Every classroom has its leader, and it doesn’t take long to identify who that is. In fact, you'll often tell who this child goes to be before you ever step foot in the classroom and that they are usually the first to be mentioned to you by different teachers. Fortunately for the world, leadership is something that may be taught. According to a coursework writing service, these skills embrace being:
Goals Oriented:
At the beginning of the year, you'll guide the class in establishing classroom and individual goals. Post common goals somewhere in the classroom, and do periodic check-ins to examine how the class is doing in terms of meeting those goals (you will, and should, do these check-ins with personal milestones as well).
Honesty:
Literature and history are nice places to speak about honesty. Choose a particularly notable character or historical figure, and explore their life and the choices they made. Discuss which of this person’s actions were honest and which (if any) weren’t. What were the outcomes of these actions? And more significantly, what we can we learn from that person’s experience as a leader?
Service:
The first component of serving is seeing — students need to learn to see issues before they will be of service in solving those issues. You could, for example, discuss issues in the classroom, school, and community and convey these to your students’ attention. Then, you could encourage the class to brainstorm ideas for addressing those issues. To follow service on a a lot of commonplace, you'll also assign classroom jobs or roles to help students gain active hands-on with serving at least their own hands-on “community.”
Listening:
Listening is not nearly as simple as it sounds. Watch any kind of political debate and you'll see the issue that adults have with this talent. Therefore, why not teach it through structured debates. For younger children, have them debate which animal is the best, who is the best superhero, what is the best superpower, etc.
From these lighthearted debates, you'll gradually work your way up to more serious queries, like whether it’s better to save your cash or to pay it and enjoy the immediate results, or whether you should step in to assist somebody in trouble or run to get an adult. Of course, looking on the bravery of the teacher and also the policies of the school, there’s also the choice of getting your older students to debate some of the problems of the day.
Encouraging:
Have your students make a list of the strengths and positive qualities they see in their classmates and supply time for those strengths to be communicated. Have the students list something they aren’t smart at (and need to get better at) and discuss (individually or as a small group) how they will improve.
Communicating:
Classroom presentations are a great way to facilitate students gain confidence in speaking to a group of students and sharing their ideas. Alternatively, you'll incorporate play in your classroom to teach students these skills. For example, one great communication game is “lead the blind.” In this game, one person is blindfolded while his/her partner (who isn't blindfolded) works to steer him/her across a designated area by issuing clear directions. (Note from experience: play this game in a neighborhood where there isn’t anything that can be that may tripped over.)
Decision-Making:
Provide opportunities for the students to own choices and build decisions (but make sure you pre-select and pre-approve any pitches). These choices will include setting classroom rules, selecting lesson activities, setting free time activities, etc. Most importantly, be sure to guide your students in evaluating the costs and benefits of every possibility before they create their decisions.
Taking Responsibility:
Model responsibility in your class. When you build a mistake, own up to that. Discuss the personal empowerment of taking responsibility instead of passing the blame onto someone else — it allows you to focus a lot of on what you have control over instead of feeling like a victim who has no control. Find a way to affirm or reward students for taking responsibility for their actions.
