Leaders Try Crickets
This past Wednesday night I worked with students at our annual “Dinner With A Story” during National FFA Convention, at Ulen Country Club. Chef Nick Townsend and I did this for students from Montana, Kansas, and Indiana. This is something I love doing on the Wednesday evening of convention each year. We used the FFA Convention theme of “Empower” as our throughline for the story. It was such an incredible evening as we served students a four course dinner, one of which included oven roasted crickets on salad wraps. 🦗 Yes, you heard me right – crickets. We always have something that is a little outside of the norm.
The students had some insightful reflections during the story/meal. As they said, trying new foods like crickets can contribute to feeling empowered in several meaningful ways. It encourages stepping outside of your comfort zone, which can boost confidence and foster a sense of bravery. Making a conscious choice to explore unfamiliar foods also reflects a willingness to embrace new experiences, cultivating curiosity and adaptability.
Additionally, the students recognized that sometimes not trying new foods because of preconceived notions is similar to not empowering someone due to stereotypes or biases. In both cases, assumptions prevent us from seeing the full potential—whether it’s discovering delicious, nutritious foods or recognizing someone’s capability and value. Challenging those preconceived beliefs allows for growth, open-mindedness, and the opportunity to experience positive change, whether it’s expanding your palate or fostering understanding and empowerment in others.
Trying new foods can be a metaphorical and literal act of self-empowerment by challenging perceptions, broadening horizons, and reinforcing your ability to make conscious, adventurous choices.
Grounded in the Present: Embracing the Power of Being Where Your Feet Are
This week I’ve had the honor of being in Clyde Park, Montana at Shields Valley High School doing leadership development for high school students involved in FFA, BPA, student council, volleyball, basketball, and football. It has been a great week working with the students around the theme of “Everyone Is A Leader.” As is always the case, I am being inspired by the students as much as they are by me. One of the students, FFA officer Andrew Long, made the very profound comment on our first morning together that, “we need to be where our feet are.” This fit so well with our discussion of leading from where we are and that everyone is a leader and very quickly became a theme we kept coming back to.
The phrase “we need to be where our feet are” means to fully focus on and be present in the current moment or place. It encourages mindfulness and paying attention to our immediate surroundings, rather than being distracted by past concerns or future worries. Essentially, it’s a reminder to stay grounded and engaged with what’s happening right now.
The leadership lesson from the phrase “we need to be where our feet are” is the importance of presence and mindfulness in leadership. As a leader, being fully engaged in the current moment allows us to better understand our team’s needs, make thoughtful decisions, and respond effectively to challenges. It encourages leaders to listen actively, be attentive to details, and prioritize the task at hand, rather than getting distracted by future uncertainties or past mistakes. Ultimately, it promotes authentic leadership rooted in awareness and connection, fostering trust and clarity within our team.
The Power of Ping-Ponging Ideas: Enhancing Community Collaboration
Today, during a discussion in the final day of a weeklong training of National FFA Teacher Ambassadors, one of the Ambassadors shared she loved the ping-ponging of ideas we did during the sessions. I was so proud to hear this because I really believe our work gets better in community. There is such power in heuristic learning and sharing. When I think of community and collaboration, I’m reminded of C. S. Lewis’s Inklings who provided J. R. R. Tolkien with encouragement and Lewis the right story.
In any vibrant community, innovation and progress often stem from dynamic conversations and the free exchange of ideas. One particularly effective method to foster this exchange is ping-ponging ideas — a process where thoughts, suggestions, and feedback bounce back and forth among members, much like a lively game of table tennis.
What Is Ping-Ponging Ideas?
Ping-ponging ideas involves collaborative brainstorming where participants actively listen, respond, and build upon each other’s contributions. Instead of linear discussions, this approach encourages a rhythm of giving and receiving, allowing ideas to evolve organically through continuous dialogue.
Why Is It Valuable for Communities?
- Encourages Creativity and Innovation: When ideas are bounced around, they often spark new perspectives and creative solutions that might not emerge in solitary thinking or one-sided discussions.
- Builds Collective Ownership: Engaging everyone in the idea-generation process fosters a sense of ownership and commitment to the community’s initiatives, leading to increased participation and support.
- Strengthens Relationships: Regular exchange of ideas creates connections among members, building trust and understanding that can translate into stronger collaboration.
