aha moment – Page 3 – Pernille Ripp

aha moment, Be the change, being a teacher, challenge, global, Mieexpert

Join the 1 School 1 World Challenge Feb. 22nd #1S1W

January 19, 2016 Pernille Ripp

Last year, my 7th graders did the “Day in the life of a student” challenge and asked students around the world to join them by showcasing pictures of their typical school day. The conversation that it sparked as far as how similar our days could be or how very different they were was profound, while also leading to some great discussions at our school about the experience students have.

Today, I shared some of the images coming out of Detroit Public Schools and my students had a hard time understanding that this is the reality for students only 6 hours away from us. As we sit in our heated classrooms with nice carpet, books surrounding us, and a beautiful view of a prairie, the notion that other children even in our same state may have a different school experience is one that my students do not give much thought to.

So I propose a challenge to enlighten us all. On Monday, February 22nd take a picture, or a few, of your classroom (you don’t need to have students in the pictures), write your location and your age group and share it on Twitter using the hashtag #1S1W (it stands for 1school1world). That day or the next start a conversation with your students about the images you see shared. That’s it. Think of the images we can share to start a conversation with the very children we teach about the education that surround us here in the US and in the world.

A hashtag may not make a difference but it can start a conversation. So sign up to stay in the loop, or just join in on February 22nd as we hopefully start a global conversation about our school, our classrooms, and our future.

aha moment, balance, Be the change, being a teacher, being me

12 Ways I Got My Life Back in Balance as a Teacher

January 18, 2016 Pernille Ripp

I get asked often how I do it all. How do I teach full-time, have 4 children, a happy marriage, and also write, speak, and all of those other things that I am so lucky to do without losing my mind. And the truth is; I don’t know. There are good days where I feel like I have succeeded in most things and there are days where I feel woefully overworked. There is definitely a chase of balance always going on. Yet, there are some things that have simplified my teaching life that I now take for granted. Things that used to take up a lot of time that I no longer do or have changed to allow me to not work as much as I used to. Because the truth is; being a teacher is a never-ending job. Your to-do list is never done. There will always be one more thing that should get done, one more idea to try. Knowing that, I knew I needed to change a few things, in and out of the classroom in order to save my sanity and have a life.

I stopped grading everything. Or at the very least I stopped grading every single thing that my students created. Kelly Gallagher inspired me to do this specifically with what they wrote but Alfie Kohn inspired me to really think about what grades communicated to my students. The thing is when students expect a grade/score/comment on everything they do, they will never learn to create for the sake of growth (rather than a grade) and they will not become students who can actively reflect on their own learning. When we teach in a way where the teacher has the final word on assessment we cannot create conditions for students to take ownership of their learning. That means that students will continue to look at us to see how they did, rather than realize where on their learning journey they are. (To see more on my moving away from grades journey, go here.)

I stopped decorating the room. I used to spend an inordinate amount of time refreshing the room with great new bulletin board displays, changing out student work, and lining up new visuals for the students. Yet my students never seemed to appreciate it much or even notice it. So by student request we formed a student bulletin board committee who took charge of what they wanted to display. Student work is no longer displayed by me, but instead shared with classrooms around the world for feedback through Google and Skype. Anchor charts are made with the students and then removed when we do not need them. We now relish the bare walls that surround us as we try to create an oasis of calm in the classroom. And the time I spent on setting up the classroom to look cute is now spent on other things.

I shut the door. At school, we have an unspoken rule that if someone’s classroom door is shut, they are busy working. Seldom do we interrupt them during that time. While I adore my colleagues (I work at an amazing school with an amazing team), I also know that once we get started on stories, most of my prep will be gone and that is not fair to my own kids at home. So whenever I have a lot to do, I shut the door and get to work. This way the time we are actually given at school is used better.

