being a teacher – Page 123

When I moved my blog from Blogger to WordPress last summer I mistakenly assumed that all posts would seamlessly transfer. I have since found the error in my thinking and have decided to re-post some of my more discussed posts. This post first appeared in June of 2011 but still rings true to me.

Put your name on the board! Those words spoken in a very stern voice accompanied by a teacher look was enough to whip the toughest student into shape. Except when it didn’t which for me was enough times to make me wonder. Could my discipline systems really be thrown out and replaced with nothing? Would chaos then reign supreme?

If you had come by my room last year you would have seen them. Those sticks in the cups or the names on the boards with checks, sometimes double checks and plenty of stern looks to go around. I was doing exactly what I had been taught in school, exerting my control as the main authority figure and if students misbehaved, well, then there was some form of punishment. Oh don’t worry; there were plenty of rewards as well. If students didn’t move their stick or get their name on the board for a week then their name got entered into drawing for pizza with me. At the end of the month if they didn’t have their name in my book for not doing their homework, they could also enter their name, and then I would finally draw names and five lucky students would have pizza with me. Confused? I was! I could hardly keep check Of all those names, checks, and punishments.

However, last year I realized something after reading Alfie Kohn; I knew I had to change. By perpetually focusing negative energy on the same students, who, lets face it, are most often the ones having their name singled out somehow already, I was indeed just adding more to their self doubt. While I believe in discipline for all students, I also believe in compassion and that philosophy simply was not fitting in with my chosen system. So I did as many teachers may do; I threw it all out. However, instead of hunting for a new system, I decided to detox myself, start this year with no system for reward and punishment and instead strive to create a classroom community where students just know what the expectation is.

I was petrified that first month. I run a tough classroom in my expectations for my students and I know that if you do not set the tone those first weeks, it can be detrimental to the rest of the year. And yet I held strong in my conviction that even the more unruly students would eventually figure this out through repeated conversations and respect. And boy, did we talk. We talked about expectations, rules, how to speak to one another, and what to do when something goes wrong. A lot of the time, I just listened to these amazing students come up with solutions to problems, listened to them explain how they envisioned our classroom, how they wanted fourth grade to be. And I was in awe; these kids knew how to behave without me telling them over and over. And they certainly would figure it out without me alternating punishment and rewards.

So after the first month I started to breathe again. I let our new system flex itself and watched the students help keep the classroom stabile. Sure, there are times when I think ooh if I just had a way to “punish” it would fix this and this and then I realize that perhaps I just need to find some time to speak to that particular student. Now instead of an exasperated tone and a system to keep them in check, we discuss, we try to fix, and we reevaluate. I don’t run the classroom with a complicated system of checks and balances, rewards and punishments, but rather with an atmosphere of community, of belonging. Is it perfect? No, but neither am I, nor my students. I am just glad I believed in my own skills enough to realize that perhaps, just perhaps, my students would know how to behave without me rewarding them for it. Once again, they blew away all of my expectations.

being a teacher, reflection, Student-centered, technology, Uncategorized

It Is Not About the Gadgets – Why Every Teacher Should Have to Integrate Tech Into Their Classroom

January 7, 2014 Pernille Schmidt Ripp

I once sat on an interview committee in which the candidate proudly proclaimed that to integrate technology her students would use word processors and publish their work in a monthly book. My toes instantly curled. It wasn’t so much that she had used the words “word processor” but rather that she thought tech integration meant to have students type on a computer and then publish their work, that that would make them ready for this century of jobs. So a couple of things come to mind whenever we discuss tech integration in schools.

Students have often more seamlessly integrated technology into their lives than their teachers and didn’t even need to take a class on it. We chalk this up to them being digital natives or because they have an interest in it. Yet not all children are digital natives and most of them have had role models that show how to use the technology. They also know that tech is valuable and can add to their lives rather than detract from something else. And then there is the fearlessness, many students are simply not afraid to mess around with tech, but many adults are. It is time for us to be role models in our own fearlessness.

Some teachers assume that clicking on a SmartBoard or having students type their papers mean that they are “integrating” tech. This is one very limited usage of tech, in fact, it doesn’t really count as integration. Better integration is when a student decides to film a video to show off learning rather than create a poster. True integration is when students have ideas and fearlessness to use technology to show their learning as a natural extension of the classroom. Not to type a paper.

