LO1-Identify their own strengths and develop areas for growth
LO5-Demonstrate the skills and recognise the benefits of working collaboratively
As my co-chair and I have started to hand over our “leadership roles” to two other student group members in G10, I have had to strike a balance between supporting the new leaders as well as giving them the space to make decisions on their own. In the past, I have struggled with letting go of control and trusting others. But it has definitely been much easier this time because of the relationship I have built with the two new leaders and the rest of the student group. I fully believe in their capacities and I am sure they will continue to amaze us all.
Overall, it has been incredible to think back on how much the new leaders have grown since their early days in the student group. I think I would not have felt such pride if I hadn’t consciously applied a flat leadership style where I really got to know the other student group members and their changing thoughts and feelings throughout their time in the student group so far. These thoughts leave me wishing that other student groups ran in similar ways – unlike the student groups I have been part of before. So how can we begin to change the attitudes surrounding student “leadership roles” at school? Ultimately, I think it has to involve more demonstration and public reflection – with students who have had success guiding a group (in a class project, a club, a sports team, or a service group) sharing their insights. Of course, different things work for different people (leaders and group members), but it would be a good place to start.
I am incredibly grateful for the teacher supervisors of the student group – Stuart, Debbie and Anne Marie; they have greatly shaped my leadership style and my desire to keep reflecting and getting feedback to keep improving my leadership skills.