Be the change, being a teacher, being me

30 Day Challenge For a Happier Teacher You

If you are like me, January brings excitement, positivity but also exhaustion.  This quiet month is one where I sometimes find my energy running low, my creativity running out, and rather than take the time to take care of myself I barrel on as if that will do the trick.  So this year, much like the years before, I am challenging myself to take better care of myself, as well as those around me. And so the 30-day challenge is back. A challenge meant to remind me of all the good. Challenge me to take better care of myself.  Challenge me to slow down.  Challenge me to focus more on meaningful interactions, rather than hurried conversations.  Feel free to join me if you want or create your own.

My challenge starts on Sunday, January 27th.  I cannot wait.  To see the challenge document, go here.

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. If you like what you read here, consider reading my book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.    

Be the change, behavior, being a student, being a teacher, being me

Is School Really Safe for All?

White,                Black,                Red,                 Free Image

I have been thinking a lot about belonging. About how we assume that school is seen as a safe place by all who experience it. How we assume that we are all doing enough to help these kids, these children whose lives don’t often mirror our own, these kids who someone, somewhere have made feel as if they do not belong.

I have been thinking a lot about feeling seen. About how we assume that in our schools we do enough to let every child know that we see them. That we do enough to let the adults know that they belong too. That they matter. That they are an indispensable part of our community, a community that thrives on embracing all, on love, on acceptance.

We write fancy vision statements where we tell the world that this is a safe place, one filled with opportunities for all who enter to learn, to become something more. We ask our staff to live this vision, even as they feel unsafe themselves. We have assemblies and events celebrating our accomplishments. We hand out awards and accolades. Praise and positive notes. We remind each other not to count down to the break, to the weekend, to the end of the year because for some kids home is not a safe place.

And yet, we forget that for some school isn’t safe either.

For some school is everything they fear.

For some school is only a mirror of the society who also refuses to acknowledge them as full citizens. As full human beings who deserve to be embraced, loved, accepted.

We fail at times.

Sometimes purposefully when we refuse to acknowledge that those who do not fit into our moral view of what it means to be righteous are still deserving of love. Purposefully when we suspend entire groups of children more than others. Purposefully when we enact dress codes that are only a condemnation of those whose choices we don’t agree with. Purposefully when we offer no protections for those who need it. When we let children fail at extraordinary rates because of the circumstances they face. When we continue to say that “Boys will be boys…”When we fail to stop the adults in charge from targeting each other and creating toxic work environments. When we fail to see that in our own silence, that within our own fear of rocking the boat, we are actively telling some that this, this place, is not one where they should ever let their guard down.

And sometimes we don’t even see our own failure. How when we leave certain books out of our libraries we are telling children whose stories are mirrored in those pages that their lives do not belong in our schools. That their lives are too mature, immoral, or indecent. When we tell kids to cut their hair, to change their clothing, when we display pictures of our district but they fail to show all of the people who are a part of it. When we don’t translate our news so all can read it. When we only set up events during school hours and fail to see that not everyone can change their schedule. When our texts, our videos, our learning materials fail to showcase all types of lives. When we assume that everything is a learning experience and surely those are experiencing it just need to work a little harder to find success. That we have done all we can.

And then we wonder why not every child finds success. Why educators quit. We have so much work to do.

We can do more and it starts with acknowledging those we do not see. Those whose lives are not currently valued. And I don’t mean silently valued, I mean embraced through our language, our decorations, our instructional decisions. Embraced out loud as we continually realize that there is more work to do. Making space for their voices so we can use them as a compass for how we can grow. Reflecting on our own choices and actions so we can see how we too can do more. We can ask questions through surveys and conversations and then act when people tell us that it is not safe. That they do not belong, instead of dismissing it as a fluke, only the opinion of a few. As the mother of a child who was viciously bullied, who begged us not to send her to school because it was not safe, I will tell you this, being heard is where the change begins.

The other day I overheard a child tell others about what it meant to come to our school. She said, “When I came to this school and saw the rainbow stickers, I was shook, it finally felt like I belonged.” She felt like she belonged because of a sticker. How many others do not? We assume all kids feel seen and safe at our schools, but do they really? The only way to find out is to start asking questions. Who will ask the first one?

