Pernille Ripp's Blog, page 72

A Few Ideas for Parent Engagement

Parent engagement is a natural component of the elementary experience, after all, with class parties, whole school events, and weekly newsletter, parents have an easy time becoming involved in their child’s education.  Not only is parent involvement invited, it is expected and so schools and individual teachers create plenty of opportunities for parents to be involved.

Yet, with the gradual release of responsibility as students age, parent involvement becomes less and less of a focus.   We expect them to still be involved but not nearly as present.  Not nearly as informed.  After all, their children should be growing into responsible teens, which I agree with,  however, not all children are ready to be left to their own devices.  So rather than an expectation of parent involvement in the upper grades, how about an invitation instead?  Here are a few ideas to do just that.

The beginning of year parent survey.  Parents know their children best so we need to tap into that goldmine at every age.  It doesn’t have to be long, mine this year is 5 questions, but at least it gives parents a chance to communicate with us as we start the year.

The weekly newsletter.  This bastion of elementary classrooms does have a place in our older classes, but keep it short and to the point.  My team does a bullet point version of things parents can ask their child about and also an update on upcoming deadlines and projects.  If parents would like more information, they can access our website.

A beyond-the-homework website.  We have a website that yes lists homework, but it also gives team information, school announcements, helpful tips, as well as has a Google calendar where everything we are aware of for school is listed.  Parents can subscribe to it and get the news delivered via email.

Morning/Evening events.  This year I will be inviting parents along with their children in for literacy mornings or evenings where we will discuss books, view book trailers and such.  Perhaps none will show up but I want to create the opportunity either way.

The positive notes or phone calls.  It is hard to reach out to 120+ parents so split it up as a team if possible.  Keep a master list of who has had positive news about their child shared with them via email, phone call, or post card.

Go beyond the twice a year conference.  Every few months I invite parents to set up meetings with me to discuss the progress and goals of their child.  Not many take me up on it, however, they have the opportunity to come in if they would like.  And yes, that is me spending my time outside of hours to meet with parents but it is completely worth it in the end.

Weekly emails.  I send home a weekly email or so to parents discussing all things English, I keep it short and sweet and I post it on our blog too.  Parents can choose to delete it if they would like, I would rather have parents feel over-informed than under-informed.

Learn their names.  This is a not an event but a process.  I have a hard time keeping track of all of the names but I think it speaks volumes to know who it is I am speaking to.  When I don’t know I simply ask, I would rather admit it then pretend to know.

Keep learning transparent.  I try to post pictures and video from our classroom as much as possible so that parents can see what we are doing.  This year I plan on doing more of this as I feel more secure as a 7th grade teacher.  Again, they don’t have to view it, but at least it is there.

Open door policy.  I know that most parents are too busy to stop by but the point is; they can if they want to.  While I cannot stop teaching and speak to them, they can at least get a glimpse of what we are doing and how engaged their child is.

Staying connected and nice.  I know that we teach many students, I am up to 120 some I think, yet, for a parent you are only teaching their child.  So stay humble, stay nice, stay inviting, and if you mess up; admit it.  Having a teacher that truly cares about their child is on the wish list of every parent, even as they age.

What other ideas do you have?

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: being a teacher, new teacher, parents

It Is Not Just Student Relationship We Should Worry About

Today our incoming 7th graders found out which teachers they will have.  I hope they are happy.  I hope they are excited.  I hope they have heard wonderful things about our team.  I know we can’t wait.  Today was also the day that Thea, my now 1st grader, found out her teacher, a moment that was exciting yet filled with questions as well.  Will her teacher “get” her?  Will she love school?  Will this be another incredible school year for her?  What will my role be as a parent of a 1st grader?