I wrote down 3 things. My to-do list is usually about 10/15 items long for various things at school and home, yet when I looked at it, I always gravitated toward the easiest things to check off, leaving the longer tasks for “later.” Now I prioritize 3 things that must get done that day and one of them has to be a “harder” task. Once those 3 things are done for the day I can focus on anything else I can do that day. As for the to do lists, I keep a bullet journal that I absolutely treasure. This method of keeping track of my life has worked well for me and has also been a great way to keep memories fresh. I no longer feel like the to-do list in itself is another to-do.

I stopped multi-tasking. I thought I was the queen of successful multi-tasking until I realized how little I got done. Research has shown that our adult attention span is now 8.25 seconds ( a goldfish has 9 seconds) and I wanted to combat that with setting better work habits. So now when I work I close all of my tabs on the computer, turn off the TV or music, and actually focus on getting to work.

I set a timer. I seem to have two ways of doing work; right away or a very long time from now. And yet, I am under deadlines for writing two new books, I have projects to look at and also lessons to plan. So now when I dread a task or feel like I am in a writing slump, I set a timer for 30 minutes. During that entire 30 minutes I am not allowed to do anything but work, this ties in with the no multi-tasking. The thing is with 30 minutes that anyone can spend 30 minutes on something without losing an entire evening. That is not very long and so it tricks my brain into thinking it is manageable. I often find when the time is up I continue working simply because I am now in a groove.

I cut down my email replies. In these days of instant communication, we all seem to get a lot of email. I can only imagine what administrators must get, and I often felt the need to write lengthy replies back typically with various niceties interjected. Yet that is not efficient, to say the least, so I now go by the two-line reply rule. If a matter needs more than 2 lines to be addressed then I either propose a phone call or a meeting. If it is someone I can speak to at school, I try to find them at some point to discuss, and if it does need a lengthier reply then I wait until I have the time to write it well. I also try to be cognizant of how many emails I send in a day; are they really needed or can a quick phone call or face to face conversation handle it instead?

I stopped planning the whole lesson. Now when I plan, I plan the initial steps and then discuss with my students as we flesh out the plan for the long run. This means that they have input, leading to better buy in, and it also means that it becomes more personalized. Planning with my students means that I do not have to have every single little thing figured out, leaving me more time to focus on the big picture.

I got rid of my book check-out system. Even with the advent of electronic check out systems, it was simply one more thing to manage. Now when students want to borrow a book, they simply borrow it. They do not have to ask, nor do they have to write it down somewhere. The only exception is if they borrow a hard cover book, then they write their name on a post-it and stick it on the dustcover which they then hand to me. I keep track of them until the book is handed back and the dustcover is put back on.

I stopped committing right away. I am very good at saying yes; if you email me a request, chances are that my instant reply would be a yes. A yes means that I can delete the email, a yes means I know what to do. Yet a yes also meant that I now had one more thing to do. Now instead of answering right away, I spend time mulling it over and really think about something before I commit to it. This may seem simple but it has been incredible for me. By not rushing to make a decision, I preserve my energy for the things that matter the most to me. I do not feel guilty when I have to say no because that means I get more time with my own kids. And when I do actually say yes to something, it means I am excited to do it. I use this approach for almost all requests that come to me, big or small.

I stopped trying every new idea. I used to think that to be an innovative teacher I had to try every new big idea that was presented to me. Yet, that just means that you work a lot more on things that may not fit into the vision you have. Now, I pick and choose, I do not feel guilty that I have not gamified our classroom or created a makerspace. We do things in a way that works for us. That doesn’t mean I am apposed to new ideas just that I know to only pick a few and to try them out when I can. The same goes for technology; I would rather pick a few tools to use a year and use them well then try many new ones and not know them.

I removed apps from my phone. I removed email notifications and certain apps like Facebook and Twitter off of my phone last tear and I have not missed them. I did not realize how much time I was spending checking in mindlessly. I felt like I was always on, because I was. Now when I check my email I am cognizant of the time I am using, the same goes for anythig with social media. My own children and those I teach deserve me to be present, and I cannot be if I am constantly drawn to the ding of my phone.

