being a teacher

Damages Done

December 6, 2011 Pernille Ripp

I have been thinking a lot about damages lately, and particularly the damages we sometimes inflict on our students unintentionally. Those things we think we are doing for the right reasons or because someone told us we had to and how they end up hurting the very kids we are trying to help. Things such as testing, report cards, missing recess, and other work-ethic creating tasks. Or what about the words of wisdom we share with our students when we discipline? Or the call out of a kid in front of the whole room because they weren’t paying enough attention when we wanted them to? Rewards or honor roll to make sure some kids feel valued while others do not? Those damages that we don’t think much of but that over time are sure to change the kid somehow. Those are the damages I ponder.

In the end, I think back to the kindergartners that come into our lives the first day of school and I wonder what we do to those kids? How do some of them turn into troubled adults when they started out alright? What part do we have in the mess that is created? How much damage do we do fooled by good intentions? I don’t have the answer but it is making me think.

being a teacher, choices, new teacher

Some Questions to Ask Yourself as You Prep for the Week Ahead…

December 3, 2011 Pernille Ripp

Ah the weekend, and for most educators that means lots of prep getting ready for the week ahead. As I prep this weekend, these are the questions I ask myself…

What is the goal of the lesson?

This essential question was one I learned the hard way when I student-taught. My principal observed a lesson that just fell apart, a big horrendous mess, something that could not be salvaged. After the lesson he asked me what the goal was for that hour? Met with a blank stare and no answer, I swore I would always know what the goal was of something I subjected my students to. We owe it to them.

How will the kids be involved?

I moved from sage on the stage to student-driven last year so this question is huge in my prep. In fact, I often ponder assignments for a while before I write anything down just so I can figure out what my students’ roles are in it.

How much talking will I do?

We know there is essential information in each lesson that needs to be communicated but do I have to be the one communicating it or can it be discovered or explored? This changes widely from the concept being taught, but I do try to limit my lecturing as much as possible. Teacher talk goes down = student engagement goes up.

How will I change it up?

I need change as much as my students, so how can I make this concept fresh again. The students have been taught many of these concepts before (we work a lot on a spiral) so how will it look and feel different this time? This questions also leads to how many different activities can we do within the time?

What will they work on?

What will the students be doing during this lesson? Are they note-taking, creating something, researching etc? What supplies do I need and how much time do they need to be successful?

Will there be a product?

Does this tie in with something they are creating? Is this a longer-term thing or very short? I realized this week with the Hour of Wonder that students do not need that much time to create something meaningful, what they do need is for the teacher to stop talking and let them explore.

Where can the students decide?

This questions drives all of my instruction decisions. How can the students take ownership of whatever we are doing? After all, I already have a successful education, now it is their turn; school has to be about the students and not about the teacher. Often they have better ideas than I do!

A peak into the mind of Pernille as I prepare for next week’s lessons. What types of questions do you ask yourself as you prepare?

being a teacher, self, students

What’s so Bad about "Smart?"

November 30, 2011 Pernille Ripp

I once had a student tell me they were not smart. They would never get good grades, that they would never be a success. This 4th grader, already beaten down by the school system and themselves, thought they would never be successful. That school was for kids that got it, for kids that already understood, for kids that were born smart. Smart was not something you became, it was something you already were, and it was completely outside of their reach.

How many of these kids walk our hallways? Those kids that no one ever told they were smart? Those students that come into our classrooms thinking that they are not smart, have never been, and will never be. Beaten down by lack of success in an overly rigid school system, having few academic successes and little curiosity left. Those students need to hear the word “smart.”

Research tells us that we shouldn’t use the word “smart,” that students instead should be heralded for their work ethic, their creative problem-solving skills and their perseverance. The evidence shows (simply stated) that if you tell a child repeatedly that they are smart they will take the easy way out, give up more easily and not like challenges. But those students that already have given up? Those students need to hear it over and over when they do have successes so that they can start believing it. So for those I make an exception.

I tell them they are smart when they conquer a math problem, when they raise their hand timidly at first but then more and more confidently. I tell them that they can do it, that they too know things when they grow, when they share. So that they can believe that they are worth something, that they are capable, that they are smart. And I don’t regret it, no matter what the research says, because later on we can work on the creative problem-solving skills and never giving up, but for now; they need to believe they are smart.

being a teacher, being me, classroom expectations, classroom setup, hidden rules, our classroom, student driven, systems

No Size Fits All – Some Thoughts on Prescribed Systems in the Classroom

November 27, 2011 Pernille Ripp

I am sometimes asked what system I used in my classroom; which system do you prescribe to to get them to act this way, which system do you believe in for your philosophy. I always feel like a disappointment when I tell them, “None.” It is not that I am pioneer within education, or a maverick, but rather that I don’t believe in systems. A system to me means prescribed, a system means rigidity, rules to follow, and scripts to use. I tried that for 2 years when I first started teaching and it failed, horrifically and miserably. My classrooms doesn’t work that way, it doesn’t fit into a book description. So while some people may say I fall under whatever system they think, I always giggle a little because the truth is much simpler.

