Wednesday, January 10, 2018

The Most Important Thing I Learned This Year: Cammie Gemmill, South Anna Elementary

Brennan ran across the playground to catch me. Breathless, he said, “Teamwork. Don’t forget about teamwork.”  Our students are functioning as engaged, confident, and empowered learners who are willing to chase me down in order to express themselves.  As I prepared to write about the changes we have implemented, I turned to the experts, my students.  I wondered what they would say about instruction this year. I simply engaged in individual conversations on the playground and offered a fill in the blank sentence.  “The most important thing I have learned this year is...”  Their answers have framed my thinking about innovation and the importance of prioritizing project based learning to teach content. I was expecting maybe to hear about multiplying fractions, organizing writing, or light and sound.  Yet, almost all of them added “to be.”  Of course, they had been learning all the facts, procedures, and tools they needed to be academically successful but when asked the most important thing they learned, they responded I have learned “to be...”  The changes we have incorporated into our instruction were increasing integration of content, engaging and motivating students, but the most important thing that they learned this year was “to be.”   

So today, I write about becoming. Our teachers seek “to be” new and better instructionally.  Our students are becoming innovators as we create relevant experiences that engage them in conversation and teamwork. Each of these short stories focus on one of the words that the students shared with me that day on the playground.

The most important thing I have learned this year is…

To Be a Team Player - We began this process as a team. The Classroom of the Future Grant was written by the STREAM Team, sixteen teachers who shared their ideas, opinions, and research. Through discussions with county specialists, local university representatives, and the invaluable feedback and inspiration from my Gifted Resource Team we were able to create a clear vision for our dream classroom. Alicia Broughton (LMES) helped us define a common language for our efforts and evaluate resources. Amy Faires (SJMS), Susan Mudd (OKMS), and Cindy Burns (CMS) shared their expertise about SCRUM through countywide professional development. SCRUM has played an integral part of our success in the Innovation Studio.  Using SCRUM in the classroom here is a result of collaboration with educators in Goochland County and their incredible work. Teachers are setting goals, sharing ideas, and helping one another as they implement innovative lessons using the resources in our new studio.  We emphasize to students how important it is to reach out and appreciate each other’s strengths as we are all learners in this process.

To Have a Growth Mindset - Aprons for every student were an important addition to the Innovation Studio.  This physical cue sets the stage for each lesson.  Every time they put on the aprons we ask, “Why are you wearing aprons today?”  Their response is, “We wear these aprons to show that we are ready to have a growth mindset as we try to tackle new challenges.”  Teachers also wear aprons to signify their commitment to innovative instruction. It is almost like a pledge and its repetition helps us emphasize the importance of a shift in our thinking.

To Be a Risk Taker - I have taken to announcing my concerns about new projects as I introduce them to the students. Our conversation usually begins with, “I have never done this before, but I want to try something new and I will need your help.” Our students feel free to share feedback throughout projects so that we can make changes and improvements as we go.  We model risk taking, reflection, and implementing immediate changes in our process when necessary.  

To Be a Servant Leader - We began discussing the concept of servant leadership when we introduced SCRUM as a framework for productivity and collaboration.  We model servant leadership by asking, “How can I help?”  Students anticipate opportunities for servant leadership during our stand up meetings that occur periodically throughout work sessions. That one simple question has changed the way that they interact when working to overcome challenges.

To Be Kind - SCRUM groups are created based on student strengths.  Recognizing and appreciating strengths in others allows for building positive relationships and interactions.  As part of our group work, students evaluate their own level of effort, flexible thinking, perseverance in problem solving, communication, and collaboration then, provide feedback to the others in their group.  Our goal is to celebrate our strengths as we support growth in our weak areas.

To Be a Communicator - The “pass it on” approach has become an invaluable tool to help introduce new technologies to as many students as possible.  In order to teach others about how to use a technology the “student instructors” were not able to touch the technology.  They were required to communicate clearly and concisely to help break down each step for the students that were learning the new technology.  It works with entire classes partnering with other classes or small groups within a classroom and sharing with each other.

To Be Respectful - Visitors have been coming frequently and sometimes in large numbers; Business Owners, Principals, Teachers, and college students.  As we prepared for these visits, we stopped to provide direct instruction about speaking to others about their learning process.  We practiced shaking hands, making eye contact, and speaking loudly and clearly, and engaging in meaningful conversation by asking and listening to questions, as well as sharing responses. The ma’ams, sirs, and thank yous have become habit.  These choices show respect to others and display respect for the learning process.

To Have Grit - Integrating new technologies presents challenges for both teachers and students.  On a recent project that required students to program Spheros to travel across varied terrains, it took many groups over 50 attempts to find success.  Students returned during recess and primetime to continue to persevere.  Tears of joy followed the eventual success and they moved to the next terrain to tackle that challenge.

To FLeRD -   (Fail Fast, Learn, Renew, Do) Epic fails have become a celebrated occurrence. Break Out Boxes have offered many opportunities for failure and resilience. Teachers and students alike are learning from failure.  Recently, one of the most effective teachers I have had the pleasure of working with decided to try a new lesson in the Innovation Studio.  I came by to check in because I knew she was excited about it.  As I walked in, chaos ensued.  Students were in the process of cleaning up and the teacher immediately approached me obviously exasperated after the lesson.  But what she said let me know that we were all on the right track.  She said, “I know what I will do differently next time.”  And less than a week later she was back with a new lesson that yielded incredible success.


The most important thing I have learned this year is to be INNOVATIVE. The Classroom of the Future Grant allowed us to dream about what instruction could look like.  Thanks to the Hanover Education Foundation that dream has become a reality.  None of this would be possible without the teachers that are taking the risks, stepping out of their comfort zones, and trying something new. Over the past few months, one particular class of fifth graders have allowed me to grow and learn. They are truly my inspiration and they exceed my very high expectations on a daily basis.  I am also blessed to work with incredible, flexible, and supportive teachers that make every lesson more meaningful with their enthusiasm and suggestions ;).   It is because of all those things that I left that day from the playground with tears of pride for the most important thing the students learned this year was “to be…”