Awhile ago, I wrote a post on how balance is much like a unicorn; wonderful to imagine even though it doesn’t exist. And while I still believe that to be true, I do know that there are better ways to balance being a teacher and everything else. So what have you done to reclaim your life from your constant to-do?

PS: My friend Angela Watson is a master at reclaiming work time, I have much to learn from her.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

aha moment, being a teacher, books, Literacy, Reading

Why Audio Books in the Classroom?

January 7, 2016January 27, 2019 Pernille Ripp

“What should I read next?” he says, eagerly awaiting my answer.

His question takes me by surprise, after all, there is no possible way he has finished the book I downloaded for him two days ago. He has mastered the art of fake reading a few months ago.

“You’re done already? What did you think?” I ask, trying to feel out if he actually read it.

“It was so sad…at the end, when his dad came. I couldn’t believe it…” He keeps going, telling me parts of the story that makes me nod in recollection, and it dawns on me; he read it, I think. He read it, he loved it. He is proud. He is ready for another book.

“When did you find the time to read it?” I ask, still surprised.

“Last night…It got interesting so I listened to it all night. 3 hours, I think.” He says, “So what do I read next?”

This child who had not read a chapter book all year. Who has abandoned book upon book, casting aside any favorites that we could think of. Who has stuck to the same graphic novel over and over because nothing else mattered. This child, whose disengagement has made us worry late at night, whose ability to tell you exactly what you want to hear has befuddled us all. He now stands before me, beaming, waiting for the next book. He has become a child that reads.

And he is not alone. Several students this year are having incredible reading experiences, kids who have never liked reading, are begging for the next book, begging for time to listen. Yes, listen, because these students are devouring one audio-book after another. Comprehending the words without having to struggle through the decoding. Accessing stories that they have heard their friends talk about. No longer looking at the easier books while they long for something with more substance. Those children are becoming readers with the help of audio-books.

Some may say that does not count as reading, I certainly used to balk at it counting toward any reading goal, this year I am discovering otherwise. Sure, there are cognitive differences in the processes that happens when we read with our eyes versus our ears, however, the skills that we are able to utilize through the listening of an audio-book are monumental in building further reader success. And research has shown that the cognitive processes are surprisingly similar. So what has adding (and investing in audio-books) done for our students?

Provided equity in reading experience. Students who read significantly below their grade level are able to access the same texts as their peers. This matters when we create reading communities, because they no longer feel different when they book shop. Now, when they browse the books they can select any book they are interested in and we can get it for them either through Overdrive or Audible.

Supported critical thinking skills. Students can develop critical thinking skills without having to spend enormous brain power on decoding. Decoding is still taught and supported through other texts, however, they now have a text that we can practice deeper thinking with that actually has deeper meaning. Not just right text that doesn’t provide us with the complex relationships that make for such powerful stories.

Re-ignited a passion for reading. Often students who are developing readers start to hate reading. And I get it; when you are constantly in struggle mode, it can be so tiring, so having access via an audio-book lets students finally enjoy a story. They can be in the zone with the book because their brain is not occupied with the work of having to read, creating a deep immersion into the reading experience.

Provided new strategies for teaching reading. I can now pull out segments of text to use with a student knowing that they have the proper background knowledge, which is a key component when we build understanding. I do not have to reference the entire text, but instead can have them focus on the skill at hand. This therefore allows me to support their comprehension growth more efficiently.

Given us a gateway into reading with their eyes. Often times, my developing readers harbor enormous hesitancy when it comes to veering out of their known text. They are quick to dismiss, abandon and feign disinterest, all in the interest of saving face and saving them from yet another reading disappointment. However, students finding success within the audio-book world are building their courage, their stamina, and their desire to pick up print texts.

I could list more reasons; being exposed to amazing fluency, students feeling like they have relevant thoughts when it comes to discussion, building overall reading self-esteem, planting high interest books in the hands of students to see them become “the books to read,” even changing the reading dynamics within a classroom. Denise Johnson lists even more here.