For years I have tried to create a welcoming environment for all the people that are attached to our classroom.  For years I have tried, along with my team, to create spaces where parents/guardians can feel like they have a voice, are welcome, and also can engage in tough dialogue with us when needed.  It is something that we pride ourselves on because it has not just happened, we have had to work at it knowing that parent/guardian relationship is vital to a child’s success.   So I was dumbfounded when I came across an article titled “Ten Types of Parents that Teachers Secretly Hate.”  I read it  (I won’t link it here because I don’t feel like giving it traffic) and I was so disappointed in it.  Is this really what we as educators want to tell parents?  That we secretly hate them when they are involved in their child’s education?  That if they don’t follow our rules for engagement then we will complain about them behind their backs?  Is this even what we want to be told as parents?  That teachers secretly label us and hate some of us?

Yet, it wasn’t just the labeling of the various types of parents that upset me, it was the complete disregard for the cause behind this behavior.  There was no discussion of why a parent might be over-involved, might be absent, might be going straight to the principal rather than us.  There was no acknowledgement of what can lead to these types of parental behavior that we “secretly hate.”  No discussion of what a poor school experience can do to future relationships.

I have worked alongside many types of parents and guardians.  Some have been wonderful interactions, others have been tough.  Some led me to tears while others led to great moments of joy.  I am thankful for every single interaction I have had, even if it was a hard one, because each one has made me grow as a teacher.  And sometimes the hardest ones have been the ones I have grown the most from.

So before we assume that parents are a certain way to annoy us, to discount us, to somehow make our workdays harder, how about we assume that all parents/guardians want what is best for their child?  How about we assume that the reason they approach us in a certain way is because that is what they have had to do in the past? How about we assume that they may be absent because circumstance is keeping them from our schools, not choices?  How about we afford them the benefit of the doubt and try to get o know them before we label them as being a certain way.

Much like we try to uncover the past of our students to find out how it affects them now, we should also be trying to uncover the pasts of the adults attached to them.  I am sure I will meet many of the archetypes of parents listed in the article in the coming year, but what I won’t do is assume that I know why.  What I won’t do is hate them.  What good will ever come from that?

We all know relationships matter most when it comes to a successful school year, so why not actively build a relationship with adults as well?  It starts now, not when something comes up, not when it is too late.  What will you do to reach out to them before they reach out to you?

PS:  I posted my welcome parent survey today, I cannot wait to read their answers.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: being a teacher, community, parents

10 Picture Books that Spark Empathy

To find more information about the August 10 for 10 Picture Book and see all of the amazing posts go to the hosts’ sites: Cathy Mere at Reflect & Refine and Mandy Robek at Enjoy and Embrace Learning.

I had a hard time picking which type of list to make today.  Should I do one on laugh out loud picture books?  One on wordless?  How about those that make us cry?  Yet, I kept coming back to this list; the one that stuck with me the longest; the picture books that spark empathy.  These are the ones that leave my students speechless at times, other times eager to discuss.  The ones that stick with us throughout the year that push us to think about our actions and become better people.  Those were the ones I wanted to highlight today.

I have long loved The Other Side by Jacqueline Woodson for its straightforward story of two girls living on either side of a fence and yet many miles apart.  For some of my students this is territory they have not gone into yet, so the conversations about race, our history, and even what is happening now in our world abound.

I don’t remember how I came upon The Invisible Boy by Trudy Ludwig.  My guess is that someone shared it on their blog, so thank you to them.  This story so beautifully encapsulates what it means to feel invisible and every time I have used it with students it has led to deep conversations.  We read this more than once so we can pay attention to the illustrations as well.

Students  immediately fall in love with Pete & Pickles by Berkeley Breathed for the illustrations  but then come back again and again for the story of an unlikely friendship between a pig and an elephant.  This is a must read aloud at any age.  (ANd truly they all are).

It has been established already that Peter H. Reynolds is a creative genius.  I have loved all of his books since the first time I read them.  This book, I’m Here, is one that doesn’t get a lot of attention standing next to The Creatrilogy, but it should.  It’s eloquent story about a boy who feels so all alone is one that will settle into the hearts of students.

