by Lawrence Potter
The Power of Walkarounds: Seeing, Listening, and Leading with Presence
There are moments in leadership when you catch yourself mid-step – quite literally. For me, one of those moments happens during walkarounds.
I sometimes chuckle to myself as I move through classrooms or linger near a corridor – thinking, Do I look strange doing this? Am I disrupting the lesson? It’s a common feeling, especially when stepping into a new leadership role. You want to be present, but not overbearing. Supportive, but not surveilling. Visible, but not awkwardly in the way.
Despite that occasional internal discomfort, I’ve come to realise that walkarounds are one of the most human and powerful tools we have in our leadership toolkit. When done with intention and empathy, they become a cornerstone of a thriving school culture.
Walkarounds Are About Listening, Not Judging
At PIEP, we’re fortunate to have passionate and reflective educators who constantly consider ways to improve their craft. Some of the best ideas I’ve encountered this year haven’t emerged in staff meetings or PD sessions – they’ve come during walkarounds.
One teacher mentioned that the sensory corner in their classroom could be better utilized if it had more student-led choices. This sparked a quick brainstorm, and by the following week, the area had calming jars, noise-reducing headphones, and a system that allowed children to independently indicate their emotional needs.
Another teacher suggested a change to our morning drop-off flow. They’d observed that when parents entered the classroom during transition time, it often disrupted the children’s settling routine. His suggestion? Shift the “hug zone” outside the classroom and have a consistent staff presence at the threshold to create a predictable goodbye moment. We trialled it – and it’s worked beautifully to reduce separation anxiety and create smoother starts to the day.
It’s these simple, on-the-ground insights that shape better systems and support more effective learning. Walkarounds provide a real-time, unfiltered view of our school’s heartbeat.
Students: Names, Faces, Personalities
One of the most joyful and meaningful outcomes of regular walkarounds is the connection they foster with students. As I visit classrooms, common areas, and outdoor spaces, I get to know our learners by name and nature.
There’s Daniel in Gamma who always tells me about the dinosaurs he saw over the weekend. Emily in Alpha who insists on showing me the newest dance she learned. And George, who quietly stacks chairs at the end of each day without being asked.
These small encounters may seem inconsequential, but they are foundational to student belonging and leadership visibility. When children know you, see you regularly, and feel safe approaching you, they feel part of something larger. And from a leadership standpoint, knowing students personally allows for more informed decisions about everything from classroom groupings to behaviour interventions to parent engagement.
A Window into Teaching and Wellbeing
Walkarounds also provide subtle insights into teaching practices and staff wellbeing.
In one classroom, I noticed a teacher experimenting with flexible seating, adjusting the environment to support different learning needs. She explained that allowing a child to work from a standing desk helped with focus and reduced disruptions. In another classroom, I overheard a discussion between a teacher and her assistant about reorganising the library corner to better align with current phonics units – a small tweak that added real depth to the literacy experience.
I also pick up on subtler cues: the tone of a teacher’s voice, a student’s expression during an activity, the energy in the room. In one instance, I noticed a usually enthusiastic teacher seemed unusually subdued. A short conversation later, I discovered they were feeling overwhelmed with recent parent communication issues. That interaction allowed me to offer support early, preventing further stress.
Walkarounds aren’t just about observing instructions. They are about observing people. Noticing moods, energy levels, and classroom dynamics. Being attuned to the human experience of teaching – not just the technical delivery of it.
Building Trust and Celebrating Excellence
There’s often a fear that leadership visibility equals judgment. That’s why it’s essential to communicate clearly that walkarounds are a tool for support and relationship-building, not for critique.
When staff understand the why, the atmosphere changes. Teachers begin to share more openly. They feel proud to explain what’s happening in their classrooms. They’re more receptive to feedback because they know it comes from a place of partnership.
They also feel celebrated. I make it a point to recognise small wins: a well-managed transition, a creative classroom display, or a particularly engaging circle time. These observations often make their way into staff shoutouts or notes of appreciation.
Recently, I walked into a Mini classroom just in time to witness a beautiful moment where the teacher was guiding a young learner through a breathing exercise after a minor meltdown. It was calm, compassionate, and perfectly timed. That kind of relational teaching deserves recognition, and walkarounds are often the only way to catch these moments.
Reflecting and Evolving the Practice
Leadership is never a static act – it’s always in motion, always adjusting. That’s why I’ve started building a feedback loop around the walkaround process.
After a recent onboarding of a new teacher, I asked how they experienced their first few walkarounds. Their feedback was invaluable. They said having a clear explanation during orientation would’ve helped reduce initial anxiety. To them, it wasn’t always obvious that my presence in the room was supportive, not evaluative.
As a result, I’m now integrating a walkaround explainer into our onboarding process – framing it clearly as an opportunity to build dialogue, celebrate good practice, and support rather than assess. I also check in more regularly with staff after visits: Do you want to share more about that activity? How can I support you?
This reflective loop helps me lead better – and helps staff feel empowered, not observed.
Leadership Happens in the In-Between Moments
Walkarounds have become a powerful daily practice for me. Not because they tick off a leadership box, but because they anchor me to the pulse of the school. They remind me whom we are serving. They build relationships in organic, authentic ways.
There are still moments where I feel a bit self-conscious walking through a classroom with my notepad or simply standing in the corner, watching a lesson unfold. But I’ve learned to embrace that discomfort. Because every walkaround builds trust, insight, and community.
It’s not about perfection. It’s about presence.
Leadership Is About Showing Up
Leadership doesn’t only happen at the table or in the office. It happens in the hallways, on the playground, and at the classroom door.
Being visible is not about being seen. It’s about seeing others.
Walkarounds have taught me that small steps – both literally and figuratively – can make a massive difference in how we lead. They help us understand, connect, improve, and celebrate. They remind us that PIEP is not just a school – it’s a living, breathing community of learners and educators, each with something valuable to share.
So if you see me walking around, notebook in hand, with a thoughtful (or slightly awkward!) look on my face – know that I’m there for the joy of seeing our students grow, the brilliance of our teachers’ ideas, and the simple power of showing up.
Lawrence Potter, International Deputy Principal, Personalized Innovative Education Preschool (PIEP), Guangzhou
Next week’s Principal’s Blog – The Challenges of Leadership: Women in International Education, is written by Nicola Holloway, Founder, Leaderbly.
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