Pernille Ripp's Blog, page 82

The Story of A Poster – How Hanging a Consequence Poster Changed the Way I Taught

I remember the poster well,  I had spent more than an hour on it, I had really taken my time to make sure each letter was meticulously printed, outlined, and filled in with sharpie.  In fact, I had started over several times when the result was not quite as eye catching as I wanted it to be.  I remember sending the poster through the laminator holding my breath a bit, after all, sometimes that pesky laminator ate all of my hard work.  Not this time though; this poster made it through and now graced the best location on my wall; right above the sink so that every single time a student washed their hands or threw something out, this poster would catch their eye.   In fact, it hung in the one spot that you could see all the way from the hallway; any person who walked by the classroom would know what mattered most to us.  What was this magical poster that I was so proud of, you may ask?  My consequences for breaking the rules.

Yup, my first two years of teaching the one thing I was most proud off was the poster that stated what would happen if you misbehaved in my classroom.  I loved it.  I thought it sent a clear message to the students about the type of classroom they were in, who held the power, and just what the expectations would be every single day.  I loved that it was the first thing people noticed, after all, that must have meant that others knew how serious I was about classroom management.  That although I was a new teacher, I knew how to control these 4th graders.

I loved the message it sent because it certainly sent one loud and clear; every day my students knew that they could be punished.  That if they screwed up there would be consequences.  That the whole class would know if they had done something wrong, because the very first consequence was to write your name on the board.  If you broke the rules again a check mark got added, and if you broke the rules one more time then it was an automatic phone call home, in front of the class.  Infractions included talking during class, leaving the class without permission, and any kind of rude behavior.  If you were a kid who had trouble sitting still, your name was almost always on the board by the end of the day.  The poster ruled the day.

After two years, when I changed the way I taught, I pulled down that poster.  Terrified of the future and breaking the rules, yet I knew there had to be a better way to handle misbehaviors than what the poster said.  That check-marks and names on the board was not a way to build community, but instead splintered it every single day.  My students didn’t need the constant reminder, they already knew that there were behavior expectations.  They already knew who the teacher was.  They already knew how to behave in school.  What they needed to know instead was that there was also flexibility.  That I saw them as a whole person and not as a person to be controlled or punished into behaving.

When I first hung the consequence poster on my wall, I thought it signaled strength, management, and someone who was on top of their teaching game.  What I didn’t realize was all of the other things it signaled as well.  That this was my classroom, my rules, and that they didn’t have a say in how situations would be handled because the rules were clear.  It told them that every situation, no matter the back-story, would be given the same consequences no matter what.    By hanging that poser on the wall, I could never make my students believe that this was our classroom because the poster would always signal otherwise. It made a liar out of me.

Five years without a consequence poster on my wall and I have no regrets.  My students have shown me that they know who the teacher is, what the expectations are, and that this is a community of learners.   They know if they make poor decisions there will be consequences, but more than likely those consequences will be figured out with them, not thrust upon them without hesitation.  They know that the rest of the class no longer needs to know who is in trouble, because it is a private matter.  I pulled down a poster so that my students would finally believe that within these four walls, we share the control.  Are you able to pull down yours?

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 – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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: aha moment, Be the change, behavior, being me, classroom management, control, punishment, student voice

How I Want to Be Remembered – My Students Tell the World

I asked my students how they wanted to be remembered by the end of 7th grade.  What did they wish that everyone knew, what everyone would think of when their name was spoken.  I asked them to reflect and then write a speech.  Just a minute.  No pressure.  No judgment.  Just their own beliefs about themselves.  I thought it would be easy.  A quick little assignment as we kicked off our quarter long exploration of public speaking.  I was wrong.

The past two days my students have bared their souls.  Put their strengths and challenges out for the world to see.  Looked at their classmates with a leveled head and asked them to take care of what they had to say.  To not judge.  To not snicker.  To not comment, but just embrace.  To see them how they want to be seen and I have been amazed.

Their courage to say who they believe they are.

Their audacity to tell us that they don’t care about school or what others think.

Their purpose of enlightening others who think they may be a freak, a weirdo, someone who doesn’t care, who doesn’t pay attention.