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. If you like what you read here, consider reading my book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.    

being a teacher

Win A Copy of the Audio Version of Passionate Readers

Passionate Readers audiobook cover art
Brand new cover, same great book (hopefully)

Yesterday was a new milestone in my author life; my book, Passionate Readers, came out as an audiobook!    I shared the news with my students and they thought it was pretty cool as well.  It is certainly not every day that you get to see your name on Audible but then hear someone else speaking your words professionally.

So in honor of this milestone moment for me, and in preparation for our winter book club study of the same book, I thought a little giveaway was in order.  If you would like the chance to win an audio version of Passionate Readers please enter below.  The contest will run until Sunday evening, December 16th at 8 PM CST.  This is open to anyone in the world as long as you can access the website http://tantortitles.com/

Thank you for your encouragement of my students and I.  Thank you for believing in the message of Passionate Readers.  Thank you for giving me so much love.  

being a teacher, Literacy, picture books, Reading

Our Mock Caldecott List 2019

After winter break, we welcome our students back with one of our favorite units of the year; our Mock Caldecott unit.  And while I have blogged about the process before, I see this as a great opportunity for students to not only immerse themselves in incredible works of art but also to think about how to read complex imagery while building community.  But to do this incredible work, we need to have the books whose images will draw us on, hopefully, mesmerize us, move us, and make us invested when the awards are broadcast live on Monday, January 28th.

Here is my lesson plan for the unit

In no particular order, here are the books (I think) our students will judge this year.

Limitless: 24 Remarkable American Women of Vision, Grit, and Guts by Leah Tinari (Author, Illustrator)

Dreamers by Yuyi Morales 

The Stuff of Stars by Marion Dane Bauer illustrated by Ekua Holmes

Drawn Together by Minh Le and illustrated by Dan Santat 

A Big Mooncake for Little Star by Grace Lin 

What Do You Do With a Voice Like That? By Chris Barton and illustrated by Ekua Holmes

Otis and Will Discover the Deep by Barb Rosenstock and illustrated by Katherine Roy

The Prince and the Dressmaker by [Wang, Jen]

The Prince and the Dressmaker by Jen Wang

Heartbeat by Evan Turk

Let the Children March by Monica Clark-Robinson and illustrated by Frank Morrison

Alma and How She Got Her Name by Juana Martinez-Neal

They Say Blue by Jillian Tamaki

What Can A Citizen Do by Dave Eggers and Shawn Harris

Image result for the day you begin

The Day You Begin by Jacqueline Woodson and illustrated by Rafael Lopez

Thank you, Omu! by Oge Mora

What If…by Samantha Berger and illustrated by Mike Curato

Possible Additions that I am Still Pondering:

Imagine by Juan Felipe Herrera illustrated by Lauren Castillo

Love by Matt de la Pena and illustrated by Loren Long

Julian is a Mermaid by Jessica Love

Adrian Simcox Does Not Have a Horse by Marcy Campbell and Corinna Luyken

being a teacher, being me

Pausing Twitter

Please change my Twitter password…

These were the words I texted my husband on November 18th as I traveled home from NCTE.  Exhausted yet fulfilled, I knew my brain needed a break from the constant stream of learning that Twitter provides me with.  Take a break fully in order to be more present with my family.  Taking a break well-knowing that even taking a break from some of the work that is happening on social media is a privilege in itself.  I get to step away when I am exhausted.  Not everyone gets to do that.

I could have just stopped going on there and yet I needed a further distance than that.  A true break where I did not get to check in, where I didn’t get to quickly sink back in, slowly letting the consumption of Twitter pull me back in.  Because that’s what has happened in the past.  Call it fear of missing out, of feeling inadequate, of being excited to share, whatever you call it, the reality was; when I was on there, I was affected and I needed a break.

At first, I missed it.  It was weird not just jumping on there to check in.  Weird to not see all of the conversations unfolding.  Watch the news break.  Hard to not share the work we were doing in our classroom through a quick tweet or question.

