Be the change – Page 35

aha moment, assumptions, Be the change, being me, Passion

5 Things I Learned to Say That Changed the Way I Taught

November 11, 2014 Pernille Ripp

There are many things that we can change as educators. We can all embark on major journeys toward bettering our lives, the lives of our students, and the effect we have on others. Often those big journeys start when we hit frustration, mine certainly did. And yet those big journey of change are not the only journeys we can take. Every day we make a choice as to how we effect those that surround us. We make a choice as to how we will teach, how we will react. There are many changes that will change our lives, these are some of my simplest and most important.

I learned to say, “I’m sorry.” Apologizing to students, and not just for the big things changed my relationship with them. Now when I accidentally call out a wrong kid, I apologize rather than make an excuse. When I screw up, I admit it. When I inadvertently hurt a child’s feeling, which does happen, I apologize. I don’t try to explain my way out of it, a quick statement is all it takes, but the power of “I’m sorry” cannot be underestimated. Those words share the story of how we view our students. They are human beings that deserve respect.

I learned to say, “Let me check.” I used to know I was right. I used to know that whatever a child said about already turned in homework, sent emails, or other obligations was a lie. Until I realized that I was in the wrong and that even if I think I am right, it is better to check first. Check the pile of paper. Check my email. Check my file. Whatever it may, they check and I check, no lost pride, no hurt relationship.

I learned to laugh at myself. When you teach you will make stupid mistakes that make you look like a fool. You are bound to trip and fall, you are bound to say things that can be misunderstood, you are bound to do something that you would giggle at if it happened to others. Laughing at yourself with the students is powerful. Showing students my inner dork, which I tried to suppress at all cost for so many years, has allowed them to fly their flags. They know when I am serious, but they also know how much I love to laugh, even at myself.

I learned to say, “Ok.” Ok to sit there, ok to turn it in that way, ok to explore this, ok to read that book, ok to have that conversation. OK to try, ok to fail. I learned to say ok to new adventures and epic attempts. I learned to say when I realized I couldn’t say yes to anything more, and ok when I could. I learned to say ok when a lesson failed, I learned to say ok when a child told me they tried. This simple word, these two letters, have allowed me to let go of so much. I no longer strive for perfection, but for authenticity. The latter is so much more interesting. “Ok” taught me that.

I learned to say, “You matter,” but more importantly I learned to show it. I learned to look at my students when they speak to me, to stop what I am doing and listen. I learned to read between the lines, to dig a little deeper. I learned to say yes to lunch, to stop and talk, I learned to tell stupid jokes to break the ice. I learned the language of my students, whether spoken or unspoken, and I learned to teach with my whole heart, with all of me.

What have you learned to say that changed you?

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 from Powerful Learning Press. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.

aha moment, assessment, assumptions, Be the change, being a teacher

You Can’t Just Do It To Them

November 8, 2014 Pernille Ripp

“Remember, whatever I ask you to do, I ask myself to do too.”

This is how almost any assignment is handed out in my classes. Not to make the students feel better. Not to make them embrace the assignment more quickly. No, it is really quite simple; I have done the assignment already. I have spent time doing the exact same thing, following the same directions, looked at the assessment and pondered how I would do. Not when I was their age, not when I was in college, not even last year. No the assignment I am asking them to do, I have done in the past few days as well as I prepared.

Why is this important? Because every day we ask students to spend their time, whether in class or after school, doing work for us to show their mastery, to practice their skills, to help them grow. Yet often these assignments are ones that we have never experienced ourselves. Ones that we may have used to much success before. Or ones that we got from an amazing source. Yet, we don’t know what it feels to actually do it. And that creates a problem based on assumptions. We assume we know how much time it will take. We assume we know how hard it is. We assume our directions are clear. We assume the assessment is fair. All of those assumptions add up to nothing good.

I started doing my own assignments a few years back. I didn’t get why my students groaned so much when a new project was handed out. I didn’t get why I would get emails from parents stating how many hours their children had spent. Whether it was book report dioramas, grammar packets, or even just outside reading, I assumed I knew what it was like to do them because I had gone to school once too. On a whim one night, after a particular groan-filled day, I did one of my grammar packets. 9 pages, front to back copied, neatly stapled to teach me all about proper nouns versus common nouns. 45 minutes later, I threw it in the trash. How many times could I write the same answer over and over or be asked the same thing? Yikes. The next day I apologized to my students and we found other ways to do grammar.