- Facilitates Inclusive Decision-Making: Ping-ponging ensures diverse voices are heard, helping the community make more well-rounded and inclusive decisions.
- Accelerates Problem-Solving: As ideas bounce around, potential issues are identified early, and innovative solutions are quickly developed through collective input.
How Does Effective Ping-Ponging in Our Communities Make Our Work Better?
- Create Safe Spaces: Encourage open-mindedness where all members feel comfortable sharing their thoughts without judgment.
- Use Structured Formats: Organize brainstorming sessions with clear prompts or questions to guide the idea exchange.
- Leverage Technology: Utilize online platforms that facilitate real-time discussion and idea-sharing, especially for remote or hybrid communities.
- Promote Active Listening: Remind participants to attentively consider each contribution before responding, ensuring meaningful exchanges.
- Follow Up: Keep the momentum by revisiting ideas, giving feedback, and implementing viable suggestions.
Ping-ponging ideas is more than just a metaphor; it’s a powerful technique that nurtures collaboration, sparks innovation, and deepens community bonds. By embracing this dynamic exchange, communities can grow stronger, more creative, and better equipped to face challenges together.
Experiences Over Experience
Today during a discussion with National FFA Teacher Ambassadors about who we influence and how we influence others, a teacher commented that sometimes she worried she lacked influence because others viewed her as not having enough years experience. This teacher is going into her third year of teaching and went on to say she has had a lot of experiences that others with more years of experience have not had. Did you catch the distinction here? I loved this and it is something I have always told teachers I’ve coached or mentored: Experiences trump experience!
While the number of years someone has spent in a field can give a general sense of their exposure, it doesn’t necessarily reflect the depth, quality, or relevance of their experiences. Considering the actual experiences of others allows us to understand their challenges, problem-solving approaches, and lessons learned in specific situations. This deeper insight helps us evaluate their true expertise and adapt their knowledge to our own circumstances more effectively. Ultimately, focusing on meaningful experiences fosters more genuine learning and growth than simply counting years.
My Experience as a Rapper and Leading with Authenticity: The Power of Mystique and Openness
This past week I tried something new at the request of some National FFA Organization National Teacher Ambassadors. Actually, I was being mentored by three Mentor Teacher Ambassadors. I rapped an introduction of Kasey Naylor from Texas and Emma Huber from Wisconsin for a workshop in San Antonio, Texas. Kim Clark, from Kansas, who was serving as the host of the workshop, was the one really spurring on my debut to the hip hop scene. Of course, when I pushed back a little (okay, a lot) they threw my own teaching in my face: “You’re always telling us to not be afraid to try something new and it is okay if it fails.” They were right, you know, I do advocate for that! It was time for me to practice what I preach. I rapped their intro. I called it a fail. They said it was good. They were just being nice! I was watching the crowd – it was an epic fail.
I did, however, try my hand at rapping again that evening for a National FFA Teacher Ambassador dinner with a little more success. This time I made sure that Kasey, Emma, and Kim were my “backing vocalists” (see the featured photo). And yes, before you ask, “backing vocalist” is a term. Their job was to build hype. I was not much better. Actually, I was still terrible. I’ve got to tell you, though, this whole rap and hip hop thing was causing me to do a lot of thinking.
I considered, like rap artistry, how having a touch of mystique can enhance a leader’s presence and appeal. Just like in rap lyrics, where artists often employ metaphor, storytelling, and layered meanings to convey deeper messages, we, as leaders, can benefit from a certain level of intrigue. This mystique can create curiosity and draw people in, making them want to learn more about our vision or approach.
Conversely, though, it is important for us to balance mystique with transparency. Too much distance can create disconnect, whereas a well-placed element of mystery can inspire and engage followers. Those that know me know I do like to build hype. Ultimately, it’s about finding the right mix that aligns with their authenticity and the message they want to communicate.
Rapping can indeed be seen as a leadership skill in several ways:
- Communication: Rappers must effectively convey their messages and emotions through words, which is a vital leadership quality. Even though we are obviously not conveying the same message or story, clear communication helps leaders articulate their vision and inspire their followers.
- Storytelling: Good rappers often tell compelling stories in their lyrics. Again, I recognize it might not be the kind of story I want to convey. Nevertheless, storytelling is a powerful tool for leaders to engage and motivate people, making complex ideas more relatable and memorable.
