Henrico's Top Teachers

Sean Gulla's interest in teaching took root in solid ice.

Or, more accurately, in an ice skating rink.

While working at the rink and coaching hockey for several years, he came to realize how much he loved working with children and decided to pursue elementary education as a career. After earning his master's degree from VCU, he began teaching at Sandston Elementary four years ago.

In his first year at SES, Gulla recalls, he taught fifth grade – "so my students all left me and went to middle school."

Having the chance to teach second grade the last three years has been gratifying, he said, because his students remain at Sandston afterwards and he enjoys frequent opportunities to visit.

"I love catching up with my former students in the mornings before school, during lunch, or at dismissal," Gulla said. He is looking forward to the coming school year, because the board game club he coordinates for Sandston fifth-graders will, for the first time, include some of his former second-graders.

"It’s a great way to build math skills, sportsmanship, and teamwork," he said of the club, "and it’s a hobby of mine that I love to share with the kids."

Gulla sees his job as helping his students to grow as much as possible, by creating an environment in which they "can all work together, treat others with kindness and understanding, and learn from one another – not just from me."

According to one parent, Gulla's gift for creating a nurturing classroom environment has been a godsend for two of his children. Both children arrived in Gulla's classroom with significant challenges; one child has emotional difficulties.

But Gulla never raises his voice, marvels the parent.

"He reaches the children; he gives students hope, and makes students understand that even at a young age they can reach their teachers.

"Without Sean Gulla, both of my kids would have floundered as students," the father wrote in his Top Teacher nomination. "If not for him, my daughter would be a different person and would have a totally different school career."

Gulla is quick to admit that he himself was a challenging student in elementary school and beyond but that teachers were able to look past his misbehavior "and find a way to provide caring and structure at the same time.

"Without caring," he said, "structure can seem like just more rules and restrictions. But when students feel loved, structure can be supportive and encouraging."

Asked to elaborate about rewarding moments on the job, Gulla responded that "working as a teacher is like getting a subscription to rewarding moments."

He noted that every teacher cherishes the "light bulb" moments when students master new concepts they may have struggled with. But what truly makes him proud, he said, is when students leave his classroom "as kinder people than when they arrived."

He described a recent incident during which a student was crying because he had diligently saved his points for the weekly classroom auction but was nevertheless outbid for a coveted reward. Without a bit of prompting, a third student bid all of her points to collect the reward – and with comforting words and gestures, handed it over to the upset student.

"Beyond all of the great learning activities we did that year," Gulla said, "that unprompted act of kindness is a moment that I cherish."