Developing Leaders at a Young Age

The following article was written by Aaron McKinnon, Primary Years Programme (PYP) Coordinator.

In planning a lesson or unit, I sometimes get stuck thinking students need to experience content a certain way and that we can predict learning outcomes with precision. However, spontaneous, random interactions with elementary students not only make me laugh every day, but they also remind me that learning, and living, rarely occur in predictable, straight trajectories! These daily moments have become a touchstone reminder to recognize the influence of the Riverstone Pillars in creating and allowing opportunities for developing essential life skills, an international understanding, and unforgettable memories. Most recently, I have reflected on the relevance of the “Leadership By Example” pillar and worked with a group of students to put it into action.

Do you recall the domino effect? Dominos are set on end, close to each other, and when one falls, it affects all the other dominoes. The opportunity to see the domino effect in action surfaced when our Grade 2 students were scheduled for recess at the same time as our Grade 4 students. They were close together and, just like the dominoes, had the potential to affect one another.

After seeing Grade 4 in action at their four-day-long MOSS experience, I recognized their potential for strong leadership and influence. After talking to parents and students, four were selected to participate in a Recess Mentor Program with a group of Grade 2 students who have similar potential for leadership and influence. I smile and laugh each time we meet! 

Our Grade 4 students were so stoic and mature the first time we met. They took their roles so seriously! From the group's own ideas, we have a solid set of expectations and a great definition of leadership: Do the right thing, even when it is hard, and help others make good choices. We reflect and interact each week on different perspectives of leadership. Topics have included our choices, our language, the characteristics of friends, and how to work with those we do not know. From my perspective, each student has shared their voice and opinion, moved in a positive direction, and is positively growing their impact on those around them. But as I mentioned at the beginning of this article, I could not predict every moment or learning experience! 

When we discussed our choices, one student mentioned that he no longer hits people, including his sister. That’s big-time progress! When we touched on goal setting, they all wanted to improve their handwriting and read more. We also discussed if Wonder Woman could defeat an army. That conversation led to the importance of telling the truth, understanding how to do better research, not always trusting Google, and being friends who don’t lie. Whew! 

The Riverstone Pillars do not necessarily influence the essential moves a teacher makes in designing pedagogically precise lesson plans. The Pillars do however, permeate our school and influence our broader actions, providing students with exceptional experiences that enhance classroom learning and set a solid foundation for developing essential life skills, an international understanding, and unforgettable memories.