What my students have done takes guts.  They sat poised with their secrets written down and delivered them with a calm face.  Delivered them sometimes with shaky voices and other times with steely gazes.  They did it, because I asked them to, and boy did I learn a lot in the process.

Below, a few of my students have graciously agreed to share their truths.  I have removed their names to protect their privacy.

One student writes:

 When I walk out of OMS on the last day of my eighth grade year I want to be known as a good student not “that one girl with ADHD”. My ADHD shouldn’t define who I am.  I am the only person, thing or disorder that can do that.  One day I told my class a story about how when I was in first grade that’s when the doctors figured out that I had ADHD.  After that class two boys came up to me and one of them said to me “I didn’t know that you have ADHD” I nodded with a light laugh. The other boy had said to me “Yeah, I didn’t know that you were ADHD either.” I looked at him confused and said “I’m not.” That boy then continued to ask questions such as “But that’s what you just said” I smiled again and said to him with a straight face “I said that I have ADHD.  I am a human being not a disorder”.  I have ADHD but I am ADHD . Living with ADHD does have some challenges.  But my ADHD shall not define me. I will not let it. It is just something that I live with daily.   On the last day of my eighth year at OMS when I walk out of the doors i want to be known as a good student not ‘ that one girl with ADHD’.

Another writes:

I want to be remembered as the girl who is everyone’s friend.  If I leave, I want people to remember me as not just another student that went to OMS, but as a human who existed as a joyful child.  I want to be known as not an average kid with school always on my mind but as a Muslim who had different thoughts, religion, dreams, and even feelings.  I want my remembrance to not just be a memory of name but a memory of feelings.  I am the only Muslim in this school, with love in my mind and bravery in my heart.  I don’t want to be labeled as normal.  I am proud of who I am and not afraid to meet new people.  A girl who has opinions but still respected the presence of other human beings.  A girl who cared what people told her and put meaning into the words said to her every day.  To end off, I want my memory to have meaning of where I stood today telling people how important a human life can actually be.

And finally:

I don’t want to be remembered, because being in 7th grade is a small portion of life and when I move away 7th grade wont matter.  I don’t want to be remembered by the little pieces that get you where you are.  Those help but they are just like a speck of paint on a large canvas.  personally, I really don’t care about 7th grade, it’s just another school year to do better than the next and that’s how live our lives, doing the same thing every day.  I think there are bigger things in life to be remembered by.  I don’t see a point of having a legacy in 7th grade, because I like to move on and don’t talk to any of my old teachers from that year.  I think going out of your way to be remembered is not what I want to do.  Honestly, I have o give a craps left for a 7th grade legacy.  Also, I don’t care what my teachers think.  Some of them can’t even teach well.  That’s why I don’t care if I have a legacy in 7th grade.

We think we know our students through the relationships we build.  We think through our careful observations we can discuss the strengths and weaknesses of a child and then help them grow.  We ask the students to describe themselves at the beginning of the year but then often forget to re-ask the question.  How are they now?  How have they grown?  How do they worry?  What do they care about?

We think we know so we forget to ask, but I am telling you; ask them how they want to be remembered.  Have them speak their truths and open your mind to their reality.  My students once again amazed me, and I am not even sure they know.  In their honesty, I found new hope for how my students will change the world.

PS: Hat-tip to Josh Stumpenhorst for the prompt

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 – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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: Be the change, student voice

When Your Child Is Given a Label

Although we were the ones that asked for an observation.  Although we were the ones that raised our eyebrows and rang the alarm.  Although we were the ones that thought maybe something was slightly amiss and weren’t quite sure if we were crazy or not.  Although it was us that started the process, when the news came, it still stopped us for just a moment.

When your child is given a label, if even for a second, your body seems to freeze.  For a moment  the world stops spinning.  For a moment you feel the crushing weight of parental failure.  For a moment you know you did something wrong.  Like that kid that you have been raising all those years somehow isn’t the kid they are actually talking about.  Like that kid that you have found to be absolutely incredible, sure a tad bit crazy at times, but still just a little bit of a miracle cannot possibly be the same kid that now is dissected on paper in front of you.  But just for a moment.

