Author: Pernille Schmidt Ripp

Since 2010, I have lived my teaching life outloud, writing, speaking, and sharing the great, the okay, and the sometimes not so great. Starting as a 4th grade teacher in Middleton, Wisconsin, then heading to the middle school for many years, in 2022 I moved back home to Denmark to try teaching primary grades. Because why not? But I also started the Global Read Aloud in 2010, a global literacy project that has connected millions of children across the world. I also write books trying to help others co-create sustainable student-centered learning spaces, and I share my life on Instagram, in both English and Danish.
achievement, alfie kohn, assessment, being a teacher, No grades

Not Grading is Awful

Pernille Schmidt Ripp
I am just going to admit it; not grading sucks!  Not grading means I cannot assign an average, translate it into a grade and be done.  Not grading means I have to have anecdotal evidence to back up my final grade on the report card, anecdotal evidence I have to collect throughout the year and then actually keep in one place.  Not grading also means that my students have not been given percentages at any time throughout the year, which means that when I have to give them a letter grade (as mandated by my district) it is my job to make sure that they have an idea of why they are getting what they get.  Not grading means I cannot just zip through a pile of papers, correct them according to my answer key, and whip out my calculator.  Not grading means that a product can take weeks to truly be complete because that student has to rework it or revisit it in some way.  Not grading means I have to find the time in our super packed schedule to have discussions with kids about their progress.  And it sucks, honestly, because it is so much work.  I am not going to lie.  It is a lot of work not to grade in the traditional sense.

And yet, despite all of this, not grading in the traditional sense of percentages and letter grades makes so much sense to me.  Giving feedback rather than a letter leaves room to start a conversation.  It leaves room for the student’s voice to be part of the deliberation.  It leads to more learning situations as I cater my curriculum to fit the needs of that particular student.  It leads to much more time spent with the student rather than at home going through their piles.

For one, sitting down with my students to discuss why they have assigned themselves whatever grade is eye-opening.  To hear 5th graders take control of their learning, to own up to where they should have worked harder, to set up the future path for learning they need to travel, wow!  I even used my Livescribe pen for some of these conversations just to record what the students had to say, even though no one but me would listen to it.

Second, I am amazed at how often my students and I land on the same grade.  These kids really know where they are in their learning journey and they know why they are there.  It is rare that I have to steer them toward a different grade and even then it is something we discuss.

Finally, having these reflective discussions is a great way for me to culminate the year.  The students give me feedback on what worked for them, they give me ideas on how to improve and we discuss where they are headed.  All of them set learning goals for the summer, not through assigned homework, threats or promises from me but because they want to read or want to remember their math concepts.

And yet, I still struggle with taking that conversation and distilling it to a letter grade.  That letter seems so shallow compared to the rich discussion we have had.  That letter doesn’t seem to reflect all of the growth they have done.  That letter doesn’t seem to describe their journey at all but instead boils them back down to a percentage, to a number and a grade that says nothing.  So I return to my constant state of reflection on grading; what am I trying to accomplish with it?  What is the true purpose?  What am I trying to classify and portray?  How can I ever hope to capture the essence of a child’s growth in a mere letter?  And the time?  Where will I continue to find the time as our school gets more focused on tests and data?  I am not sure I have all of the answers but in my heart and mind I know what I am doing makes sense for me.  Even if it is one of the most time consuming changes I have ever integrated into my room.

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My New Rules

Pernille Schmidt Ripp
This summer I have to make new rules for myself, new rules that don’t interfere with that 3 year old little girl that so eagerly wants to show me something.  New rules that don’t interfere with my swollen feet and impending arrival of two more children to love and take care of.  New rules that will allow me to let go of the guilt of what I do not do or even the things I do.

So this summer I allow myself to drink a cup of tea outside rather than in front of my computer.  To not check email while blinking because I just woke up.  To not search for things to blog about but go back to my natural voice.
This summer I allow myself to maybe have a bad clothes day, I have been on a good streak lately and it is ok if it ends now.  I allow myself to go to the book store and buy books that will offer me nothing more than entertainment.  This summer I will allow myself to not reach out as much, to unfriend some people and start some deeper conversations.
I will allow myself to eat popsicles and watermelon every day.  To water my plants, to go for a walk, and to even just float in a pool without a magazine.  I will go to the zoo every time Thea asks,who cares if we went the day before?  I will graciously accept any help people offer, knowing that as I get even bigger, my abilities will diminish.
I will allow myself to not care whether people like what I wrote but just to write from the heart again.  I will even allow myself not to write but instead have others share their voice on this blog.  I will allow myself to laugh and cry when I need to but keep everything in perspective.  This summer is about letting go and creating new habits.  This summer I allow myself to go back to life and step away from the cputer.  What will you allow yourself to do?
being a teacher, Student-centered, writing

Student Feedback on Writing

Pernille Schmidt Ripp
On our last day of school I like to pull out the student questionnaires from the first day of school and have the students revisit them.  We laugh over some of the things we wrote, we share what we still believe our strengths are and then the students tell me what they still don’t like about school.  How often do we ask students that?

