Last week was super busy, but oh so rewarding!
Each year, the Mississippi Children’s museum hosts an event sponsored by CSpire. It’s called the C3 Coding Competition. They invite teams of four 4th grade students from several area schools. No coding experience required! The event kicks off with a great opening rally to get the kids all hyped up and introduce each of the schools. This year, 15 schools participated!
https://www.instagram.com/p/DAHPseoBZNJ/?igsh=OHRxeHlqaG5ta21y
We are only able to bring a group of 4 students to compete. In previous years since I have been a part of SA, this has been really difficult. Lack of student interest, scheduling, or the unease of working with friendly peers to compete and problem solve together can be overwhelming to a 4th grader.
You are probably wondering what any of this has to do with relationships among students. Well, here is the thing. The first time I was able to get this particular 4 students together as a group was the morning of the competition. Each of the SA 4th graders was part of a different home room. In the time from gathering to load the vehicle and the time we arrived at the Children’s museum, they planned out a team chant, discussed what they loved about coding, challenges, getting creative, and how they could possibly contribute to the team. In the car ride over, I explained that each of them would need to have a team “job” during the competition. Project Manager, Designer, Programmer, and Tester/Quality Control. We chatted a bit about what these jobs would look like when working together as a team. Their conversation took off and I was able to just listen. (and drive, of course) This was one of those teacher moments when you are so stinking proud, but trying so hard to keep it cool. These friendly peers (not BFFs) were openly and honestly talking about who they thought would be the best at each job, why they thought that way, and how they could best support EACH OTHER! Queue the happy teacher tears…
Okay, here me out. None of this is super groundbreaking or exciting to most, but here is the thing: I watched 4 students from different homeroom classes that are not school yard BFFs, attend a competition experience, work together and absolutely ROCK! They didn’t just rock, THEY WON!!!
So with all the joy and cheer…
Congratulations little Coders!!!
Anna Caroline Lollar, Connor Hoope, Keiran Duncan, and Summer Kaur
It really got me thinking. How, as teachers, can we help our students learn to work together, not because they have to be the best or out-do each other, but because they genuinely want to help EACH OTHER be the best they can? I think many don’t learn this until they enter adulthood or the work-force out of necessity, but can we do things with more intention to help recognize the strengths in others as compliments to possible weaknesses in ourselves to therefore raise the bar higher and achieve success? It all boils down to relationships. Not just relationships with those closest to us, like close friends and family, but relationships with peers, and even strangers.
I started reflecting and looking a little closer at things that I have implemented with the students over the last year as lower school classes have had designated time to work in the makerspace. Yes, we get to work on techy stuff and fun projects, but the primary focus is on working with partners or teams to think critically, problem solve, and recognize that each person has different strengths or perspectives to share.
I have a memory from fairly recently when a student told me that they were never going to be able to do “project ABC” with their partner because they didn’t like each other. (I’ve also heard, “so-in-so won’t let me!”) This of course prompted a discussion of not always needing to “like” the person you work with, but to respect them and what they bring to the team for you to reach a common goal. This prompted a change in how I assign groups or teams in the makerspace. I started using the ClassroomScreen randomizer. I shuffle the student’s seat every week where they are sitting with a different team. (Queue the “Aaawwww man!) The disappointment over not sitting with their BFFs was surprisingly short lived. I am beginning to see a shift in the team dynamics. Instead of a single student steamrolling in with their idea (IYKYK), they are sharing ideas, discussing, and looking a little deeper. I do not think this simple change is a game-changer, but it has changed the game in how students are working together in the makerspace, showing respect for each other’s ideas and strengths, and their willingness to succeed together.
What other ways can teachers be intentional about building peer relationships for our students’ success?