not their native language, have difficulty expressing themselves. In general,
humanities teachers listen better than math or science teachers. The latter
sometimes do not understand what their students are trying to say or ask and
therefore are unaware when students don’t understand a problem or concept.
Aside from instructional issues, the skill of listening takes on new dimen-
sions for the school leader because it involves applying a teaching strategy
to one’s encounters with adults. The very best teachers use good motiva-
tions, ask thought-provoking questions, and provide interesting demonstra-
tions. They elicit significant student response and do not dominate a lesson
with their own voice. When these teachers become school leaders, they
should do the same in their encounters not only with students but also with
teachers, parents, and other members of the school community.
Chapter 2 describes how listening when an irate parent comes to see you
is a method of defusing a situation. This may sound strange, but most peo-
ple are surprised when someone really listens to them and, after listening,
validates what they say by providing an appropriate response. Perhaps it is
not so surprising. Haven’t we all felt that no one listens when we complain
about a telephone bill or call a technology support center? It seems that
the corporate world has given up on teaching mid-level employees how to
listen. Instead, they provide them with a script they must follow, regardless
of the customer’s question or problem. Employees are even monitored to
be sure they do not deviate from this script. You usually will not get the
answers you need until you get to the supervisor’s supervisor.
The school leader provides validation to all who come to him with an
issue by listening and, when appropriate, taking notes.
Often, students will come to the school leader with a problem. Like adults,
they sometimes don’t really say what they mean. The supervisor needs
to look beneath the words they say. Let’s look at an example. When Mr.
Pfizer, middle school principal, was on his daily walkabout, he often
found students in the stairwells during their lunch period. They usually
were reading. He asked, “What are you doing here?” The most common
response was, “I don’t eat lunch” (even when they were munching on
food they brought from home). He knew the students really meant that
they didn’t like eating in the lunchroom. He also knew the possible rea-
sons: It’s too noisy. I need to study. I don’t have any friends to talk with
during my assigned lunch period. I feel threatened by the crowd.
28 Chapter 3