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.
Leading By Making Room for Other People’s Ideas
Yesterday, I had the opportunity to spend the morning at Purdue Polytechnic High School here in Indianapolis. We were there as part of the National Association of State Boards of Education’s High School Transformation State Network. There are six states that are part of the network: Washington, Missouri, California, New York, Kentucky, and Indiana. Of course, I was in my element – in classrooms spending time with students. We joined a chemistry class and I could not help myself but to take over a lesson on pH. As a former Ag Science teacher, pH, measuring the free hydrogen ions and hydroxyl ions, is a pretty important concept. Once a teacher always a teacher!
We also had a panel of students speak to us and spend time answering questions and offering advice. One student made a comment that really impressed me. She said, “I have learned to make room for other people’s ideas.” Wow, there was a future leader in the making. There are a lot of adults who have not figured that out.
Making room for other people’s ideas embodies a key principle of great leadership: openness to collaboration and inclusivity. Here’s what it means in the context of effective leadership:
- Valuing Diverse Perspectives: Great leaders understand that diverse viewpoints can lead to better decision-making and innovation. By making room for others’ ideas, we encourage a rich exchange of thoughts, which can enhance creativity and problem-solving.
- Fostering Collaboration: When leaders invite contributions from their team members, we create a collaborative environment. This not only boosts morale but also strengthens team cohesion as everyone feels valued and heard.
- Encouraging Engagement: Making space for others’ ideas promotes engagement and ownership among team members. When individuals see that their opinions matter, they are more likely to invest themselves in the outcomes of their collective efforts.
- Developing Trust: Leaders who are receptive to new ideas build trust within their teams. Team members are more likely to share their thoughts and take risks when they know we respect and consider their input.
- Adapting and Learning: Leaders who embrace others’ ideas demonstrate a willingness to adapt and learn. This flexibility is crucial in dynamic environments where solutions often require input from various sources.
It was great to be reminded yesterday by a young high school leader that making room for other people’s ideas is essential for fostering a positive and productive organizational culture, ultimately leading to greater success.
Our Gifts & Force Multipliers
Yesterday, I did an all day professional development gathering for Wabash River Career and Technical Education and we did an activity using kinetic sand beach castle building. The idea was to develop a project-based learning lesson and create a rubric. When sharing out their great innovations, one instructor and owner of Thompson’s College of Cosmetology, Deanna Kindsvatter, referred to the other members of her project team as “gifts.” For example she said things like, “And Ron was a gift because he knew how to…” I don’t think I’ve ever heard teammates referred to like this. We should, however, consider our teammates and those we serve as gifts.
This made me reflect on a concept I think about in leadership a lot – force multiplication. A force multiplier is really a military science term referring to factors or combination of factors that allow personnel or weapons to achieve more than by themselves alone. In Deanna’s case she was highlighting the different positive impacts of the others in her group and amplifying the efforts of the team, leading to enhanced overall performance and success. Thus, she was acknowledging them as force multipliers.
It was so great to hear Deanna acknowledge others as gifts and it made me ponder how do we make sure we create environments for all our gifts to thrive and we ourselves serving as gifts to others. Here are some thoughts on being gifts and creating force multipliers:
- Empower Your Team: We must delegate responsibilities and trust our team members’ gifts. By empowering them, we multiply our effectiveness through their contributions.
- Cultivate Collaboration: We can encourage teamwork and collaboration among our team members and those we serve. When we work together we can achieve more than any individual could alone, creating a multiplying effect.
- Leverage Technology: Utilize tools and technologies that enhance productivity and communication. This can streamline processes and enable or teams to work more efficiently.
- Develop Others: We must invest in the growth and development of our team members. By mentoring and coaching them, we’re equipping them with skills that elevate the entire team’s performance.
- Build a Diverse Team: A diverse team brings different perspectives and ideas, providing a deep set of gifts, which can lead to innovative solutions. This diversity can amplify our team’s overall capability.
- Communicate Vision: Clearly articulate a shared vision and goals. When everyone is aligned and understands the bigger picture, it directs energy and resources more effectively.
- Foster a Positive Culture: Create an inclusive and supportive environment where team members feel valued. A positive culture enhances morale and motivation, leading to greater productivity.
Following The Thread Forward
Through my studies of C. S. Lewis I have become a huge fan, and thus student of George MacDonald. Lewis considered MacDonald one his earliest influences after reading Phantastes at the age of 16. I am reading MacDonald’s great faerie tale The Princess and the Goblin right now. In this great literary work MacDonald told the enchanting story of Princess Irene and her brave encounters with the goblins who threaten her kingdom. Through her adventures, Irene discovers inner strength, the importance of faith, and the value of listening to wise guidance. The message MacDonald conveys highlights the triumph of good over evil, the significance of trust in oneself and others, and the idea that courage often comes from unexpected sources.