Because then that kid gives you a hug afterwards and asks you for snacks.  They ask to go run around and be a soccer girl so they can burn off all that energy. They ask you to come to their bedside so they can read you a book.   And you remember, when your heart starts beating again and your breathing calms, that they are a kid.  That as a kid they have many facets, and those labels that were uncovered, are just another facet.  That those labels while on paper seem terrifying are just that; on paper, and they don’t have to define the kid that stands in front of you asking for just one more book.  Asking for just one more hug.  Asking to sleep in your bed when the thunder comes.  Telling you that one day they are going to be something big, they just haven’t decided what that big is going to be.

We asked for answers and we got them.  We are grateful because now we know that our energetic little girl is perfectly fine, even though there are now labels that can help us help her.  Even though there are now things we can discuss as we support her learning.  Those labels will not define her, they were never meant to, even if my heart stopped beating for just a moment, and my eyes filled with tears.  Those labels are not all there is to her, nor will they ever be.  They are just another piece of the puzzle, of our amazing little girl, who will some day be an amazing young woman.  I am so proud to be her mother.  And that is a label that will always define her.

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 – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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: advice, being a teacher, being me, label

Teaching Students How to Speak Well – A Unit to Explore

It had never occurred to me that I haven’t taught my students how to speak well.  After all, for the past 7+ years my students have spoken in front of their peers.  I have told them to stand up straight, to speak clear and loud and to establish eye contact.  That should be enough, right?  Except for the last 7+ years I have also sat through one terrible presentation after another.  Yes, most have spoken loudly, yes, most have had some stilted eye contact, and yes, most have stood up fairly straight.  Yet, most have also been terrible presenters.  No passion, no enthusiasm, no special something that have made them enjoyable to listen to. I figured it was because I taught elementary school and perhaps better speaking skills would develop naturally.

As a 7th grade teacher, now I can see that they don’t.  My 7th graders still present fairly poorly and I realized, with the help of Erik Palmer, that we need to teach how to speak well.  Not just assume that students will figure it out over the years.  We need to teach it early, we need to teach it often, and we need to teach it every year.  So I have snagged ideas from Erik’s article and adapted them to fit our purpose.  Feel free to use and make your own and check out his other resources as well, it has been easy and fun to use.

The main idea I have borrowed from Erik is his 6 points of what a great speaker does.  These have been the framework for this week and as we go forward.  It has been essential for my students to have common language and a framework to develop them as speakers and this is what Erik discusses quite well.

These have been the guiding points for our lessons and have also been the base points of our rubric.

While we will be doing speeches all quarter, our first assignment was given on the very first day of the quarter to give the students a goal to work toward.  Assignment:  Create a one minute speech answering “How do you want to be remembered at the end of 7th grade?” (Thank you Josh Stumpenhorst for the inspiration).  To see the entire assignment, see here.

I have tweaked their first speak to be given in a circle format.  Our school uses counseling circles/restorative justice circles throughout the year and every Tuesday all of our students do circles with their homeroom teacher.  This format for delivering a speech means that my students are automatically more comfortable, which is a huge barrier in 7th grade.  They are so worried about what their peers are thinking about them.  And that is something I have faced head on when I have been teaching them how to speak.  My biggest tool has been my own enthusiasm and tendency to screw up and laugh about it.  I have no problem making mistakes in front of them to take the pressure off of them.

So what have we been doing?  Note: these lessons are about 10 minutes long, maybe 15 depending on the discussions.

Big talking points every single day:

What have they been taught in the past and why they need to learn better skills.
The need to trust others when we speak or at the very least assume that others mean us well when they watch.
The need to step a little out of their comfort zone.
That speaking well is a life skill, something that will help them be more successful in life.

Poise

Student definition:  Your swag, or how you use your body to match your message.

Discuss what is poise, have the students get up and move showing you poise.  They started off very hesitantly, which is ok, I have been taking baby steps.
Every student gets a Shell Silverstein poem and are told to practice speaking it aloud.  I then fishbowl the next activity – perform the poem just worrying about poise, none of the other things, and have their mirror (partner) critique them kindly.
I then partnered them up randomly and had them perform the poems in front of just their partner.  I helped them coach each other and we talked about how to give kind criticism that allows others to grow.

Voice

Student definition:  Controlling how you speak to match the message.