I follow the Pernille system. The one that says to listen to your students, give them a voice, get out of the way, and then change your mind when needed. The system I use has no book or no guidelines but only common sense and a lot of reflection. I don’t manage my children, they are not stress I must constrain. I guide them, they guide me and we trade spots more often than I can count. I do not read a book to see how I should train my students the first week of school; they are not circus animals getting ready for a performance. Instead we get to know each other and we laugh a lot because laughter is a key ingredient in my life. I do not hide the “real” Pernille from my students because I believe education must be authentic to be meaningful. My students share their emotions and opinions whenever they can.

I know that if I wanted a book-deal or masses of followers I should call my system something, my husband jokes about that all the time. That way people could refer to it and ask themselves, “Well what would Pernille do?” And then they would be confused as to why my system wouldn’t work as well for them, because a system has to be as personal as your classroom. You borrow, you steal, you get inspired by others, but in the end your voice and that of your students is the one that needs to shout the loudest and it needs flexibility and adaption skills. So trust in yourself, sure read the books, ask the questions and then reflect; what will you do and what will your students do? Hint: It requires conversations with your students to create your own system. Good luck.

being a teacher, communication, grades, parents, Student-centered

Why the Report Card Should Be Getting an F

November 25, 2011 Pernille Ripp

Several days ago I quickly jotted down thoughts on how one of the major components of education; the report card, may just be becoming obsolete. Immediately the discussion that followed was one that spurred me to think a little deeper on this institution, particularly as I approach the deadline for writing 25 of my own.

The report card used to be useful. Before the age of Internet and faster communication with parents, the report card was the communicator of success or lack of it from school. We have all heard the stories of what happened when a bad report card was brought home and can probably remember our own anticipation or dread when it was handed to us. This was it; the ultimate report on how hard we had worked, how much we knew, and how much we cared about school. The was no conversation, no goals, just grades and teachers recited missives which on mine included the usual, “Pernille should really try to apply herself more.”. Whatever in the world that means.

Yet now, faced with the ever-evolving tools for communication and also teachers own increased visibility and feedback giving, it seems it has lost its purpose. That is if its purpose was to report how the child is doing academically. Instead many teachers have running grades online; which I don’t actually think is necessarily progress either, or feedback is given to the students or sent home regularly. In my own classroom, I meet with students regularly setting goals and discussing how they are doing, not even handing them a letter grade but rather feedback and meaningful conversation. This does get communicated to parents as well either through email, phone calls, or even small meetings. Conferences also act as a communicator of progress and goals. I may be in the minority of how I handle progress in my classroom, but I think I am in the growing minority. So why also do a report card? It seems to be a duplication of all of the work we already do although it does provide an easy out for those who choose not to communicate throughout the semester.

So if the report card’s purpose is solely to communicate to parents how their child is doing, there are certainly other alternatives. How about a weekly email or note, penned by the student? Or a shared Google doc where parents and students can add notes and questions? Conversations can be recorded using a Livescribe pen and emailed to parents as well, which also creates another record. In my team we already send home unit math scores breaking down each skill the student has been practicing. Writing assignments are handed back with a rubric attached and comments on them. To me, it seems that we already do all of the reporting that is duplicated for the report card. What about a report card created by students? I often wonder what they would put weight on and choose to report, and also how it would look. Either way I think it is time for a change, do you?

So is it time for the report card to disappear or at the very least lose its formality? Is it time for it to no longer be the final product and instead be a piece of information in a long line of information. Should we hand back the power of goal communication to the students so that they can take more charge of their education? I would love to hear your thoughts.

alfie kohn, being a teacher, grades, questions

Is the Report Card Obsolete?

November 23, 2011 Pernille Ripp

Today I was asked what I have against report cards and as I stood there explaining my stance on grades something dawned on me; if we keep parents informed throughout the semester or trimester, do we really need report cards? After all, I continuously meet with my students and offer them feedback and we set and work on their goals. I send home more detailed feedback for parents to peruse so then doesn’t the purpose of the report card become obsolete? In fact, the report card may work against our philosophy of students as developing learners since we chunk their development and their learning into artificial calendar dates as determined by the district. Something unnecessary and just a tad bit redundant.

So I leave with this thought; could we abolish report cards altogether? Or are they a necessary component of our reporting to students and parents? Are they simply an overview or a snapshot rather than the entry ticket into college and free pizza?