Lessons in Leadership: Diffusing Situations Effectively

Effective leadership is not just about setting goals, improving pedagogy, and making decisions; it's also about managing relationships and resolving conflicts. Adaptability, inspiring trust, and leveraging an empathetic lens are crucial elements for a positive resolution (Kouzes & Posner, 2017; Goleman, 1988; Tannenbaum & Schmidt, 1973).  As a leader, your ability to defuse the situation and restore calm can have a profound impact on the learning environment in your school or district.  

During a coaching visit, a recent situation reminded me of the importance of effectively diffusing situations.   As I provided feedback to the principal, she had to step out repeatedly to deal with a situation in a room next to the office.  It was here that a student was having a severe meltdown that had persisted for over half an hour. Despite the best efforts of school administrators and support staff, they could not calm him down. It was at this point that I asked if I could try. When I offered assistance, I approached the situation with a different perspective, leveraging my experience and understanding of assisting students with unique needs.

I began by showing the student pictures of me with Australian animals on my phone, a subject many kids his age find fascinating. In seconds, he was hooked, trying to touch the screen.  I gently explained that anger and yelling could scare these animals, appealing to his empathy and understanding. To my relief, the student immediately calmed down, his distress visibly subsiding. Within a few minutes, he was back in class, ready to continue his learning.

The experience above underscores the importance of personalized support in leadership. By understanding individuals' unique needs, leaders can tailor their approach to address challenges and foster positive outcomes effectively. In this case, my knowledge of student's interests in kindergarten and my use of a creative, personalized strategy demonstrated the power of empathy and understanding in resolving a difficult situation. There is a connection to leadership here. Leaders who can connect with individuals on a personal level are more likely to inspire trust, build relationships, and achieve lasting results.

Successfully diffusing situations requires a combination of skills, empathy, and strategic thinking. Here are some valuable lessons leaders can learn from such experiences:

• Empathy is Key: Understanding the perspectives and emotions of those involved is crucial. By putting yourself in their shoes, you can respond compassionately and avoid escalating the situation.
• Active Listening: Pay close attention to what others are saying verbally and nonverbally. This shows that you value their input and can help you identify underlying concerns.
• Effective Communication: Use clear, concise language and avoid making assumptions. Choose your words carefully to avoid misunderstandings and maintain a respectful tone. As I shared in Digital Leadership, you won't find and effective leader who is not an effective communicator. 
• Remain Calm: It is essential to control one's emotions. A calm demeanor can help de-escalate tensions and signal to others that the situation can be resolved peacefully.
• Find Common Ground: Look for areas of agreement or shared goals. This can help bridge divides and create a sense of unity.
• Offer Options: Provide choices or solutions that address the concerns of all parties involved. This shows you're willing to compromise and find a mutually beneficial outcome.
• Follow-Up: After a situation is resolved, follow up with the individuals involved to ensure that the issue has been fully addressed and that there are no lingering tensions.

By practicing these skills, leaders can become more effective at diffusing situations and building positive relationships within their staff, schools, and districts. Educational leadership is not just a job; it's a calling. Great leaders can transform schools, shaping the lives of countless students and inspiring a new generation of learners.

Kouzes, J. M., & Posner, B. Z. (2017). Leadership in organizations: Why should anyone follow you? (10th ed.). Jossey-Bass.

Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), 67-74. 

Tannenbaum, R., & Schmidt, W. H. (1973). How to choose a leadership pattern. Harvard Business Review, 51(3), 136-148

Leading with Clarity: The Power of Transparency in Building Trust and Driving Success

 "In the absence of knowledge, assumptions fill the void—where clarity is lacking, rumors take root, and uncertainty breeds misdirection." - Eric Sheninger

Imagine trying to navigate a maze blindfolded, with no idea where you're going or what obstacles lie ahead. Frustrating, right? Now, picture having a leader who hands you the map, explains the terrain, and guides you step by step. With transparency, confusion and hesitation melt away, replaced by confidence and trust in every move.  That's the power of transparent leadership. 

Leading with clarity is not just about providing direction—it's about creating a culture where trust thrives, decisions are transparent, and every voice is empowered to contribute to the bigger vision.

Being a transparent leader isn’t just a style; it’s a commitment to honesty, openness, and integrity, something I elaborate on in Digital Leadership. It involves sharing information, developing trust, and creating an environment where everyone knows the direction and goals of the organization. Trust is foundational to effective leadership, and transparency serves as a critical enabler (Burke, Sims, Lazzara, & Salas, 2007). Transparency builds trust within a team by eliminating hidden agendas and making sure everyone is on the same page. Studies have found that when leaders communicate openly and clearly about organizational goals and challenges, people are more likely to feel connected to the vision and motivated to contribute (Men, 2014). When leaders communicate openly about decisions, challenges, and the reasoning behind certain actions, they empower their staff with a sense of ownership and purpose.

When leaders are transparent, they encourage accountability across the board. According to Schaubroeck et al. (2011), leaders who model transparent behavior by sharing both successes and failures create an environment where accountability is embraced at all levels. People feel more motivated to meet expectations because they understand the "why" behind their work. It also strengthens relationships because staff members know they can count on their leader to be honest, even when the news isn’t good. This creates a culture of open communication, where ideas and feedback flow freely, leading to innovation and growth.

