Copy of Intellectual Humility in the Classroom; Pt. 3

Now, as much as I like that maroon I was

able to voice his opinion freely.

He was not altogether right and how we did it.

There was no tax, no hint of understanding or trying

to understand no effort to see any plausible deniability on

preference part.

Now, in fact, Maroni, I think, should have felt ashamed

and embarrassed of how he spoke to Paul Horn.

This is another human being.

Hey was flat out wrong in his accusations and made

some really nasty comments.

I imagine that I would have felt pretty embarrassed if

I had actually sent that that message that I have

written on Lee to find out that the recipient had

their hands tied in this situation.

They weren't responsible at all.

They were on leave for one reason or another, and

then maybe they maybe they didn't have, ah, very good

experience, just like me.

They were having a really tough time getting through it,

and they felt unsupported by their superiors or the people

around them.

Um, now, to be honest, if that would have happened,

I probably would have over taken my opportunity of being

vulnerable and look somewhere else with some look for someone

else toe to blame the good old Burn a Brown.

She says that we look for someone to blame because

it gives us some semblance of control.

Um, this explains the experience.

My last spring to T I was felt like I

was left in the dark, and I was getting different

messages from admin from supervisors from and from one day

to the next.

And I didn't feel like I had the power to

control any of it, so I lashed out at the

system. Now, Brown also points out that blaming is corrosive

in relationship and ruins opportunities to express empathy, which could

build stronger relationships.

Go back to Maroni and Marone.

I would have been a little more tactful.

He could have shown Bajoran some real support by showing

empathy. May be saying, Hey, how are things in the

capital? I haven't heard from you or received any reinforcements

in weeks.

I wonder if things were okay there.

Ask yourself.

You know, in the in situations where you can add

a little more empathy in your critical conversations, and I

I definitely think that could have gone a long way

from me in the spring.

There's a dealing with it with empathy, just like Bajoran

did. Honestly, In response to Maroni, he responded.

Instead of getting all angry, he responded with empathetic man.

I realized you really want the right things here.

Um, that's really frustrated about that.

He recognized the feelings that Marone I had and that

he worked together with him to try to find a

solution. And that's how we should be, is well, when

we're working in our, um, our situations.

Eso Finally, let's look at how intellectual humility can benefit

leadership on the administrative side of education.

Now, my first suggestion is to seek feedback from all

sources. Of course it is, since this is basically based

around me, um, being upset about not being able to

give feedback, uh, but just his teachers should seek feedback

from their students.

And in this idea, leaders shouldn't be afraid to seek

freed back from feedback from those that they leave.

Now, remember, for those of you in CBB three years

ago, the CB asked for participation in an employee engagement

there, survey the results found that people were highly distrusting

of and dissatisfied with middle management, o r.

The obvious answer to this was to double down on

the amount of middle management positions.

Now, um, I think we can all put together the

logical story to support their decision.

Um, but I'm pretty sure if you asked any of

those who aired their grievances in the survey what their

solution would have been, it would have not been toe

ADM or middle management positions.

The problem for many I don't think is is ah,

a quantity problem, brah.

The quality of the connection they feel, um, between their

ground level and the upper levels.

Now the theory here is that with more people to

juggle all the administrative duties, each will have more time

to connect with those with those whom they serve.

This plan on Lee works, though, if the people at

those positions know how to connect with the people and

it isn't one person's fault you can you never see,

and you never will see director, for example, in the

classroom long enough to know exactly what's going on.

It can't be solved just by adding someone else.

It's a problem that is highlighted by the difference between

management and leadership, and it requires greater leadership skills between

every level of the bureaucratic chain Director can only act

when they hear on what they hear from the principles

principles. We're gonna only act on what they hear from

their A.

P s and teachers.

I've had any point in the change.

There is a lack of trust.

Are you know where the communication is?

An honest there will be a perceived feeling of disconnection

between the top and the bottom, right.

So you can't just send off the directors or the

principles of a P S to a leadership retreat.

Although I expect our problems to be solved, I'm hesitant

to point that the change has to come between the

levels because our main, when the change that needs to

happen is to break down the actual levels.

We always look at leadership as a hierarchy.

Yeah, see the the hierarchy there and then see that

sort of the hierarchy again.

I know it's stupid.

Um, but there's we always look at leadership as a

hierarchy, right?

As ranked leaders, I think that if administration seeks the

feedback from other teachers, that puts us on the same

level. You know, leaders can ask for honest feedback and

share the professional goals with teachers and model maybe how

teachers should do so with their peers.

Trite, I went to We're all in the same level.

It makes it easy to share with one another.

And, you know, we sit, um, with our, um are

t p gps every year we make thes and we,

you know, send them into the principle.

But he's not sending him to us, right?

And that's not, you know, any fault of theirs.

It's just an idea that maybe if we were sharing,

working on goals together, um, maybe there wouldn't be so

much hesitancy to provide or ask for feedback from one

another. Yeah, um, s O once you're once we're all

in the same level, makes it easy to share, right.

It's easy to work together when we know that we're

all doing the same work.

And when we we see our leaders more than just

when they need a report.

Um, now it's easy to be honest with our employer.

Like it.

It wasn't that engagement survey when the you know when

it's in Ah, third party collected online survey, but it

gets trickier when you're face to face And that's why

it's so vital to develop trusting relationships, which is the

second part of this.

This is where we get back to my original question.

Why is it so hard to provide feedback to superiors?

Well, it's easier when we're closer to them.

If we feel like a school leader is equal to

us, we will trust them more.

A scholar, Hugh Nibali, gives the example of the great

generals from David and Alexander on down sharing their beans

or mods that with their men calling them by their

first names, marching along with them in the heat, sleeping

on the ground and first being the first over the

wall. Now one example of earning trust of people we

service to ask people for favors right?

Recent studies have shown that, uh, one extremely fast way

of building relationships is to ask for a favor.

Asking for help shows vulnerability right and and trust with

just a sliver of interdependence like we need, we need

you and I need you need me right?

And it speaks to the Inter need to feel like

an important team member on this level of vulnerability and

delegation and trust is in his essence what intellectual humility

is. So the next question to ask a school leaders

and, um that includes everybody, I think is how do

we encourage intellectual humility?

If you're in this in this session, then you're interested

in what it is.

Now, if you like the idea of it and you're,

you know, frustrated because other people don't have it.

Well, um, let me tell you how how to fix

that. How do we encourage others to be more intellectually

humble? Well, now I'm going to tell you that other

piece advice my principal gave me at that time the

spring. He told me that when I'm complaining about the

system in reality, I'm complaining about me because I'm actually

the system.

When we talk about it, we all are.

The system, it's it's a collective it's not.

It's not a person or a board of people.

Um, if we want to see a change in the

system, well, we can We can go ahead and do

that and well, I I thought, Well, that that's great.

I'm just going to do what I think is best.

And then if someone doesn't like it, well, they could

tell me not to eso I I've decided to hold

myself accountable for what I want to see in my

job. Instead of raging about the bureaucracy.

I've tried to be more of a leader myself at

my level and tried to promote the good things that

I want to see around me.

90. I've, I've in effect strive to be what Nibali

said of leaders as well, that they're movers and shakers,

their original, inventive, unpredictable, imaginative, full of surprises that discomfort

the Yemeni enemy in war and that the main office

in peace mhm, no, something else who knows quite a

bit about leaders is Simon's neck, and he's provided him

equally great great instruction on leading versus managing.

And I thought I'd share with you one little clip

of the his before moving on into the last part

of my presentation.

Copy of Intellectual Humility in the Classroom; Pt. 3

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