Thea, my kindergartner, came home and told me that I had to get this book about a big red crayon.  Okay…. I thought.  But she was right, Red – A Crayon’s Story by Michael Hall was one that I had to read aloud to my 7th graders.  And then we had to discuss what it meant staying true to one’s own nature as well as facing the pressures of others.  I swear this book was written for middle schoolers and not young children secretly.

It is a celebration in my life whenever the talented Ame Dyckman comes out with a new picture book and Wolfie the Bunny was definitely a cause for celebration.  This book about assumptions and what they can lead to has not only made my students laugh outloud, but more importantly, has led us to question our own assumptions about others.

I have Bluebird by Bob Staake on many favorite picture book lists, and there is a reason for that.  The shock on my students faces when we get to that page.  The questions, the discussion when I step out of the way are priceless.  This is a wordless picture book which also means that my students love interpreting the ending.

I cried when I read aloud The One and Only Ivan so it only seems fitting that I cried when I read out loud Ivan:  The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate.  My students love to ask questions after this book, they love to talk about their own animals, what they would do to save others.

I read this book out loud to all 5 of my 7th grade classrooms.  It was astounding how similar the reaction was; disbelief, outrage, questions and perhaps a tear or two shed by me.  This story Malala, A Brave Girl from Pakistan/Iqbal, A Brave Boy from Pakistan by Jeanette Winter is one that will stay with you for a long time.  This is sure to elicit conversations and calls for action.

I always seem to cheat on these posts and never stick to just 10, so for my 10th pick I will give you several instead.  All of these are worthy of being read aloud and discussed.  We need more empathy in this world, I am so glad these authors give us a chance to do just that.

Each Kindness by Jacqueline Woodson

The Name Jar by Yanksook Choi (Having a name that no one pronounces correctly in the USA really makes me love this book even more).

One by Kathryn Otoshi 

Zero by Kathryn Otoshi

Chrysanthemum by Kevin Henkes.

Which ones would you add to the list?

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: being me, books, Literacy, Reading

A Thought on Perspective – The Fish Tank

I sat there watching the fish swim in place, barely noticing Augustine’s excited screams.  Amazing that a 19th month old toddler pointing, yelling, and even wanting so badly to hit the glass did not shake the fish.  They barely moved.  And Augustine stood in total awe, oblivious to the world around her.

The fish seemed content.  They had clean water, a few rocks, a few fish friends and obviously enough to eat.  And yet, they were clearly too large for their tank.  There was nowhere to hide, no trees except for the fake ones painted on the back wall.  No places to go except hovering right in the middle staring out at a retirement homes’ front entrance.  A completely average life for most goldfish I presume.

What if our classrooms are much like that fish tank?

What if that is how we teach out students?

What if we give them enough to just thrive, to be complacent, to be just fine?  What if we provide our students with just the necessities in our curriculum and care?  We will surely see them grow.  They will not wither away.  But will we notice when they become too large for our tanks?  When they long for more than the artificial experiences we are providing for them?  Will we notice when their dreams outgrow the space that we share, the needs we fulfill?  And not only will we notice, but what will we do with that knowledge?  What will we do to tear down a wall?  Give them the world so that the very tanks we keep them in don’t set them on a path toward creativity suffocation?

Sometimes I think that I am doing a just fine job, and I don’t take the time to step away from our room, from the tank to speak, and look at it from an outsiders perspective.  It is hard to do when you are the caretaker of a classroom community because you think that you are doing everything you should be doing.  Yet the dreams of our students are sometimes so big that we have to unleash them on the world, because if we don’t the dreams will die.  We have to be able to create spaces where our students can continue to thrive, not just survive, not just hovering in the middle of the only space they have.

What of our students don’t know that there is more to the world than what we offer them?  Then how can we ever expect them to want to change the world?

Who ever thought a too large goldfish would remind me of that?

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: aha moment, being me, MIEExpert15, Passion, Student dreams

We May Not Be Perfect

For years it seems the headlines have been yelling at us in education.  The videos have been posted telling us that school is broken, that we have lost creativity, that students hate school and we, the educators, are to blame.  For years, we have heard the rallying cry to save education and we have tried.   We have pushed ourselves, we have dreamed, we have created, we have failed, and we have gotten back up.  Every day we are trying to change education.

