To Lead Or Not To Lead

In an educational environment, where test results are valued, it is easy for teachers and parents to overlook the entire student’s development. We all encourage the achievement of a certain level of skill in the areas of reading, writing, and arithmetic. This does not mean we should forget or push aside the many other skills that the young learner needs to acquire during their school years.

School report cards used to address issues that were aimed at monitoring and assisting children in developing those citizenship qualities that we, as a society, find valuable. Among those qualities was an assessment of a child’s ability to lead, follow, or do both.

At first glance it might appear we would want all of our students to become leaders. A leader exhibits, strong and often charismatic intra-personal skills, strong organizational skills, and perhaps, above all an aura of confidence. If that leader also processes a realistic version of reality, so much the better. A leader is identified when he is recognized by his force of example or his commanding skill or performance in a specific area. Who among us would not want to have these qualities?

On the other hand, the follower, at first glance, may seem to occupy a “second place” position. The follower may appear to be shy, retiring, or perhaps idea-less to those around him. The position of follower is also in danger of being shunned by parents or educators and viewed as someone with less ability. But is that always an accurate assessment?

Herein lies the re-assessment educators must routinely make for their students growth. It is often the teacher who is able to explain a student’s progress as he tried on different behavior and takes the necessary steps to understand what it means to be a leader and what it means to be a follower. It’s the teacher who can see the overall growth of a student within the classroom context. That same teacher may even be able to explain to parents how their child may be offered out-of-school options to strengthen his leadership and following qualities.

There is a third category. This category combines the leadership and following skills that we want all our students to attain. Now what could that mean and how can that be done. What possible value could their be to this?

Imagine a society where individuals were able to assess their own skills accurately for each situation. For example, little Johnny has a talent for using words but really doesn’t like math. He realizes that there is an opportunity for a leadership role when the class is working on the school newspaper. However, when the class embarks on a math unit involving establishing a classroom bank, he feels comfortable. He knows his classmate George is very capable and he easily takes directions from George. He can be part of the team. Each child is able to excel in a leadership role, and each child is able to relinquish the leadership role upon he recognition of another’s superior abilities. Each values the group dynamics and desires to contribute to the best of his ability.

As teachers and parents assess a child’s development it is helpful to remember that options and time often provide a rich environment for children to learn how to develop and use the very skills we know they will need to become productive citizens.