So now, I live by a simple rule. Whatever I ask my students to do I have to do as well. So if they have to write an assignment, I write it too. If they have to read outside of school every night, I do too. I discuss my struggles and problems that I encounter hoping they will feel more confident to try something new. I tell them when I stop reading and I recommit in front of them, I tell them when I don’t feel like doing any work but now I have to. My students will not learn from having a perfect teacher, they need someone that they can relate to, even if our years push us apart.

I know that I am not 12 years old and that I have an easier time doing their work. That only cements my resolve to do every assignment. If it takes me 30 minutes to write a great constructed response, then imagine how long it can take for a student?

We cannot keep forcing our ideas on kids without experiencing them ourselves. So commit; whatever your students have to do, make yourself go through it. Trust me, the things you will change will surprise you. Be a learner, just like them, and tell them that you know what it feels like. But don’t just say it, do it and mean it.

Be the change

Take One and Pass It On

November 5, 2014December 29, 2014 Pernille Ripp

In the staff bathroom at my school something like this hung on the wall. I should have taken a picture but I was too caught up in it to think that far ahead. It kind of looked like this except a couple of strips had already been ripped off. So I followed the direction, ripped it off, and passed it on. Perhaps these should be plastered all over our schools

Go ahead, print it off, cut along the lines and hang it up. Start a movement of kindness.

Hanging on my classroom door, I had to replace it today because they were all gone.

To print it, go here

aha moment, Be the change, being a teacher, change, inspiration

You Don’t Have to Throw Everything Out to Be Innovative

November 4, 2014 Pernille Ripp

I almost felt guilty walking to the cabinet. I almost felt as if I would get busted, as if someone would burst through the door wagging their finger and raising an eyebrow. Touting me as a phony because am I not “one of those” educators that are supposed to be innovative? One of those that is constantly trying something new and crazy? One of those that tells everyone to just take a chance and make a change? Well I am (sometimes), but I am also human. And on this day I went to the cabinet to fetch an old lesson, something I knew would work, something that I could use again. Something that I would probably tweak to fit my new students, but not majorly overhaul, and honestly I felt relieved.

We often confuse great teaching with constant innovation. We think that to reach all of our students in the best way possible, we must constantly change. we must never rest. We must never reuse. Yet, we forget that we are dealing with children that crave routine. Children that yes can be creative and curious but at the same time also need some predictability. Children that can get exhausted when we are constantly trying new things and asking them to discard the old to embrace the new.

And let’s not forget about ourselves. The job we have is demanding, and we must constantly search for new solutions, yet we forget to give ourselves a break. There is nothing wrong with using something that has worked before, as long as we make it better each time we use it. There is nothing wrong with trying something we have tried before. There is nothing wrong with pulling out old lessons. Innovation should not be confused with discarding every thing we have tried. There is beauty in the old, in the tried. There is beauty when a teacher has experience. Allow yourself that moment.

So do embrace the old when it works. Fly the flag of your past lessons that have soared. Don’t get stuck, but allow yourself to rest in familiarity as well. Great things come from ideas we have tried on before. Don’t think you have to constantly change to be a change-maker.

Be the change, Passion, student choice, student voice

6 Changes Toward Personalized Learning

October 31, 2014 Pernille Ripp

Say personalized learning to most people and it conjures up classrooms where every child is doing their own thing and the teacher is furiously trying to maintain order and overview in an otherwise rule-free classroom. Yet, this is not exactly what it is. Instead, personalized learning to me means student voice and choice, where student input is used to create a personalized learning path that allows students room to explore their passions while exposing them to new things. Sounds great but where do you even begin on this path? Or even better, what are you already doing that would count as a step toward personalized learning?

Change the way they sit. I ask my students to sit wherever they want as long as they can work. Only once in awhile do I have to interfere as to their seating choice and I have much happier students. Why? Because they got to have a say in their classroom environment, they were given control.

Change the way they work. I ask my students to discover how they work best; do they like to hand-write things, type, dictate? Are they kids that love to write papers rather than make a movie? How do they want to read? How do they want to think? If students are to discover how they work best we have to give them choice and room for exploration. This doesn’t mean that every single thing has to be open for anything, but simply providing choice in some things is a step in the right direction.