Discuss what is voice, why it is important to take control of your voice and how it is not just all about being loud and clear at all times.
Video clips of powerful speakers.  After giving them background knowledge about Hitler and his powers of persuasion, I showed them a one minute clip with no subtitles just so they could see how he used his speaking skills to incite people.  This really caused a reaction in my students because they saw how powerful being a great speaker can be and how that power can be used for good or evil.
I then juxtaposed that with clips of Gandhi and Nelson Mandela who used their voices in much different manners and yet still had people follow them.
The students then worked on what type of voice would be needed for their speech assignment.

Life

Student definition:  The passion you bring to your speech has to match your message.

We faced our demons head on this day as we discussed why most 7th graders have a hard time speaking in front of people.  This was excellent because the kids offered very honest answers about their fear of being judged by others or screwing up.
I then told them about major screw ups I have had as a teacher such as substituting words in read alouds for the wrong very bad words, clean underwear falling out of my pant leg while teaching thanks to static, and other fun things that happen when you are a teacher.
I read aloud Pigeon Wants a Puppy by Mo Willems and did the emotions and voices.  I actually made them laugh out loud because I went there, something that is hard to get 7th graders to do.  This was important because they needed to see me let down my barriers.  Then we talked about allowing us to be silly when we need to be such as when we read picture books aloud and I promised them that I would be the craziest person that day.
We discussed why it can be extra hard to read aloud in front of others because we worry about screwing up the words.
They then each got one line or two from Jabberwocky, a phenomenal nonsense poem by Lewis Carroll.  Why this poem?  Because students can’t mess up the pronunciation of the words, who knows how they are supposed to be pronounced?  They got one minute to practice how they were going to perform their line with as much life in their voice as they could.
I lined them up in order and each student performed their line.  Some classes we did it twice to allow the kids to build up their courage.
This was awesome, the kids laughed – laughed!  And not at each other but with each other.  This was a huge break through for my kids.

Eye Contact

Student definition:  How we look at our audience and how they look at us

We did different things in different classes based on their unique mix of personalities:

Most classes I did an eye contact experiment: Two students sat in front of the class while two other students came up.  The two seated students shut their eyes and then had to report whether the other two students were looking at them or not.  Most of the time they were wrong.  We did it a few times.  Mission: To prove that not everyone is looking when we think they are.
I had note-cards with different emotions on and we used them in different ways.  Some classes stood in a circle and acted out the emotions.  Others found a partner to do it.
Some classes I did an emotion charade scavenger hunt competition.  All students got an emotion but was not allowed to say it or tell others about it.  Four kids each got the same emotion (anger, sadness, excitement etc) and when I said go the students had to try to find their group partners without talking and gesturing, they could only use their emotion charades.  First team to correctly assemble got a prize.
All of these things may not seem like they have a lot to do with eye contact but they do; students had to pay attention and use their facial expressions to express their feelings.  This is all part of doing eye contact well and definitely helped students push themselves out of their comfort zone a little.

Gestures

Student definition:  How our hand movements tell our message.

I have note-cards with different statements on them (“Yes, we won!, No….., What happened?” and such) and students will be acting them out using gestures.
Students will have to give directions of how to do something to their partner using only gestures, such as how to tie a shoe, how to mail a letter, how to make spaghetti.  Their partner will have to try to guess what they are doing.
We will also try to make emotions with our hands, so what do our hands do if we are sad, if we are confused, if we are happy and such.  The key is building awareness of our own bodies so we can control them when we speak.

Speed

Student definition:  How fast or slow we speak.

We will watch clips of I Have a Dream Speech paying attention to the way Martin Luther King Jr. changes his pacing to emphasize his message.   I also have various other clips of speakers to show up, just snippets so they can see speakers speak well.  It is important that students get a sense of many types of speakers; male and female, present and past.
Each student will decide which picture book to act out by themselves or with a partner, I have grabbed a stack of Mo Willems and Dr. Seuss for them to work on all of the elements.  They will work on all elements that we have been working on.
They will not perform in front of the class but instead in small groups and then kindly critique each other.

And that’s how we are starting.