- Influence and Inspiration: Rappers can influence their listeners and culture at large. Similarly, leaders inspire their teams and communities to achieve goals and embrace change.
- Adaptability: The hip-hop landscape is constantly changing, and successful rappers must adapt their styles and messages accordingly. Effective leaders are also adaptable, responding to challenges and opportunities as they arise.
- Collaboration: Many rap artists collaborate with others, showcasing teamwork and partnership, which are crucial for strong leadership.
Moral of this story: don’t be afraid to try something new. Putting a story into rap form can be an interesting way to think about a topic or make an introduction. A couple of things I learned: 1. Just like any other public performance, a rap must be practiced; and 2. The rap needs to be developed using the voice (expressing your own passions and core values) of the one doing the rapping. One thing is for sure; you will get a laugh and a few roles of the eyes. And you will for sure be better than me at it!
Reflexivity And Curious George
Yesterday, I had the opportunity to do a workshop for our National FFA Teacher Ambassadors of the National FFA Organization at the National Association of Agricultural Educators’ Annual Convention that is a part of the Association for Career and Technical Education annual conference here in beautiful San Antonio, Texas. It has been a great week of learning, renewing friendships, and making new ones. For me it’s about always being curious. In fact, that is what our workshop was about: “Engagement Begins With Being Curious.”
Of course, there had to be a through-line using Curious George. Which also meant I had to get into character. Emoni White, Program Specialist, Educational Development on the National FFA team, even made sure I was able to truly be “the man in the yellow hat” and transformed herself into Curious George (see featured photo). It is great to work with people like Emoni who want to be curious and help me be curious about making sure we do great workshops and making sure the proper supplies are made available.
As I was listening to the reflections from our wonderful ambassadors yesterday, it made me reflect on what being curious is all about. It also made me think about reflexivity in leadership. Reflexivity, the unsettling comfortable viewpoints, is an important aspect of leadership. By challenging established norms and encouraging critical thinking, leaders can foster an environment where team members feel safe to voice diverse perspectives and question the status quo. This process may initially create discomfort, but it ultimately leads to deeper insights, innovation, and growth.
Leaders who embrace this discomfort contribute to a culture of continuous improvement and adaptability, which is essential in today’s rapidly changing world. They demonstrate that it’s okay to reassess beliefs and approaches, creating space for meaningful dialogue and collaboration among team members.
Curious George is a great example to illustrate reflexivity in a lighthearted way. The character of Curious George embodies a natural curiosity and an eagerness to explore the world around him. His adventures often lead him to situations where he needs to think on his feet, reassess his approach, and adapt to new challenges.
For leaders, this kind of mindset—much like that of Curious George—can encourage openness to learning from experiences, whether they lead to success or unexpected outcomes. Leaders who model curiosity and a willingness to learn from mistakes can foster a culture where team members feel safe to try new things, share their ideas, and engage in meaningful discussions about how to improve and innovate.
Reflexive leaders are often seen as more authentic and trustworthy. Their willingness to acknowledge mistakes and learn from them can strengthen their credibility and foster a sense of safety within the team. Finally, When leaders model reflexivity, they promote a culture of learning within their teams. Team members feel empowered to reflect on their own practices, leading to innovation and growth.
Building Relationships By Understanding and Appreciating
This past week I’ve had the incredible pleasure of being at the World Dairy Expo in Madison, Wisconsin. As you know we raise Jersey dairy show cows and so that is the place to be the first week of October. There will undoubtedly be posts about things I learned and my thoughts about applying what I learned to education, but for now I want to focus on something we (my wife was able to make the trip with me this year) did while in Wisconsin. One of the things I like to do is visit people I work with in the “real job” part of my life. I always say if I am within three hours of visiting someone I work with, I’m going.
I stayed true to this yesterday. We went up to Tomah, Wisconsin to visit a National FFA Mentor Teacher Ambassador I have the honor of working with in the work I do with the National FFA Organization. We spent the day with Emma Huber who teaches agriculture at Portage Community School District. Emma’s family has a cranberry marsh (farm). Before yesterday, I knew nothing about cranberry production/harvesting. This was the weekend for harvesting the cranberries and my wife and I were able to spend the day taking part in all the operations associated with harvesting cranberries. It was actually quite the family affair, with family members coming from other states to take part. We also learned all about cranberry production. Needless to say, it was a glorious day, I learned A LOT, and we got to know Emma, her husband Josh, Emma’s mom, and the rest of the family and friends.
I love days like yesterday! As a curious learner and person who believes that relationships trump all – yesterday was truly was, as I said earlier, glorious. I have had the opportunity to visit several of the Teacher Ambassadors on their home turf or in their schools. This is important to me and one of my core values, “Listen, Hear, Learn, & strive to be better.” This is part of what I call “loving” those we serve. To be loved we must be understood and appreciated. I blogged about the line, “There is no point in being loved if you are not understood…And once loved and understood to be appreciated.” in The Life Impossible by Matt Haig in Living In Our Own Context.
Visiting those we serve in their home work or personal interest environments can offer substantial value to our relationships. In other words, getting to know them on a personal level. Here are some key benefits:
- Building Trust and Rapport: Meeting people in their own space fosters a deeper connection, showing that we care about them as individuals, not just as colleagues or clients.
- Understanding Context: Home visits provide insight into the circumstances and challenges that our teams or constituents face, enabling us to make more informed decisions and policies. We agriculture teachers understand better than anyone, as ag teachers make regular visits to students as part of their Supervised Agricultural Experience Program. It really is all about building the relationship.
- Gathering Feedback: Engaging directly with those we serve allows for open dialogue and immediate feedback, which can lead to better understanding of needs and expectations.
- Demonstrating Commitment: Our presence in our friends and colleagues’ environments signal that we are committed to supporting them and valuing their input.
- Identifying Opportunities: Being on-site allows us to observe firsthand areas for improvement, innovation, and potential collaboration that might not be visible from a distance.
- Inspiring and Motivating: Seeing how our efforts impact individuals’ lives can reignite our own passion for our work and inspire those we serve.
- Encouraging a Culture of Openness: It sets an example of transparency and approachability, encouraging others in the organization to follow suit.
As a rabid learner and relationship guy, these visits are an important strategy that deepen connections and enhance my effectiveness as a leader. Make no mistake; visiting these ambassadors is a “get to,” not a “have to.” I love it!!!
The Power Of The Invitation
There is so much power in an invitation. An invitation holds power because it is a gesture of inclusion and connection. I was reminded of this a couple of weeks ago during the National FFA Convention. Ambra Tennery, Associate Director, Educational Development & Evaluation Programs, had her seventh grade middle school FFA member daughter, Brinley, at convention. Up until convention, I had not spent a lot of time with Brinley. Then, on the first day of convention when I got back to the convention headquarters from doing an administrator’s workshop Brinley had just sat down for lunch and called over to me and said, “Byron, will you come sit by me and have lunch with me?” “Of course,” I said. I was blown away. The power of the invitation! We had an incredible conversation and I was reminded how good it feels to be invited. When someone extends an invitation to us, it signifies that they value our presence and want us to be a part of something. It can make us feel wanted, appreciated, and included.
Additionally, an invitation can also have the power to open up new possibilities and experiences for us. It can give us the opportunity to step outside of our comfort zones, try new things, and meet new people. An invitation can also create a sense of anticipation and excitement, as we look forward to what the event or gathering might bring. Yesterday, at an Utah FFA leadership conference I told the story of Brinley’s lunch invitation and asked if anyone had been invited by another member to attend the conference. One young lady was quick to respond, “Yes!” I asked her how it made her feel. She said, “Very special and I am getting a lot out of today because I feel privileged to be here.” Let me tell you, that is how I felt when asked to sit and have lunch with Brinley – special!
Furthermore, this proves how important it is to make sure our students are having real world conversations and interactions with adults. As I mentioned, Brinley is a seventh grader but can carry on a conversation better than many adults I know. Having had the honor to hang out with Brinley quite a bit during convention it was like I was conversing with a college student. Her parents and agriculture teacher/FFA advisor have done a great job of making sure she is having the important opportunities to observe and learn from adults. Clearly these experiences offer valuable insights and help students develop important life skills. Interacting with adults can broaden students’ perspectives and expose them to different ideas and viewpoints. This can help them develop critical thinking skills and enhance their ability to understand and empathize with others.
