Today, two articles came across my desk focusing on micromanagement. After reading each, I began to think about how common it is seen in the classroom. From my experience, I believe that micromanagement can stifle the joy of learning. Surely, teachers need to monitor students. But, when monitoring becomes micromanaging, KÅ«lia i ka nu’u (achievement and personal excellence) can be smothered.
What is it?
Micromanaging is controlling every part, however small, of an activity. It is more about control than it is about monitoring for understanding. Teachers are control people. The very nature of the job demands that the teacher be in control of every situation. Classroom management, a teaching itself, can easily become micromanagement. Why does a teacher micromanage and what are some results?
Micromanaging others
A teacher micromanages when he is consumed by the way to do something. Certainly, there are some processes that children need to learn. One cannot avoid the basic rules of math
Micromanaging self
Training yourself to avoid micromanaging others is one thing; but handling controlling tendencies toward your own work can be even harder. Here are three ways to keep the micromanager in you from impeding your own progress:
- Keep your eyes on the prize. Don’t focus on details before the big picture is laid out. Keep the larger project goal in mind and resist temptation to dive into minutiae.
- Don’t second guess yourself. You’ll inconvenience yourself and the people who work for you if you shift project direction midstream. Take a complete pass through a project before deciding to change course.
- Micromanage when it’s time. Almost every project requires some detail work. When you reach that point, unleash the micromanager in you and handle it.
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