Every year, I ask three or four students with natural leadership ability to be part of my leadership team.
I meet with them once a week or so.
It’s informal, and the meetings don’t last long. I also don’t mind if others join in. I do this because it gives me a fuller picture of the classroom.
I can better put myself in their shoes and experience learning and being in my own classroom from their perspective. It’s not, however, a vehicle to make whole-sale changes.
Principally, I want to know:
1. The clarity of recent lessons.
2. The interest level of current topics of study.
3. Concerns about their classmates.
While teaching, I’m absorbing feedback based on my observations. I watch facial expressions, body language, reactions to novelty, storytelling, high-detail, and eagerness to begin and finish independent work.
But getting honest feedback from students in a relaxed setting helps me improve my ability to motivate and inspire listening and learning.
It’s important to mention that “leadership” doesn’t necessarily the best or most well-behaved students. These traits are irrelevant. I look for those with the most influence with their classmates.
Typically, this will include at least one difficult or challenging student. In fact, the most insightful input often comes from kids with the worst reputations on campus.
Now, a cynic might think I’m being sneaky in choosing them. Keep your friends close and your enemies closer. And although I do think they benefit from the experience, I have no ulterior motive.
Valedictorian or Joffrey Baratheon, it doesn’t make a difference to me. I want influence, someone that others naturally follow and confide in.
That last part is important.
Because, if you recall number three above, I want to know if there is anything I should know about one or more of their friends. So, after discussing numbers one and two, I ask about their classmates.
I want to know who if anyone is being bullied. Bullying is rampant everywhere. Although, it’s never out in the open and therefore completely missed by nearly everyone.
There was a time when it was easier to spot, when students were more forthcoming and bullying was mostly physical. Now, it’s a whole new world, on- and offline.
You’re not going to know without student help—which begs the question: Will students actually tell you?
Yes, they will, but only if you’re consistently kind and clam and a stickler about enforcing rules. Do this and they’ll tell you everything.
You’ll know who to keep an eye on, who to follow-up with, and who to place in your bullying accountability protocol.
There is one more benefit of having a leadership team, and it may be the most important one of all. The members of your team will start proactively using their influence for good.
They’ll naturally begin acting as your proxy, representing, modeling, and channeling your kindness, fairness, and high standards during group work, while listening to lessons, and even out on the playground.
PS – If teaching has become stressful for you, check out my new book Unstressed: How to Teach Without Worry, Fear, and Anxiety.
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