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Writer's pictureGreg Mullen

Stop Teaching How to Fish Where There Are No Fish: Rethinking Leadership for Real-World Challenges

We've all heard the proverb — "Feed a man a fish and he'll eat for a day; teach a man to fish and he'll eat for a lifetime." It's a perfectly fine proverb that addresses the need to help people to help themselves with a nice blend of social and personal responsibility.


However, I've come to appreciate a variation on this proverb:


"Teach a man to fish and he'll eat fish for a lifetime. Teach a man how to figure out how to fish and he'll figure out how to eat what his environment can provide"


It's a bit long, I admit, but I can see how it applies to a school leadership context in several insightful ways. This approach focuses on fostering adaptability, problem-solving, and critical thinking within a leadership framework, encouraging both leaders and educators to teach students the skills they need to be excellent at more than classroom learning.


Consider the following implications for this adapted proverb as rationales for shifting your focus from simply providing solutions in a single context (i.e. classroom learning) to fostering a deeper, more adaptive mindset that can be applied both in and out of a classroom learning situation.



Image: Teacher and student fishing in a dry desert. [GenAI Image via Wix]


1. Empowering Leadership with Problem-Solving Skills


  • Teaching adaptability over fixed solutions: Rather than simply providing answers or solutions (e.g., a "fish"), school leaders can focus on teaching their staff and students how to assess their environment and figure out the best way to approach challenges. For example, instead of dictating how to implement a specific instructional strategy, a leader could help teachers learn how to assess the needs of their students and choose or adapt the best approach for their classroom context.


  • Developing resourcefulness: Leaders can foster an environment where educators feel empowered to "figure out how to fish" by developing their ability to identify and not just use the resources available to them but to determine what specific resources are necessary for improving their chance of success, whether that’s leveraging technology, building community partnerships, or designing innovative solutions within the constraints they face (budget, time, etc.).


2. Fostering a Growth Mindset and Autonomy


  • Self-directed leadership: Just as the proverb suggests that a person who knows how to figure out how to fish will adapt to any environment, school leaders can cultivate a growth mindset within their staff. This means teaching teachers and students how to learn and grow independently, so they don’t just rely on specific strategies but can adapt and thrive in any situation. Leaders should encourage educators to ask questions, experiment, reflect, and adjust their methods based on the unique needs of their students and the resources at hand.


  • Decision-making skills: School leaders can create opportunities for staff to practice decision-making in uncertain or complex situations. Instead of simply providing a template for success, leaders can guide educators to understand the broader principles at play, helping them develop the tools to make informed decisions in new or evolving situations.


3. Encouraging Innovation and Resilience


  • Creating a culture of innovation: Leaders who embrace this proverb will inspire educators to innovate. Instead of simply replicating what worked in the past or following a one-size-fits-all approach, school leaders can empower their teams to assess their context and come up with creative solutions that work within their specific environment. Whether it’s overcoming limited resources, addressing new challenges, or designing personalized learning experiences, leaders can teach their staff how to adapt and innovate to meet the needs of students.


  • Building resilience: Resilience is about learning to adapt when circumstances change. By fostering a mindset that encourages figuring out how to navigate challenges — rather than merely relying on pre-established solutions — school leaders help teachers and students develop resilience. This can include encouraging experimentation and learning from failure as a way of adapting to future challenges.


4. Developing Contextual Awareness and Strategic Thinking


  • Analyzing the "environment": In this context, school leaders can guide their teams to understand and analyze the broader educational landscape, community dynamics, and student needs. This allows them to better "figure out" how to respond to various challenges. For example, leaders could train teachers to assess students’ cultural backgrounds, learning styles, and emotional needs, and then help them adjust their strategies accordingly.


  • Strategic planning: School leaders can model how to strategically assess what’s available in the school’s environment — resources, people, time, space, and support systems — and then determine how best to use those resources to meet goals. This involves a flexible, strategic mindset that helps leaders and teachers continually adapt to shifting circumstances.


5. Building Collaborative Networks and Shared Knowledge


  • Community-oriented leadership: Leaders can encourage teachers to build networks and collaborations where they can share knowledge, strategies, and solutions. When educators are encouraged to "figure out how to fish" together, they develop a collective problem-solving approach. For instance, peer learning groups, cross-discipline collaborations, and professional learning communities (PLCs) allow teachers to exchange ideas and learn from one another, building a collaborative culture of innovation.


  • Supporting continuous learning: A school leader who embraces this vision understands the importance of ongoing professional development. Rather than offering static training programs, leaders can provide continuous opportunities for educators to develop new skills, adapt to new technologies, and refine their teaching practices, fostering a culture of lifelong learning.


6. Sustainability and Long-Term Success


  • Creating sustainable leadership: The proverb speaks to the long-term sustainability of an approach. Instead of offering temporary or quick fixes, leaders who teach staff and students to "figure out how to fish" are ensuring that they can sustain their success regardless of changing circumstances. Whether it’s changing state standards, economic shifts, or evolving student needs, educators trained in adaptability and problem-solving are better positioned to handle these shifts and continue thriving.


  • Preparing students for the future: Beyond immediate outcomes, school leaders can focus on preparing students for the future by teaching them the skills to navigate a rapidly changing world. These include critical thinking, adaptability, collaboration, and problem-solving — skills that allow students to figure out how to "fish" in any environment they encounter after leaving school.


Conclusion


The bottom line here is that, in all of these six examples, this variation on a classic proverb shifts the focus from simply providing solutions for a single context to fostering a deeper, more adaptive mindset that can be applied both in and outside of a classroom learning situation. It emphasizes the importance of teaching educators and students to be self-reliant, resourceful, and innovative in the face of challenges. Leaders who embrace this mindset will create a school culture that encourages continuous learning, adaptability, and the capacity to thrive in a changing world.


Finally, in the context of creating a school culture that supports this adapted proverb, consider exploring the Seven Elements of Culture and Six Core Values of a self-directed learning environment. You may find its insights a welcome change to traditional suggestions.


Greg Mullen

November 8, 2024



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