As we move forward this quarter, I am excited to give them continued opportunities to speak and speak well.  Next year, this will be starting off the year.  Not only are we becoming better communicators, we are also building community.  The students are slightly kinder, slightly more relaxed, and having a bit more fun in English because they are all acting a little bit silly, getting into something a little bit more, and yet developing essential skills at the same time.  I am sad that I hadn’t taught this before but at least I can correct my ways starting now.  All students deserve to have the opportunity to become great speakers and their practice starts with us.

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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  The second edition of my first book  “Passionate Learners – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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: aha moment, choices, inspiration, lessons learned, student voice

When We Forget Where We Are Going

image from icanread

Sometimes we get so turned around that we forget our chosen path.  We forget where we are going.  We forget where we came from.  And in our turned-around-ness we think we need to abandon our path completely, because we no longer know who we are.

A week ago I thought my path forward next year would not be in 7th grade.  That I was not meant to teach this challenging age after all.  That I had gotten so far away from who I was as a teacher that there was no way for me to find myself again. I didn’t want to stick around for another year, I wanted to run.  Forget about the challenges,  Forget about all the good I thought I could do that wasn’t happening.  Lick my wounds and go back to my safe zone.  Back to elementary where the kids show they like you and think your jokes are funny.

Then spring break happened and with it came a moment to reflect.  A moment to remember that I don’t run from challenges.  I don’t quit when it gets hard.  That when something isn’t working, I don’t give up, I fix it.  And that perhaps 7th grade is my biggest challenge, and since when have challenges scared me?

I had forgotten that the last time I thought I was going to quit, I recommitted.

I had forgotten that the last time I didn’t like the teacher I had become, I changed.

I had forgotten that it is hard to change schools, districts, and especially grade levels, but we still do it.

That it is hard to reinvent yourself.  That it is hard to figure out new curriculum.  That it is hard to get to know students especially when you only have them for 45 minutes.  And that you will never be the greatest of teachers the very first year you teach something.  No matter your passion.  No matter your dedication.  No matter your ideas.

So I am getting back to basics.  Back to making it about the kids and not the curriculum.  Making it about growing together and figuring it out.  About making school about them and not about me.  Taking my own advice over the years and giving the classroom back to the students.  Away from homework, away from scores, away from me lecturing, and back to them doing, and questioning, and changing our school.

I am terrified to continue on as a 7th grade teacher.  They are my biggest challenge.  Yet, within that challenge I have been given a new chance to be better.  And not just as a teacher, but as a human being.  Sometimes life gets us so lost that we forget to see where we are.  We forget to see the wonder around us.  To marvel at all of the greatness that surrounds us.  It is time for me to once again open my eyes and revel in the fact that I get to be a part of the 7th grade journey.  It is time for me to stop being so scared and getting back to what I love; being a great teacher for every single kid.  Even the ones that make me want to quit.

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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  The second edition of my first book  “Passionate Learners – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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: aha moment, Be the change, being a teacher, being me, challenge, choices, Passion

Perhaps Offering Choice in Reading Is Not Always the Best Idea

Today I said something I didn’t think I would say ever again.  Something that I have told others to never say, in fact, I may have even pleaded with a few people.  What came out of my mouth after lengthy consideration?  “No more reading on devices this quarter.”   Then I held my breath just a little bit and I waited for the reaction.  Not just from my students, but from the reading police, for my better sense to come yelling.  For someone to bust through my door and tell me that reading is all about choice and that reading on a device counts just as much as reading a paper book.  That to get students to read we should allow them to read any thing they want, as long as they are reading.  That fan fiction counts as fiction as well.

They would have been right, too.  It is all about choice.  It is all about getting them to read.  About letting them pick whatever they want as long as they read, as long as they get their eyes on print.  Yet for some of my students even that hasn’t worked, and so today, I took a drastic measure by outlawing devices.  You see, because even with all of that choice some are still not reading.  They may be skimming pages, they may be browsing various fan fiction sites like WattPad searching for a story, they may even be diving into a text now and then.  But most of the time, every single day, the device in their hand has become one more tool to distract them from falling into a great story, or finding their reading zone to quote Nancie Atwell.

So today, I asked, or maybe even forced them a bit to find an amazing book to read.  To feel the weight of the book in their hands, to browse through all of the books we have and find one that calls their name.  To abandon a book if it doesn’t.  To save their time to read the very best of books.  To get sucked in, knowing that I will be ask them how their book is, what they love, if I should read it as well.  And when they finish I will ask them to pass it on.  To tell someone else to read it as well, to hopefully love it as much a they did.

As they book shopped, I saw something happen that I have waited for all year; my most reluctant readers actually ask about books.  Yes it was because they had to but they were actually doing it. They browsed somewhat, they shuffled through pages, and they all left with a book that they were willing to try.  Yes, some are still unhappy that I am asking them to read a paper book.  Yes, some think I have lost my mind, but perhaps today is the beginning of a change in mind, of a seed being planted.  Or not, but I am going to try it for a while because something had to change.  That I have eight weeks left to try to get them to read at least one great book and so I had to change my tune a little bit.  We shall see if it pays off.  We shall see if it helps or harms.  What do you think?

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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  The second edition of my first book  “Passionate Learners – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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 a teacher, being me, Reading, student choice

My Students Don’t Want to Make All the Time And I Am Okay With That

We seem to think that all students want to just be left alone to make and create.  That if given the choice, the students would love school so much more if we just provided them with big picture goals and then let them meander along their own path to get there.  That they need time to just think and do, without too much interference from the teacher.  That if we give them enough tools and enough freedom then their inner passion will be awakened and they will discover their destiny.  That school is breaking the creative spirit of all children by not providing freedom and that we must get back to making all of the time.  Yet is this true?  Is this really what all children need?

I bring this up because it seems that in our voyage to overhaul school we seem to be going to a new extreme; one that assumes that all students want to make.  That all students are passionate artists held back by the confinement of school. I am not sure this is true though,  at least it isn’t, according to my students.

My students are telling me that they want choice all the time, but that one of the choices should always be to follow a path set forth by the teacher.

My students are telling me that they would like to create sometimes but that other times they need ideas for what they can create.

My students are asking to not be left alone at all times.  That they need guidance and vision, that they need help, because they don’t know always know where they are going or what they are trying to do. Sometimes they don’t need me right there, but sometimes they do.

My students are telling me that for most of them it is not enough to just know where they need to end, but they need to know how to get there as well.  And that is my job, their job, and why we are in a classroom.

My students are telling me that a teacher’s job is to teach and that they would like to to learn and sometimes that means sitting and listening, not doing, not inventing, not creating.  That constantly making is exhausting, and not in a great way.  That there must be balance in all of our classrooms.

That doesn’t mean that they are broken.  That doesn’t mean they will not be successful adults.  That does not mean that school somehow has robbed them of their creativity or of their voice.  It doesn’t mean that we have successfully indoctrinated all students to believe they are un-creative, it simply means that they are kids learning.  That they are kids who want to experiment but not be on their own.  That we need to ask our students and then listen to what they all say and then cater our teaching to reach all of them.  Not assume they don’t need us anymore.  Not assume that school will only be a place that holds them back unless we remove all constraints.

Once again, we must make school about the kids we teach not the kids we think we teach.  Those kids need us, all of us, all of the time.  And they may need us in ways we don’t realize, our job is to figure it out and then stop assuming they don’t mean what they say.  When they say they want a teacher to teach them that is not inherently bad, it just means they are not quite ready, and that is perfectly ok.

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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  The second edition of my first book  “Passionate Learners – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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: Be the change, being a teacher, being me, student choice, student voice

Going Beyond the Standards

I sat in my empty classroom on Monday, spring break just started, and looked at what I have to cover in quarter four of 7th grade English.  What the standards tell me a 7th grader needs to know.  Great things, and yet…We need to get back to the basics.  Somewhere in the mad rush of trying to cover everything within the 45 minutes that strangle our English class, we seem to have lost touch with what English is really all about; amazing books, deep conversations, and writing, so much of it so that we lose our fear of being bad writers and just start to embrace the process.