So although we may not be perfect.  Although we may not be there yet; we are changing the narrative of education that  surrounds us.  We are changing the way students feel about school.  We are changing the way education is viewed.  We may not be perfect, but we are trying.

So before we focus on all of the negative, because we are all good at that, focus on all of the positive things that surround us.  Focus on the people that come to work every single day and give it their best.  Focus on the students who tell you their truth so we can make a change.  Focus on all of the people who are making a difference.  Scream those stories from the rooftops.  Share those stories on Facebook.  When people tell you that school is broken, speak up!  Because we are not all broken.  Not all students hate school.  Not all schools kill creativity  Some do, we are not perfect, but at least most of are trying to make a change.  So celebrate that.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: Be the change, being me, choices

My 10 Favorite Nonfiction Picture Books Right Now

I don’t remember reading much nonfiction as a child, perhaps I was too caught up in being a kid to notice.  I read biographies for a long time, but nonfiction picture books were not on my playlist.  Not so anymore.  The nonfiction picture books that are available to our students now are amazing and every year a few more settle into our library and hearts.  Here are the top ten favorites in our classroom library.

When Donalyn Miller recommends a picture book, I pay attention.  Tricky Vic – the Man Who Sold the Eiffel Tower by Greg Pizzoli is a masterpiece.  A page-turning read that makes you shake your head in wonder.   This is a picture book for all ages.

Kelly Milner Halls can do no wrong in my eyes and her book In Search of Sasquatch is a favorite read in our classroom library.  The reporting style of the book, the pictures, and the flow of the text makes this a book that students come back to again and again.  Check out all of her other nonfiction texts too, you will be glad you did.

Loved by many, any of Elise Gravel’s Disgusting Creatures series such as The Worm is sure to suck readers in.  With its whimsical illustrations surrounded by the facts about these animals, readers don’t even know how much they are learning as they devour the pages.

I don’t think it is possible to have a top 10 nonfiction picture book list without Ivan:  The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate.  This beautiful book and story makes me cry every time I read it, but it is worth every sniveled tears.  This is also one of the most lost picture books in my classroom, I hope it finds much love in its new homes.

Anything by Seymour Simon deserves to be on this list, but Gorillas is one of our favorites.  With its stunning photography and accessible text, it provides my students with enough information to make them feel knowledgeable, as well as the desire to keep reading more.  Seymour Simon is a legend within the nonfiction universe, rightfully so.

I have mentioned Bad News for Outlaws:  The Remarkable Life of Bass Reeves, Deputy U.S. Marshall by Micheaux Nelson on many picture book lists and there is definitely a reason for that.  This book provides students with a different historical narrative about the 1800’s than most.  Students cannot believe the story is true and it is often discussed for a long time after.

I remember reading the newspaper articles about George, and yet when Galapagos George by Jean Craighead George showed up at my house I still read it aloud to Thea not putting two and two together.  George does not have a happy ending, which I knew, but had forgotten about.  The shocked look on Thea’s face as I got to the end told me I should have probably prepped her, however, the tale itself is hauntingly beautiful and completely worth the shock.

Every time I receive one of these Did You Know  books by Laura Lyn DiSiena and Hannah Eliot  I cannot wait to read them aloud to my own kids and then get them into the classrooms.  these whimsical fact-bursting books are for kids of all ages and is sure to leave even the most knowledgeable reader in awe.

Manfish by Jennifer Berne tells the childhood story of Jacques Costeau.  I love filling my students in on this ocean explorer, and the illustrations are gorgeous.  A simple tale told about one of the great explorers of our time.

And for spot number 10, I can’t pick, so here are a few more of my favorite reads.

On A Beam of Light  by Jennifer Berne.

Me…Jane by Patrick McDonnell

The Boy Who Loved Math  by Deborah Helligman

Viva Frida by Yuyi Morales

The Right Word: Roget and His Thesaurus by Jen Bryant.

