Empowering teachers, Enhancing education

Empowering Teachers, Enhancing Education

One Individual, Teacher, and Influencer at a time.

Joann Lim

10 January 2011

© 2010 Joann Lim
All Rights Reserved

Table of Contents
Introduction

3

The Why: Teachers as Individuals

4

The How: Teachers as Educators

5

The What: Teachers as Influencers

6

Implications for Coaching

8

Conclusion

11

References

12


Introduction
What would our world be like if everyone loved the lives they live? What would it look like if
people truly loved what they do (as a career)? What would our education look like if teachers
were truly passionate about their role as influencers, educators, and role-models? We hear so
much about education today and the products of our generations. To have a world and community that fosters growth, leadership, compassion, integrity, and positivity, we have to be people
who value growth, leadership, have compassion, integrity, and are positive. One of our greatest
assets in society are teachers. Teachers play such an enormous role in the lives of students. They
have the ability to inspire, empower, and foster environments of self-confidence, passion, and
nurturance or the complete opposite. This essay will explore the importance of working from the
inside out, returning to the the heart of teaching by examining teachers as individual (“the why”),
teacher (“the how”), and influencer (“the what”) and using coaching as a partner and catalyst in
transforming education and thus future generations.

“A teacher effects eternity; we can never tell where his influence stops. -Henry Adams


The Why: Teachers as Individuals

Individual
“Purpose a.k.a. The Why”

Without your title, who are you? Without their “teacher/educator” title, who are they?
Who are these individuals who end up becoming teachers and influencers? I would argue that
these individuals are like you and I. They have dreams and aspirations, an innate passion for
something (hopefully teaching being one of them), and a curiosity for life. Simon Sinek proposes
that “every person on the planet knows what they do. Some know how they do it but very few
know WHY they do what they do” (Sinek, 2010, The Need For Why Section). According to Sinek, organizations and individuals alike must “start with why.” He defines Why as the “purpose,
cause or belief....your driving motivation for action” (Sinek, 2010, Introduction Section). A person’s ‘why’ goes beyond the professional, it is something truly personal. A person’s why is at the
core of who they are and those who inspire us operate from this core. Sinek (2010) says, “Those
who inspire are not driven with what they do, they are driven with WHY they do it” (The Need
For Why Section)


What is the ‘why’ that leads individuals to become teachers? Do we contemplate an individual’s “why” when considering applicants for teacher’s college and/or into our school systems?
Do we continuously examine one’s “why” throughout one’s life and/or professional career or do
we simply consider the how (a.k.a. teaching) and the what (a.k.a. influencing)? What would it be
like if our commitment to education included understanding, exploring and supporting each person’s ‘why’? What would it be like if we centered our personal and professional development
programs around the question, “without your title, who are you?”-for at the root of all professionals, is an individual.
The more children (individuals) know that you value them, that you consider them extraordinary
people, the more willing they will be to listen to you and afford you the same esteem. And the
more appropriate your teaching, based on your knowledge of them, the more eager your children
(individual) will be to learn from you. And the more they learn, the more extraordinary they will
become. -M Scott Peck

The How: Teachers as Educators.

Teacher
“Passion a.k.a. The Ho w ”


A person’s role is comparable to the “how” or the living out of one’s why. In this context,
teachers have the ability to use their role as educators to live out their purpose/their “why.”
Hartmut (1978) and Moos (1979) found that a teacher is instrumental when he is able to guide
his student in aligning his personal goals with his academic goals. They went on to elaborate that
students whose teachers helped with this alignment showed stronger self-confidence and greater
personal and academic success in comparison to those whose teachers did not align goals.
This finding is interesting when considering teacher development. If aligning personal
goals and academic goals lead to greater self-confidence and overall success within students,
could this be the very formula we need to introduce into teacher development? What would it be
like if we considered that personal development is just as important as professional development
and that aligning personal goals with professional goals leads to greater overall success in ones
life? Consider the idea that teachers become more engaged in their lives both inside and outside
of the classroom. Why is this important? Because as Patrick, Hisley, and Kempler (2002) found,
teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Happier teachers lead to happier
students. Passionate teachers lead to more passionate students. As Grace Cirocco explains,
“PASSION=PASS I ON.” As teachers, what are we passing on to our students, and thus future
generations.
“Without students, there would be no teachers.”-Andy Hargreaves



The What: Teachers as Influencers
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The
great teacher inspires.”-William Arthur Ward

Influencer

“Possibilities a.k.a. The What”

What do individuals do to live out their “why”? They become influencers. A teacher like
any human being is an influencer. A teacher influences by what is said and what is unsaid, the
choices he makes and by his actions. Saying nothing is saying something, taking no action is an
action, and making no choice is a choice. Dr. Haim Ginott (unknown) describes the influence of
teachers so eloquently,
I've come to the frightening conclusion that I am the decisive element in the
classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be

a tool of torture or an instrument of inspiration. I can humiliate or humor,
hurt or heal. In all situations, it is my response that decides whether a crisis
will be escalated or de-escalated and a child humanized or de-humanized.