In the end, I wonder whether it really matter whether having students listen to audio books is cognitively not exactly the same as when they read with their eyes? If our true goal of teaching reading is to make students fall in love with books, then audio-books are a must for our classrooms. And so is the notion that they count as real reading. No longer should we denounce or diminish the very thing that can make the biggest difference to some of our students.

That boy, who asked for another book, started listening to All American Boys yesterday. That boy who has faced discrimination, judgement, and who has tried to fit in by being an amazing kid every single day. He is now reading a book that may make a huge impact in his life. That may offer him tools if he ever were to face a similar situation. And he wouldn’t have been able to before. That book would have been so far out of his zone of proximal development that he would have been robbed of the experience for a long while yet. But not anymore, he is a reader now. And he is proudly telling everyone he meets about the books he has read.

PS: I cannot take responsibility for this idea of using audio-books, that belongs to my amazing colleague Reidun, who makes me a better teacher every day. I am thankful she had the idea and decided to share it.

I have been looking for research and articles to discuss audio books versus paper books. Here are a few articles.

Why “Reading” Audio Books Isn’t a Shortcut

Audio Books vs Book Books, Which Does the Brain Prefer?

Are Audiobooks Worse Than Real Books? Let’s Ask Science

Is Listening to Audio Books Really the Same As Reading?

More research and ideas from Sound Learning

New Research Shows Audiobooks have Powerful Impact on Literacy Development

As Far As Your Brain is Concerned, Audiobooks Are Not Cheating

Audiobooks: Legitimate “Reading” for Adolescents?

Time Magazine discusses pros and cons

PPS: If you are wondering which book he had listened to in one night, it was, of course, Orbiting Jupiter.

If you are looking for a great book club to join to re-energize you in January, consider the Passionate Learners book club on Facebook. We kick off January 10th.

aha moment, being a teacher, MIEExpert15, Personalized Learning, student choice, Student dreams, student driven, student voice, Student-centered

The Five Tenets of Personalized Learning

December 29, 2015December 29, 2015 Pernille Ripp

Cross-posted from the Corwin Connect Blog.

I did not know what I was doing when I decided to change the way I taught. I did not know that somewhere out in the education world there was already a term floating around for some of the ideas I had for change, a term that would capture so many of my ideas in one. It was not until a few years of blogging about the changes I had made that someone left a comment on my blog suggesting I learn more about personalizing learning because it seemed like that is what I was talking about. That day, as I googled the term I realized that in my endeavor to create passionate classroom, I had indeed been personalizing learning for all of my students. I was seeing them all as individuals and trying to cater our multi-faceted classroom to fit all of their needs; personalization at its core.

Yet, now when I see all of the discussion of personalized learning, I do not really recognize the term anymore. Over time the term has become associated with technology-laden, self-paced learning, preferably on a device, with little adult teaching and much more student autonomy. While I recognize the inherent good in those components, those are not the powerful aspects of personalized learning and I worry what will happen to those that attempt to personalize learning if they think this is all it is. Because personalizing a child’s learning is so much more than a device, or even a student figuring things out by themselves. Instead it is about knowing your students so well that you can help them navigate their learning journey. That your students have ample opportunity to find out how they learn best and then implement this knowledge as they master the curriculum we have to cover. It means that every child has voice in what they do and that the teacher knows their students well enough to help them grow.

When I wrote my book, Empowered Schools, Empowered Students, as well as Passionate Learners, I kept thinking about the type of environment that I would have thrived in as a child and that my own children would thrive in now. I kept coming back to a few tenets that used to be a part of personalized learning but seems to have gotten lost in the powerful PR campaign of Personalized Learning in 2015. Those tenets are so simple that we often forget to plan for them or even consider them as we craft our curriculum.

The five tenets of personalized learning:

Student Voice.