Change the knowledge they have. One push-back against personalized learning has been that students don’t necessarily know what they need to know, and I agree. That is why personalized learning also has to include exposing students to various topics, such as the materials we have to cover due to standards. However, there are many ways to expose students to these topics, so don’t do the same thing over and over; change it up and allow for student ideas in the way material is covered.

Change the expectations for all. We tend to teach the way we learn best but that is not always the way our students learn best. So rather than plan by yourself, plan with your students. Their ideas are often much better than ours anyway. This also allows us to move out of our comfort zone rather than use the same type of format, or go with just your own thinking. So ask the students HOW they would like to learn something and then heed their advice. You don’t have to go with every single idea but try a few of them at least.

Change the timeline. I used to think all students had to gain mastery of something at the same time because I had taught it to them all at the same time, until I had my twins. Kids, even born at roughly the same time from the same mother, do not learn things at the same time so why do we expect our students to? My students will now show me mastery of the standards when they feel they are ready within the quarter. Sure, it will require a more lucid timeline but it really doesn’t add more work to me, all I need is a more flexible mindset.

Change the conversation. I used to be the queen of all answers and solutions. If a student had a problem, I fixed it. If a student needed help, I helped them. I used to think that was one of my main components of being a teacher; the helper/fixer/teacher role. Now I know that students need support so they can help themselves and figure things out themselves and my language reflects that. Rather than giving an answer, I ask a question back. Rather than affirming an answer, I ask them to explain it. I ask for their input, I ask them to reflect, I ask them to provide solutions and to teach others what they know. This classroom is no longer about what I need them to do or know, but what they need to do or know, and that carries power. So change the way you speak, include the students in the conversation, and stick with it.

Starting a journey toward personalized learning can be a terrifying endeavor, but have faith; every step you take toward giving your classroom back to your students matter. Every idea you have that gives the students more power matters. We have to create environments where students are passionate learners, that want to take control of their learning journeys. I wrote my first book on how I did my journey, hoping to inspire others, and still my journey continues. I am not done changing the way I teach because every year I have new students to grow with. It is not just the students that need to be exposed to personalized learning, it is us the adults as well.

Be the change, reflection, Student-centered, writing

But We Hate to Write

October 2, 2014 Pernille Ripp

“It’s just…”His eyes dart away and he stops talking.

I sit there quietly, waiting for him to finish his sentence. I can tell he is down, I can tell he is unsure.

“It’s just…” he begins again after a long pause, “It’s just that I really hate writing, I’m sorry.” And he gives me that look that only a child can give you, that “please don’t hate me” look that cuts straight through me.

A million thoughts fly through my head, mostly surprise. I would never have guessed, not this kid, not him, he is too good of a student. And yet, he waits, so I ask the only thing I can think of, “Well, when did that start?”

I don’t think I hated writing as a child. It was something I did gladly, often delving into long stories filled with tragedy and drama as I worked through my own quiet life. I remember all of the essays I had to write and how I had to wait until I was inspired or the deadline had passed and a teacher was asking me to hand it in before I wrote. But hated it? Nah, more inconvenienced than anything else.

But this child, with his courageous statement, is not alone. More and more often I hear it from my students; “We hate writing.. We hate being told what to write. We hate having to come up with something when we are not inspired.” And I know I cannot be alone .

So what do we do as the teachers of the future writers? How do we bring back the passion into our writing curriculum, much like we aim for in our reading? How do we show these kids that writing is not a chore, not something simply to get through to get to the next thing, but the way for them to have a voice. The way for them to make a difference from where they are right now?

We start with blogging. By providing them with a platform for putting their voice into the world where they can see their words are being read, and their words carry weight. Where others can comment and start a conversation. We then add choice, authentic purpose, and declare our own passion for writing. We show how writing makes a difference to us in our lives. How writing matters and should be held sacred, much like we hold our reading sacred.

But then what? Where do we go from there? How do we convince our students that writing does actually matter? That being a good writer is actually something worth their time and not just something they have to do because their teacher told them to. Or something forced to fit into an already pre-determined box of thought. How do we help them un-hate writing again or is it too late?

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” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.