When I look back at moments like the one I had in Korea, teaching a group of older students who most other teachers found difficult to connect with,
I am reminded of the profound influence of Servant-Leadership and the transformative power of Presence.
These are not just buzzwords but key elements that separate "teachers" from master educators.
Let's dive deeper into these principles and how they can empower us all in our roles as teachers, learners, and human beings.
Servant-Leadership: A Philosophy of Empowerment
Servant-Leadership, as a concept, was first introduced by Robert Greenleaf in the 1970s.
However, its roots trace back much further, particularly to the teachings of Jesus Christ in the Christian tradition, who exemplified the role of the "servant-leader" through His acts of humility and service.
As Dan Ebener highlights in his works, servant-leadership focuses on the growth and well-being of others, prioritizing their needs and development above one's personal interests.
Ebener argues, "The servant-leader creates a culture of trust and empowerment, facilitating growth rather than controlling outcomes."
[Here's a little side note: I had the great fortune of getting some servant-leadership training from him about 10 years ago...an incredibly inspiring and profound mark was left upon me as a result].
In education, this means focusing on how we can serve our students—how we can guide them not by imposing our knowledge but by creating the conditions for their flourishing.
In teaching, adopting a servant-leader mindset means being fully present for your students, recognizing their unique challenges, and leading them toward their own mastery.
Instead of simply imparting knowledge, a servant-leader educator supports students in developing critical thinking, resilience, and autonomy.
This requires a deep connection, which can only be cultivated by being fully engaged in the present moment.
Presence: The Key to Transformative Teaching
This brings me to the importance of Presence, a theme central to the works of Eckhart Tolle, Korean Zen Masters, and Thich Nhat Hanh.
According to Tolle, presence means being in the "now"—fully aware, accepting, and engaged in the moment at hand.
In education, this translates to fully engaging with our students, seeing beyond their immediate behaviors to the deeper needs and emotions driving them.
Without presence, teaching can become a mechanical process, devoid of connection and transformation.
In moments when I have been fully present with my students, I’ve witnessed something extraordinary—a shared flow of learning, where both teacher and student engage with the material in a way that transcends the traditional power dynamics of education.
This flow is not just about academic success but about growth as human beings.
The Korean Zen Buddhist masters remind us that presence in teaching and learning must be approached with a “beginner’s mind.”
The famous Zen principle, “Shoshin,” refers to keeping an open and curious mindset, where every moment is fresh, and every student presents an opportunity for learning, both for the teacher and themselves.
Thich Nhat Hanh, in his teachings on mindfulness, has often emphasized how presence requires active listening, not just to the words of our students but to their energy, struggles, and potential.
He writes, “When you love someone, the best thing you can offer is your presence.”
This applies perfectly to education:
When you are truly present with a student, you offer them not just knowledge but empathy, respect, and trust, which are the foundations for any learning relationship.
The Flow State: Optimal Learning through Total Engagement
Another essential component to the power of presence in education is flow—the state of complete immersion in an activity, often described as being "in the zone."
Psychologist Mihaly Csikszentmihalyi is the pioneer of flow theory, suggesting that when we enter this state, we experience profound creativity and learning.
For both students and teachers, achieving a state of flow means total engagement with the material and the moment.
The more a teacher is present and engaged with their students, the easier it becomes for both to enter a flow state where learning is not forced but occurs naturally and enthusiastically.
Maslow's hierarchy of needs complements this idea, emphasizing that in order to achieve self-actualization—the highest state of human growth—basic needs like safety, love, and belonging must first be met.
As teachers, by being present and attuned to these needs, we help our students enter a space where their potential can truly be realized.
Courage to Teach: The Spirituality of Education
Parker J. Palmer, in his seminal book The Courage to Teach, takes the idea of presence further by calling it the spiritual dimension of teaching.
According to Palmer, the heart of teaching lies in the teacher’s authenticity and willingness to engage with both students and the material on a personal, meaningful level.
Teaching, he argues, is not just a transaction of knowledge but a shared experience of exploration, vulnerability, and connection.
Palmer challenges educators to bring their whole selves to the classroom, embracing both their strengths and imperfections.
In this vulnerability lies the power to inspire, uplift, and transform.
When we, as educators, are willing to teach from a place of personal authenticity, we give students permission to do the same in their own learning journeys.
Practical Tips for Bringing Presence and Servant-Leadership into the Classroom
- Start with Reflection: Begin every day or lesson with a few minutes of reflective thought. Ask yourself, "How can I serve my students today? What do they need from me in this moment?"
- Listen Deeply: Practice active listening—be fully present when your students speak. This means not just hearing their words but understanding the emotions and motivations behind them.
- Engage with Empathy: View every challenge as an opportunity to serve your students better. If a student is struggling, instead of simply correcting them, seek to understand what deeper barriers they might be facing.
- Encourage Flow: Design lessons that engage students fully, allowing them to enter a state of flow. This means balancing challenge and skill, giving students tasks that are neither too easy nor too difficult but perfectly calibrated to keep them engaged.
- Cultivate a Mindful Classroom: Incorporate moments of mindfulness into your teaching. This could be as simple as starting the day with a deep breath or encouraging students to pause and reflect on what they’ve learned.
- Create Safe Spaces: Build an environment of trust, where students feel safe to express their thoughts and ideas without fear of judgment. This is critical for enabling both servant-leadership and flow to thrive.
Conclusion: Reflection and Presence as the Path Forward
Ultimately, the art of teaching and learning goes beyond technique or methodology.
It is deeply rooted in the presence and authenticity we bring to our students every day.
When we embrace the principles of servant-leadership and the power of flow, we create transformative experiences, not only for our students but also for ourselves.
By being fully present, we tap into the spiritual dimension of education—one that has the power to change lives and bring about real, lasting growth.
And when we approach teaching as an act of service and presence, we don’t just teach—we lead, we inspire, and we transform.
Here's Your Call to Action:
What are some ways you’ve found presence or flow in your teaching or learning experiences?
Drop a comment below, message me, or reach out directly—I’d love to hear your thoughts and ideas!
Brandon A. Bufe, MA TESOL
P.S.
Thanks for stopping by.
I empower high school and university students (and their parents!) to reach their true potential by mastering their mindset and academic English communication skills while learning to navigate the culture of American academia.
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