Decision-making is also enhanced. Research by Avolio, Walumbwa, and Weber (2009) highlighted that transparent leaders encourage participative decision-making, improving the quality of decisions and enhancing staff embracement of ideas, strategies, and new initiatives. When people are involved in or aware of the decision-making process, they provide more insightful feedback and are more likely to support the final decision. This leads to smoother implementation and fewer obstacles down the road.

In a world where trust is often hard to come by, transparent leaders shine as beacons of honesty and integrity. They build stronger, more resilient teams and cultivate an atmosphere of clarity, accountability, and growth. By opening the doors of communication, transparent leaders don't just inspire loyalty—they inspire greatness. So, take off the blindfold, share the map, and lead with transparency. Your people—and your organization—will be better for it.

Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories, research, and future directions. Annual Review of Psychology, 60(1), 421-449. 

Burke, C. S., Sims, D. E., Lazzara, E. H., & Salas, E. (2007). Trust in leadership: A multi-level review and integration. The Leadership Quarterly, 18(6), 606-632. 

Men, L. R. (2014). Strategic internal communication: Transformational leadership, communication channels, and employee satisfaction. Management Communication Quarterly, 28(2), 264-284. 

Schaubroeck, J., Lam, S. S. K., & Peng, A. C. (2011). Cognition-based and affect-based trust as mediators of leader behavior influences on team performance. Journal of Applied Psychology, 96(4), 863-871. 

What You Really Need to Know About Artificial Intelligence (AI)

No matter what education circle you are in, AI is likely a topic of conversation. Some see it as the holy grail of education, and this has manifested in countless books and presentations, especially at technology conferences. Even events that are not focused on digital have sessions dedicated to the topic. On the other hand, there are an equal number of skeptics and opponents of using AI in schools.  Concerns center on its potential to replace human interaction and critical thinking skills. Additionally, there are worries about the ethical implications of AI in education, such as bias in algorithms, copyright infringement, and privacy concerns. 

I am not here to convince you which side you should take, as that is a personal decision. However, clarity is needed regarding what AI can and cannot do in education.  

Let’s begin with the shortcomings. AI will NOT:

• Build relationships with students or staff
• Implement a lesson effectively 
• Facilitate meaningful learning

These limitations highlight the importance of human interaction and expertise in the educational process. While AI can be a valuable tool for assisting in various tasks, more is needed to fully replace the role of teachers in fostering personal connections, tailoring instruction to individual needs, and creating a supportive learning environment. AI, while a powerful tool, can only partially replace the role of human leadership in schools. While AI can provide data-driven insights and automate certain tasks, it needs a nuanced understanding of human relationships, cultural contexts, and complex decision-making processes essential for effective leadership. School leaders must build trust, foster a positive school culture, and make informed decisions based on data and human judgment. While AI can support these efforts, it should be seen as something other than a substitute for human leadership.

Prompt all you want. People are the driving force of learning. What you can type into a generative AI tool doesn't matter, as it quickly becomes meaningless if we forget the “who” and fail to implement effective strategies. 

It is essential to understand the limitations to truly take advantage of what AI can provide educators.  I am not going to mince my words.  In my biased opinion, AI CAN: 

• Maximize and save time

In my biased opinion, it's pretty straightforward. Now, I am not trying to diminish any books or presentations on the topic. However, the true power lies in understanding where there are gaps in our practice and using AI to fill these in, saving valuable time in the process.  During the coaching process, I often see opportunities for teachers to bump up thinking by scaffolding questions, make a standard or concept relevant to students, create sound rubrics, personalize learning, implement a hook at the beginning of a lesson, or leverage data (adaptive tools, benchmarks, common formative assessments) to develop appropriate interventions. In the case of the latter some AI tools will allow you to upload data reports to generate suggested tiered supports for students. 

Here are a few examples where I have identified either a gap in practice or an opportunity for growth and then used AI to elicit ideas.  While observing a 7th-grade history teacher, I saw him telling jokes to build relationships at the beginning of the class. While these were funny, they did not connect to the content. Since he mentioned what was covered the day prior, I used this within my AI prompt.  I then asked Google Gemini to create a joke on the Renaissance period for 7th-grade students.  In seconds, I got a few examples. When providing feedback to the teacher, I shared these and why. His reception to these was very positive.  

A 4th-grade teacher asked me for advice on helping his students remember long division.  To assist with my prompt, I asked him what he liked to do to engage his class. His response was to sing.  I then asked ChatGPT to create a song for 4th-grade students to help them remember long division. In seconds, rap lyrics were generated.  I then sang these to the teacher and his expression was priceless. With both examples, I asked the teachers if what was created by AI was aligned with the standards and concepts.  This is a critical step when using these tools, as mistakes can and are made. 

In a past post, I shared how leaders can use AI to provide timely and personalized feedback, create a research-based comment library to use during formal observation or evaluations, and streamline communication.  It can also be used to quickly gather peer-reviewed research to help validate major change initiatives or shifts to pedagogy. One of my favorite tools to use for this is Consensus AI. As mentioned previously, the key is to identify as a leader where these tools can help improve your practice while prioritizing the human element. 

Discounting AI to support and improve education could be a mistake. Becoming over-reliant on it might dilute intended outcomes or even result in a regression of practice. Like any tool, purposeful use will determine its level of effectiveness.  My advice is to keep an open mind while employing a critical lens. Be wary of the glitz and surface-level presentations. The true value of AI now and in the future is in your hands, something you are more than equipped to determine.  

Learn more about professional learning offerings on AI from Aspire Change EDU HERE or email aspirechangeedu@gmail.com