The Noisy Paint Box by Barb Rosenstock

And finally, I just added these to my wish list

The Pilot and the Little Prince by Peter Sis.

Odd Boy Out by Don Brown

Star Stuff: Carl Sagan and the Mysteries of the Cosmos by Stephanie Roth Sisson

Mr. Ferris and His Wheel by Kathryn Gibbs David

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: being me, books, Literacy, Reading, students

6 Things New Teachers Remind Me to Do Every Year

You can usually spot a new teacher a mile away.  There is just something about the way they talk about the upcoming year, how they hold themselves, and even the very air that surrounds them.  So much joy, so much enthusiasm, mixed with a certain air of fear.  Right now seems to be the time where people start talking about all the mistakes new teachers make their first year and pass on advice to them whether they need it or not.  Yet, every year I learn so much from the new teachers I meet.  Every year they teach lessons to me.

 Be enthusiastic.  The joy that comes with teaching  your very first year is one we should chase after every year.  We should love teaching, not take it for granted, not get caught up in the misery of all of the outside things that make teaching difficult.  Let’s all be excited that we have a job and that we will get to do what we love so much for another year.
Ask questions.  New teachers know that they don’t have all of the answers so they ask a lot of questions.  As a veteran teacher, I sometimes think that I should know all of the answer so I feel stupid asking many questions.  Yet teaching is about learning and we stop learning when we stop asking questions.  Ask away and don’t be embarresed if you don’t know something, embrace that you are learning.
Know their students names.  My first year of teaching I spent hours memorizing names with faces so that on the first day of school I knew all of my students by name.  This small gesture of respect went a long way in building classroom community.  As a middle school teacher, I have a lot more names to memorize – I think I am up to 136 students this year – and yet I have started looking at their pictures already.  I want to know all of their names by the end of the first week, no later.
Say”Why not?” a lot.  First year teachers tend to question many things we see as established norms, and sometimes I think veteran teachers, myself included, can get a little bit offended when something we hold near and dear is questioned.  Yet it is in this questioning that we start to discuss new ideas, we find inspiration, and we change the way we teach.  we should all be asking “Why not?” a lot more than we are.
Stay true to our noble intentions.  I became a teacher to help students become better people, yet within my first few years, I lost sight of that.  New teachers joining our profession may seem idealistic or delusional to some, yet within their dreams is something we should all be chasing; the belief that what we do matters.  The belief that we can make a difference.  That we can create schools that students actually want to be a part of.
Make connections.  As a new teacher you don’t know that many people so all year you are trying to find your tribe.  yet, often, we settle into our patterns of who we speak to and shut ourselves off from the rest of our community when instead we should be continuing to make connections as often as possible.  why can’t you know all of the people in your school?  Why not reach out across your district?  While it is nice to have people that know you well, make sure you make connections with new people as well.  You never know who will become a part of your tribe.

If you are a new teacher reading this, welcome, this is truly the best job in the world.  May you love it this much or more each year you teach.  And if you are a veteran like me; I hope your year is filled with wonder, with laughs, and with joy.  We are lucky to be teachers, even if the world sometimes seems to be against us.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: advice, aha moment, being a teacher, new teacher, new year

Can We Find A Better Term Than Struggling Readers?

image from icanread

To struggle means to contend with an adversary or opposing force.  To struggle means to advance with violent effort.  To struggle means to cope with an inability to perform well.  Despite its relationship with these definitions, the term “struggling reader” has become one of the favored way to label our learners as we discuss their needs.  A term that means to advance with violent effort is somehow now associated with developing as a reader, and I cringe every time I hear it.

It is not that I don’t see children fighting with words when they are learning to read.  I see the tremendous effort.  I see the hard work that goes into becoming a reader.  And I see my older students still fight, sometimes word for word, as they process the text.  They are in a struggle at times, yes.  But they are not struggling readers.  They are not battling an epic foe that will take them down somehow, because I can’t allow them to identify that way.  I can’t allow that definition to define them in my own eyes.  they are so much more than struggling readers.