So much of what we do is about promoting the voice of our students and yet while we ask the world to listen to what our students have to say, we often forget to listen ourselves. Therefore, for any personalized learning journey to be successful, we must start to ask the tough questions. I ask my students what they dislike about school, what they dislike about the subject I teach. I ask them when they started disliking school and why. It is not just to have students feel validated in their emotions, it is so I can work with the demons they bring into our learning environment. If a child dislikes school because they feel powerless then I can combat that dislike by giving them power back. If a child dislikes school because they find it irrelevant well then that becomes my mission for change. If we do not ask our students the tough questions, and also figure out what part we play in their disengagement, then we cannot change it, we cannot personalize. So the true journey into personalized learning begins with getting to know your students really well and then acting on the information they tell you.

Student Choice.

Choice, of course, is a must in any type of class or curriculum, and yet choice to some means chaos or that every child is doing their own thing. Choice can vary depending on the day, on the task, on the curriculum to conquer. Choice does not mean that everything needs to be a free-for-all but instead that choice is always present throughout the day. Choice starts with choice in learning environment. It is time to stop dictating where students sit in the classroom. It is time to stop dictating that all student sit while learning. Choice involves how they learn something, so for some that may mean by listening to a lecture, by working with a partner, by using technology to uncover information. Students must be exposed to many ways of learning so they can discover how to navigate all of the ways, as well as determine how they learn best. Choice also becomes in how they show mastery. I always have a laid out path for students, as well as one where they build their own. Students needs change and so their show of mastery has to change as well. Finally, there must be choice in when they show mastery. Children learn at different rates and so we must find ways within our curriculum to allow for re-application of content if a child had not mastered a standard earlier. Yes, there can be deadlines and cut-off dates, but please allow a child to circle back to a previous standard if they have grown in it.

Student Planning.

This is one of the biggest things for me when I think of personalizing learning. We cannot plan our lessons in isolation anymore, at least, not all of the time. We can certainly be the gatekeepers of where we need to end up and we can also bring our ideas to the table, but at some point, please allow for students to plan with you. It is simple yet so powerful when we discuss our learning goals and then plan together how we will reach them. I have always been inspired by the ideas that my students have brought to the table, as well as been educated on how students learn best. You do not have to do it all of the time, but take the chance and ask students how they would like to cover something, I guarantee you will be surprised at just how much wherewithal the students will have as they work through this process with you, as well as the increased engagement and buy-in simply because they crafted part of the lesson.

Student Reflection.

When I moved to 7th grade, I remember feeling the rush of the curriculum constantly. With only 45 minutes to teach, and oh so much to cover, there was no way we would ever have time to reflect; yet, I discovered the true power of reflection on the days where my lessons were met with disdain. It is easy to dismiss an eye roll or a groan, but when a majority of a classroom participates in such displays, it is our cue to stop and ask why. So reflection became a natural tool for us in 7th grade as we personalized the curriculum that we had to cover. I had to find out how my students felt they were doing. I had to find out what their path forward would be, and that started with a journal and a prompt. Sometimes rather than a written reflection we would speak; as a group, in partnerships or one on one with me. The prompts did not change much throughout the years; how are you doing, what have you learned, what are you working on now? And yet as the conversations grew, so did their understanding of what they needed and where they had to grow. Personalization to me means that a child knows how they learn best and that is not something I can tell them. I can offer them hints and I can point out things they may have missed, but at some point during our very busy days, reflection has to be done so that students can decide their own path.

Student Action.

This final piece is one that gets a lot of attention it seems because this is where personalized learning becomes a thing of beauty; when our students start to change the world. When our students make, create, and have authentic purposes. Yet, student action, to me, is an inward piece as well. Yes, I want students who have a voice in the global education debate, that is why they blog, but I also want students who know how to advocate for themselves as human beings, and as learners. I want students who can successfully navigate tricky conversations and come out feeling like their voice was heard and respected. I want students who when they see a problem, do not just think about it, they do something about it. Whether that problem is a global one or a personal one. So involving students in action, setting up situations where they can see the impact they may have, guiding them through tough conversations, becomes part of personalized learning as well. I have realized that part of my job as a teacher is to help students discover the tools they already have to help them learn best, even if they are faced with an environment that allows for little personalization. I need to help them discover what they can do to make it better for themselves and for others. I need to help them see that their words have power as well as their actions.

