advise clients to journal their thoughts and behaviors so the clients may record the present, learn from their past experiences, and make decisions regarding their futures. This process of writing, thinking, and changing allows for growth in all areas of life. I am going to apply it to teaching.

I currently teach elementary music and conduct a church orchestra. In the past, I have taught early childhood music classes, piano lessons, voice lessons, instrumental and vocal arranging, music theory, music education, choral music, and beginning band. I have worked in the private sector, religious realm, public school, and higher education. In doing so, I have learned . . . a lot. And I have realized that I have a lot . . . to learn.

What are the lessons I have to learn? I don’t know. Let’s find out.

“Education is not the preparation for life; education is life itself.”

– John Dewey, Democracy and Education, 1916.