When we allow a term like this to permeate our instruction, to permeate the conversations we have about students, we are viewing the children we teach only through one lens.  We allow this term to overtake any other information we have on the child and the effort that they put into learning.  When we label someone as struggling, we have, in essence, given them a box to place themselves in and for the rest of their lives they can choose to stay within that box knowing that no matter what they do, they will never stop struggling.  That label becomes part of their identity.  In our own minds as teachers, we also create a neat box to put them in as we plan our lessons and our own assumptions about what they can or cannot do taints their future path.

When we tell a child they are developing rather than struggling, then there is hope.  Then there is a chance for them to think that some day whatever they struggle with will not be as hard for them.  That they are developing their skills and working through the process.  And yes, that process may take years and years, but that there will be success, however small, and that this learning journey is one they will be on for the rest of their lives.  We don’t give them that chance for hope when we call them struggling readers.

In fact, why label them at all?  Why not just call all of our readers just that; readers?  Almost every child reads in some way.  I see it in my own children when they pick up a book and point to the pictures, too young to process that there are words on the page as well.  I see it in Thea, my 6 year-old, who is reading from memory and developing systems to figure out words.  I see it in my 7th graders that slowly work through a page of text, exhausted by the end of it.  They are readers.  And yet, their path toward becoming better readers may be one that has obstacles, may be one filled with struggles, but that does not mean that they are the ones struggling at all times.  That does not mean that one label will define who they are human beings, and nor should we let it.  But that change starts with the very language we use to speak about our students.  That change starts with us.

What do you think?

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: assumptions, being me, books, Literacy, Reading, students

Stop Feeding the Beast – The Reading Myths We Pass on As Truth

“This is not a “girl” book even if the cover makes you think it is, boys can love it too…”And I stop myself.  And I cringe inwardly.  And I want to rewind time for just 10 seconds and tell myself to stop.  A “girl” book?  What in the world is that?  And since when did I label our classroom books by gender?

The stereotypes of reading seems to be a beast in itself.  We feed the beast whenever we pass on hearsay as fact.  We feed the beast whenever we fall victim to one of these stereotypical sayings without actually questioning it.  Through our casual conversation we teach our students that there are books for girls and books for boys.  We teach our students that a strong reader looks one way, while a struggling reader (God, I hate that term) is something else.  We say these things as if they are the truth and then are surprised when our students adopt the very identities we create.

So what are the biggest myths that I know I have fed in my classroom?

“This is a girl/boy book.”  I have said this many times as I try to book talk a book.  I say it when I think the boys, in particular, will not give a book a fair chance because of its cover.  I say it when I think the girls will find a book to be too violent, to have too much action.  And every time I say it, I am teaching these kids that certain books are only meant for certain genders.  What I forget is that I read all sorts of books.  That I, as a female reader, like a good violent book.  That I gravitate more toward “boy” books than “girl” books.  So why do I continue to pass this on to my students?  It stops now.

“This is an easy read.”  Another common statement I have made while book talking.  What I mean by it is that for most students the text will not prove difficult to understand, yet I know now that ease of reading looks very different from student to student.  That what I may think is easy, even when I pretend to be a 7th grader, is not easy at all.  That even if a book is short does not make it easy.  Even if a book has a manageable story line does not make it easy.  That “easy” means different things to different readers and therefore does not provide a good explanation to anyone.  It stops now.

“He/she is a low or high reader.”  Our obsession with classifying students based on their data does not help our students, it only helps the adults when we are discussing them.  There is an urge in education to group kids according to data points so that rather than take the time to discuss each student, we can discuss them as a group.  Yet the terms “low” or “high” make no sense when discussing readers.  They make sense when we are discussing data points, but is that really all our students are?  How many of us have taught students who were amazing readers, yet scored low on a test?  What would we call them?  We need to discuss students using their names and their actual qualities, not these shortened quantifiable terms that only box them in further.  It stops now.

