How Listening Changed My Leadership

As a high school math teacher, I’ve spent the last five years grappling with a daily challenge: teaching students mathematical concepts they’re convinced they’ll never use, often in contexts they know are contrived. Add to that the fact that math is a subject most students dread long before they ever meet me, and the uphill battle becomes clear.

The Problem with the “Dog and Pony Show”

When I first started teaching, I was determined to win my students over. I used inspiring stories, cutting-edge technology, and research-based strategies to show them math wasn’t as bad as they thought. But after my first year, I realized my “compelling” lectures and flashy class demonstrations were just performances designed to earn good teacher evaluations. I wasn’t truly considering whether my students were learning in a meaningful way.

So, I decided to ask them directly. At the end of the year, I gave my students a college-style teacher evaluation form. Their anonymous feedback was eye-opening. Not one student mentioned my lectures, homework, or carefully designed tests. Instead, they highlighted the projects they worked on, the products they created, and the discussions they had.

The Power of Active Engagement

Three years of consistent feedback taught me a critical lesson: students learn best when they’re actively engaged. Whether they were in AP Calculus or a remedial Algebra class, my students repeatedly told me they understood concepts they did. They needed me to guide them, provide tools, answer questions, and hold them accountable. But they didn’t retain much—if anything—from my thoughtfully planned lectures. They needed opportunities to "Try It" for themselves.

This isn’t new. For decades, research has shown that collaborative, immersive techniques are more effective than traditional methods. Yet, it’s easy to fall into the trap of teaching the way we were taught—focused on helping students pass tests instead of teaching them how to truly learn.

A Shift in Perspective

To break this cycle, I made a deliberate choice to listen to my students’ feedback, even when it was tough. I started designing lessons with the end in mind, focusing on what I wanted students to do rather than how I hoped they'd perform on a test.

And here’s what I discovered: test scores take care of themselves. When we teach for deep, meaningful understanding, there’s little need for test prep. But the benefits go far beyond good test scores. This approach produces students who are:

• Self-directed learners.

• Resilient problem-solvers.

• Confident in their capacity to learn almost anything.

• Eager to engage, rather than eager to find excuses to skip class.

Conclusion

Teaching, like leadership, is about more than getting students to pass tests. It’s about helping them develop skills that will serve them for life. By designing experiences that inspire true learning and listening to what students really need, we can create classrooms where students thrive—not just survive.

What changes can you make in your classroom today to focus on meaningful learning? Start by listening—you might be surprised by what your students tell you.