There was a line in the book as I was reading this morning where Princess Irene was on an adventure following a thread from her grandmother. It was said that, “She rose at once, and found the thread. But the instant she tried to feel it backwards, it vanished from her touch. Forwards, it led her hand up to the heap of stones – backwards it seemed nowhere” (p. 64). This really made me think about our moving forward in life. We really don’t get to go backward.
Then I thought about the genius of MacDonald having the thread represent guidance, intuition, and the idea of trust in one’s instincts or inner direction. When the thread leads Princess Irene forward but disappears when she tries to trace it backwards, it symbolizes the importance of looking ahead and having faith in the path we are on, rather than dwelling on the past or second-guessing.
George MacDonald seemed to be conveying a lesson about the necessity of moving forward in life with confidence, even when faced with uncertainty. He encouraged us to trust our instincts and follow the guiding forces in our lives, rather than getting lost in doubts or regrets about what has already happened. The metaphor of the thread suggested that progress often requires faith and courage, and that the right path may not always be clear if we focus too much on what is behind us.
Good Is Good
I was listening to a YouTube interview of one of my favorite artists, Amy Lee, and she made the comment, “Good is good.” I used to make a similar comment, “Good teaching is good teaching.” These thoughts emphasize the idea that something is inherently good, valuable, or worthy on its own merit, without needing further justification or comparison. We might teach using different styles or strategies, but good teaching is still good teaching. Lee’s point was that even though she doesn’t like country music, the genre doesn’t matter because “good is good.” She was suggesting a recognition of the intrinsic quality or positive nature of something, reinforcing the idea that goodness exists independently and should be acknowledged as such.
Amy Lee was a great person to prompt my reflections here because of her powerful and emotive voice, that has captured the attention of audiences worldwide. As I said, she is one of my favorites. Throughout her career, Amy has been praised for her artistic vision, profound lyrics, and ability to convey deep emotion through her music. In addition to her work with Evanescence, Amy has pursued various solo projects, collaborations.
As I reflected on the interview, I recognized that sometimes we, as leaders, overcomplicate situations or decisions. The phrase she used emphasized that goodness can be straightforward and should be appreciated for its inherent value, encouraging us to simplify processes and communications. No matter what we produce or what service we provide, we must have a clear understanding of what constitutes ‘good’ within our organization or community. This clarity can guide decision-making and align our efforts toward shared values.
Cultivating A Student’s Wisdom and Imagination
I was asked a question this week as to if the needs of all students can be met by career and technical education (CTE) courses. The individual asking the question also wanted to know about valuing career technical courses just as much as their academic courses and not viewing them as just another elective. First, I must point out that I believe every path matters for students and the needs of students can, and should, be met by the path best suited for the individual student.
My answer to the question was an emphatic, “Absolutely!” I went on to give examples and referred back to points I had made in my book, The Hand In The Back Of The Room. Teaching science through the context of agriculture employs inquiry-based teaching methods allowing teachers to expand students’ science skills and help mold lifelong learners.
Students who lack a connection with the relevance of science and math create a challenge for education and reinforce the need for core subjects to be taught in a relevant context. Career and technical education courses and programs offer this opportunity. The context of agriculture, for example, allows students to see, touch, smell, feel, and understand in a way that is meaningful to them. Learning in a relevant context allows students to use both wisdom and imagination.
Attracted To Novelties
One of the people who had an influence on C.S. Lewis was Richard Baxter. I am now reading Baxter’s The Reformed Pastor (1656). It is a fascinating work and I can see why Lewis read his work. Baxter quotes Seneca several times in the book. Seneca’s statement, “We are attracted to novelties rather than to great things,” emphasizes the human tendency to seek out new and shiny experiences, often at the expense of appreciating deeper, more meaningful aspects of life. He was highlighting how people can be easily distracted by superficial or fleeting interests instead of focusing on enduring values or profound truths.
In essence, Seneca suggests that while novelty can be enticing, it’s essential to recognize and prioritize what truly matters—wisdom, virtue, and personal growth—over transient pleasures or trends. This perspective encourages us to cultivate mindfulness and discernment in our pursuits, ensuring that we are not merely chasing after what’s new but also engaging with what has lasting significance. This discernment between chasing the new and staying true to what matters is a tricky balance. It is good to be reminded of the importance of this balance. If we are honest, we are enticed by novelty.