There seems to be no urgency when it comes to actual technology integration into the classroom, but more of an urgency on how to buy the flashiest gadgets and then offer limited training or support. How often do we hear about a district that has spent too much money on 30 SmartBoards, 100 iPads and how they will be placed in the hands of the students to enhance their learning? How often do we then hear about the support they will offer their teachers or how those products will actually be used to enhance learning? There seems to be an assumption that if you give it to teachers they will use it effectively, which we all know is not true. Some teachers might, but most will use it superficially and after a while the product will languish, unused, outdated, and just another relic of someone’s hastily thought out idea.

Some teachers feel that integrating technology is optional. Integrating technology is no more optional than teaching how to use a pencil. And while many may find that extreme, we cannot equip our students with the skills they need to be successful learners and teachers without teaching them to use technology properly. Many schools see typing as a necessity but then cannot bring that view into how to stay safe on the internet, how to search properly on a computer, and myriads of other things that technology can offer us. How to use computers effectively is now a life-skill and as teachers it is our job to equip students with these.

Teachers who have been labeled “techie” teachers are sometimes viewed as a one-trick pony, that is all they are passionate about and therefore they cannot possibly have an effective classroom. I certainly am one of the techie-teachers in my district but many are surprised at how little we use tech on a day to day basis. That is not to say we don’t use it, because we do, but we also do many other things. In fact, using a tech tool is just one option my students have to show their learning. What I do practice is fearlessness in tech usage and that I pass on to my students. Not that they always need to use some sort of tool, we use our pencils more than a computer, but that they can effectively use whatever whenever they need to.

Teachers think they have a choice in their classroom. I am sorry but the choice should not be teachers’ anymore; every school should have an effective technology integration curriculum to offer students the skills they need. We do not have a choice in teaching literacy or math and should not be given one when it comes to technology. This is not about what WE want the kids to know but what the KIDS need to know.

And I am sure I could continue the list, however, these are my main concerns. We cannot afford to not focus on proper technology integration in our schools. It is not about the gadgets, it is not about the typing, it is how to use technology tools fearlessly, respectfully, and effectively. All things every teachers should be teaching, no excuses.

being a teacher, building community, classroom expectations, classroom setup, new year, Student-centered, Uncategorized

Back to School – January Edition

December 27, 2013December 29, 2013 Pernille Schmidt Ripp

January comes at us like a lion it seems bringing students who were just getting used to being on break, miserably cold winter days where no sledding is allowed at school, and more assessments. Every year January always reminds me of the beginning of the year and last year I started to treat it as such. Goodbye January humdrum, welcome January excitement. So what will we be doing to battle the January blues?

Reassess our classroom rules. Students get a little tired and a little more restless so it is the perfect opportunity for them to set new rules for the classroom. They also know each other a lot better, particularly each others’ quirks, and so I find the conversation tends to go much deeper then it did in September.
Set up the classroom. While I think our work space works really well, I am not the one constantly using it. Time to ask the students if things need to be moved around and then do it. Also time for me to re-evaluate the room.
A heart to heart on work habits. While I ask the students to self-assess constantly throughout the year, we need to have some honest reflection on how they have been working independently. I like to think of it as new year’s resolutions set with an eye on middle school.
Take stock of projects. How have they been doing on projects, are they pushing themselves into new venues or are they sticking to much of the same old same old? What are new ideas they can’t wait to try and how will they try them?
Re-introduce genius hour. We took a break from genius hour in the last month or so because we have been too busy, but January is the perfect time to refocus on it, this time in science rather than social studies. Students have been busy at work learning about landforms, now is the time for them to take charge of what they want to learn.
Have a classroom reading challenge. The students have been excited about reading but January is typically the time they start to feel overwhelmed or bogged down. Last year we did the classroom reading challenge and it really brought in a lot of excitement. It is quite simple: Every child sets a secret goal (they only share it with me) for how many books they will read in the month of January, the goal can include picture books, graphic novels, or chapter books. We then reveal the total number of books we pledge to read on a bulletin board. They then read as much as they can and report to me whenever they finish a book (paper on my desk), I print out a picture of the cover and add it to our huge bulletin board. Nobody knows who read what or how many books they have each read but everybody is reading and if we meet our goal, we have a huge read-in party as a celebration with an author Skype call. I cannot wait!
Re-do routines. We have great routines but now is the time to re-assess, what do we still need to work on, what is no longer needed, what should we streamline? Again, this discussion is student-led with input from me.
Throw some surprise challenges their way. They have been working hard on our team challenges throughout the year and now is the time to give them even more. I am thinking the boat building challenge, as well as marshmallow catapults. Oh, and I do believe we have to build some vinegar rockets as well.
Re-assess my own opinions. Have I labeled students unknowingly, do I really know the child in front of me? What are the priorities we need to have for their learning journey and what will I do to help them accomplish their goals? Now is the time to reflect about each child.

