Learning from a Student's
Leadership
by Trey Smith
I looked back at Michelle. Silent. Stoic. As usual, her face did not convey her emotions. Five students and teacher, we huddled together in a rented, dented van in the parking lot at Bensalem High School. Ripping open manila envelopes and flipping through judges’ comments and certificates of achievement, my students sought to make sense of the papers in their hands. It was a Saturday in February, and my quintet of handpicked eighth graders had just competed in the science fair sponsored by the Pennsylvania Junior Academy of Sciences. This was my first time with students at a science fair, my second year as a teacher. I am still not sure which of us was more nervous.
Michelle had yet to see herself as a public speaker. And that, for today, was probably why the judges had not handed her high scores. Michelle was not able to proceed to the state fair. She was one of three students in the van that day who had to wrestle with disappointment. I also struggled with some frustration myself. (But that is for another reflection.)
In the months leading up to the science fair, Michelle had been meticulous with her preparation. Her final report included table after table of data. She had measured changes in mass and developed a color scale to quantify the growth of rust on nails in various solutions. While I was not enthusiastic about her choice of topic, I was impressed by her attention to detail and her dedication to scientific methods. Indeed, it was Michelle’s specificity and systematic approach that put her in a position to mentor others on their projects. Few (if any) in my four sections of eighth grade integrated science invoked the skills of a scientist and created work that even approached Michelle’s. She relentlessly struggled when struggling was necessary for improvement; she soared when presented with opportunities to spread her wings.
What makes Michelle an example of influence and leadership, even without a title, is her dedication to her peers. Michelle completed her project at home. At school, she was a mentor to other students who needed guidance. She edited presentations. She gave feedback on experimental procedures. She even helped collect data. And she did this in addition to her own work. While I may have urged Michelle into this kind of role, her efforts went above and beyond my expectations. The students in the class looked to her for guidance. Kind, quiet, and consistent, she did not hesitate to help. I rarely saw her work on her own project. Her efforts were focused on others.
Through her work, Michelle became the teacher. And I, the student. Today, I draw upon her example as a model for my own classroom teaching. Unfortunately, I tend to fall a little short when it comes to showing the kind of patience and consistency that she showed her peers.
That Saturday in the parking lot at the science fair, I had hoped that she would be rewarded not just for her project but also for her unseen and unsung commitment to our classroom community. Her scores were not high enough, however. The judges could not see her leadership. And although I was not in the room when she presented I fear that her nervousness in front of an audience kept her from moving forward to state.
Looking back, I wonder if Michelle saw herself as a leader. How might her experiences help sustain her as a leader and a student if I had shared with her how much I learned from her leadership and example? Would such knowledge replace any pain she might have felt? Could I share this with her now, years later?
I never met with Michelle after that day to discuss her scores and her disappointment. I left the frustration in the van, too afraid to meddle with it. Michelle, however, might have taken frustration with her. I do not know. In hindsight, I find that I may have failed her twice: first, then I did not prepare her adequately for the verbal presentation, and second, when I did not address the leadership that she showed during the science fair process. I am hopeful that Michelle was not discouraged by her experiences. Based on what I observed during the days that Michelle was in my classroom, I am convinced that success will not be foreign to her.
And two of the students Michelle mentored and their projects? They went to the state science fair, thanks in no small part to Michelle.
Trey Smith taught middle school science and social studies at Morrison Elementary in the Olney neighborhood of Philadelphia starting in 2007. He is currently the science department chair and a biology and chemistry teacher at Boys' Latin of Philadelphia Charter School. Trey became a teacher consultant with the Philadelphia Writing Project in 2009.
Trey wrote this reflection as part of the PhilWP Leadership Inquiry Seminar.