Embracing The Incomprehensible
I am reading the great book by Noam Chomsky, What Kind of Creatures Are We? A Deep Exploration of Human Nature, Language, and Consciousness. In the book, Chomsky taught us that “…sometimes the greatest breakthroughs come from accepting what initially seems incomprehensible.” For example, when Sir Isaac Newton first discovered gravity and proposed the idea that invisible forces could pull objects toward each other in empty space, Newton himself thought the idea was ridiculous.
Additionally, Chomsky critiqued systems of power and governance, often advocating for clearer communication and understanding within social structures. Leaders can draw from these insights by encouraging open dialogue and critical thinking within their teams, which can lead to innovative solutions in the face of challenges.
The idea about breakthroughs arising from embracing the incomprehensible can be incredibly valuable for us, as leaders. Here are a few ways to integrate this concept into our leadership approach:
- Foster a Culture of Curiosity: Encourage our teams to ask questions and explore ideas that may initially seem confusing or out of reach. Create an environment where curiosity is celebrated, which can lead to innovative solutions. It’s all about becoming a learning organization.
- Embrace Uncertainty: Accept that not all challenges have clear or immediate answers. Acknowledging the complexity of certain situations can encourage open dialogue and collaborative problem-solving among team members.
- Encourage Diverse Perspectives: Seek input from team members with different backgrounds and experiences. This diversity can illuminate aspects of a problem that might not be obvious at first and could lead to creative breakthroughs.
- Promote Risk-Taking: Support calculated risks when exploring new ideas or strategies. Leaders should communicate that failure is a natural part of the learning process and can lead to significant discoveries.
- Continuous Learning: Commit to lifelong learning, both personally and for those we serve. Engaging with new theories, concepts, and practices—even those that seem daunting—can inspire growth and innovation.
- Reflect on Past Experiences: Encourage teams to reflect on previous instances where initial confusion or challenges led to valuable insights or successes. This practice reinforces the idea that navigating through complexity can yield positive outcomes.
Chomsky’s emphasis was on the idea that our understanding of the mind and language is not as clear-cut as physical laws; instead, it involves deeper cognitive processes that require exploration beyond simple models. This highlights his view on the necessity for a nuanced approach when studying complex systems like human language and behavior.By applying these strategies based on Chomsky’s perspective, we, as leaders, can adapt more effectively to challenges and inspire our teams to embrace complexity in the work.
Practice Makes Permanent
Last week during one of my Focused Leader Academy gatherings we did an activity around “mantras” as part of our core values series. We all have a mantra whether we know it or not. Those things we believe in and the values we always act on. Others we serve even develop mantras that they use when describing us. Mine, from when I was a principal, was “Make it so!” I always wanted everyone in the school to be empowered to think through what they needed so when they told me what they intended to do I could say, “Make it so!”
One of the participants at Silver Creek School Corporation last week, Grant Condon, was really engaged in this activity and it even created a productive struggle for him. He knew what he valued and what he believed he displayed as a teacher leader, but was having trouble putting it all together – he wanted to get it right. He asked if he could take the development of his mantra as homework. The teacher in me was loving it; he was asking for homework. I love it!
True to his word, Grant did the homework and sent his thoughts to me. His work on the mantra was outstanding and I asked his permission to share. 🎤 Get ready for the mic drop, because his response is a great lesson for us all. Here it is:
Good morning,
I have been thinking a lot about the mantra that I could not decide on during our last meeting on Wednesday. I wanted to focus on effort for it, which I am, but I think I was too set on having the word “effort” in it. The more I thought about it, the more I realized that I already know of the perfect one, and it doesn’t have the word “effort” in it.
When I was on the 5th grade basketball team we had two coaches. One of them was my dad and the other was the dad of one of my best friends. The two of them taught us a lot of fundamentals and foundations of basketball, but they both used the same quote all of the time. In life, you hear a lot of people that say “practice makes perfect”, but they made a twist to that quote that I really like. They always told us that “practice makes permanent”.
I love that for my mantra because it goes right along with giving effort. If you practice by sitting there and doing nothing, then that’s what you are going to bring to the table during a game(or test). Developing habits is what we do in practice. I like to think of classwork and homework as the practice, and the tests/quizzes as the game. When students won’t ask questions, pay attention, or even attempt the work given to them, that is practicing poor effort that will become permanent habits.
I am sure that I have plenty more that I could say about this topic, but I will save that for another time!–
Grant Condon
Silver Creek Middle School
8th Grade Math
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.
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