“Most boys don’t really like to read.”  I don’t know how many years of teaching boys I need to finally stop saying this.  Many boys like to read – period – but when we say that most don’t, we are telling them that what they love is not a masculine thing to do.  That boys loving reading is something strange and different.  If we want this to come true, we should just keep repeating this over and over.  Our male readers will soon enough get the message that reading is for girls.  It stops now.

“The older they get, the less they love books.”  I used to believe this, until I started teaching middle school.  Then I realized that it is not because students want to read less as they get older, they read less because we have less time for independent reading, and we dictate more of their reading life.  Homework builds up as do other responsibilities outside of school.  Compare a 5th grader who has 30 minutes of independent reading most days to my 7th graders that get a luxurious 10 minutes – who do you think reads more in a year?  Also, I wonder if anyone would want to keep reading if they did not get time for it in school or had choice over what they read for several years?  Sometimes I think it nearly a miracle that students’ love of reading can survive what we do to them in some educational settings.  It stops now.

“But they are not really reading…”  I used to be the hawk of independent reading, watching every kid and making sure that for the entire time their eyes were on the text.  If they stopped I was there quickly to redirect.  Independent reading time was for independent reading and by golly would I make sure that they used every single second of it.  Yet I don’t read like that myself.  When I love a book, I pause and wonder.  When I love a book, I often look up to take a break, to settle my thoughts.  When I love a book, my mind does not wander but I still fidget.  That doesn’t need a redirection, that doesn’t need a conversation, that simply needs to be allowed to happen so I can get back to reading.  Our students are not robots, we should not treat them as such.  Re-direct when a child really needs it, not the moment they come up for air.  It stops now.

“They are too old for read alouds…picture books…choral reading…Diary of Wimpy Kid…”  Or whatever other thing we think our students are too old for.  No child is too old for a read aloud.  No child is too old for picture books.  No child is too old for choral reading.  No child is too old for books like Diary Of A Wimpy Kid.  Perhaps if we spent more time showcasing how much fun reading really is, kids would actually believe us.  It stops now.

The myths we allow ourselves to believe about reading will continue to shape the reading lives of those we teach.  We have to stop ourselves from harming the reading experience.  We have to take control of what we say, what we do, and what we think because our students are the ones being affected.  We have a tremendous power to destroy the very reading identity we say we want to develop.  It stops now.  It stops with us.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge.  

Filed under: being a teacher, Literacy, Passion, Reading, student choice, student voice

I No Longer Want to Be Just A Witness

I have been thinking a lot about the inherent racism that my life is seeped in lately.  Mostly because I do not face racism.  Sexism yes, but racism, no.  Mostly because I see the news and I am dumbfounded, saddened, and outraged.  Mostly because I am a witness to how my students are treated outside of our school and the lives that they have.  I am merely a witness but I don’t want to just witness anymore.  I want to stop being a part of the problem and become part of the solution.   But I don’t know how.

So when I see an infographic like this from The Sentencing Project

Or when I hear a Podcast like this “The Problem We All Live With” from This American Life and I shout at the radio at the injustice of it all, I cannot help but wonder; what can I do?  Or more importantly, what can we do as educators?  What can I do as a white educator who does not live this every single moment of my life?  What will change in our classrooms so that we all become part of the solution rather than a continuation of the problem?  How do we stop racism from flourishing rather than disappearing?

What do we do?  Because we have to do something.  And it has to be more than what we are doing now.

I am a passionate teacher in Oregon, Wisconsin, USA but originally from Denmark,  who has taught 4th, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the   Global Read Aloud Project , Co-founder of  EdCamp MadWI , and believer in all children.  The second edition of my first book  “Passionate Learners – How to Engage and Empower Your Students” is available for pre-order now.    Second book “Empowered Schools, Empowered Students – Creating Connected and Invested Learners”  is out now from Corwin Press.  Join our Passionate Learners community on Facebook and follow me on Twitter @PernilleRipp.
Filed under: being me