Before this school year began, I met with my teachers to get our rooms prepared, talk about the upcoming semester, and discuss ideas we had during the summer.
While putting away the bookshelf, I mentioned an idea I wanted to introduce, having a new question each week to get students more conversationally fluent with a variety situations rather than the typical 'How are you?' and 'What is the weather like today?' Seeing her begin to process this I launched into an explanation of the whys behind this idea. Pretty soon I had a response.
"Of course, your right"
That was it, and she meant it. But it wasn't exactly what I hoped for. Though I achieved the end goal of introducing this activity into our lessons I realized I had achieved it as an expert. Her nonverbals in the first few moments indicated she was still thinking it over, and I never allowed her that luxury. Instead she simply agreed assuming I would know what was correct.
Its difficult to introduce a new idea or begin a new project when you're seen as an expert.
On one hand its easy, everyone wants you to take the reigns to tell them what to do. You already know what should be done so just tell us all and we won't waste anyone's time. Experts are confident. Experts have all the answers.
But does anyone learn this way when an expert is your leader? If you're the leader of a team, will your team develop further if you take the expert mentality? Sure you may achieve your goal quickly and maybe even without trouble, but will anyone have learned anything throughout the process?
Yes there is learning at the end, upon completion. But there is also learning that occurs throughout the execution of your goal and there is learning that occurs when starting the project.
Beginnings are always great learning opportunities for leaders to use.
So, what are some simple ways to begin that won't cast you in an expert role?
1) Ask their thoughts. Ask their ideas first and truly listen to them. Give them time to think and time to answer. Most likely they'll need more time than you to collect their thoughts.
2) Shift to Vision. Before giving all your wonderful ideas, share the vision you have for this project, not as a finalized statement but as an idea open to change. Ask what they think of the vision.
3) I'd like to try this. When it is an appropriate time in the discussion for you to say your thoughts, own your desire. Say 'I'd like to try such and such' and tell why. Then ask what they think.
With my counterpart I should have asked her thoughts on the upcoming school year first. From this I could have gained a reading of where she was in terms of preparation for classes to begin. After that discussion I should have shared my vision, in this case that our classes would help students reading, writing, speaking, and listening. From there it would be a natural segue to introduce an idea that would help our classes develop our commitment to English speaking and listening.
Invite discussion, share vision, ask for buy-in.
Using this strategy she would be actively involved in our discussion about to begin the school year, rather than accepting pearls of wisdom from the 'Expert'
Try this as you begin your next project. You may find your team has some ideas and perspectives you weren't expecting.
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