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.

Student-centered, technology, tools

What Do Teachers Want From Tech Tools?

February 14, 2014February 16, 2014 Pernille Ripp

Too often when we discuss technology and what to use in our classrooms we get caught by the flashy gadgets, the promises of something new, or the latest tool to be sweeping the community We think we need the newest thing to keep us current and connected. We think we need more tools to have better tech integration. And yet, I often find that it is not so much about getting more tech, but rather using the things I have better. So what does this teacher really want from her tech tools?

User friendliness. I am not afraid of technology, meaning I will gladly play around with something until I make it work, but sometimes even I throw in the towel. If a new tool is not something I can figure out a little within a half an hour then I doubt it will find a permanent home in my classroom.
Global Collaboration. I love integrating things that can connect my students to the world. So whether it is a Kidblog account, a Chromebook, or a digital camera, the tech I use needs to serve a higher purpose of creating global citizens.
Ease of Integration. I like to bring in a new tool or site and then see how easily my students gravitate towards it. How easily do they find ways to integrate it into our every day learning. That is not to say that it all has to be easy, but if my students never use it (like our Livescribe pen) then I know it is not the best fit for us.
Multi-people-functionality. I have many gripes about SmartBoards, but a huge one is that only one child can use it at one time. I have 26 students, they need to be engaged in their learning at all times. Watching one kid (or one teacher) write on a fancy board does not equal engagement.
Reliability. For a tool to truly find a permanent home in my classroom it has prove itself over and over. It needs to work when we need it to work, and although we will excuse the occasional glitches, if a tool proves to be unreliable then I am not wasting my time on it anymore.
Security. I am entrusted with 10 and 11 year old’s as they venture online and get connected so whatever we use in our classroom has to provide me with a level of safety for these kids. That doesn’t mean filters to block out the world, but ways to keep these kids’ information and work safe while exploring the world.
Accessibility. The best tools live in the cloud or are portable, most of the time.
Purpose. The tools we use need to have a deeper purpose of enhancing our curriculum, not just be a flashy tool to get my students’ attention. So if we are investing our time using something, then there needs to be a deeper purpose behind it.
Fun. Who can forget fun? Tech tools should also be fun to use (most of the time) otherwise they just become one more thing to do. We don’t need more things we have to do.

What things do you look for when picking a tool for your classroom?

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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 Classroom Back to Our Students” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

Be the change, reflection, Student-centered

All In Their Own Time

February 13, 2014 Pernille Ripp

Thea learns when she wants to. She creates her own homework when she wants to. And she gets it done when she wants to. She has almost been like this since she was born. Master of her own path and of her own time, So putting her in school, 4K, to be exact, has been interesting to say the least. She works hard in school, playing mostly, learning happens too (she has an amazing teacher) but she is carving her path at her own speed. Her personality staying true no matter what we try to do at home, no matter what she should be learning at a certain point in time. She doesn’t care about time lines of learning, she is on her own journey.

I wonder about my own students and those whose habits I try to change, am I on a wild goose chase? Are their habits already past changing or does that change have to come from within them with slight goading from me? How many times have I told a quiet child that they should speak up more, or a rowdy child that they should calm down? What about the child whose file shares a pattern of work not getting done, office referrals for miles, and grades to go with it? Can I truly change how they are as a person or only show them a better way and hope that they agree? Can I expect them to line up their achievements with what my curriculum map says thet should accomplish?

We talk about achievement in education as if we can just teach students something and expect them to be ready to learn it because of their age. Yet we seem to forget that we are working with human beings that don’t just change when someone tells them to, even if they are just a child being told what to do. We forget that even children have a sense of self and stay true to that unless the benefit to change is so great that they cannot resist. No matter how much I cajole Thea to learn her letters if she doesn’t want to, she won’t. No matter how much I sweet talk or tell her of the life consequences that will face her if she doesn’t. She will learn in her own time, as she always does, staying true to her personality along the way. Curious, creative, but all in her own time. Did I forget that my students are probably just like her?

Reading, reflection, Student-centered

Is There Room for Slow Readers in Your Class?

February 11, 2014February 16, 2014 Pernille Ripp

“…but I read as fast as I can…” followed by tears and the teacher in me stopped while the parent in me took over.

“I know you do, and there is nothing wrong with savoring the words. It is okay to be a slow reader as long as you are reading, that is all I care about.”

We focus so much on quantity of books read in school. I even have the 40 book challenge adapted to my room so students know that the expectation is that they read 40 books in a year. And yet, every year I modify it for a couple of kids. They don’t need the challenge to read 40 books, they need the 10 book challenge instead, or even the 5 book challenge. And so we discuss it privately and I ease their fears that they will not do as well in reading as they should just because of their reading pace. I let them in on my secret that the 40 book challenge is not about who reaches 40 books first, but rather about reading more than one did the year before. That there is no prize nor punishment for those who do not reach the 40 books, but rather just a year long focus on the love of reading and finding incredible books to dot our path in 5th grade.

