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.

alfie kohn, assessment, Be the change, being a teacher, change, choices, grades, homework

Change Doesn’t Have to be All or Nothing

May 30, 2012 Pernille Ripp

I remember the first orientation day when I had to face parents and explain to them that their child would probably not have much homework in my classroom. I remember the fear that almost made me choke on my words, the way I had to remind myself to look up, the way I held my breath waiting for a reaction. Then I added that instead of letter grades students would get feedback and we would set goals, grades would only show up on trimester report cards and no where else. By now I was breaking into a cold sweat, my stomach churning, hands were clammy. Somebody had to react, and then…nothing. No raised hands, no sour faces, just a quiet wait for what else I had to share.

Big changes for sure coming from this sophomore teacher. Big changes that I felt had been necessary for me to be a better teacher and to provide a better education for the students. Big changes that I had decided to do all at once. And yet, you don’t have to. Even though I speak passionately about how throwing out grades or limiting homework has been the best decision I have ever made, that is exactly it; it was my decision. Something that I knew I had to do to restore my sanity, my passion for teaching. And yet, that doesn’t mean it is going to work for you. Perhaps my ideas are too extreme, or just do not fit with your educational philosophy and that is perfectly fine. But maybe, just maybe, you would be willing to try it for just one little assignment?

Perhaps you are curious but just not ready to go all out. Perhaps the idea of limiting homework overall sounds insane but maybe it could be tried for a unit? Perhaps rather than a letter grade, for one project, feedback could be given or students could assess themselves? Perhaps just trying something different one time will work better for you? Perhaps, you might like it, perhaps you wont, but perhaps one time will change your mind?

As a first year teacher, if someone had told me to limit homework, or to get rid of grades, I would have rolled my eyes and not listened. I would have thought them radical, extreme, or totally clueless. I was not ready for that type of teaching. I was not ready to take my teaching in that direction. That direction had to come from within me, the timing had to be right, as did the purpose. And that is ok. It is ok to not embrace what Alfie Kohn says. It is ok to have faith in whatever one believes is the way to teach, there is room for us all in education. But perhaps, we should all try something else, just once, and then see if that change is meant for us or not.

assessment, being a teacher, discussion, word choice

Let’s Discuss Your Weaknesses and Watch You Soar

May 29, 2012 Pernille Ripp

As someone who doesn’t hand out grades but rather assesses and has feedback discussions with students, I shudder at the word “weakness.” I shudder at the thought of sharing a child’s weaknesses with them based on a test. I shudder at the thought of pointing anything out as a weakness. Now, don’t call me sentimental or foolhardy, but hear me out. I know that all of us have weaknesses, I know that we all have things that need work and time and dedication. And yet, how many of us soar to the challenge of overcoming a weakness when we are told those words exactly; this is a weakness for you?

Weakness tends to connotate something set in stone, a character trait that cannot be manipulated or changed. Weakness means that a child fails in an area, that this is their achilles heel that can slay the rest of their results. Weakness is everything opposite of strength. You tell a cild multiple times that math is their weakness and yes they will believe you. They will leave your classroom having resigned themselves to the fact that math is something they will never master, that it is a weakness, and totally out of their hands.

Why not flip the word on its head and tell them it is a challenge? Why not discuss with students how they are still developing in some areas and they should focus on conquering those? Why not be realistic but not demolish their learning? We all have things we need to focus on. We all have things/ideas/concepts that are not our strengths. And yet, when we choose to call them weaknesses we accept them as such. We are done fighting to change them and instead can hold up our badge of weakness and shrug, oh well, it is just my weakness.

Words have power, we know that, and the word “weakness” has so much power it can effectively slay a person. Let’s use our words to build, to challenge, to be realistic but make it attainable. Let’s not stop a child in their tracks.

assessment, being a teacher, discussion, No grades

Throwing Out Grades Doesn’t Mean Throwing Out Expectations

May 28, 2012 Pernille Ripp

I used to be the queen of the “F.” If a student wasn’t handing in their homework, I whipped out the calculator and quickly showed them what would happen to their percentage if they kept getting zeroes. If a student wasn’t paying attention, I would show them how they would probably not do well on the test and boy that would lead to an F as well. And what if they didn’t behave, well somehow, the threat of an F could be used even then because I couldn’t have a child who was being disrespectful get a good grade. They simply didn’t deserve the good grades if they couldn’t sit down, listen and be good students. So that 60% nipped them in their heels, waiting to swallow them up if they ever slowed down in our academic race. We had things to do, papers to complete, and projects to hand in. Get on it or that F is coming for you.

Now I don’t worry about the F because in my 5th grade room a child cannot get it as a grade. And before you throw me in the fires of being an unrealistic teacher who isn’t teaching their students what the “real” world is like, let me explain. The students I get to teach are all learning. Some faster than others, some more deeply than others, but even a child that hands in a mediocre project at best has learned something. They have garnered some sort of knowledge and that to me means they have not failed. That F is removed from the equation because it ends up being meaningless when grades are not used throughout the year. It loses its strength, its threat, and frankly I don’t miss it.

Instead we discuss strengths and goals. We conference on where the child wants to go with their learning and then hatch up a plan. I don’t talk about their weaknesses but rather what they still need to focus on, where they need to go, and then the students set their goals. I don’t. Because it is not my goal to own. I am there to participate in the conversation, to hopefully ask the right questions, but I am not there to make the final decision of which path they need to travel. I am not there to talk as much as I am there to listen.