So if you are starting on a journey of personalized learning, keep these tenets in mind. Sure, add on the technology but do not make it the focal point. That is not the point of personalizing, however, it can enhance it. Personalizing learning is the key to keeping students engaged and curious, but it also means that there is not one system to follow. Instead, spend the time to truly discover who your students are and help them find their path. Be the teacher that made a difference, not just because you cared about them, but because you taught them how they could be better learners. Our jobs have never been just about covering curriculum and personalizing learning reminds us of that.

If you are looking for a great book club to join to re-energize you in January, consider the Passionate Learners book club on Facebook. We kick off January 10th.

aha moment, being a teacher, books, Literacy, Reading

How Do You Know Which Books To Purchase? A Few Tips to Help Build A Better Classroom Library

December 28, 2015 Pernille Ripp

Several years ago, I had a classroom library that was filled to the brim with books. Every shelf crammed. Every space occupied, yet every independent reading time it never failed; a student would ask if they could please go to the library to find a book. I didn’t think twice about it. Of course, they could go to the library, where else would they get books? One day it finally did strike me as odd; why in the world were the students not going to our library first to see all the books there. There were great books on the shelves, there had to be, right. I mean, I am sure there was, they just had to find them first.

And that was exactly it; our library was full. Full of left over books I had picked up when other teachers weeded. Full of books picked up from our local goodwill store and garage sales. A few random selections from Scholastic bonus points that did not really fit my students. Full of books inherited when the teacher before me had left the room. Full of books with torn covers, broken spines, and even a few missing pages. The library was full and not a child was reading.

So I did the unthinkable; I threw out books. I got rid of all of those books that no child had read for years. The ones with the covers falling off, the ones that I wouldn’t even read. I got rid of the old, the broken, and even sometimes the new. The too mature. The unwanteds and the forgotten. And then I stood back and looked at my very empty library, wondering what to do. Because now I had an empty library and my problem was not solved. There still were no books to read.

Research says different things on how many books we need in our classroom libraries. Some say 20 books per child. Others say between 300-600 total. But the number doesn’t matter if the books are not good. So instead of focusing on quantity, I figured that was a lost cause any way since I had not won the lottery, I focused on quality. I focused on getting high interest books in the hands of my students when I could. And slowly but surely our library grew and it continues to do so to this day. So how did I figure out which books to purchase?

I asked the students. Paying attention was not enough so I started by asking them which books they liked to read. Something so simple that had the biggest results. They wrote me lists so I knew what to focus my limited budget on.

I handed them Scholastic catalogs. For all of those books that we had not read yet, I needed to know what looked good to them. So they would hand me catalogs back with books circled. If more than one child circled a book, I knew it would probably be a good buy. I also took better advantage of all of the bonus point deals from Scholastic and I told parents what my plans were. More parents purchased books so we could earn more points, and when we fell short, I funded it because let’s face it, that’s what we do as teachers.

I asked them to weed. While I had done the initial purge without them, I asked them to go through the library once more. However, this time books could be saved by students. So if a child wanted to pull a book, another child could argue to have it kept. This also had the added bonus of familiarizing the students with the books we already had and led students to talk more about books.

I started to read their books. I had been reading books of my own, but adult books, which meant I had nothing to recommend to my students. So I started by asking them what I should read and then I did. When I finished a book, I would book talk and leave it out for the kids to read. Sometimes I would hand it to a specific student that I thought of while I read it. Slowly, we started a community of book talkers that continues to this day.