We tell children that to become a great reader one must read a lot. To become a fast reader one must read a lot. We forget about the kids that do read a lot but read slowly, enjoying every moment, taking their time and studying the nuances. We get so focused on hurrying them through the experience of reading that we forget to say it’s ok to be a slow reader, all that matters is that you read. We make them ashamed of their pace, we push them inadvertently toward shorter or easier books because they want to read a lot of books rather than just read the books they want.

And so in the spirit of reflection, I wonder what we can do to celebrate our slow readers? To make them feel that reading pace is nothing to be ashamed of and also to spread the word to other teachers that being a slow reader does not equal being a bad reader. It just means that you read at a different pace than others. That perhaps you take your time. And sure, we should encourage and help children become faster readers, but not for the purpose of speed, but rather for the purpose of being ale to devour even more books. There should not be a set reading pace for a 5th grader, there should not be a set amount of books that every child must read (and yes, I know I do this myself), but only the expectation to read. Instead, we should expect our kids to reach higher, to read more, to read better, and set individual goals. My slow readers taught me that.

I don’t have tears in my room this year over reading pace, they are all in our secret, they are all reading more without the pressure of reading enough. The biggest gift was when one student told me that he noticed that he reads faster now and how much more fun books are because he doesn’t get bored as easily. And while he does not think he will complete his 40 book challenge, he knows he will have read much more than he did the year before. And so with him I celebrate the new goal and how he is reaching it. That is what matters in reading.

Be the change, principal

What Amazing Principals Do and You Can Too

February 9, 2014February 16, 2014 Pernille Ripp

I used to think I would end my days as an administrator, now I laugh at the notion. Nothing against administrators, but being a teacher has proven to me that I have no dreams of being a principal anymore. So I cannot pretend to write this post as a letter to a future me, instead, I hope it will serve as a small homage to the amazing principals I know and as a guide to those just starting out.

Dear principal,
I offer you a wish list of do’s, some hopes and dreams, some things I have seen amazing principals do, from this single teacher to you.

Do be accountable. When you say you are going to do something, please do it, no matter how big or small. If the every day gets in the way, please let us know, we understand there are only so many hours in a day. Tell us your plan for getting it done or why you can’t. Don’t make promises you cannot keep.

Do be confidential. It is hard to open up to your boss sometimes so confidentiality is key, and not just with our personal lives, but also with what happens in our classrooms. If you see areas we need to improve, let us know, but please do not tell other teachers, it only breeds embarrassment, not an urgency to change.

Do trust us. Part of being a strong leader is allowing yourself to trust others to do their best, even if their idea sounds a little crazy, even if they teach in a different way. Ask questions, be curious, but do trust our methods when you can.

Do share you stories but keep them short. It is wonderful when a principal has experienced something similar, that tells us this is not a singular event. Acknowledge the similarity and then help us problem solve, time is precious, let’s not waste it.

Do listen well. Part of being a role model is showing teachers how to be effective leaders, and great leaders listen well. So while you may have much to share, wait until the right time to interject, sometimes teachers are only looking for a shoulder rather than a solution.

Do advocate. Sometimes we need you to advocate for us to others, please stand behind us when you can or come to us when you can’t. We should be in this educational journey together, so have our backs.

Do lead by example, but be wary of titles. I see many principals call themselves the lead learner, the lead thinker and so on. While I embrace the notion of setting an example when you take that title it can diminish what all the other staff is doing. If you are the lead thinker then no one else will ever be expected to think as much as you or even think differently than you. As the lead learner I would expect you to learn more than me, learn better than me, and also share more than me. For some principals that is true, for others it is not. I am not sure that a title is either needed or conducive to foster joint responsibility or innovation.

Do draw your own conclusions. Part of being a fair and trusted leader is to make sure you have the full story, so seek people out, do your own research before decisions are made and above all, be fair.

Do be connected. Some of the best principals I have met have been connected ones. They bring new ideas into their schools, they have a finger on the pulse, and they are the first to share the amazing things happening at their school. So connect in some way with others, not just to promote your school, but to learn from the world.

Do be visible. A principal I worked with knew the names of every single child and parent in the building. This meant something to the people he encountered every day and he did it partly by being out in the school. I know there are mountains of things to do in your office, but take time to be seen. It shows us that the people matter, not just the duties.

Be honest. Being a great leader also means being honest with yourself, with your staff, and with the kids. If I am doing something that needs improvement I would like to know. If I did something amazing, let me know. Don’t sugarcoat it too much, cut to the chase and stay honest.

I am sure there is much I have left out, what else do amazing principals doI am a passionate (female) 5th grade teacher in Wisconsin, USA, 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 Classroom Back to Our Students” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

Be the change, being a teacher, reflection

What Becomes of the Lonely Teachers?

February 7, 2014December 29, 2014 Pernille Ripp

“…Don’t worry about it, I will take care of it.”

So read the text message from my teammate Mark when he found out I was in the hospital trying to stop the birth of Augustine (in vain, I might add). And with that little message, I could stop worrying about the 27 kids that rely on me Monday through Friday and start worrying about the baby trying to meet us way too early.