But after the missing came the questions; am I still doing enough to change the world of education if I am not on Twitter?  Am I still doing my part whatever that part is?  Am I less effective as an educator if I am not connected to those who not only will inspire me, but also challenge me?

I am not sure, I am still pondering that…

But what I do know if this…  Since then I have checked Twitter four times and every single time, I have felt my heart rate increase, my stomach clench, my brain get filled with to-do’s that weren’t to-do’s a few moments ago.  I have noticed that within the excitement of seeing the conversations happening, the sharing, the hard truths being pushed out, I also felt lost.  I felt overwhelmed.  I felt like I was not doing enough, or maybe I was trying to do too much.  That perhaps my voice could add to the ongoing conversations or perhaps it could hinder others from joining in.

So today, I asked my husband to once again change my password.  To allow me to continue to step away from “Twitter Pernille.”  Not because I don’t want to engage, but because I want to engage in other spaces.  Because I want to preserve the energy I have to affect change in my own classroom, my own school, my own district.  Because my kids deserve more of me, both my own four, but also the 76 I get to call mine this year.  Because I want to focus on reflecting, because I want to focus on learning.  I don’t want to focus on what I need to produce.  I want to listen to others whose work will help me become a better educator, a better human being.  And right now, Twitter isn’t doing that for me.  And that’s ok.

So for now, I will be on here.  I will be in my classroom fully present.  I will try to find a better balance between sharing and staying quiet.  I will be in the Global Read Aloud community, the Passionate Readers community.  I will be actually reading more of the fantastic things written by others whose work inspires me to be more than I am.  I will be diving back into research.  I will be looking at my own practices in order to grow.  I will be by my fireplace reading a book.  I will be at my dinner table laughing with my kids.  I will be just Pernille, not Pernille that has a lot to say and doesn’t always know when to be quiet.  If you see me on there, it is probably a cross-posting from Instagram or a very rare moment indeed.  But until then, take care of yourself.  I am trying to take care of me.

 

 

being a student, being a teacher, being me, writing

With Permission

We are about to write in class.  15 minutes of free write await.  I have a prompt from the amazing The Creativity Project, I am ready with my own pencil, my notebook, the document camera.  And yet…the hesitation from students is almost palpable.  So many of them already feeling defeated.  Feeling like this will be hard.  Asking if they can read instead of write.  Despite all of their years of great teaching, of great moments with writing, so many of our kids still feel like writing is something they will never like, nor is it something they will ever master.

On our wall hangs our writing rights poster, the rights we created as a writing community at the beginning of the year.  The rights that surround us as we play with writing, as we develop our writing voice.  And yet, something is woefully missing from it.

So I add it quickly.

“You have the right to write “bad” writing.”

And I tell my students this…writing doesn’t have to be great.  Writing doesn’t even have to be good.  You have the right to write bad stories, to write poems that you never want to share.  To write a few sentences that are so cringy that you can’t believe you came up with them.  You have the right to start, to stop, to think, to write whatever pops into your mind.  Not because it is any good but because you are simply writing.

And then I share the beginning of a story I wrote that morning with my first-hour class.  A story that I knew was terrible as I wrote it, filled with cliches, overused plot points and weird sentences, but U was tired and distracted and so that was all I could think of.  I read it aloud, laughing as I go.  At first, I can see the skeptical looks – this isn’t that bad, Mrs. Ripp – but when they get to the genie in the bottle part, they are laughing too.  As I finish, I shut my notebook and declare that I will never continue that story but at least I wrote.

One child yells, “But you write books, Mrs. Ripp, how can you write bad stories?”

“My book took me a year to write..” I answer honestly because it’s true, my books take a long time because I wrote a lot of stuff that never gets published.

We turn back to the prompt.  I remind them to sink into their writing, to simply write something, using the prompt or not, and off they go.  Every single child writing something.  Every child trying.  Not because they are all trying to write something powerful but because they are reminded once again that writing doesn’t always have to be everything we love about writing.  Something you just have to write badly and be okay with that.

If you like what you read here, consider reading my book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first 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.