A Question of Leadership
THE MONTESSORI SCHOOL OF ROCHESTER (MICHIGAN)
During the U.S. election season,
one Montessori school approached
the subject with a
focus on leadership, rather
than the electoral process or government.
The students at Upper Rochester cities,
Elementary Montessori School discussed the
need for leaders to both represent and guide
communities in states, and countries. Who
do we want as a president, congress(wo)man,
senator, judge?
The conversation began organically when a
group of students were experiencing a conflict.
One was emotional and shouting, “You
never listen to what I say. When I talk, you
don’t even listen. You just automatically say
no, no, no! Just because I said it.” This child
was not receptive to a peace meeting. He was
too emotionally distraught, convinced that he
failed as a leader.
This led to a discussion on leadership characteristics.
“What does it take to be a leader?” The
students began listing traits they believed leaders
possess. The foiled leader joined the conversation
slowly but surely. A sixth-year student
pulled out his writing notebook and began
listing the characteristics as his classmates
named them.
They then talked about the roles of leadership
in our government and why they were important.
“What are we looking for in a president?
In a senator? A congressman/woman?
A judge? A bold leader? A quiet leader? An
empathetic leader? A smart leader?”
The children began listing what they didn’t
want ... obviously influenced by parents,
friends, and media.
The guide called a halt and challenged the
group to list only the positive characteristics
they felt were necessary in a leader.
The guide asked the students to close their
eyes while she read the lists. Despite sharing
by Joanne Shango
many commonalities, such as kindness, intelligence,
integrity, and empathy, the children
were able to match the classmate with
each list. Pride showed on their faces as they
were connected to each leadership trait!
Who would they choose? The quiet leader?
The empathetic leader? The bold leader? The
discussion led to the forum of debates and
their values. The students identified leaders
in the school and wrote invitations to join
in their debate. The fifth- and sixth-year students
were the moderators and were responsible
for writing the debate questions.
On the day of the debate, the impact on the
students upon hearing so many diverse leaders
talk about the roles, responsibilities, and
styles of leadership will stay with them long
into the future.
The guides and administrators stated afterward
that participating in the Upper Elementary’s
Leadership Debate had a profound
impact on themselves and the responsibility
they carry as leaders.
Students then worked on writing and editing
their own leadership speeches. To
find inspiration, they studied speeches from
famous humanitarians, college students, and
elementary students around the globe.
They noted different styles in speechwriting.
While some focused on characteristics found
in leaders, others referenced leaders who inspired
them.
The speechwriting was an endeavor that challenged
the students to simplify their thoughts
with direct messaging. They were cautious
with their use of adjectives, saving them for
powerful impact. The students discovered
that the passion of a speech lay in its delivery
and authenticity.
One student, in particular, struggled with
writing the speech. This student was a
delayed reader and was in the process of
rebuilding self-confidence.
As the weeks progressed, so did the writing.
The student began practicing the speech with
peers, which had never happened before. This
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