The Same Logic Applies to Instructor Management as It Does to Validation

In my classroom, I placed great importance on "validating the students."
I do not get angry. I consider scolding to be the right thing to do.

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Of course, if there is a sudden danger, I will issue a warning.

However, in order to get students to study
(I do not believe that studying is everything, nor that studying is justice.

I want to state this as a premise)
trust is necessary for them to accept the act of being scolded or praised.
Validation exists to gain that trust.

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This is common with parents as well, but if you look only at the single point of "making them listen to you,"

the quickest ways are to get angry, scold, scare them, or bribe them with things.

It seems to have an immediate effect.

But I believe these are the methods furthest away from "making them listen to you."
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All methods other than bribing with things are temporary measures built upon trust.
Eventually, they will lose their effectiveness.

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Trust in parents during early childhood is often based on the sense of security that "I cannot survive without my parents."
But from around the fourth grade of elementary school, children begin to act with their friends.
They develop a sense of self and expand their range of activities.

That is a sign that they are beginning to move away from their parents.

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In other words, they go out without listening to their parents.

It is a state of mind where they are distancing themselves from their parents.

It is a sign of the rebellious phase.

If you say things like
"You're still a child, aren't you?"
"What your parents say is correct"

then you will end up with the familiar outcome of them saying,
"You don't listen to what I have to say."

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If you try to solve this misalignment by seeking immediate results through the violent method of scolding,

you will lose their trust.

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Validation is the act of acknowledging what the other person is doing.

"You like your friends, I get it."

"You are doing what you need to do, I understand."

"Well, listen to what I have to say too."
That is all I want to convey.

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It is easy to put into words, but it requires understanding by looking at concrete examples,

and then digging deeper to internalize it through repetition.

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Here, I return to the topic of instructor management.
I have been talking about these theories in the field.
If that is the case, there is no way I, as the manager, could say,
"You guys aren't moving, what are you doing!"

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People have a characteristic of returning what is given to them.
If I treat instructors unfairly, the instructors who teach the students

will begin to treat the students unfairly.
That is why I value my instructors.
Also, I do not bypass the instructors to directly scold students without an emergency.

Ignoring the person in charge of the field and speaking directly from above

is, I believe, the way to destroy trust in an organization the most.

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I take the lead in following the rules I set for myself.
That is the basis of management.
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If you call someone who manages a "manager," then a manager is both an administrator and a leader.

An administrator is someone who influences the organization to produce results.

If you exert a bad influence, you will get bad results.
If there are contradictions, people's hearts will drift away.

There will likely be resignations as well.

In other words, the attitude of the administrator is reflected directly in the organization.

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Validating students and how you face instructors or subordinates

actually have the same structure.
Am I embodying the theories I talk about myself first?

I believe that is the minimum level of integrity required as an administrator.
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Next time, I will write about what I have often felt in the field while managing university student part-timers.

▶Next time: It is not that university student part-timers lack a sense of responsibility