One of my favorite things about working with school districts on their professional learning days is when they have students lead off and take significant roles in the events. Not only does it show the impact of their teachers on their growth to the entire staff, but we often want to show our best selves to each other when students are present.
Here is an example of the latter.
I remember early in my speaking career, a day superintendent trying to grab the attention of staff to begin the event, and although he was speaking on the mic, no one stopped talking. It felt awkward, and was even more so when he did the “Kindergarten Clap” to grab their attention. You know what I am talking about. “Clap once if you hear me!…” (I would rather no one listen to me than to do that to adults!) It was tough to watch. I don’t believe it is meant to be disrespectful (though it can feel that way), but too often, staff don’t have time to connect with one another and there excitement to see other overrides the want for the day to start (that is why I have always advocated for making time for intentional informal time to connect and reflect on professional learning days!).
Fast forward a couple of days, and at another event, the day started with a grade two student, who had the cutest little step to get up to the mic. You could barely hear her, but the second people noticed a quiet seven-year-old up at the podium, there was immediate silence. Who wants to be the adult interrupting a little kid? It was amazing to see, and the young child grabbed the attention of the staff in a way I had not seen with other adults.
In many cases, students do performances, hosting, or other things connected with the program, and then once they are done, they leave because, in all honesty, I don’t know if I would have wanted to stay to learn with the teachers on their PD day!
Every time I do see students at these events, I love chatting with them, asking about what they like about school, and what sticks out most to them in their experience. Funny enough, it rarely starts with them talking about an “experience” as much as it is about a teacher or staff member who created an experience that resonates with them. I love it!
As my job is to serve the entirety of the school community, and our work is to help students find a pathway to success that is meaningful to them, I ask students to consider staying for my talk, as well as after, so I can get their feedback. If I am advocating for what I think would best help students find that pathway to success, of course I would want them in on the conversation.
At a recent event with Pembroke Pines Schools, they not only had students perform, MC, and even do a “conversation on the street” livestream with staff as they entered, but they also had their staff perform alongside their students. It was incredible.
By including students in our own learning, we don’t just create better schools, we become better educators.
I met the hosts at the start of the day, introduced myself, and had a quick conversation with them. They asked me about my focus, and I told them that it is on innovation, but more about thinking differently about the work we do, and that I would love them to stay to hear what I would have to say, because as much as I hope to affirm the great work already being done, I also hope to challenge people to think about some new possibilities in what is possible. When I told the students that some of the stuff I said might be a bit challenging, they gave me a subtle nod, and I wasn’t sure if they believed me or not.
To my surprise and delight, the students not only stayed and cheered on their staff, but they also sat in the front row of my talk. As soon as it was over, they came up to me and shared how much they loved what I spoke about, and they felt seen by what I had to share. That meant a lot.
One of the student hosts also shared that he initially thought I was joking when I said that I would challenge people, but he was appreciative that I actually did, and he loved it! They stuck around to talk to me, and it was the highlight of my day.
And then the next day, I received this message from one of the students:
ACK!
This made my next day as well!
Not only did I appreciate the kind message, but also that the student took the time to send it to me.
Again, this is a credit to the staff and community for the welcoming and kind nature of their students. My goal in my work is to not only show my appreciation for schools, but challenge them, knowing they have support, because we always want to grow for our kids. As a parent, I’ve learned many things from my parents, but I always hope that I can do a better job with my own kids. When my kids grow up, I hope they learn from my mistakes and be better parents for their children than I was to them.
Growth is what drives life.
Yet to hear from a student directly, how much she appreciated my message and how it was delivered, was a moment that I just wanted to soak in and appreciate. I have done my best to advocate for our schools and students, and I will cherish this message for a long time, as it will only make me better.
When we include and empower students in our learning, we don’t just talk about their future; we shape it together. And in that process, they often reshape who we are and hope to become.