A teachers influence goes beyond the classroom. Students look to teachers for guidance,
as a role-model, as an expert, and as an educator. The minute he enters the classroom, his role as
a teacher becomes synonymous with being a leader. “A good leader inspires others with confidence in him; a great leader inspires them with confidence in themselves” (Unknown).
An effective educator must consider that children go to school for a living. It is their job,
their livelihood, and their identity (Lavoie, 2002). School plays a pivotal role in one’s social development and sense of self. As powerful influencers, teachers are entrusted with the responsibility of helping shape and develop who these students are and who they become. The role of education according to Hargreaves (2002) is to prepare all (young) people with the opportunity to be
amongst the most successful workers and decent citizens in this knowledge society. What would
it be like if this same theory applied to personal/professional development-to prepare individuals
(our teachers) with the opportunity to be amongst the most successful workers and decent citizens in our society?
For, in the end, it is impossible to have a great life unless it is a meaningful
life. And it is very difficult to have a meaningful life without meaningful
work. Perhaps, then, you might gain that rare tranquility that comes from
knowing that you’ve had a hand in creating something of intrinsic excellence that makes a contribution. Indeed, you might even gain that deepest of
all satisfactions: knowing that your short time here on this earth has been
well spent, and that it mattered.
Collins (2001), p.210


Implications for Coaching: Individual, Teacher, Influencer
As children, we are often told that we can be anything we want to be and that the possibilities are endless. At some point, we stop believing and many settle into roles, careers, and lives
that are far from what we imagined. When does this shift take place? At what point do we as individuals stop believing? One of the greatest influencers in life are teachers. As Henry Adams
says, “A teacher effects eternity; we can never tell where his influence stops.”
As coaches, we have the opportunity to partner with incredible individuals each day to
explore the ‘why’ and in doing so unlock the possibilities of what could be. In today’s society,
education is unlike anything we have seen in the years past. Technology has stepped into the
forefront and automation has taken over. While this is taking place, we are seeing an increase in
need of returning to the fundamentals of humanity. We are challenged to learn, understand, and
act upon what differentiates us and use it to connect us more deeply with one another. As a new
era takes shape, we are beginning to see a shift in the way we do things, the way we see things,
and the way we see ourselves within this world of ours.
An opportunity exists amongst a powerful group of individuals who serve as influencers
in the way do things, the way we see things, and the way we see ourselves. At the heart of this
opportunity is a partnership between educators and coaches-one that addresses a teacher as an
individual first, a teacher second, and an influencer third. In the model below (adapted from Simon Sinek’s Golden Circle Model (www.startwithwhy.com)), it is about identifying one’s purpose (‘the why”), passion (“the how”) and exploring the possibilities (“the what”). It proposes
that professional development begin and stay rooted in the heart of the individual, encouraging
each person to work from the inside outward. It is about putting the soul back into school, bring© 2010 Joann Lim

ing back engagement into education, and bringing love back into learning one teacher at a time.

Individual
“Purpose a.k.a. The Why”

Teacher

“Passion a.k.a. The Ho w ”

Influencer

“Possibilities a.k.a. The What”

As Hargreaves and Shirley (2009) share,
The three things that make most people happy are purposes, power, and relationships. Teachers feel positive emotions when their purposes are clear,
focused, and achievable, and when those purposes belong to them. They become unhappy when purposes are vague, scattered, unrealistic, constantly
changing, or are imposed by someone else. Second, teachers, like other people, feel happy when they experience being empowered, in control of their
work lives and not at the beck and call of others. /.../Inspiring purposes developed and achieved with others are the foundation of successful and sustainable educational change.” (p.73)


