Page 17 - FIS World

support leadership traits in children aged three to seven relies on three key beliefs:
1. Leadership can be acquired. Pri- mary school teachers understand that leadership is not something static that children are born with but instead they have the ability to be agents of their own development.
2. Child leadership is mainly a func- tion of context, not age. Walking through the PS classrooms a visitor can witness students displaying lead- ership in any social context. Age affects how leadership is displayed, not whether it is displayed.
3. Collaborative leadership will be the dominant leadership model of the future. FIS students receive the
instruction and experiences that will allow for them to collabo- rate globally, cul- turally, and atti- tudinally with current and future peers.
The two main teaching strate- gies that nurture leadership in young children stand in accor- dance with these beliefs.
1. Students are taught the ability to lead or follow as required by the context. The school recog- nizes that chil- dren naturally alternate roles during purpose- ful play. Teachers watch the dynamics of stu- dents’ relation- ships and help them see that leadership roles are something to practice, as is the skills required
when being a rank and file member of a team or group.
2. Children must be validated as capable agents in their own world. Young students must be given a voice through active listening from adults, giving them the chance to formulate opinions, and supporting their sug- gestions. This means validating them as current and future leaders, not the weakest link in society.
“Leaders aren’t scared to do new things and they’d also have to be nice and not shout.”
Connor, Gr 1
Leadership in Practice
The Primary School curriculum nur- tures four key collaborative leadership traits: problem solving, social network- ing, research, and identifying opportu- nities to effect change.
“Socializing is key”, says Ms. JC. “We help children to emerge out of the more egotistic stage in their earlier life and learn to cooperate and be collaborative.”
Children are also encouraged to solve problems and make decisions, first for themselves, and later, as their self-management matures, for the group. Teachers observe the children interacting and assess how different children negotiate their social world. Are they formulating themselves in a manner that attracts or alienates others? Teachers rotate students into different leadership roles within the classroom or in a specific activity and observe how they adapt and grow with these responsibilities.
leaders are those who who make sug- gestions, initiate play, and encourage others to join. They’ll say things like “Let’s” and “Why don’t we” - like Yazan.”
Their Voices: Who is a Leader?
During my visit, Ms. JC asked a group of first graders if they thought that a child could be a leader, they answered unanimously “Yes!” They were then asked to think of a child in their class who they considered a leader - but don’t tell any names. Rather: what were they like? What are their qualities?
Charles said, “This person is knowl- edgeable and good at thinking of the best thing to do. Leaders are very smart.” Connor remarks: “And he doesn’t say anything negative!” Zoe offered, “They are caring and they are fair.” While Finn considered that “lead- ers aren’t scared to do new things”, paused for a moment, and added: “They’d also have to be nice and not shout.”
The leader in the children’s mind is not the oldest, titled, or a domineering person that is sometimes the stereo- type for this role. He or she is rather the quietly savvy, kind hearted peo- ple-magnet that brings to mind the wisdom of Albus Dumbledore, Head- master of Hogwarts in the Harry Potter series by J.K. Rowling who reflected, “It is a curious thing, Harry, but perhaps those who are best suited to power are those who have never sought it.”
Returning to young Yazan and his playground plea, Ms. Callahan responded to his suggestion: “Ok, Yazan. So what would you do next?”
They talked a little more; shortly thereafter, a board was up by the school’s entrance, bringing the voice of the boy to all arriving at another day at the Primary School. While the words may have been about recess, the meaning to any savvy visitor should be “FIS is a school of leaders.”
Maria Monteiro,
FIS Parent
Ms. JC offered, “When I talked to our teachers, they share that some chil- dren are more self-confident, and that gives them a chance to listen to the other kids in the class. The gifted
February 2015 FIS World 15