What will you be doing to re-energize the classroom?

being a teacher, reflection, Student-centered

Are the Boys Welcome in Your Room?

December 17, 2013 Pernille Schmidt Ripp

One thing I love about being hospitalized (the little baby is trying to make her appearance 10 weeks early) is that I get to speak to all of the incredible nurses that take care of me. Once they find out I am a teacher the conversations always get even better and today was no different. We discussed the topic of boys in the elementary classroom, and particularly how female teachers can create boy inviting classrooms. As this is something near and dear to me, I thought I would offer up a few ideas of how to get boys to feel welcome in our classrooms, or any kid really.

Realize the damage of cute. Angela Watson had a great post that started a huge debate on whether classrooms should be cute or not. While I don’t mind cute at all I do try to look at classroom decor from a boy’s perspective. Most boys tend to not love polka dots, pink, cute little animals, and many other cutesy features we spread all over our rooms. We may find it welcoming and others may not want to be seen in it. So consider your entire population, not just what you think will brighten up your room.
Give them room. I think we forget that many boys, and many girls (my own daughter included) need lots of room. Find extra space in your classroom by getting rid of unnecessary clutter.
Give them choice for work space. I swear the moment I let my students pick their work space, I saw their attention shoot through the roof. Why? Many of my students prefer working on the floor or in a chair by themselves not touching anyone else. So give the students room to spread out so they can find their best work space.
Have books for boys. This is huge. Boys need to be able to find themselves in your classroom library. I had never considered this until I looked at how many animal books, pink covered books, and friendship books I had collected versus sports, action, or fantasy. I am not trying to say boys only read these things, but make sure you have books that anyone can gravitate to.
Read aloud books with male protagonists. I change sex of the protagonist every book. So while we started with “Out of My Mind” by Sharon Draper following the courageous Melody, we are now reading “The False Prince” by Jenifer Nielsen, sucked into the heroics of Sage. Keep it balanced for all students to find something to relate to.
Tap into the male energy. I often run my ideas for lesson plans or projects to see if my husband would have wanted it to do it when he was in 5th grade and he never disappoints. I am always reminded to add more options for the kids, to listen to their opinion, and to make it more hands on. Engagement for all seems to go up as the students get more involved.
Realize your own angle. Whether you are a male or female teacher realize that you bring in a view of how you want things to be taught, and then realize that it is not the same for everyone. I fight this every day. I love learning in a certain way bt many of my students do not, so choice, voice, and passion becomes central tangents in our classroom.
Challenge what you know. For every time I think competition will motivate a boy, another boy proves me wrong. For every time I think a quiet contemplation and reflection will motivate a girl, another girl proves me wrong. I may think I know how to appeal to children based on their gender but that’s not it at all. In the end, I realize that it is not that I set up my classroom to be female centered on purpose but it is what I know. We have to create environments where all students are welcome and make sure we don’t create rooms where students feel like guest rather than members.

What other ideas can you add?

being a teacher, being me, reflection

Feels Like Home

December 6, 2013 Pernille Schmidt Ripp

I was a lonely child. Not quite a loner, but definitely always the awkward not quite sure where she fit in kid hovering in the background. I had friends, in fact, I had many friends, but I had few that got me, few that wanted to get me, and I wasn’t really sure how to make people want to be my friend. I switched schools several times throughout my childhood and every time I kept thinking that maybe this time was the time I would feel like I belonged. That maybe this move would make my personality change and I wouldn’t be quite as dorky, quite as needy, quite as intense. It never happened but my hopes kept my heart aflutter. I made friends along the way, some I still keep as parts of my life, but each friend was one I battled for, one I really tried for, not one that came easy.

