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As a teacher, where do you invest most of your energy in the classroom? If you’re like me, you might find that your time and attention often go toward the students who push boundaries or seem disengaged. These are the students who challenge us the most—those who are either disruptive or quietly disconnected. I remember dreading certain classes, not because of the subject matter, but because of the emotional energy required to manage those challenging dynamics.
In this blog series, I want to share the lessons I've learned from my teaching experience—lessons that transformed the way I see students. These are not lessons about curriculum or classroom management, but rather about shifting the way we perceive the potential in every student. It’s a shift that, had I made earlier in my career, would have drastically improved both my teaching experience and my relationships with students.
For years, I taught a mix of classes—everything from freshman science to Advanced Placement (AP) Chemistry and even student leadership courses. Like many teachers, I relished working with the high-achieving students in my AP and leadership classes. They were driven, bright, and already on track for success. However, I began to notice something unsettling: the students who didn’t excel academically, or who seemed uninterested, were falling through the cracks. They were either causing disruptions or, even worse, quietly blending into the background, disengaged and invisible.
I used to think that leadership was something reserved for the high-achievers, the students who stood out because of their academic performance or extracurricular involvement. But over time, I realized I was making a mistake. The students I saw as disengaged were actually communicating through their behavior. And the students who quietly followed the rules often didn't see themselves as leaders, though they possessed the potential to be.
My work as the advisor to a student leadership program helped me see this more clearly. Initially, I thought the program was designed for the "best" students—the ones with the highest grades and the fullest resumes. However, I soon realized that those students were often too busy or uninterested in genuine leadership development. Meanwhile, the quieter students—the ones who followed the rules but never stood out—rarely applied. Why? Because they didn’t see themselves as leaders. They didn’t believe they belonged in those roles.
This was my wake-up call: we often treat leadership as an exclusive title, reserved for a select few. But in doing so, we unintentionally exclude the very students who may benefit the most from developing leadership skills. Every student has leadership potential, but they don’t all recognize it, especially when we frame leadership as something only certain students can attain.
In this blog series, my goal is to help you, as an educator, reconsider how you view student behavior—both the loud and the quiet. Acting out, withdrawing, and even silent compliance are all forms of communication. My hope is that by the end of this series, you’ll be able to see the hidden potential in more of your students, especially those who may have been overlooked or underestimated.
Remember, leadership is not just about leading others—it's also about learning to lead oneself. Every student can develop leadership skills that will serve them in their personal and professional lives. This shift in perspective can not only change your classroom environment but also transform the futures of your students. By recognizing and nurturing the leader within every student, you have the power to unlock their potential, whether they become leaders in the traditional sense or simply learn to lead themselves with confidence and courage.
Stay tuned for practical tips, classroom leadership strategies, and activities that will help you foster leadership in every student, empowering them to see their own potential and take ownership of their growth.
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