Mark didn’t have to write my sub plans, in fact, he didn’t have to do anything for me, he has his own classroom full of kids to work with, his own plans to write, his own family to take care of. But he did, and he didn’t make a big fuss about it, it was simply what he does, and what we do as a team.

I often wonder about the teachers that shut their door, tired of trying to make connections, tired of trying to make their team work. Did they ever have a team that took care of them? Does anyone notice when their door is shut? I know when I have shut mine, whether by choice or accident, someone has always knocked on it, concerned and just checking it.

Yet,we know there are teachers that come to school, teach, and then leave without many people knowing that they were even there, without many people reaching out to them to make sure they are having a good day. We are so concerned with our lonely students, but do we share the same concern for our lonely teachers? Do we reach out and go out of our way to make sure everyone feels included and welcomed? Do we stop by and invite them to have lunch with us if they are sitting in their rooms? Of for coffee after school? Do we tell them that we will take care of them if they need it?

I know I forget to, I know I get too busy trying to catch up with the ones I already have established routines with. I know I forget to include, to ask, to invite, but I try. And it is in this trying that I find my own hope, that perhaps if I try and everyone else tries, that perhaps those teachers we let slip through the cracks will be caught by someone and for once they wont be the ones shutting their door, for once they wont be the ones that no one noticed that day. For once they will belong. But we have to notice first, so on Monday, please take the time to notice who is by themselves. Notice who shuts their door, notice who seems alone. Then stop, say hi, start a conversation, try. No one should have to be alone in a building filled with happy children. Everyone should have a Mark in their lives.

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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 Classroom Back to Our Students Starting Today” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

Be the change, grades, reflection

My 5 Year Old Schools Me on Grades

February 3, 2014February 3, 2014 Pernille Ripp

Thea ignores me.

“Here it says that you don’t know your letters, numbers, or shapes.”

Thea continues to ignore me.

“What letter is this? (As I point to a big D).

Thea glances up. “A?” My heart drops. “It’s not A, it’s D. D for daddy. We have to practice this!”

Thea walks away then yells, “I don’t want to learn my letters!” and leaves the room. She told me.

Welcome to my biggest parenting fail to date.

You wouldn’t think that I cared about report cards. You wouldn’t think that I would skip right over the “3’s” and “4’s.” Hurriedly read the positive comments her teacher meticulously typed. Skim down until my eyes found what my heart knew would be on there, the “2’s” – the ones that means that she is not where she should be, the ones that means she is not as good as the other kids. Yet that is exactly what happened on Friday afternoon. Never mind the great things Thea has accomplished, never mind all that she can do. My parenting eyes went straight for what she doesn’t know and then got stuck on a tangent until my darling 5 year old left the room. End of conversation, mom.

So why do I share this story? Because this is exactly what happens in most homes when we send home a report card. Parents eagerly skim until they see the negative, the mark that isn’t as good as the others. We skim over the great remarks, we notice the good, but we really focus on the “needs to improve,” the area of supposed deficit. We hone in on that, it appears to be instinctual, and that becomes the topic of conversation, that becomes the point of contention. Then we harp on our kids until they wither leave in protest or defeat, Mission accomplished, we have parented them well. But it shouldn’t be this way. The numbers or letters that tell us what our child still needs to work on should be the biggest point, bring the other stuff into the conversation but don’t make it the main event.

I know this and yet I fell right into the pattern. I know that a 2 does not define Thea. I know that a 2 just means she has to work on something. And yet that afternoon I couldn’t help but feel that she was not doing enough, that she was not good enough as compared to the other kids. That I haven’t pushed her enough to learn something so simple. That I shouldn’t give up when she refuses to learn, that I haven’t set high enough expectations. That I have failed my 5 year old already as a parent. That she will never learn her letters, that she is now forever doomed. Yes, all this from a progress report from 4K.

And then the teacher in me that hates grades kicks in. The teacher that sees what grades do to warp learning conversations in the home. The teacher that sees the damage that happens when we try to quantify and compare our students. My rational side catches up to me and reminds me that a “2” means something to work on. That Thea is quite capable, yet stubborn as a mule. That Thea is a quick learner when she is ready for it. That a report card from 4K is not setting the path for her future. That this is not the whole story of my little girl and it should not be allowed to be. And I breathe and I go back and I notice the “3s” and then the “4s” and then finally the comment that says that she cares about others and is a great friend. And I smile and I know she will be ok. That I will be ok. That there are bigger things to focus on than numbers. That there is more to my little girl than a report card. Even if I forgot about it for a moment. She is ok, I am ok, and the piece of paper is just a snapshot, not her whole story, not her future path determined.

Why do we forget that? Why do we give grades so much power? Why do we think a grade can define our child? I know better, we know better, yet how do we change grades and what they mean? How do we shift the focus from the number to the learning? From the deficit to the potential? Or do we all need a 5 year old to leave the room and refuse to learn until we see the harm report cards can do?

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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 Classroom Back to Our Students Starting Today” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

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