The "new science" of leadership encourages and supports participative management and focuses on relationships. As they train educational leaders in democratic, humane, and inclusive principles, educators must model those same principles in their classrooms. Teachers seeking to evoke the voices of adult learners through transformative teaching must recognize the diverse voices of adult students, encourage their total participation in the classroom, and build relationships that give voice to their silence or reluctance. A descriptive, qualitative study based on open-ended interviews with 10 students from the past 3 years confirmed the effectiveness of the following transformational teaching practices: have students respond to class readings in reflective journals; ensure the active participation of all students by designing activities around classroom work in small groups; accept students and their own experiences by assigning true case stories appropriate to the class' focus and providing feedback on the stories that underscore the value of what they already know; and gradually help learners take charge of their own learning through learning activities designed to demonstrate the value of shared or distributed power and assessment activities in which students are partners in their own assessment. (Contains 19 references.) (MN)