HomePublicationsLearning to Lead, Leading to LearnPart 1 Chapter 2: Leading Like a Teacher Book MenuLearning to Lead, Leading to Learn SectionsPart 1Part 2ChaptersPrefaceCourse Overview Chapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Book Resources Contributors Playbook Open access PDFdoi.org/10.36284/celelon.oa11Metrics: 72 views Emily Isaacs Like all of the contributors to Learning to Lead, Isaacs was a teacher before she was a leader—and not just a teacher, but a good teacher. Good teachers are made, not born, and Isaacs reminds readers about the process of learning to teach. Then, Isaacs tells a story about what happened when, as a leader, she forgot to implement those lessons learned as a teacher, and how she learned as a leader to become the same kind of “reflective practitioner” (Schön 1984) that made her such an effective classroom practitioner. References Schön, Donald A. 1984. The Reflective Practitioner: How Professionals Think in Action. Basic Books. Discussion QuestionsIsaacs describes the qualities that made her an effective teacher—and how, as a young leader, she neglected to put those qualities into practice. When have you experienced a moment when you didn’t draw on previous experience—when you didn’t effectively reflect on your experiences and transfer what you know from one context to another? What have you learned from the experience? Share:
