Author: Pernille Ripp

I am a passionate teacher in Oregon, Wisconsin, USA, 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. First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.

All summer my mind has been in high gear trying to wrap itself around what my classroom experience will be like next year. I know I will be teaching an incredible age group of students at an amazing school with a stellar team. I know I will be an English teacher and what our curriculum is. But that still left me with the big question; what will this look like in my room? 5th grade I knew what it looked like. 5th grade I had 90 leisurely minutes to get through reading and then another 75 for writing. What luxury! But 45 minutes every day for both reading and writing what does that even look like?

So I did what I always do; reach out both locally here to my awesome colleague Wendy, but also globally to amazing people who have been answering my questions. So I think I have an idea of what it will look like, a more tangible plan has been forming in my head, so now I do what I always do; share. Because I cannot be the only 7th grade English teacher wondering how to do this!

My crazy ideas include independent reading EVERY DAY. This is not a typical thing I have heard in 7th grade due to the limited time for teaching, but Jillian Heise, who I admire, gave me the perfect idea; to use it as the very first thing when students enter. That way every child has a purpose and routine as they enter the room. I am free to check in with students, gather what needs to be gathered and otherwise just observe/assess/and ask questions.

Up next will be the mini-lesson, I will be alternating days between a reading and writing focus, however, there will be both every day. This is where my skills of not blabbering will be tested. The mini-lesson needs to be short! This is where picture books come in handy, as well as using the same text for both. That way students are familiar with the text on the second day but we can change our lens with which we view it. Also, the Global Read Aloud text “One For the Murphy’s” will be used as our mentor text for the 6 weeks of the project, ensuring that we participate in the read aloud. And yes, I set up my rocking chair and easel in a corner just for this purpose, students can choose to sit on the carpet or in chairs as we listen, discuss, and reflect.

Then on to conferring and independent work time. I will be meeting with small groups and one-on-one with students for the next 15/20 minutes. During this time students will be writing or reading, whatever the focus is for the day. That does mean that some kids will get more independent reading time, and I am thankful for that. I fully believe that if we want kids to be great readers they need to read as much as possible. I am hoping to meet with 2 small groups at least every day. This may be totally unrealistic, but it will keep the pressure on me. I will also spend time popping down next to students as they read for informal check ins, cutting out time wasted of students coming to me.

We will end the 45 minutes with grammar, blogging, random mini-teaching points as well as show-and-tell. Yup how-and-tell. Thank you John T. Spencer for the idea. If we are to live a life of readers and writers, we need to build a community and show off what we hold dear. Show and tell allows us to share a slice of us, plus it can lead to deeper reflection for the audience of the reaction they have to something. This won’t be every day, probably on Friday’s, but it will happen.

This is all tentative and should really be entitled “Pernille’s crazy ideas for modified workshop.” But it is a start, a tangible start, that gives me something to work with and work on from the very first day of school. There will also be days of Mystery Skype, Skyping with authors, longer assignments, speeches, and presentations. But those will come as needed. And with my independent reading class I will get to implement 20% time every Friday! So yeah, I may not know what I am doing yet, but I have an idea, and it is making me so excited to get started!

I am a passionate teacher in Wisconsin, USA, who has taught 4, 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. First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now from Powerful Learning Press. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” can be pre-ordered from Corwin Press now. Follow me on Twitter @PernilleRipp.

Reading, reflecting

So I Failed My Own Reading Challenge and Learned Something New

August 13, 2014August 13, 2014 Pernille Ripp

I thought this would be my summer of reading, that I would read at least 40 books maybe even more. That I would read so much that I would have book recommendations dripping off of me for months. That I would be armed with books and the memories I have created with them.

I had the books ready, I had the recommendations, I had the desire and then…life got in the way. Well, and “Storage Wars.” I was going to do a summer reading challenge, not to prove anything, but just because I could. I was going to get through those huge stacks of books that have been calling my name for months, clear them out and make room (for more books of course). And yet, I didn’t. I think I have read maybe 15 chapter books and some of them are really short. Pitiful really.

Oh, I have felt embarrassed persuing my friends’ Goodreads accounts. I have have cringed when I have foregone reading again, another night of lost opportunity. Feeling like I failed at something bigger than me. And I have felt like a fraud. How can I proclaim to be a passionate reader when I chose to watch TV on most nights rather than read? When I chose to write a blog post rather than read? When I chose to eat an ice cream rather than read? How can I calim to be an English teacher?

And yet, I have come to peace with it tonight. I have realized that my brain has needed a break. That my body has needed a break. After all in the past year I wrote 2 books, moved homes, had a premature baby, and got a new job. I think I have done okay in the busy life department. So I realize that Storage Wars, and other not so fancy TV has allowed me to mellow out. To get caught up in mundane situations rather than go, go, go. That pushing books to the side is exactly what I have needed to get ready for a new school year. To gear up for the amazing challenge that lies ahead of me.

I have learned that although I have slowed down in my reading life, I am not a lost reader. The wild reader, thanks Donalyn, still lies within waiting to wake up. That wild reader won’t disappear just because it took a break. I have learned that it is okay to take a break. That I can still be passionate about books without reading at all times. That I am not a bad reader if I don’t constantly read. That life will be alright if I am not reading, (but maybe not as fantastic as it could be).

I can’t forget that in the classroom. That even my most passionate readers need a break, are allowed a break, and that doesn’t mean that something is wrong with them or their reading habits. That they will get back into reading as soon as they can, especially if I keep suggesting good books.

I would love to say that I am ready to start up my crazy reading life again, but I don’t think I am quite there yet. I think I have a few more nights of procrastinating before I attack the pile again. I can hear my books calling, but not as loudly as they usually do. And I am okay with that. All is not lost just because we slow down or even stop reading, the seed of a reader remains, waiting for the right book to uncover it.

Be the change, being a teacher, being me, building community, making a difference, new year, principals

Dear Administrators, Please Don’t Forget About the Little Things

August 12, 2014August 13, 2014 Pernille Ripp

Dear Administrators,

I know you are excited. I see it on Twitter, I hear it on Voxer, and in the conversations I am lucky enough to be a part of. School is starting and another year is about to begin. The big ideas are ready, the new initiatives, the dreams, hopes, wishes that come bundled with the start of a new school year. There is so much potential surrounding you. So much to do. And so little time to waste.

But before you get too far in your dreams, think small first, please. Before you roll out all of the new initiatives, the changes that you know will make everything so much better for everyone, yourself included, make me a promise first; promise to take care of the little things as soon as possible.

Yes, I know it is not fun or exciting to think about those things that you promise teachers that you will do, like approving a form, emailing a parent, looking up that long lost order. But those little things? They make a big difference to us teachers. Those little things that you may not think deserves your limited time right now, those are the ones we need you to also take care of because those things add up to a whole lot of stress for us when left undone. In fact, some of those little things may be stopping us from fulfilling our big dreams, hopes, and wishes.

An amazing school doesn’t just come from dreams. It is built upon a foundation of trust, of accountability, of feeling respected. And all three of those are built on getting the management side of your job done for those who need it. There are certain things that we teachers can only ask you to do, we don’t mean to burden you, we don’t mean to add more tasks to your already busy day, but there are some things we are not allowed to do or we are not capable of doing. There are some things we need you for to make our jobs easier.

So this year, please do dream big. Please do work for change. Get excited about the big things. But don’t forget the little things, those boring to-do tasks that don’t seem pressing. To you they may be able to wait, but to me, it matters so much that you got them done. That I can trust you to get them done. That I know that even the small things deserve attention in the journey we are on.

Thank you,

Pernille

PS: Shannon or Jason, if you read this, you do this. Thank you from the bottom of my very excited heart.

Be the change, being a teacher, new year, student choice, Student-centered, voice

Some Myths About Student Choice and Voice

August 11, 2014 Pernille Ripp

If you ever listen to me speak, whether in a podcast, at a conference, or just over tea here in Wisconsin, chances are at some point I will mention student voice. And then, if we continue discussing teaching, student choice will also pop up. I can’t help it. It is what I fervently believe in. It is what I live for in the classroom. Yet, sometimes when I bring it up, I get strange looks, like “Is she insane?” type of looks. Or just confused expressions, nonchalant shrugs, or even indifference. Sometimes though I get excitement, then confusion, then questions. Those are my favorite types of moment.

So what are some of the most common myths about student voice and choice?

That it is hard. Giving students a voice is not hard. Asking them for their opinion is not hard. Implementing it is. Listening to it without judgment is. But asking the first question, not hard, not even brave. Acting on what they tell you, now that takes courage.

That is a mess. Sure, students working on different things can be messy, but it is far from a mess. A mess would indicate no direction, no instructions, no real purpose. Messy can indicate a variety of things; creativity in progress, exploration at hand, failure and triumph all at the same time.

That it is utopian. Offering students a choice in what they are doing, even if it is a small one, is not an unrealistic expectations for students to have. After all, as adults (which I believe children will be some day) we are given choices all of the time. Sure, certain things are determined by things outside of our control, but so many things can be handed over to students to decide. We just have to look for them.

That it stands in the way of learning. Often choice is seen as a hindrance to cover what we need to cover, yet, in my experience the opposite is true. Giving students choices and a voice in the world will help you cover more curriculum. You can have students unpack the standards with you and come up with ways to cover multiple ones in projects. Plus student engagement inevitably goes up when they are engaged in the learning progress.

That it will breed negativity. Often the assumption is that if you give students a voice all they will do is complain, but that is simply not true. Sure, there will be complaints, but there will also be constructive criticism, braistorming, ideas, questions, and hope. We will not know what we get without asking first.

That it is the answer to everything. I love student choice and voice, but there is more than this to creating a successful learning journey. You can add it, but it won’t fix everything. To do that you have to figure out whether you would want to be a student in your own classroom and then start fixing what you wouldn’t like. Student choice and voice are just parts of the solution.

Be the change, classroom management, new year, Student-centered

How to Make Your Anti-Rewards Philosophy Fit in A Pro-Rewards/PBIS School

August 10, 2014 Pernille Ripp

4 years ago I decided that rewards in its most basic sense of trinkets, special events, and things to earn had no place in my classroom. I threw it all out, decided to go rewards free and then held my breath. 3 years ago my former school adopted PBIS. And I was in a dilemma. Questions like what do you do when you are anti-rewards but part of a school that has a school-wide reward system? What do you do when you are seemingly the only person like this? How do you follow the expectations and rules without betraying your own philosophy? surrounded my brain. Turns out I am not the only one in this situation. In fact, this is one of the most common emails I get from people who have read my book “Passionate Learners” or this blog; how do you fit into a school that does rewards when you don’t believe in it yourself?

It would be easy to say that you stand your ground. That you refuse to give them. That you tell everyone how wrong they are and that you will never, ever participate. But let’s be real. If I had done that it would have been put in my file as being a non-team player. I also would have looked like a jerk. And nobody wants to look like a jerk. So instead there is a few things you can do if you find yourself in this situation.

You can participate like everyone else. I did this my first year. I followed all of the expectations, didn’t ask any questions (for a while any way) and made sure I gave it a chance. I did not want to judge something that so many people loved before I had fully tried it. What I discovered helped me shape how I worked with the expectations in my own classroom.

I discovered that PBIS, or similar all school “management philosophies” works on noticing the positive. That I could stand behind. It also works on common expectations and common language. That I also believe in. So those parts were fine with me. What I didn’t like so much was the handing out of rewards to earn something materialistic, the singling out of certain students, and the exclusion of others. I had a hard time being okay with handing a student a ticket for walking properly in the hallway, following normal rules, and pretty much just doing what was expected. And yet I had to work with it, not against it and thus make it work. So, some ideas to work with this are:

Create your own “awards”– rather than trading tickets in for things, my students could show them to me and get a thumbs up/wohoo/high five etc. This may sound totally ridiculous but my students work on being noticed for their great behavior and so I worked on noticing those. Often we get too busy with teaching that we don’t see or say when kids are being great, a few seconds here or there for positive call outs go a long way. So when students were awesome, I told them that. When students weren’t so awesome, I also told them that. They would rather have words from me than a ticket. However, if you have to hand out tickets for students to earn things, see if they can earn time with you, earn time to read more, earn time to read a picture book etc. That way you are still following school rules but getting rid of the trinkets.
Have class parties. My students never earned these in the traditional sense, I would surprise them with a special afternoon when they had worked really hard. Parents knew and would help behind the scenes, but the students most of the time did not know it was coming. They never acted in a certain way to get something and no one ever lost the privilige to take part.
Have students pick students to be recognized. I was put in the uncomfortable position or picking two kids to honor at an assembly. Uncomfortable because I really had a lot more than two that could have been honored. So instead of picking, I let the students vote. That way they were recognizing their peers, which meant more in the long run.
Have them set their own rules. Yes, we were a PBIS school with PBIS rules, but I also wanted students to set their own expectations for behavior within our class. I wanted them to decide how they would get the most out of school by deciding what their learning environment should look like and feel like. This was not to replace what the school had decided but to supplement it. Students made rules that worked for them in their language and then modified/fine-tuned throughout the year.
Plant a seed. It is okay to start a conversation on how PBIS or other all-school reward/award philosophies can be changed to fit your school and all kids better. You don’t have to come out with guns blazing, you can bring up small questions and points, thus planting the seed of change. You can discuss how you would rather not reward students with trinkets for what they are supposed to do, and then offer alternatives. You can discuss how you work with it in your class. You can also have students discuss it. When I asked my students whether they thought the tickets made a difference, some of them laughed. They did not care much about them and saw them as silly since it seemed random as to whether they got them and the prizes associated with them were not very good (gotta love 5th graders’ honesty).
Band together. Find people who also question some of the philosophies and discuss it with them, this is not to form a terror group of “we are right, you are wrong” but rather to not be alone in presenting your views. If more than one person is questioning certain parts, a better conversation can be had with differing viewpoints.
Make it work for you. I think we can take even some of the strictest systems and make them work for us by starting thoughtful conversations with those in charge, by asking for small tweaks and changes and explaining why. Don’t try to ridicule the system because parts of it does work, but find ways to work with it without making yourself sick. There are always battles to pick and fight, but compromise goes a long way as well. Yes, in a perfect world, we would not have to change our own philosophies to fit our school’s, but we work in buildings with many needs. What works for us may not work for others and if we model that belief we can create a space where we all fit.

I know I am not the only one in this boat, so what has worked for you?

being a teacher, new year, reflection, Student-centered, students

I Know What Students Want So Why Do I Forget It?

August 9, 2014 Pernille Ripp

The new year anxiety and excitement is creeping in. The days are ticking down. I am awake more often with dreams of schools and ideas trailing around my mind. Can I do this? haunts me in my thoughts Do I know what I am doing? keeps me awake.

Then I remember. I know what students want. Not my new students, those I have yet to uncover, but year upon year when I have asked my students what they need from school and teachers their answers have been the same.

We need someone who cares.

We need someone who listens.

We need someone that believes in us. Notices when we are not there. We need someone who likes what they are doing.

They need us to be kind. To be honest. To be present.

They need us to have open minds, open hearts, and open arms.

They need a safe place to try.

But it is not just what they need that I remember. It is also what they want.

They want to be respected.

They want to be pushed.

They want us to see that having in fun in school does not mean learning has stopped.

They want to have a voice, to have choice, to know that their opinion matters and so do their ideas.

They want to know that what they are doing is relevant and not just because. They want to know we trust them,

They want to feel loved. To feel important.

They want what so many of us want; a place where they belong.

So why do we forget this every year? Why do we allow the curriculum to push us into a frenzy, forgetting about these most basic things?

Children don’t remember the tests, the homework, not even always that crazy, cool project you did. They don’t remember the posters, the seating, or even the rewards necessarily.

But they do remember how they felt, and that we can control. They do remember if our rooms felt like home, and whether they mattered. Don’t forget that as our year gets busy. We know what to do, just do it.