Category: being a teacher

achievement, alfie kohn, assessment, being a teacher, No grades

Not Grading is Awful

Pernille Schmidt Ripp
I am just going to admit it; not grading sucks!  Not grading means I cannot assign an average, translate it into a grade and be done.  Not grading means I have to have anecdotal evidence to back up my final grade on the report card, anecdotal evidence I have to collect throughout the year and then actually keep in one place.  Not grading also means that my students have not been given percentages at any time throughout the year, which means that when I have to give them a letter grade (as mandated by my district) it is my job to make sure that they have an idea of why they are getting what they get.  Not grading means I cannot just zip through a pile of papers, correct them according to my answer key, and whip out my calculator.  Not grading means that a product can take weeks to truly be complete because that student has to rework it or revisit it in some way.  Not grading means I have to find the time in our super packed schedule to have discussions with kids about their progress.  And it sucks, honestly, because it is so much work.  I am not going to lie.  It is a lot of work not to grade in the traditional sense.

And yet, despite all of this, not grading in the traditional sense of percentages and letter grades makes so much sense to me.  Giving feedback rather than a letter leaves room to start a conversation.  It leaves room for the student’s voice to be part of the deliberation.  It leads to more learning situations as I cater my curriculum to fit the needs of that particular student.  It leads to much more time spent with the student rather than at home going through their piles.

For one, sitting down with my students to discuss why they have assigned themselves whatever grade is eye-opening.  To hear 5th graders take control of their learning, to own up to where they should have worked harder, to set up the future path for learning they need to travel, wow!  I even used my Livescribe pen for some of these conversations just to record what the students had to say, even though no one but me would listen to it.

Second, I am amazed at how often my students and I land on the same grade.  These kids really know where they are in their learning journey and they know why they are there.  It is rare that I have to steer them toward a different grade and even then it is something we discuss.

Finally, having these reflective discussions is a great way for me to culminate the year.  The students give me feedback on what worked for them, they give me ideas on how to improve and we discuss where they are headed.  All of them set learning goals for the summer, not through assigned homework, threats or promises from me but because they want to read or want to remember their math concepts.

And yet, I still struggle with taking that conversation and distilling it to a letter grade.  That letter seems so shallow compared to the rich discussion we have had.  That letter doesn’t seem to reflect all of the growth they have done.  That letter doesn’t seem to describe their journey at all but instead boils them back down to a percentage, to a number and a grade that says nothing.  So I return to my constant state of reflection on grading; what am I trying to accomplish with it?  What is the true purpose?  What am I trying to classify and portray?  How can I ever hope to capture the essence of a child’s growth in a mere letter?  And the time?  Where will I continue to find the time as our school gets more focused on tests and data?  I am not sure I have all of the answers but in my heart and mind I know what I am doing makes sense for me.  Even if it is one of the most time consuming changes I have ever integrated into my room.

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being a teacher, Student-centered, writing

Student Feedback on Writing

Pernille Schmidt Ripp
On our last day of school I like to pull out the student questionnaires from the first day of school and have the students revisit them.  We laugh over some of the things we wrote, we share what we still believe our strengths are and then the students tell me what they still don’t like about school.  How often do we ask students that?

As we went around the circle one thing was made abundantly clear; writing was not a favorite subject.  Writing!  These students who have blogged more than 700 posts, blown me away with their superhero creations, and handed out heartfelt thank you letters to all of their teachers, they hated writing.  In the past, I would have shrugged and not thought further of it, “Oh well, I tried…”  But this year I asked them to tell me why and how I could fix it.  So here are some of the ideas my 5th graders gave me:

  • Let one of the daily journal prompts be a complete free write (easy!)
  • We use the 6 traits curriculum so every week focus on one specific skills also in their journals.  They can write about whatever they want but what we are looking to improve is that one skill.
  • Give them more time to delve deeper into their stories.
  • Have a culminating writing project (which we did this year) but make it free choice.
  • Once a week do a pop definition hunt of a word where students are not allowed to use computers.

As I look at this list I see two things; free choice and how easy all of this would be to implement.  So once again I remind myself to give the students time to speak, to add their voice to the curriculum, and then to actually follow through.  I am already excited to add some of this to my writing next year.

being a teacher, goodbye, students

My Kids Say Goodbye

Pernille Schmidt Ripp
We have committees at the end of the year and we always give thanks to all of those who have helped us have a successful year.  So a group of kids spearhead thank you letters; they have everyone write them, they gather them, bind them and present them.  This year though they presented one to me as well; a complete surprise and one that has left me a little teary eyed.  So what were some favorite comments?

