"Every human being is entitled to courtesy and consideration. Constructive criticism is not only to be expected but sought." -Margaret Chase Smith
What Smith realized, and what many struggle to see even to this day, is that having mistakes or problems illuminated for you, and learning from them, is one of the best ways a human being can evolve into something more than a sack of skin and bones with a pulse.
I am of the opinion that one of the most grandiose aspirations a person could have is to be, in someway a leader; meaning they influenced others and society--even in a small, benign way--to be better. This could be something as simple as being a leader in the home. It could mean leading in the workforce. It could mean being outspoken and inspirational in word. It could mean being a silent example, a pillar of light for those around you to follow and gain insight from.
I don't think, however, that anyone can be an effective leader unless they are willing and able to take criticism from others. How can someone seek to influence the behavior of others if they are not willing to change their own behavior first? Recognizing one's weaknesses, and analyzing how they can be improved upon, is an essential part to becoming a skilled leader.
I have arrived at this point of frustration because of my own observations on criticism within the teaching profession. As a first year teacher, it has been eye opening to me to see how many of my colleagues are unable to use criticism they receive in a mature, beneficial manner. Whether its a teacher being told by an administrator things they are doing wrong in the classroom, a school administrator being shown problems in the way an issue is being handled, or a district official being asked why we are approaching education using certain strategies, it seems to me that there is an inability for many in the system to handle constructive criticism. In essence, we as educators are quick to point out faults and points of improvement in our students and their work, but we often fail or refuse to do the same when it comes to ourselves.
I am approaching this as an imperfect observer, not someone who has mastered the art of being able to use criticism effectively. I remember back to my second week of teaching. Although as naive as Icharus as he built the wings that would eventually take him fatally close to the sun and as stressed as a gimp would be in a zombie apocalypse, I thought that I was doing a pretty good job overall. My students seemed to like me and I felt like I had started to lay the foundation for meaningful instruction throughout the year. It came as a total shock, then, to have one of my 8th graders--a ruffian at the time--tell me that I couldn't teach because I said the word, "okay" too much. Initially I was furious with him. He interrupted my instruction and he had the gall to do it in front of the entire class. Ironically, my response to him was, "please be respectful, Juan. Okay?" I went home that day feeling awful and embarrassed. But then I had the chance to ruminate a bit more on what he told me and realized that he was right. I did say "okay" too much as I was instructing, it was a nervous tick, and it was something that I needed to recognize and improve on. I thanked Juan the next day for pointing this out to me and asked my students to stop me whenever I said that. Although it still escapes my lips occasionally, I have been able to improve upon communication with the class and become a more effective teacher.
It can be difficult to take constructive feedback from others, especially those we deem ill-equipped to criticize: like a fourteen year old boy who should be, at all times, subordinate to his teacher. I can imagine how hard it is for a principal or superintendent to be judged by teachers or school officials working under them. However, if we are able to separate ourselves from our emotions and not take such critiques as an affront to our character, than these critiques, regardless of where they come from, could be used as tools for improvement not only on an interpersonal level, but within the entire educational system. Often, I fear, we are so adept at being offended that we miss the opportunity to be cultivated.
The lack of leadership stemming from an inability to take criticism is not a problem seen solely in the educational world, it is a societal epidemic, and the underlying symptom is that we are becoming a society that is capable of complaining, but not capable of improving. Attend any faculty meeting or teacher training and you will find people as adept as any at pointing out faults of individuals and of a system in general, but you will not find people that are capable of using this new found knowledge to find a solution. If you watch the news, read about happenings in government, or even scroll up and down your Facebook newsfeed, you will find many more people who are capable complainers but not capable critical thinkers.
Part of the problem, I believe, is linked to my last blog post on how you present your criticism in the first place. As teachers, I find that sometimes our critiques and complaints are so emotionally charged and venomous that they naturally fall on deaf ears, and are, therefore, not constructive. As stated at the beginning of the article, criticism needs to be prefaced with "courtesy and consideration" before it can become constructive.
However, emotional boorishness does not only impede the ability of an observer to offer effective criticism, it can also prevent the recipient of helpful critiques from learning the intended lesson. I find that, many times, those in leadership positions take critiques as a personal affront or an assault on their character. They become churlish and ignorant because they cannot see the bigger picture. How many more problems could be solved in more meaningful ways if so called "leaders"--instead of becoming offended, used critiques and the excavation of problems as an opportunity to open up a dialogue on how an issue could best be resolved. Our students would be in better hands with their teachers, our children would be in better hands with their parents, and we as individuals would be better at self-evaluation.
In short, I believe we would personally reap the rewards of recognizing our own personal faults and improving upon them, and society would harvest the fruits of developing leaders capable of evaluating errors in a system and correcting them. Until this happens, and we continue to be inept at personal and collective revision, the education system and leadership worldwide will continue to receive a failing grade.
