The power of seeing the good in others
Recently, i met with my former middle school teacher.
He was one of the most influential teachers in my life. He was not a famous educator, but he was the first person who recognized my potential and gave me confidence.
After a long career in public education, he became a school principal and is now retired.
He shared stories about working with students and teachers from many different backgrounds. Unlike selective schools, public schools bring together people with different abilities, personalities, motivations, and circumstances.
One of his practices particularly impressed me.
He deliberately walked around his school, observing people and looking for something good in each person.
He did not wait for someone to demonstrate exceptional talent. He actively searched for strengths that might otherwise remain unnoticed.
He believed that finding the good in people was something a leader needed to practice.
This made me reconsider what leadership really means.
In demanding professional environments, we are trained to identify problems, weaknesses, and mistakes. As a surgeon, I have spent decades learning to anticipate complications and recognize what needs improvement.
That ability is essential.
But when we approach people with the same problem-focused mindset, we may overlook their strengths and potential.
My teacher practiced something different.
He began by seeing possibilities rather than limitations.
He also described how he initiated kindness and care toward students and colleagues. He did not wait for others to become cooperative or respectful before treating them with dignity.
He began from his side.
Over time, he observed changes in how people responded to him and to one another.
Of course, kindness does not always produce the response we hope for. Some conflicts require difficult decisions, clear boundaries, and accountability.
But we can choose how we begin.
Leadership is not only about changing other people’s behavior. It is about demonstrating the behavior we hope to see.
Another part of his story was equally meaningful.
He organized training opportunities for younger teachers, helping them develop confidence, skills, and relationships.
Through these efforts, he influenced the culture of his school.
Rather than relying only on his authority as principal, he invested in people who would carry that culture forward.
This reminded me that leadership does not necessarily require a powerful position, public recognition, or dramatic achievements.
Sometimes the most lasting influence comes from quiet, repeated actions.
Recognizing someone’s strength.
Offering encouragement.
Listening carefully.
Creating opportunities for younger colleagues.
Helping someone discover what they are capable of becoming.
These actions may seem small, but their effects can continue for decades.
I know this because I experienced it myself.
My teacher recognized something good in me when I was a young student. His encouragement helped me develop confidence that influenced the direction of my life.
He probably never imagined where that confidence would eventually take me.
Yet more than forty years later, I still remember his influence.
And now he has taught me another lesson.
For much of my professional life, I associated leadership with responsibility, decision-making, and the ability to accomplish difficult things.
Those remain important.
But I am beginning to appreciate another form of leadership—one that does not depend primarily on authority.
Quiet leadership begins with attention.
It requires the humility to recognize that other people have strengths we may not yet understand.
It requires the initiative to offer kindness without demanding something in return.
And it requires the patience to invest in others without expecting immediate results or recognition.
This does not mean remaining silent when something important needs to be said. Quiet leadership can still require courage, difficult conversations, and decisive action.
Its quietness comes not from passivity, but from the absence of a need to make ourselves the center of everything.
As I grow older, I am becoming less interested in titles and recognition, and more interested in how I can use my experience to help others grow.
Perhaps that is one of the most meaningful forms of contribution in the second half of life.
We may not be remembered for every achievement or position we held.
But someone may remember that we believed in them when they did not yet believe in themselves.
My teacher helped me grow by seeing something good in me.
Now I want to practice doing the same for others.
Perhaps the greatest achievement of leadership is not what we accomplish ourselves, but what becomes possible in the lives of people we encourage.