When I moved to Wisconsin permanently at the age of 18, I felt truly lost. My parents and little brothers were here, but I had no one. Not a person to call, to meet for coffee, to go to a movie with. And I had no idea where to start. For my first 3 years here I stumbled along a path, meeting people but not quite making friends besides one. Then I met Brandon and I felt like I was found. For the first time, I didn’t feel so lonely. I didn’t feel that dorky, or needy, or intense. I just felt like I was home. And every day I cannot believe that he chooses me to be his wife. That he chooses me to be there for him. That he chooses me. How this lost kid ever found her soulmate, I am not sure but somehow my heart found where I belonged.

I feel that way when I am in my classroom. When I am among my students and some of my colleagues, I feel home. Like I am with my tribe of people that get me and that I get. I know the rules of friendship, community, and how to build trust. I am needed and wanted. I have a purpose and I fulfill it with all of my heart every day. So as I struggle with whether or not I should continue teaching due to finances, I feel as if my heart is breaking.

I would have never said that I was born to teach. I think I was born to understand, to connect, and to try to help. Teaching lets me do all of that. teaching lets me be a part of someone’s life and make a difference every single day. I never don’t want to go to work, even if I have slept little, am sick, or there is a snowstorm. My work is my home as well and those kids I get to teach are parts of my family. Those people I get to work with are parts of my family. And yet, the state of teaching as a job that pays the bills is abysmal and I don’t know if can keep letting my heart rule how my family is supported.

So I wonder if my path now leads to a new home? Will this teacher find a new place to belong? Or will I leave teaching and be lost like I was so many years of my childhood? Will I leave my tribe only to be without one or is there another one waiting for me somewhere? I know I am not the only one searching for answers, can we find home again, outside of teaching?

Be the change, being a teacher, being me, reflection, Student-centered, testing

Why I Will Not Refuse to Give the Tests

November 30, 2013November 30, 2013 Pernille Schmidt Ripp

I was told this week to just refuse to give standardized tests. Just like that. And while the person who told me probably meant well in their statement, I don’t think they realize how big of an action that would be. I have long blogged about how standardized testing such as the WKCE here is Wisconsin is not an accurate measurement of what a student really knows, but rather a snapshot of that very moment they took the test. I have also been vocal in my opposition to what that data sometime is used for and how we end up labeling students, teachers, schools, and entire districts on a meaningless measure that does little to emulate what we really do in our classroom. And sure, I have dreamed of refusing to simple administer it in my room. But that’s it, a dream, because in reality it probably wouldn’t do much for anyone but me.

If I were to refuse administering these state mandated tests, I would get in trouble. That is an absolute guarantee. And while I have never been one to shy away from too much controversy, the kind of trouble this time would be much bigger than a write up. I could even lose my job for failing to do my duties. To some that may not seem like a big deal, after all, I should be standing up for my students and their rights, my own opinions, I should protect those children that I teach from the tests. But my job is vital to my own children. My job is our health insurance. My job gives us just enough money so that we can pay our bills. I wish my husband had a huge paying job, he doesn’t, and so we are a very dependent two income family. So losing my job refusing tests just isn’t something I can rationally do and in a sense, I am not sure I should be the one refusing the tests anyway.

Teachers can try to change education as much as we want. Many do. We write, we speak out, we try things in our own classrooms that we hope will spread to others. We stand up for what we believe in, we spread our message. But in the end we are just the teachers. The real change must come from outside the classroom, from school administration, from school boards, from government, but they will not change until one group speaks out: parents. The real change must come from parents. The real opposition must come from those who entrust their children to us. They are the ones that can decide whether a test is harmful or inaccurate. They are the ones that can choose to opt out. I am not the one that decides whether testing will harm a child or not, I can have my opinions sure, but in the end the decision does not rest with me and as long as parents willingly have their children tested then my job is to test them.

So while I can dream of refusing to test my students it will only stay a dream until the parents whose children I get to teach are the ones that decide that things should change. We may think as teachers that it is only our responsibility to speak up and that if we don’t then no one else will. This is not true anymore. We may be the ones that start the conversation but others have to join the fight. Whatever they believe in. So when I am told I should simply refuse, I hope others see how it is not that easy. How my refusal will do little for my students and only harm to my own family. And while I would sacrifice my life for my students if I ever had to, I will not sacrifice my job in a non-lethal situation. I will not sacrifice the life of my own children for something that many others do not see as a big deal. Would you?