Tippecanoe Valley Looks To Develop Great Leaders
July 28, 2016 at 4:25 p.m.
By Scott Backus, Ass't Princ'l, TVMS-
We talk about being leaders, identifying leaders, creating leaders, modeling leaders, etc. The talk goes on and on, but the key question in any school is, “How do we develop leadership skills in our students?”
As I ponder this question, my history teacher brain pulls me back to a couple of examples of leadership:
On a hill called Little Round Top near Gettysburg, Pa., in 1863, a college professor from Maine was given one order; hold the flank. After repeated assaults from the Confederate Army, Colonel Joshua Chamberlain’s men were low on bullets and energy. Faced with a difficult situation and no superior officer to turn to, he made a tough decision to fix bayonets and charge down the hill into the heart of the Confederates. He repelled the assault, captured hundreds of Rebels and protected the flank of the Union Army (and arguably the Union itself).
On June 6, 1944, Brig. Gen. Theodore Roosevelt Jr. repeatedly led groups of scared soldiers from the Normandy beach, over the seawall, and established them inland. His valor, courage and presence in the very front of the attack and his complete unconcern at being under heavy fire inspired the troops to heights of enthusiasm and self-sacrifice. Although the enemy had the beach under constant direct fire, he moved from one locality to another, rallying men around him, directing and personally leading them against the enemy. Under his leadership, troops reduced beach strong points and rapidly moved inland with minimum casualties. He thus contributed substantially to the successful establishment of the beachhead in France (taken from the Congressional Medal of Honor citation).
These are but two examples of the multitude history leaves us.
So what lessons do we as educators glean from these examples? For me, it is that great leaders sometimes break the rules. I don’t mean to say that great leaders are outlaws or crooks, but they are people who are not afraid to make a decision in the face of adversity, even when it goes against the plan or policy manual. They think on their feet and react to problems that come up and then make decisions that inspire others. They move others forward and are relentless in their drive to accomplish a goal. Leaders aren’t always popular and decisions they make do not always garner praise and admiration.
I have this quote by Theodore Roosevelt Sr. taped to my computer: “It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; … who at best knows in the end the triumph of high achievement, and who at worst, if he fails, at least fails while daring greatly.”
When we put students in situations that make them think on their feet, face adversity, react to problems, move others, and be relentless in accomplishing a goal … we are developing great leaders.[[In-content Ad]]
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We talk about being leaders, identifying leaders, creating leaders, modeling leaders, etc. The talk goes on and on, but the key question in any school is, “How do we develop leadership skills in our students?”
As I ponder this question, my history teacher brain pulls me back to a couple of examples of leadership:
On a hill called Little Round Top near Gettysburg, Pa., in 1863, a college professor from Maine was given one order; hold the flank. After repeated assaults from the Confederate Army, Colonel Joshua Chamberlain’s men were low on bullets and energy. Faced with a difficult situation and no superior officer to turn to, he made a tough decision to fix bayonets and charge down the hill into the heart of the Confederates. He repelled the assault, captured hundreds of Rebels and protected the flank of the Union Army (and arguably the Union itself).
On June 6, 1944, Brig. Gen. Theodore Roosevelt Jr. repeatedly led groups of scared soldiers from the Normandy beach, over the seawall, and established them inland. His valor, courage and presence in the very front of the attack and his complete unconcern at being under heavy fire inspired the troops to heights of enthusiasm and self-sacrifice. Although the enemy had the beach under constant direct fire, he moved from one locality to another, rallying men around him, directing and personally leading them against the enemy. Under his leadership, troops reduced beach strong points and rapidly moved inland with minimum casualties. He thus contributed substantially to the successful establishment of the beachhead in France (taken from the Congressional Medal of Honor citation).
These are but two examples of the multitude history leaves us.
So what lessons do we as educators glean from these examples? For me, it is that great leaders sometimes break the rules. I don’t mean to say that great leaders are outlaws or crooks, but they are people who are not afraid to make a decision in the face of adversity, even when it goes against the plan or policy manual. They think on their feet and react to problems that come up and then make decisions that inspire others. They move others forward and are relentless in their drive to accomplish a goal. Leaders aren’t always popular and decisions they make do not always garner praise and admiration.
I have this quote by Theodore Roosevelt Sr. taped to my computer: “It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; … who at best knows in the end the triumph of high achievement, and who at worst, if he fails, at least fails while daring greatly.”
When we put students in situations that make them think on their feet, face adversity, react to problems, move others, and be relentless in accomplishing a goal … we are developing great leaders.[[In-content Ad]]
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