Let’s never forget the power of an invitation lies in its ability to foster connection, create new opportunities, and evoke positive emotions. Also, we don’t want to forget how important conversations and interactions with adults can contribute to the holistic development of young students, fostering personal growth, learning, and positive relationships. Who do you need to invite?
The Limits of Language
I had the opportunity recently to read Ludwig Wittgenstein’s seminal work in philosophy, Tractatus Logico-Philosophicus. I love philosophy and this book did not disappoint. Yesterday, because of work I am doing in Southwest Utah for the Utah FFA, I had the opportunity to do some exploring in Zion National Park. I have to say that Zion National Park might just be one of the most beautiful places I have ever seen. And not to mention there is a 1.1 mile tunnel with galleries, or windows, cut into so we get glimpses of the unsurpassed beauty while driving through. I was there in the afternoon and as the shadows highlighted the beautiful formations, I had a realization of what Wittgenstein meant when he said, “The limits of my language are the limits of my world.” In other words, whatever can be expressed in words constructs the boundaries of our knowable reality.
As I took pictures and was texting them to friends and family I thought to myself, “These pictures don’t even catch a fraction of the real beauty and scale. Wittgenstein argued that we can’t meaningfully discuss anything beyond language’s pictorial nature. Language can only portray hard facts and logical interconnections. It can’t capture subtle metaphysical truths, ethical imperatives, or subjective aesthetics. This philosophy seems sound to me. There are truly unsayable truths in the underlying existence that reveal the frontier between language and lived reality. As person who embraces all the advantages that augmented reality and the metaverse bring to us in education and all industries, I don’t want us to forget the power in actually being present. As Wittgenstein said, “What can be shown cannot be said.” It is certainly hard for me to put into words what I saw yesterday, but it can be shown and experienced.
Ludwig Wittgenstein believed that the limits of language prevented us from adequately describing a beautiful landscape. He argued that language is limited in its ability to capture and convey our subjective experiences and emotions accurately. Wittgenstein believed that there are aspects of beauty that are ineffable, or beyond the reach of language, and therefore cannot be fully articulated or described. According to him, language is not sufficient to capture the full richness and complexity of aesthetic experiences. Now, I know great writers that can transform us to a location with their words. This is a talent I am envious of, but still there are those things which words or even a picture cannot do justice.
Value Added Education
Yesterday during a workshop I was doing at the National FFA Convention the superintendent, John Niehues of a Kansas school district made the comment that what he was trying to create at USD 200 Greeley County Schools and what we were doing in agriculture education and FFA was “value-added education.” This is so true! It was so great to have him in this session where I was working with teachers to help them develop relationships and learn how to best work with their administrators. His insights were invaluable to all, including myself, in attendance. I love that we have so many administrators attending convention. Value-added education refers to an approach in which the education system focuses not only on providing knowledge and skills but also on adding value to students’ overall growth and development.
Value-added education goes beyond traditional academic subjects and aims to cultivate a range of qualities in students, such as critical thinking, problem-solving skills, creativity, empathy, communication skills, and a sense of responsibility. It emphasizes holistic learning and aims to prepare students for real-world challenges and success in various aspects of life.
In value-added education, the focus is on developing well-rounded individuals who are not only academically competent but also possess essential life skills and values. This approach recognizes that education is not just about acquiring information but also about fostering personal, social, and emotional development. It’s about applying what is learned. That is why work-based learning and apprenticeships are so important. In our agriculture programs we use Supervised Agricultural Experience (SAE) For All to give students the opportunity to explore passions and career interests. SAE For All is broken into two components:
1. Foundational SAE: career exploration and planning, employability skills, personal finance management, workplace safety, and agricultural literacy.
2. Immersion SAE: this is where students gain real-world, hands-on experience within their chosen career path. Students will enhance their agriculture industry knowledge, gain financial independence and management skills, and determine whether the career choice aligns with their interests and abilities. They do this in either placement/internship, entrepreneurship, research, school-based enterprise, or service learning.
Value-added education encourages active learning, student engagement, and the application of knowledge in practical settings. It promotes lifelong learning, self-reflection, and continuous improvement. By providing opportunities for students to explore their interests, develop their talents, and engage in real-world experiences, value-added education aims to prepare individuals for future success and contribute positively to society.
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