As we went around the circle one thing was made abundantly clear; writing was not a favorite subject.  Writing!  These students who have blogged more than 700 posts, blown me away with their superhero creations, and handed out heartfelt thank you letters to all of their teachers, they hated writing.  In the past, I would have shrugged and not thought further of it, “Oh well, I tried…”  But this year I asked them to tell me why and how I could fix it.  So here are some of the ideas my 5th graders gave me:

  • Let one of the daily journal prompts be a complete free write (easy!)
  • We use the 6 traits curriculum so every week focus on one specific skills also in their journals.  They can write about whatever they want but what we are looking to improve is that one skill.
  • Give them more time to delve deeper into their stories.
  • Have a culminating writing project (which we did this year) but make it free choice.
  • Once a week do a pop definition hunt of a word where students are not allowed to use computers.

As I look at this list I see two things; free choice and how easy all of this would be to implement.  So once again I remind myself to give the students time to speak, to add their voice to the curriculum, and then to actually follow through.  I am already excited to add some of this to my writing next year.

being a teacher, goodbye, students

My Kids Say Goodbye

Pernille Schmidt Ripp
We have committees at the end of the year and we always give thanks to all of those who have helped us have a successful year.  So a group of kids spearhead thank you letters; they have everyone write them, they gather them, bind them and present them.  This year though they presented one to me as well; a complete surprise and one that has left me a little teary eyed.  So what were some favorite comments?

  • I like it a lot because you are not strict but don’t let kids fool around like my bus driver.
  • I sometimes have been thinking I did bad but you made me feel much better.
  • My family and I will miss you…I babysit.
  • The most interesting part of my blogging experience was that people on the other side of the Earth ask questions that people in America think everyone must know the answer [to].
  • Thank you for not trying to bore us in class…
  • Thank you for criticizing me but not being mean about it.
  • You have inspired me to want to become a teacher.
  • You cared about the class and what we wanted…
  • Thank you for helping and believing in me…
  • I will miss you the most

And so that’s why I teach…

May your final days with your students be filled with stories and laughter, and perhaps a tear shed in private or public. 

being a teacher, students

Does Absence Make the Student Grow Dumber? Or Is That Only For Certain Students?

Pernille Schmidt Ripp
As I wrap up the year I have been tallying absences for my students with some notable surprises.  Wow, that kid was absent that much, I would have never known… Or, wow, that kid hardly missed and yet they didn’t grow as much as I would have thought. This end of year project reminds me of a student I had once that missed more than 20% of the year and yet still succeeded academically.  How was this even possible?  He was a fast thinker, had parent support, and probably didn’t miss out on that much, which yes, is a total indictment of how I used to teach.

So fast forward to this year and conversations we have about the importance of students being here or else…I can’t help but wonder if this applies to all students, I mean, let’s face it, there are students that cruise through school no matter how many challenges we throw their way.  And on the flip side there are also students who hit every bump in the road even when they are here.  So is being present in school enough to spell success?  Or is it just one more factor that can lead down a certain path?  I think I know the answer here, that it is just one factor that can lead to success, but then what is behind our thinking and our obsession with students coming to school?  Why do we get so stuck on attendance with some students but not with others? 

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To You It May Be Just Politics, But To Me It Is Personal

Pernille Schmidt Ripp
I became a teacher not for dreams of riches or glory but because I believed I could make a difference.   I believed that I could be the kind of teacher that would inspire children to themselves become teachers.  I would be the kind of teachers that would make school a place students would want to go to.  I would make a mandated education meaningful and relevant.  I didn’t become a teacher to get rich or even well-off.  I didn’t become a teacher to get a free ride from the public or to mooch off of society.  I didn’t become a teacher to have long leisurely summers off where I could do whatever I wanted, which apparently mainly involves scoffing at those who work. 

And yet, if you ask the Governor of Wisconsin and many of his supporters, I had no glorious or noble intentions when I chose my profession.  It is much more simple than that; I became a teacher to catch a free ride.  To hustle the public into paying for my mediocrity with unlimited job protection so I can do as little as possible while collecting a big fat paycheck.  I have become the reason for the recession we are in.  I have become the reason for the dumbing down of American society.  I have become the reason for the deficit, the lack of pay raises and the general bad state of the state of Wisconsin. 

So these days I turn off the radio when the ads come on.  I turn off the TV when the governor proclaims that his reforms are working, that taxpayers support him, that he is moving us forward.  Forward doesn’t involve taking the voice away from the people of the state, even if they are public workers.  Forward doesn’t involve cutting programs for the poorest people of the state.  Forward doesn’t include dividing an entire state because you cannot reach across the aisle.  Increasing class sizes and not being able to hire enough teachers is moving forward?  Cutting my salary, which already is laughable, and giving me no chance for a raise, because there isn’t money for it, moving forward?  I can’t even bargain for one, like they can in the private sector because that  has been taken away too.   

Yes, I believe in being held accountable, yes, I believe in paying my fair share, but I don’t believe that slashing the education budget is forward.  I don’t believe in the governor when he says that Wisconsin is on the right path. I don’t believe that Wisconsin will become a better state because of what the politicians have done and that to me is just sad.  Those who lead us should be role models, much like the teachers that are bashed every single day.  So this isn’t just about politics, this is my life every day.  The decisions made in our capitol affect every single thing I do in the classroom, yet where is the accountability for those who make the decisions?  I hope someone can give me an answer.