I used the public library. Those librarians know a thing or two about amazing children’s books so I started to pay attention. What did they have on display? What did they recommend? I would also borrow books and read them before I decided what to buy. I still do this a lot with the picture books I buy. I also used our local book stores more; what did they have on display? What was popular for them. Use the knowledgeable people that surround you.

I became better friends with my own school librarian. I have had the honor of working with some incredible librarians that love books as much as I do. And yet, I hardly ever spoke about books with them. What a wasted opportunity. So find out who the book lovers are in your school and befriend them if you have not already. Talk books whenever you can.

I fell in love with The Nerdy Book Club. There was my tribe of people who loved books, who had to recommend books, who knew just what books to invest in. To this day, the Nerdy Book Club is one of the only blogs that gets delivered straight to my inbox so I don’t miss a single post.

I paid better attention. I started to really notice what my students were reading, what they were abandoning. We started to speak more about the books we loved and why. Then I would go forth and try to find other books like that. Creating a community of book lovers is something that takes time, takes commitment, and will not just happen on its own. The students have so much to share if only we ask them.

I found the best kept secret. I still remember the moment I was told about Books4Schools, a dark warehouse here in Madison, WI that sells brand new overstock books for less than $2. Yup. And not random titles either but books my students want to read by authors like Cassandra Clare, John Green, Rick Riordan and so many others. While their only physical location is here, they also sell online and just as cheaply. Trust me, the deals are worth it and their stock changes all of the time.

4 years ago I realized that while our library was full, it was not great. It was not something the students could use. It was not something they wanted to use. So I embarked on a journey to get better books in the hands of my students. I found a better way to spend the precious money we have to get books for our libraries. And it worked. Slowly, our library has grown to now encompass more than 2,000 books. Books that the students want to read. Books that are worn out from use and not from age. Getting rid of books is one of the best decisions I made for out library, what has been yours?

To see some of our favorite books, go here.

If you are looking for a great book club to join to re-energize you in January, consider the Passionate Learners book club on Facebook. We kick off January 10th.

aha moment, Be the change, being a teacher, new year

Purpose and Re-Purpose

December 25, 2015 Pernille Ripp

In all of our clutter and madness. In all of our piles of things. In all of our new toys, books, and unnecessary items, I seem to have found my peace. Mind you, it was not like that this morning when we left the house upside down, Christmas morning and a visit from Santa seems to do that to you. But now, after organizing, sorting, cleaning, and taking the time to appreciate all that we have, I am at peace. I am happy. Because the truth is; we really have so much. And not just in terms of gifts or newness, but in the things that still work. In the furniture we love. In the things that make this house a home.

So while this morning, I thought we needed more furniture, more bins, more things to control all of the new, I now know that it is not new that we need, it is better use of the old. It is the time to see the beauty in what we already have and find better uses for it that suits the family we are now.

And so I look to my classroom as well. How often we are enticed by all of the new and shiny. How often I assume that I need to do even more when my teachings seems off kilter, our metaphorical house a mess? That because the students surely will come back from break dragging their feet a bit, I better ready with all of the glitz. All of the glam. And in that need for reinvention is an assumption, I must throw out my ideas and replace them with something they have never tried before. Because what we are doing must be inherently broken. That what we are doing is beyond salvage simply because the components have been used before.

Today reminded me that this assumption is not true. That rather when something has been done the same way for so long, we tend to lose the purpose of it. That because it is now old, we no longer see its full potential. The wonder of it all that drew us to it in the first place.

So as I think ahead to the new year, as I contemplate ever so slowly of what my students need right now, I think of what I can re-purpose. Of what I can re-use but in a way that will make us love it again. In a way that will make us understand something deeper. Of what I can do to make it feel like a new classroom when they return, and yet also feel like theirs. Because it always has to feel like theirs or my purpose would be lost.

If you are looking for a great book club to join to re-energize you in January, consider the Passionate Learners book club on Facebook. We kick off January 10th.