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To many, leaders are not born, but made. It is increasingly accepted, however, that in order to be a good leader, one must have the experience, knowledge, commitment, patience, and most importantly the skill to negotiate and work with others to achieve goals.

Good leaders are thus made, not born

Great man theories assume that the capacity for leadership is inherent, that great leaders are born, not made

the trait theory assumes that people inherit certain qualities or traits make them better suited to leadership.

Contingency theories of leadership focus on particular variables related to the environment that might determine which style of leadership is best suited for a particular work situation.

Situational theory proposes that leaders choose the best course of action based upon situational conditions or circumstances.

Behavioural theories of leadership are based on the belief that great leaders are made, not born.

articipative leadership theories suggest that the ideal leadership style is one that takes the input of others into account.

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Transactional theories, also known as management theories, focus on the role of supervision, organization and group performance and the exchanges that take place between leaders and followers. These theories base leadership on a system of rewards and punishments (Charry, 2012).

Relationship theories, also known as transformational theories, focus on the connections formed between leaders and followers. In these theories, leadership is the process by which a person engages with others and is able to “create a connection” that results in increased motivationand morality in both followers and leaders. 

This theory states that learned knowledge and acquired skills/abilities are significant factors in the practice of effective leadership. Skills theory by no means refuses to acknowledge the connection between inherited traits and the capacity to lead effectively, but argues that learned skills, a developed style, and acquired knowledge, are the real keys to leadership performance.

Autocratic leadership is an extreme form of transactional leadership, where leaders have complete power over staff. Staff and team members have little opportunity to make suggestions, even if these are in the best interest of the team or organization

Bureaucratic leaders follow rules rigorously, and ensure that their staff also follow procedures precisely.

Charismatic leadership theory describes what to expect from both leaders and followers. Charismatic leadership i

a leadership style that is identifiable bu

may be perceived with less tangibility than other leadership styles

Democratic leaders make the final decisions, but include team members in the decision-making process. They encourage creativity, and team members are often highly engaged in projects and decisions.

Laissez-faire leadership may be the best or the worst of leadership styles (Goodnight, 2011). Laissez-faire, this French phrase for “let it be,” when applied to leadership describes leaders who allow people to work on their own. Laissez-faire leaders abdicate responsibilities and avoid making decisions, they may give teams complete freedom to do their work and set their own deadlines.

This leadership style starts with the idea that team members agree to obey their leader when they accept a job.

In most cases, leaders do not change only the dynamics and environment, employees within the organization change.

Like one that does not fit all heads, similarly one style cannot be effective in all situations.

democratic leaders

three different leadership styles

Laissez faire leadership

autocratic leaders

Different researchers proposed that three types of leaders, they were; autocratic, democratic and laissez-faire.

“He further assumed that all leaders could fit into one of these three categories”.

"Don't smile till November," because that's what she was taught in her teacher education program.

make better teachers

So why does teacher education only give you theory and theory and tell you about standards and tell you about all of these things that have nothing to do with the basic skills, that magic that you need to engage an audience, to engage a student?

content and theories with the absence of the magic of teaching and learning means nothing.

And if we could transform teacher education to focus on teaching teachers how to create that magic then poof! we could make dead classes come alive, we could reignite imaginations, and we can change education.

Flexible Differentiated Plan

how can we make them more independent

requires much collaboration, discussion, and time, because each plan is tailored to that campus and to individual teachers' needs.

improvement in instruction takes work, practice, and a determination to not just recognize systematic problems, but to fix them.

4.  Spotlight Respect For All Cultures: Reaffirm the message about being supportive of one another, kind, understanding and patient. Encourage everyone to openly talk about their personal cultures, traditions and languages. Have parties celebrating the different cultures in the class, sharing music, historical family photos, dances, games, food and traditions.  Hold discussions about the history of America, immigration, and the value of diversity and differences. Encourage students to share their own stories of immigration, passed down from generation to generation.

5.  Community: If the parents and/or guardians do not speak English, request an interpreter if possible for all school communication, including parties, conferences and special events. Invite parents to all school community functions to encourage and foster a sense of belonging. If possible, introduce other students and/or families who speak the same language as the ESL student. Sharing cultural commonalities will provide strong bonds for students, parents and teachers.

6.  Assess Students Informally: Assess ESL students on an informal basis when they first arrive to class, and ongoing during the school year. It is imperative to primarily check for understanding in regard to basic and social needs. Pay attention from the sideline to see if they know numbers, letters and/or short English phrases. Continuously check for comprehension and growth informally, make notes and never be afraid to raise the bar and challenge a bit.

7.  Don’t Discourage Native Language Use:  With all good intentions, this is a common mistake teachers can make. ESL students who have a stronger foundation of their native language will have a shorter route to acquiring English. Don’t discourage native language use, as this will result in negative feelings about the student’s language and culture, and may cause delay in English language acquisition. Provide free time for the ESL student to read and write in their native language

8.  Use Manipulatives, Visuals, Games, Music and Hands-On Activities in the Classroom: According to William Glaser, we learn 80% of what we experience, and 95% of what we teach others. ESL students do exceptionally well when this theory is followed. Involve them in projects that will encourage them to talk as much as possible with their classmates.   Some ideas for projects are the following:  cooking (following easy directions), art (drawing, painting, sculpture), musical activities (music provides an amazing platform for learning), and acting (for example, charades).

9.  Provide Various Opportunities For Talking and Consider Seat Placement: It is very important to consider seat placement in the classroom for the ESL student. All too often, ESL students are seated in the back of the classroom, which leads to a great lack of contribution, listening, and  participation. Try and seat the ESL student close to the front, especially with other students who are inviting and enjoy conversation. Provide the most opportunities as possible for talking and listening to others in the class via group work. You will be surprised how much shorter the silent period will end. 

10. Communicate with the ESL teacher: Maintain communication with the ESL teacher as much as possible. The sooner both teachers are working together, the quicker the student will learn English. Be open to the ESL teacher’s suggestions, let him/her share in the modification of classwork, and invite the ESL teacher into your classroom.