  • I like it a lot because you are not strict but don’t let kids fool around like my bus driver.
  • I sometimes have been thinking I did bad but you made me feel much better.
  • My family and I will miss you…I babysit.
  • The most interesting part of my blogging experience was that people on the other side of the Earth ask questions that people in America think everyone must know the answer [to].
  • Thank you for not trying to bore us in class…
  • Thank you for criticizing me but not being mean about it.
  • You have inspired me to want to become a teacher.
  • You cared about the class and what we wanted…
  • Thank you for helping and believing in me…
  • I will miss you the most

And so that’s why I teach…

May your final days with your students be filled with stories and laughter, and perhaps a tear shed in private or public. 

being a teacher, students

Does Absence Make the Student Grow Dumber? Or Is That Only For Certain Students?

Pernille Schmidt Ripp
As I wrap up the year I have been tallying absences for my students with some notable surprises.  Wow, that kid was absent that much, I would have never known… Or, wow, that kid hardly missed and yet they didn’t grow as much as I would have thought. This end of year project reminds me of a student I had once that missed more than 20% of the year and yet still succeeded academically.  How was this even possible?  He was a fast thinker, had parent support, and probably didn’t miss out on that much, which yes, is a total indictment of how I used to teach.

So fast forward to this year and conversations we have about the importance of students being here or else…I can’t help but wonder if this applies to all students, I mean, let’s face it, there are students that cruise through school no matter how many challenges we throw their way.  And on the flip side there are also students who hit every bump in the road even when they are here.  So is being present in school enough to spell success?  Or is it just one more factor that can lead down a certain path?  I think I know the answer here, that it is just one factor that can lead to success, but then what is behind our thinking and our obsession with students coming to school?  Why do we get so stuck on attendance with some students but not with others? 

being a teacher, feedback, grow, parents

Have You Asked For Parent Feedback – You Should, Even If It Hurts…

Pernille Schmidt Ripp
I click on the link nervously, not sure that I really want to read what I am about to see, and yet I must if I want to continue being a reflective teacher that realizes that she still has a lot to learn.  What has sent my palms into such a clammy mess?  Results from my end of the year parent survey….  Something I have forced myself to do the last two years, all in the name of bettering myself.

So why the trepidation?  Well, even though most parents don’t take issue with how I teach, or we iron things out along the way, sending someone an anonymous survey to fill out makes anyone nervous.  Particularly when those someones are people who have seen the direct result of your teaching on their child for a whole year.  Particularly when those someones speak to other someones who may just have a child going into 5th grade.  Particularly when those someones really have a right to tell you exactly how they feel because their kid is involved, which means they are involved.

And yet it took me 2 years to get to that point.  It took me that long to want to hear what parents truly had to say.  It took me 2 years to have enough confidence to be able to really listen without getting offended, without taking it like a personal attack.  Without feeling they were automatically in the wrong if they didn’t love everything I had done.

So now it is with gratitude, and of course still trepidation that I read the answers they provide.  I know I do school differently than most of them are used to.  I know my philosophy sometimes stands in a stark contrast to those of my amazing team members.  I know this 5th grade experience may be vastly different than that of 6th grade.  So I ask the tough questions and then hold my breath.  I ask how I can improve, what I should focus on next year,  whether I did a good enough job, because I truly do want to hear the answers.  I truly do want the truth so that I can grow.  There are always answers that go straight to my heart, those that make me reflect and rething, refine and reconsider.  And I am thankful for that.

Asking for feedback is never easy.  Listening to the feedback is even harder, and yet, I don’t look back.  I urge others to do the same; ask the questions and then really really listen to those answers.  Don’t ask because you feel you have to, ask because you want to grow.  Even if it hurts and stings.  Even if it is not what you had hoped to hear.  We are not perfect, or at least I am not.  I still have a lot of growing to do.

PS:  My parent survey changed a lot this year thanks to help from Kaitlyn Gentry who was kind enough to share her end of year survey with me.

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

Change Doesn’t Have to be All or Nothing

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

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

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

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