So as I looked around at the empty chairs, I knew exactly what to do.  Monday morning we will start with a circle, a to-do list of dreams facing the students.  I will ask them to discuss expectations and rules, I will ask them about their thoughts on what the standards say we need to get to and then I will ask them this is this quarter to please

Find one poem that speaks to you

Read one amazing book that you must pass on to someone else

Write something that makes you proud

And have a deep conversation with someone face to face

Those are the opportunities that I need to create, those are the things that matter.  Beyond the standards, beyond what we need to cover.  We need to have incredible experiences in English, not just survive the last quarter.  Our students are bigger than the standards we teach.  What are your plans for after the break?

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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  The second edition of my first book  “Passionate Learners – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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: aha moment, being a teacher

When You Feel Like a Bad Day Kind of Teacher

Sometimes we realize that we are not enough.  That we do not have the answers.  That we do not have that one magical thing that will make everything better.  That when they handed out the innovative teacher awards, we would not get one, not that day, not that week.  Sometimes we realize that we are not the perfect person, nor the perfect teacher.  That we do not have all of the answers, nor do we even know where to look.  And then we realize that that is ok.  And we can breathe.  And we can celebrate.  Because being a perfectly ordinary great teacher does not mean that we only have great days.

That no one ever meant for us to be perfect.  That no one ever meant for us to have the perfect answer at the perfect time for every single student.  That it is ok for us to say, “I don’t know…Let me think….I will get back to you.”  That our attempts may sometimes fail.  That parents may sometimes get upset.  That kids may sometimes roll their eyes and groan when you teach.  Add that’s ok.  That we can be imperfect and still be great teachers.  That we can have flaws and still connect with kids.  That we may have bad days but they do not have to represent us.  That not knowing is not an inherent flaw but rather an opportunity to learn, to connect, to get better.  That having a bad day should not define us but instead inspire us.  That we choose what we keep trying.  That we choose how we keep moving forward.

That even when we think we cannot figure it out, there is still a path forward, we just have to put one foot in front of the other.

That’s what teaching 7th grade has taught me.  And I am forever grateful for the lesson.

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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  The second edition of my first book  “Passionate Learners – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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: aha moment, being me, Passion

There Is Not Just One Right Way to Be A Connected Educator

I am a connected educator, whatever you think that term means.  To me it means that at any given moment I have access to thousands, if not millions, of teachers around the world that can help me further my practice.  I got those connections because I chose to use social media.  I leverage Twitter every day to learn more about being a better teacher.  I blog to get further discussion.  However, I also work diligently on connecting with people at my school and in my community.  I use those people to further my craft every day.  So I get that being a connected educator is a great thing, but when we discuss what being connected means to teachers and use exclusionary terms such as saying that you have to use social media to be connected, we are doing nothing for the good of getting people connected.  Instead we sound like a bunch of jerks.  If we want people to get connected then we have to realize that while the way we are connected may be the most brilliant thing that ever happened to us, might not work for others.  And that doesn’t mean they can’t be a connected educator.

Yes, I believe in the power of social media, but no it is not the only way to be connected.  We cannot say teachers are not teaching well if they are not connected via social media.  Or that they are harming their students.  Or that their methods are antiquated.  You can be connected using non-social media tools, like Skype, like email, like texting, like meeting someone for a cup of coffee.Who am I to say that my way of connecting, using Twitter or another social media platform, is somehow better than that?  That my connections are worth more?  Yet, that is what I see happen again and again.  For what purpose?

If we are trying to get educators to be more connected, which I absolutely agree with, then we have to realize that those types of connections can happen in many ways.  I would even say that some of my best connections are those that happened without social media being our link.  Not all of them but some of them.  Why not give credit to those types of connections as well rather than only the ones that happen on social media?  I know several teachers who are connected on social media and they have not used it for the amazing things we assume everybody does on these platforms.  Somehow we have invented a fake reality where all teachers who use social media are amazing.

In the end, it doesn’t matter as much HOW we are connected but rather that we are.  I agree that teachers choose to be in isolation in this day and age, but we cannot claim that using social media to connect is the best way for all.  That simply isn’t true.  Connections help us grow when they matter to us.  Not because of how they happened.  Let’s not lose sight of what the greater goal is; to get more teachers to be connected.  Let’s not think we know how to do it best, but rather offer multiple ways for others to connect.  We need to stop saying there is only one right way, it doesn’t help our purpose.

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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  The second edition of my first book  “Passionate Learners – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall .   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 a teacher, being me, connect, connections