PART 1: Character Traits of a Student Leader
by Tim Lautzenheiser
continued from Selection and Development: Effective Student Leaders
Student leaders are no longer a luxury in our educational world, but rather a necessity, particularly in the field of music. Any successful ensemble is made up of a strong director and a committed group of responsible and dedicated student leaders. We count on these extraordinary young people to offer their time and energy in the ongoing growth and development of our programs; without them, much of the daily work simply will not be completed.
Students are usually "eager" to assume the leadership roles, but are they "capable" of assuming the responsibilities that accompany the real leadership agenda? Do they truly understand the personal price of leadership? The selection process cannot be taken lightly; for the student leaders will often determine the attitude, the atmosphere, and the level-of-achievement for the entire organization; the are the pace-setters for every member of the ensemble.
So many factors enter into this important choice. Are the candidates competent? Are they emotionally secure? Will they assume a leadership posture both in and out of the rehearsal environment? Can they handle stress and pressure? Are they willing to make decisions that are not self-serving, but focused on their followers? Do they accept criticism and learn from their mistakes? Are they selfless rather than selfish? Ultimately, will they serve as positive role models for each and every band student? These are not easy questions to answer, but they are crucially important inquisitions, for it is unfair to everyone to assign leadership responsibilities to an individual who has not developed the level of maturity needed to assume the added responsibilities associated with productive leadership.
Over the years of teaching the skills and techniques of student leadership I have observed so many students who are confident in their abilities and certain they can "do the job" and do it quite well; however they have great difficulty turning hopes and visions into reality. The results are devastating to their followers, the program, and the perceived self-worth of the leader him/herself. In truth, everyone loses. How can we, as directors, avoid this dilemma?
In our urgency to have our students become more responsible and productive (perhaps these are one in the same), we are constantly looking for those opportunities-of-growth that will allow them to experience the pathway-to-success. After all, our fundamental mission as educators is to prepare them for the rigors of adulthood. It is exciting and personally gratifying when we see them rise-to-the-occasion, but the penalty-of-failure has a high price-tag in terms of the emotional damage to the student's self-concept. Unlike many other aspects of education, failure in student leadership means others are at-the-effect of the shortcoming. If a student leader does not accomplish the given task, it can (and often does) have a negative impact on all the followers; and the consequences can range from outward hostility to exclusion from the group. In extreme cases the wounded student leaders will make a decision to never be put in a similar situation where he/she will be subject to such personal pain. They choose to side-step any leadership responsibilities in the future.
Metaphorically, we do not pick a tomato from a garden until it is ripe, for it will be of no value to anyone. It is impossible to place the prematurely picked vegetable back on the mother-plant. Likewise a student leader who is not ready (not ripe) will be incapable of surviving the pressure and stress of leadership if he/she has not grown to the necessary stage of leadership maturity. There is an art to the selection process and veteran educators are careful to find the students who are:
* SELFLESS Watch for the students who are always taking the time to help those around them. You can quickly identify this important trait, "consideration-for-others," by simply observing their behavior before and after rehearsals.
* PERSISTENT Tenacity is an attribute necessary for attaining excellence at any discipline. Many people will begin a new endeavor with a sense of positive enthusiasm, but you are interested in the students who "complete" their assigned responsibilities. We are not measured by what we begin, but what we complete.
* CONSISTENT Most student leaders are at a time in their lives when they are establishing their personal habits and their life-values; they are truly deciding "who they are." Dreams, goals and desires can shift radically from one day to the next. Pinpoint the student who is predictable and demonstrates emotional stability; those who can “stay the course.”
* AFFABLE It is often tempting to favor the student leader who is a gifted musician, and this is certainly an important aspect of his/her qualifications, however if it vital for the student leader to have a healthy rapport with the other members of the organization. Popularity aside, the chosen student leader must be recognized and respected by the majority of the group.
* HONEST Slighting-the-truth is commonplace. The student who avoids the temptation to exaggerate or embellish the truth and is willing to accept the consequences that often accompany honesty is a rare commodity. Everyone will benefit from being in the presence of a person who demonstrates such personal integrity.
* FAITHFUL-LOYAL "United we stand, divided we fall." This well-worn phrase is still classic advice for every leader. The students who are always tried-and-true loyalists are your best nominees for student leadership positions. At this stage of leadership, commitment-to-the-group is mandatory and any disagreements or issues should be dealt with behind closed doors an in strict confidentiality, but there must be a sense of unity in front of the ensemble members.
These six personality traits are only a starting point; however they will establish a strong foundation for the selection-qualifications of any student leader. We, as educators, must be sensitive to the overwhelming effects student leadership can have on the development of the individual. We are in a position to help our students create a sense of self-worth that will serve them throughout their lives. We can guide their efforts and energies to ensure a positive experience for all concerned. As their leaders we have an immeasurable influence on their leadership for life
About the Author: Dr. Tim Lautzenheiser
Related Articles:
Selection and Development: Effective Student Leaders
continued from Selection and Development: Effective Student Leaders
Student leaders are no longer a luxury in our educational world, but rather a necessity, particularly in the field of music. Any successful ensemble is made up of a strong director and a committed group of responsible and dedicated student leaders. We count on these extraordinary young people to offer their time and energy in the ongoing growth and development of our programs; without them, much of the daily work simply will not be completed.
