A classroom teacher is not only a teacher but it can also be a leader. Educators like me must be committed in maintaining quality education and play a vital role in maintaining the status quo.
The broad and longstanding consensus in leadership theory holds that leaders in all walks of life and all of organizations, public and Private, need to depend on others to accomplish the group’s purpose and the need to encourage the development of a person. I always remember that it is also important to practice what you preach. You can’t expect to work harder than you’re willing to. “ Respect doesn’t come from your position -you have to earn it. “ Teachers must have a vision for their school. During time of growth, change and opportunity, or uncertainty, a vision keeps us heading in the right direction.
I do not forget that parents are also important partners for guiding our students. They must not rely solely on the teacher’s output; so effort of parents must also be considered. Most importantly I make it point that students should exert full effort to comply with the standards, classroom policies and rules that their teachers set. In return, teachers must do their best to efficiently and effectively deliver the lessons to their students.
Great school grow when educators understand that he power of their leadership lies in the strengths of their relationships. Strong leadership in schools results from the participation of many people, each leading in his or her own way. Whether we call it distributed leadership, collaborative leadership, or shared leadership, the ideal arrangement encourages every adult in the school to be a leader. Administrators, teachers and staff all contribute to the leadership mix. They hold the power to improve student learning in the hands they extend to one another assistance and collaboration that can really make a difference.
Teachers can act as a motivator, a partner, a friend, a guidance counselor, a locus parentis or a surrogate parent to a student. Therefore , adaptability to cope with different situations must be a tall order for teachers.. I must exhibit the true quality of a leader. Avoid having “ Messianic Complex”, “ All –knowing”, and a “ Walking Encyclopedia Mentality.” After all, we must remember that not at all times cognitive skills are better than experience.
If a teacher can execute this in the classroom then student-teacher-parents’ conflict or problem may be lessened and be resolved easily. The creative power of teachers can help them relate, communicate and more importantly they have now the knowledge of resolving problems or conflicts that may arise.
Another aspect of empowerment for teachers is the empowerment of emotions. Teachers must possess an empowered emotion. According to Gini Graham Scott, author of the best seller book The empowered Mind, when we lose of our emotions, it can hurt us or others. For instance, at work, if you don’t control your anger or frustrations, you can blow a slight happening into a big insult that may turn into a feud, one that you can not only make you worse, but can affect to you being suspended from work or even losing your job.
We must be reminded that when an uncontrolled explosions seems to achieve its immediate purpose, it can still have long-term negative effect on relationships and on personal satisfaction. By contrast , if you stay in charge of your emotions or turn anger into a diplomatic and creative way of asking for or telling what you want you can avoid problems and achieved your goals.
Teachers must rein on initiatives and projects outside their classrooms. They can head professional learning communities, mentor new teachers, work with community nonprofits which they can hone their expertise that includes collaboration, research, promote professional growth, and improve outreach. They are the catalyst of change.
By: Gisela Escudero| Teacher III | Bataan National Highschool |Balanga, Bataan
