A number of weeks ago, I had already thought about my next post. In fact, I knew exactly what I wanted to write about. I knew what I wanted to say, why I wanted to say it. However, I could not figure out HOW to write it. The words just would not flow. It affects me both personally and professionally. And given that I am both an educator and a mother of five children, I am constantly at odds with this topic. The issue: educators and our use of power.
No matter how anyone looks at it, educators are in a place of power. Even when we don’t think we are “powerful”, we most definitely are. Students – the powerless- are not always afraid of making poor choices, but rather the consequences of getting caught by the teachers – the powerful. The generic, traditional, and common model of power is a top-down approach with administrators at the top, students at the bottom, and teachers and support staff somewhere in the middle. Administrators make the rules, teachers and support staff implement the rules, and students need to follow the rules.
When I think back to my days as a student, both in elementary and secondary school, the idea of visiting the principal was scary. In fact, when I was in high school, I never met my principal. I never even knew our vice principals (there were 3). And to be honest – I didn’t want to. Quite often, if one knew the administration well, then they probably had a negative track record. There is no arguing the traditional hierarchy of power.
In the classroom, there is an almost natural hierarchical order that places the teacher at the top and the students beneath them. I will never forget my very first day of teaching. I had a grade 8 class. The bell rang and all of the students got up to leave. At that moment, I said, “Wait a minute. I did not dismiss you.” They all froze in place and looked at me. I then uttered the words, “You’re dismissed.” I recognized my power.
This age-old “top-down” approach of influence is not just traditional, but it is also common and very easy to understand. And it is most definitely current. It makes sense and it clearly influences others. There is no question about that. But is it effective? I have been in this place of power for over 16 years. And now, I am questioning it.
A few years ago, when I began my Principal Qualifications, I started thinking about the kind of leader I want to be. No, I am serious. I actually had to reflect on the kind of leader I want to be. I had numerous assignments like that. This formally continued until I completed my Principal Qualifications. All the while, I also became trained in the use of Restorative Practices in schools. All of this combined led me to start questioning my role. I started noticing a serious change in me and my practices. With all of this new found knowledge, learning, and personal introspection, I started experiencing an evolution.
All this time, I had thought of power as a hierarchy. In this hierarchical order, the people at the top have the most power. Those at the bottom have the least power and are heavily influenced from those above them. But this traditional order of power also implies that those at the bottom have little influence over those above them. I started thinking about all of the students I have worked with over the years. Surely they have influenced my teaching practices, the way I run my classroom each year, and even me as a person.
I also started reflecting on the concept of educating children. Our goal as educators is to uncover the potential in each child. Imagine that! We educators HAVE THE POWER TO UNCOVER THE POTENTIAL IN EACH CHILD. The child is not at the bottom! The child is at the center!
So I am changing my outlook of power. Power CAN be about who is at the top, but it does not have to be! Power CAN be a top-down tier. But it isn’t necessary. I propose a different model. I choose a model that reflects a sphere of influence. This sphere of influence has the child at the center, surrounded by teachers, educational assistants, secretaries, custodial staff, and administration. This sphere of influence allows us to visualize the influences we have on each other. Power is no longer scary or negative. Power is no longer connected to one’s “title”. Power is directly attributed to the impact we have on each other.
We are all connected. And we are all constantly learning (from each other). A sphere of influence has inner and outer layers that can change the nature of its inner and outer layers. If the child is at the core of our education system, we need to ensure that the “core” remains healthy in order for the outer layers to remain healthy. If the most outward layer is unhealthy, it will eventually affect the inner core. We are all connected. While we each have our role to play in this complex system of education, we need to remember that we ALL have the power to influence each other – staff and student alike.
The beauty of recognizing power as a sphere of influence is that it also helps make the relationships between staff and students less scary for students. It doesn’t take the power away from us educators; rather, it gives power to others. And it EMPOWERS all of us! It encourages the students to see us as role models rather than “police officers.” We become facilitators in their journey through this crazy world we call life. Students may stop fearing the consequences of US and begin to fear the consequences of poor choices themselves. This, in turn, may lead students to simply value better choices and own up to the poor choices simply because they can.
This may make it easier for students to see us educators as people, rather than just powerful bodies they have to listen to, powerful entities who make and enforce rules. And best of all, they may even begin to see themselves as powerful too! They may begin to recognize their true potential as people who have the power to positively influence and impact everyone around them!
Sincerely,
Jen