Students are usually "eager" to assume the leadership roles, but are they "capable" of assuming the responsibilities that accompany the real leadership agenda? Do they truly understand the personal price of leadership? The selection process cannot be taken lightly; for the student leaders will often determine the attitude, the atmosphere, and the level-of-achievement for the entire organization; the are the pace-setters for every member of the ensemble.
So many factors enter into this important choice. Are the candidates competent? Are they emotionally secure? Will they assume a leadership posture both in and out of the rehearsal environment? Can they handle stress and pressure? Are they willing to make decisions that are not self-serving, but focused on their followers? Do they accept criticism and learn from their mistakes? Are they selfless rather than selfish? Ultimately, will they serve as positive role models for each and every band student? These are not easy questions to answer, but they are crucially important inquisitions, for it is unfair to everyone to assign leadership responsibilities to an individual who has not developed the level of maturity needed to assume the added responsibilities associated with productive leadership.
Over the years of teaching the skills and techniques of student leadership I have observed so many students who are confident in their abilities and certain they can "do the job" and do it quite well; however they have great difficulty turning hopes and visions into reality. The results are devastating to their followers, the program, and the perceived self-worth of the leader him/herself. In truth, everyone loses. How can we, as directors, avoid this dilemma?
In our urgency to have our students become more responsible and productive (perhaps these are one in the same), we are constantly looking for those opportunities-of-growth that will allow them to experience the pathway-to-success. After all, our fundamental mission as educators is to prepare them for the rigors of adulthood. It is exciting and personally gratifying when we see them rise-to-the-occasion, but the penalty-of-failure has a high price-tag in terms of the emotional damage to the student's self-concept. Unlike many other aspects of education, failure in student leadership means others are at-the-effect of the shortcoming. If a student leader does not accomplish the given task, it can (and often does) have a negative impact on all the followers; and the consequences can range from outward hostility to exclusion from the group. In extreme cases the wounded student leaders will make a decision to never be put in a similar situation where he/she will be subject to such personal pain. They choose to side-step any leadership responsibilities in the future.
Metaphorically, we do not pick a tomato from a garden until it is ripe, for it will be of no value to anyone. It is impossible to place the prematurely picked vegetable back on the mother-plant. Likewise a student leader who is not ready (not ripe) will be incapable of surviving the pressure and stress of leadership if he/she has not grown to the necessary stage of leadership maturity. There is an art to the selection process and veteran educators are careful to find the students who are:
* SELFLESS Watch for the students who are always taking the time to help those around them. You can quickly identify this important trait, "consideration-for-others," by simply observing their behavior before and after rehearsals.
* PERSISTENT Tenacity is an attribute necessary for attaining excellence at any discipline. Many people will begin a new endeavor with a sense of positive enthusiasm, but you are interested in the students who "complete" their assigned responsibilities. We are not measured by what we begin, but what we complete.
* CONSISTENT Most student leaders are at a time in their lives when they are establishing their personal habits and their life-values; they are truly deciding "who they are." Dreams, goals and desires can shift radically from one day to the next. Pinpoint the student who is predictable and demonstrates emotional stability; those who can “stay the course.”
* AFFABLE It is often tempting to favor the student leader who is a gifted musician, and this is certainly an important aspect of his/her qualifications, however if it vital for the student leader to have a healthy rapport with the other members of the organization. Popularity aside, the chosen student leader must be recognized and respected by the majority of the group.
* HONEST Slighting-the-truth is commonplace. The student who avoids the temptation to exaggerate or embellish the truth and is willing to accept the consequences that often accompany honesty is a rare commodity. Everyone will benefit from being in the presence of a person who demonstrates such personal integrity.
* FAITHFUL-LOYAL "United we stand, divided we fall." This well-worn phrase is still classic advice for every leader. The students who are always tried-and-true loyalists are your best nominees for student leadership positions. At this stage of leadership, commitment-to-the-group is mandatory and any disagreements or issues should be dealt with behind closed doors an in strict confidentiality, but there must be a sense of unity in front of the ensemble members.
These six personality traits are only a starting point; however they will establish a strong foundation for the selection-qualifications of any student leader. We, as educators, must be sensitive to the overwhelming effects student leadership can have on the development of the individual. We are in a position to help our students create a sense of self-worth that will serve them throughout their lives. We can guide their efforts and energies to ensure a positive experience for all concerned. As their leaders we have an immeasurable influence on their leadership for life
About the Author: Dr. Tim Lautzenheiser
Related Articles:
Selection and Development: Effective Student Leaders
Posted by Vivace Productions at 6/11/2010 6:20 AM 
Categories: Band Director, Dr. Tim, Leadership
Tags: Band Leadership Training Dr. Tim Leadership
Categories: Band Director, Dr. Tim, Leadership
Tags: Band Leadership Training Dr. Tim Leadership
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