The maths teacher creates conditions for others to solve problems themselves.
They introduce a process and hold space for others to navigate it.
When we inevitably get stuck and raise our hand the maths teacher invites us to revisit and revise our process.
The maths teacher doesn’t state the answer, no matter how tempting. They recognise there’s joy in the process and that’s where the learning happens. And so, they don’t steal the revelation.
As leaders, we can learn a lot from this approach.
Consider:
- What process am I introducing people to?
- How am I creating space for others to navigate this process?
- When people get stuck, what does it look like to encourage them to revisit the process, rather than tell them the answer?
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