Diminishers fall into one of five categories, empire builders, tyrants, know-it-alls, decision makers or micro-managers. Multipliers, on the other hand, are talent magnets, liberators, challengers, debate makers or investors. (1)
How does this research transfer to the classroom setting? Let’s consider elements of just two types of multipliers, the liberator and the challenger. According to Wiseman and McKeown, being a liberator begins with classroom environment. “It’s a professional and serious environment, which gets lighter and more fun as the students work harder.” This duality is the key; the teacher who is a multiplier will provide a safe place for thinking and contributing yet demand a high level of engagement. “I give you space; you give me back your best work.” The trick is to generate pressure without generating stress.
Here are two important strategies for accomplishing this trick. First of all, be consistent. When a teacher is consistent students know what to expect and will become comfortable with voicing ideas and making mistakes. Being consistent also creates safety. This is required if we want students to learn from mistakes. By distinguishing best work from outcomes, teachers provide a positive pressure rather than unproductive stress.
Secondly, shift the ratio of listening and talking. Liberators hone the skills of listening, paraphrasing, and probing. This creates space for students to share what they know and are thinking.
This leads to one of the characteristics of the challenger who asks questions effectively. “Diminishers give answers. Good leaders ask questions. Multipliers ask the really hard questions.” Wiseman and McKeown dare us to stop answering questions and begin asking them. Ask questions that go beyond what students currently know and require them to research, problem-solve, investigate and grapple with ideas – questions that require them to learn. Finally, combine these two attributes of a multiplier by creating an environment in which students are encouraged to create the hard questions themselves. Give equal weight to asking a good question as to answering a teacher’s question.
As the leader in the classroom, a teacher who chooses to be a multiplier must develop a complex set of skills, but the payoff is tremendous. By liberating and challenging your students they will walk away smarter, more capable, and more likely to become multipliers themselves.
For a summary of Wiseman and McKeown’s research see Harvard Business Review: http://hbr.org/2010/05/managing-yourself-bringing-out-the-best-in-your-people/ar/1.