I teach a Year 8 interdisciplinary subject called F1 in Schools. Over the length of a semester, students have the opportunity to design a Formula 1 racing vehicle using Computer-Aided Design (CAD) software, engage in mathematical modelling, analyze computational fluid dynamics by using a virtual wind tunnel and then construct their design using both additive and subtractive manufacturing technologies. The program inspires students to learn about engineering, physics, aerodynamics, design, manufacturing, leadership, teamwork, media skills and project management, and then apply them in practical, creative and exciting ways.

I have written about this program before here.

Last Thursday I had the best class of the year and funnily enough, it had very little to do with F1. The students came into class talking about the movie Interstellar. I decided to gently engage the twenty-five boys in some questioning. This led to a discussion about philosophy and science and the difference between classical and modern physics. I introduced them to Newton’s main ideas and how we believed these to be universally true until Einstein came along. We spoke about Einstein’s theory of special relativity. I asked them to research the Twin Paradox. We discussed gravity, the law of addition of velocities, the speed of light, wave/particle duality, the difference between a scalar and a vector, and the nature of time and space. The students discussed the consequences of space travel, colonization of planets and the implications for our current notions of family.

Engagement was off the charts. I am talking about palpable energy as students furiously engaged in conversation and debate with each other, only pausing momentarily to ask me another question before having their minds blown as they discussed possibilities, scenarios and consequences with each other. We probably covered a semesters worth of university-level physics in fifty minutes. These are not your typical boys who are interested in science either. One boy asked if we could continue this conversation for the last few weeks instead of F1 in Schools. Three boys I walked past on my way to the common room were explaining special relativity to other students in the yard in a passionate and animated way. A group of five boys came back to me at the end of the day excitedly explaining to me that because it takes eight minutes for light to travel from the sun to the earth, that in fact, we were living in the past.

I could deviate in this way and engage students in this conversation because I had the pre-requisite knowledge and expertise to do so. But I also did this because I know the value of responding to student interest. A curriculum can never be something that you just pick up off the shelf and rigidly enforce or impose on kids. You need to be fluid and responsive, not set and rigid.

Knowledge is important. I believe in teachers having expertise. I believe in purposeful periods of direct instruction. I also believe in inquiry. Theories of learning should inform our pedagogy and a constructivist perspective most certainly develops a disposition of active inquiry through both a learning and teaching lens. Guiding students in developing a deep understanding through inquiry is an incredibly sophisticated and nuanced approach to teaching and one that can only be achieved by having access to stores of knowledge in specific domains.

Off to talk more Physics with the eager and inquiring young minds of tomorrow.

Transparency about how we work and learn, our preferences, values, beliefs, likes and dislikes, ultimately shortens the learning curve for your colleagues by making explicit the things that often take many years to learn through trial and error. A critical and candid self-reflection via the creation of a user manual is one way to practice radical candour and transparent leadership. A user manual is not static; rather it is a living piece of writing that captures a moment in time and articulates that you will always be a work in progress.

Inspired by the work of Adam Bryant and Kim Scott, this self-reflective exercise can serve as a prompt in identifying specific areas for personal growth, or it could be an activity a leadership team performs together as a discussion starter on how to become a more effective team.

Bryant recommends asking yourself questions like,

“Which activities give me energy, and which deplete me? What are my unique abilities, and how do I maximize the time I spend expressing them? What do people misunderstand about me, and why?”

Here is my first attempt.

I used to wag finger painting in Kinder so I guess I have always been a bit rebellious.

I identify with the tenants of progressive education but believe that there is always a place to learn directly from the instruction of others.

Your teaching style matters less to me than your attitude and dispositions toward the profession.

I enjoy exercise. In fact, I need it. Often I will squeeze in a run or a gym session on my lunch break. I make this a priority by scheduling it into my day and find that I am 100% more productive in the afternoons if I do.

I am constantly reflecting and learning. I value doing over perfection. I do not always know what I am doing and sometimes lack confidence, but I accept that, and just let my bias toward action guide me. I am committed to continuous improvement.

I have a diverse range of interests and believe that one of the best things you can bring to the workplace is a multitude of various and varied life experiences.

I believe in giving people freedom to do what they do best and then support in whatever way I can.

Intellectual stimulation energizes me. I enjoy turning challenges into opportunities. I enjoy working with people who are open to ideas and can explore possibilities.

Saying ‘thank you’ goes a long way.

I do not have patience for over-analysis of non-important issues and sometimes being in a discussion about semantics frustrates me. I also dislike grandstanding. If you have an issue come and see me and we can work through it. Do not wait until a public forum to air your concerns or issues for the first time.

I am fiercely loyal but if my confidence is broken it is hard to repair. Be open and honest, communicate with me and treat people around you in a friendly and professional way. When communicating I like to get to the point. I also like others to do the same. Please don’t talk in riddles. Say what you mean. Be yourself. Challenge and disagree with me because I value this. But please be respectful.

Communicating face to face with me is preferred, but sometimes if you require a thoughtful and considered response, an email can also work. I appreciate people telling me what I need to know, not what you think I want to hear.

I’m often working on many different projects so appreciate help making sure all the details are covered, and flagging for me any that need my attention.

Have empathy for others, as you never know the struggles they are going through.

I value difference and believe in diversity. High functioning teams have a range of experiences, expertise, skillsets and mindsets.

I want every member of my team to feel valued and empowered. I want you to feel supported in your quest to be a better version of yourself, because I believe we can all be better. 

This is not exhaustive by any stretch and still needs a bit of work, but it is something I look forward to revising and revisiting regularly.