Is a coach necessary or can teachers be trained to coach each other? In their 2003 presentation, Hawk and Hill, explained that based on their research, in house teachers experienced a
difficulty in addressing issues with their colleagues and giving honest and constructive feedback.
Further, many were more inclined to give advice verses facilitating the learning. This highlights
the importance of having a third party perspective such as an outside coach. Barnett and O’Mahony (2002) bring light to the growing popularity of coaching in educational organizations,
which provides a flexible way to reflect on personal and professional issues, captures the realities
of workplace learning, and allows for personalized feedback.
Coaches are catalysts for powerful transformation. A successful coach according to
Bloom, Castagna, Moir & Warren, (2005) is one who “provides continuing support that is safe
and confidential and has as its goal the nurturing of significant personal, professional, and institutional growth through a process that unfolds over time.” (p.10). Coaching helps build that
bridge from where individuals/organizations are to where they really want to be and in the process creates a truly personal experience. When programs and development are customized and
tailored to the individual, they become meaningful. And meaningful moments lead to life changing experiences.
Conclusion
How do we impact future generations? By helping the people we put into and keep in our
education systems be the best versions of themselves. “If we take care of each other, then the organization will be a healthy organization” (Polsfuss and Ardichvili 2008, p.683). Consider if we
take care of each other regardless of our titles, we will create healthy families, schools, community, and world. Charles S. Lauer states, “Leader’s don’t force people to follow-they invite them

on a journey.” As leaders in our field, let us invite teachers, educators, and administrators to
come out and play and to be the best versions of themselves by being connoisseurs of their lives.

From Theory to Practice
Programs for consideration:
• Teacher’s college- considering an applicants “why” and offering career/life coaching
throughout studies
• Professional Development Days- creating workshops that align personal and professional
goals; provide avenues for teachers to explore the education profession through mentorship, coaching, networks; help teachers connect purpose (why), passion (how), and possibilities (what) through goal setting, coaching, and resources (wealth consultants, nutritionists, personal trainers, etc).


References
Barnett, B. G., & O’Mahony, G. (2002). One for the to-do list: Slow down and think. Journal of
Staff Development, 23(3), 54-58.
Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended coaching: skills and
strategies to support principal development. Thousand Oaks, CA: Corwin Press.
Cirocco, G. (2008). Your Passion is Linked to Your Purpose. Heart Journal, 1(3), 58.
Clutterbuck, D. (1993) Learning Alliances: Tapping into Talent, Journal of Communication
Management, 4(1), 108 - 111.
Collins, J. (2001). Good to Great. New York, NY: HarperCollins Publishers.
deHaan, E. (2005). A new vintage: Old wine maturing in new bottles. Training Journal,
November, 20-24.
Erkut, S., & Mokros, J. (1981). Professor as models for college students. Wellesley, MA: Center
for Research on Women.
Haim, G. (unknown). In Think Exist. Retrieved October 22, 2010 from
http://thinkexist.com/quotes/dr._haim_ginott/
Hall, D. (1976). Careers and organizations. Pacific Palisades, CA: Goodyear.
Hargreaves, A. & Shirley, D. (2009). The Fourth Way: The Inspiring Future for Educational
Change. Thousand Oaks, California: Corwin.
Hartmut, J. (1978). Supportive dimensions of teacher behavior in relationship to pupil emotional
cognitive processes. Psychologie in Erziehung und Unterricht, 25, 69-74.


Hawk, K. and Hill, J. (2003). Coaching Teachers: Effective professional development but
difficult to achieve. Prepared for the AARE/NZARE conference, Auckland, December
2003.
Jonson, K. F. (2002). Being an effective mentor: How to help beginning teachers succeed.
Thousand Oaks, CA: Corwin Press.
Lavoie, R.D., (2002). The Teacher’s Role in Developing Social Skills. In Richard Lavoie.
Retrieved October 22, 2010 from http://www.ricklavoie.com/teacher.pdf
MacDonald, E., & Shirley, D. (2009). The Mindful Teacher. New York: Teachers College Press.
Moos, R. H. (1979). Evaluating Educational Environments: Measures, procedures, findings, and
policy implications. San Francisco: Jossey-Bass.
Patrick, B.C., Hisley, J. & Kempler, T. (2000) What's Everybody so Excited about?: The Effects
of Teacher Enthusiasm on Student Intrinsic Motivation and Vitality. The Journal of
Experimental Education, 68(3), 217-236.
Polsfuss, C. and Ardichvili, A. (2008). Three Principles Psychology: Applications in Leadership
Development and Coaching. Advances in Developing Human Resources 10(5), 671685.
Portner, H. (1998). Mentoring new teachers. Thousand Oaks, CA: Corwin Press.
Sinek, S. (2010). In Start With Why. Retrieved October 15, 2010, from
http://www.startwithwhy.com


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