Creating “Brave Space” in the Classroom to Foster Personal Growth continued

insight, the joy of accomplishment, even the joy of praying or meditating together. I always begin my classes with a time of prayer, meditation, or poetry followed by keeping silence together. Keeping silence for an extended period is often uncomfortable for students, especially at the beginning of the semester. But I think that practice is key to our ability to get through even more uncomfortable moments as the semester progresses. Part of the responsibility that comes along with ethical leadership is being willing as a leader to enter those painful spaces, uncomfortable spaces, and joyful spaces, and to do it in a mindful way. When you approach it in a mindful way, what you’re able to do is acknowledge the discomfort that is in the space, be fully aware and acknowledge one’s own discomfort in that space, and hold that awareness in a nonjudgmental way. You don’t have to be reactive to your own discomfort. You don’t have to suddenly protect yourself because you realize that you are uncomfortable. As a leader, you need to be aware and comfortable with your own discomfort. And trust that you—and your students—will come through it to the other side.