being a teacher – Page 137

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 Schmidt 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 Schmidt 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?

Awards, being a teacher, students

Awards for All Means Students Still Lose – No Matter How Well Meaning They Are

November 22, 2011 Pernille Schmidt Ripp

I recently read Matt Ray’s post titled “Awards for All” (and I encourage you to read it as well) and although I know that his intent is pure, after all, he loves those children like no one else, I question the idea of providing an award for all. Awards can be a sticky mess for me. I know I don’t want them to be a part of my classroom, particularly from an academic standpoint, but I am also starting to believe that really we shouldn’t be concocting “fake” ones either However, I got the impression that Matt created these rewards because otherwise his students may never actually receive any form of reward. So then that makes it ok, right?

This society with its emphasis on making someone the best means someone is always the loser. This competition for adoration starts young, when students are subjected to enforced spelling bees and honor rolls in elementary school. It is not that I am opposed to celebrating students, I just don’t understand the need to always give them something. To hand them a diploma stating that they are indeed number 1 at whatever we decide. While personality awards like the ones Matt discussed may seem harmless, I wonder, how does the child feel that really wanted to most improved in math and didn’t get it? Or the child that has been working hard to be kind toward all but is not recognized for it? We are also making losers out of them.

Awards are a slippery slope and while we as teachers think that it boosts students self-esteem, how often does it hurt it? How often does the innocent title that we give a child in order to raise their self-esteem end up boxing them in instead? When we choose to focus on one trait of a child’s personality, no matter how kind our intentions were, we in essence tell the child that this is the one thing I have noticed and all of these other things, you did not quite excel enough in. Why the need for recognition? Can we not through our own words and actions give these children enough recognition without having to do it in awards form? Is this society so entrenched in awards and making losers out of someone that we have to make up awards just to reach all children? If that is the case, then I guess I am not doing my part.

being a teacher, conferences, global, global read aloud

The Global Read Aloud – My Session From The Global Education Conference 2011

November 19, 2011 Pernille Schmidt Ripp

This week I had the thrill of presenting at The Global Education Conference on my passion; The Global Read Aloud. This 30 minute or so presentation was recorded, so if you would like to hear it “live” here is the link.

You can also see my slides below, I am not sure they will make much sense though without the audio. I tend to not do a lot of text.

being a teacher, education reform, Student-centered

Want to Shut Educators Up? Tell Them "It Is For the Children…"

November 18, 2011 Pernille Schmidt Ripp

The oldest excuse in the book for change in education is, “We do it for the children.” And it works! Throw that baby on the discussion table and people just go silent. After all, if it is for the children then it must be good. If it is for the children then if we decide against it we are deciding against children. If it is for the children then it must be researched and proven to benefit them. And yet, we have all been fooled by this statement. Purchasing a Smartboard – it is for the children. Creating more tests – it is for the children. Slashing school budgets – it is for the children. Proposing merit pay – it is for the children. Common Core standards – it is for the children. Asking teachers to take pay cuts and freezes – it is for the children. Bigger report cards with more homework and tests to report – oh yes, it is for the children.

Except most of the time it is not. Because when were the children ever asked? We say it is for the children and yet they never enter the actual decision-making or even discussion. If you asked a child if they wanted more “rigor” in their education, I can almost guarantee that most of them would look at you like you were crazy. If you ask them if they needed more grades or more tests, their answer might surprise you. When teachers are asked to take pay cuts because otherwise our children will get hurt, most children would be sad to hear it.

So let’s cut the crap, sorry. Most decisions in education is not for the children, but for the test company, for the district to look good, or for someone’s life to be easier. It is not for the benefit of the children. And yes, of course, we know more than the children but the fact that their voices are left out of the education debate and reform should be frightening to us all. So start small; ask the children in your room and then tell me it is for the children.