So as I get ready to write the year end report card that I have to write, I am also getting ready to have the conversations with my kids. I am ready to ask them if 5th grade was what they hoped it would be, if they feel they have learned as much as they wanted to, if they feel ready for the next year. I even ask them if they are smart. Why? Because their answers reveal more about their coming learning journey than a grade ever could. Because to a kid being “smart” is something an adult tells you whether you are or not, and that ties directly to self-confidence and how they will tackle challenges. And when the last kid leaves on the last day of school I take all of their answers with me, wanting to become a better teacher for the next group. Wanting to serve the next set of kids even more, help them take control of their learning as much as a 5th grader can, help them set goals and then attain them. I want them to come in as learners and stay that way. Not because I threatened them into it, but because they took ownership. No F’s in this room, there simply isn’t the need for them

Uncategorized

We Don’t Own Their Learning

May 27, 2012 Pernille Ripp

We talk about summers as if they are our enemy, something to be combatted with reading lists, report card comments urging more practice and for some even packets that need to be filled in. We battle the summer slide with pep talks, with promises of learning to come and inspirational speeches. We battle it with threats of how much they will lose, how much harder the next year will be, how much they will have to catch up. But did it ever occur to us that we don’t own the learning? That just because school is out, learning doesn’t stop? Sure, it looks vastly different. No desks, no bells, no schedule. No dictated curriculum, no things to hand in, no feedback to be given or processed. Just learning, in it’s pure, childlike wonder stage.

Now I know that not all children will get amazing learning opportunities in the summer. Not everyone gets to go to science camp, have a tutor or even parents that are around in the summer. I didn’t go to any programs, camps, or staged learning envirnments; I played all summer long. I went to the creek and looked for frogs, I climbed trees and got stuck. Sometimes read a book. Some kids don’t even get that. Some kids get less learning opportunies than that even. And yet, perhaps, they are still learning too.

So, yes we can worry about our children when they leave our classrooms, but we should not pretend that learning stops. Instead we should show them what learning looks like outside of school, in case they have forgotten. Instead we should tell them what we look forward to doing, how we will be learning. I plan on reflecting, refining, reading, and exploring with Thea as much as this crazy pregnancy will let me. I will be learning away from school, away from classrooms, away from anything structured but I will still be learning and so will my students. I don’t own their learning, they do.

assessment, testing

Give Me More Data – When Students Are Just Numbers

May 27, 2012 Pernille Ripp

All night my mind has been spinning after watching this video posted first by Alfie Kohn and then discussed by Larry Ferlazzo. You see, my district just started using MAP testing this year so the conversation shown makes me wonder if I will be that teacher having that conversation. I wonder whether I will have to share a student’s weakness with them to get them to score higher, achieve more, and I shudder at the thought.

MAP testing provides a nifty number, hopefully one above 200 and also above whatever number I have been told the student should score above. And that to me is once again part of the problem; it is a number. An arbitrary number at best that changes when a student has a bad day, doesn’t concentrate or simply does not take this formal assessment seriously. This is evident in the video when the teacher asks the students what they think happened since their score went down. But even more so, that number is just a number, sure it breaks down into percentiles so I can compare my students locally and nationally. And yes, it breaks down into strands, but what in the world does that all mean? What does that number tell me that i can bring back into the classroom and teach those kids better?

Unfortunately having moved to MAP testing means I am no longer expected to assess my students face-to-face who score above a certain Rigby level, the MAP testing does the job for me, so no sub time is given to do so. And yet, those assessment conversations are the conversations we need to have. Those conversations are what should be shaping my teaching because I can weed out whether a student is simply having a bad day, whether there is confusion in the directions, or whether it is a true assessment that can be used to set goas. Apparently, though, a computer can do this better than I can. The computer is more efficient than me and apparently more trustworthy in its assessment. And yet I squeeze in the face-to-face assessments when I can, sub or not sub, because I need to hear my students read, I need to hear them discuss questions, I need to watch them problem solve in math. If I don’t see those things, I am not able to teach them well.

So I still meet with my students; not to discuss their weaknesses as is favored in the video but rather highlight what they are secure in and where they are developing. Language matters. I don’t sugarcoat the truth but I do choose my words carefully. I use the data as yet another piece of data but wonder why we are so data-obsessed in the first place? Why don’t we just use the data we have already in a better way? Why the need for more numbers to crunch, more numbers to graph? Is that all students should be reduced to; numbers? I don’t know what MAP testing will do to my teaching next year, I will have to withhold my judgment, but after watching the video, I am scared.

behavior, being a teacher, punishment, Student

"Why Do You Only See the Bad, Mrs. Ripp?"

May 23, 2012July 24, 2013 Pernille Ripp

“Why do you always notice me when I am bad, Mrs. Ripp?…”

I stand there, stopped in my tracks. Is that what I do? Only notice this child when they have done something I didn’t want, when they have done something “bad?” Do I ever praise them for when they are on task, not poking their neighbor, or just simply working really well? I think I do, at least I hope I do and yet, this child is on my radar more frequently than others. The level of distraction is just so high and the level of interference with others a constant. Do I ever just say, “Nice work…” or just bite my tongue altogether? I am not sure.

Perceived negative behavior zeroes us in wherever we are. The people that speak the loudest. The child that moves the most. The student that just cannot get to work because they just have to do that one more annoying thing that you swear they know annoys you the very most out of all annoying things. So if we let it, soon, that behavior is all we ever see. We only see them moving when they shouldn’t, we only see them messing about, we only see them breaking all of the unwritten rules we have worked so hard to establish. We only see the bad.

Why not give them a break? Why not let them move about if that is what they need? Why not smile or even just hold our words and let them shine for a little bit? Fill them up rather than tear them apart? Focus our energies elsewhere? Just for a moment at least. They know they are moving, they know they are poking, they know they are not working, and yet, let them figure it out. Let them feel that we don’t just see the bad, we see the whole, and that whole is good enough.