being a teacher – Page 164

assumptions, being a teacher, poverty, students

Don’t Judge that Bus

December 11, 2010 Pernille Ripp

Those kids that come from that neighborhood, perhaps it is one bus, perhaps most of your school. Whatever the numbers, there are always those kids. The poor ones, the ones that wont have a real Christmas because there is no money, the ones we worry about because surely someone has to save them from themselves, from the cycle. Those kids said with connotations, with meaning, with emphasis.

What shall we ever do for those kids, with those kids, to those kids?

And yet those kids may not be what we think they are. Yes, they may come from a certain neighborhood, or arrive on a certain bus, walk a certain way, speak differently than me. And yes, mom may be young or dad non-existent. There may be holes, tears, too short of pants, missing backpacks, and free and reduced lunch. But what there isn’t is one story. There isn’t one thing we can know about those kids. There is perhaps no need to fret, to worry, to save. We are always trying to save those kids. Sometimes what is needed is the lack of connotations, the lack of assumptions about life quality or needs.

Yes, they may come from that bus but that does not mean they need help. They may come to school with that swagger but that does not mean that life will always be hard or that bad choices will be made. It is time to stop making those assumptions about those kids. Stop hiding behind trying to be a better person by “adopting” those kids as your project. Treat them the same and if there is a need for help, help, but don’t jump to conclusions, don’t guess, ask, discover, and find out. Those kids are just that; kids.

being a teacher, college, Lesson Planning, lessons learned, new teacher, questions, students

Veering Off the Chosen Lesson Path – or Why You Should Take a New Route

December 11, 2010 Pernille Ripp

As college students when taught the craft of becoming a teacher, one thing is hammered into us again and again; the necessity of lesson plans. We are given graphic organizers to ensure that we account for every single possible thing; special needs, types of learing, beginning, goal, standards and on and on. I slaved over my mine, creating perfect fictitious classrooms that would need my supposed expertise to reach the goal. It would always be me as the fierce director bringing students into learning, the keeper of the flame.

As a first year teacher, I continued my meticulous planning, always knowing the end goal and more importantly the exact path that I would take to go there. Students were forced down my chute of learning so that they could reach their glorious destination, often not having time to take a different direction, a different approach. I had curriculum to get through and by golly I would!

And then I realized what I was really doing. By glossing over student questions, by forcing my path on the students, I was losing them. I was losing their inquisitiveness, their creativity, their sense of learning style and most sadly, I was losing their trust in me as a teacher. Why would they open up when I barely ever slowed down to listen to them? It wasn’t that I wasn’t a decent teacher, I was, but that was it, decent. No room for individuality, no room for new discoveries, just here is the goal, let’s reach it.

Learning is always happening in any classroom you walk into. But notice the different types of learning. Is there room for student exploration? For veering off the path? For taking a totally different route altogether? How stringent is the teacher with their lesson plan, is it followed minutely or used as a guide for the ultimate goal? How loud are the students? How engaged? I was once asked by my principal what my goal for a particularly disastrous lesson plan was and I couldn’t tell him, what I could tell him was the path I was going to take. What a wake up call that was – thanks Mr. Rykal -know your goal, think of a path but then don’t be afraid to go another route, to listen to the students, let them shape the learning. I promise, you will see the difference in excitement, in caring, and in learning. Do you dare to take anther route?

assumptions, being a teacher, communication, community, new teacher

Sing the Praise of Other Teachers

December 9, 2010 Pernille Ripp

We want to be a welcoming school, a place where all students feel safe, happy and inspired. We cherish our kids, greet them in the hallway and take a special interest in anyone who needs it or just happens to be in our path. We recognize achievements, we assemble and build community, togetherness and pride in ourselves and each other. We discuss how to do it better, more, bigger. How can we reach each kid to make them feel appreciated, acknowledged and valued? And yet, sometimes we forget about the teachers.

We are so busy always focusing on the achievements of the kids that the natural success of fellow staff members becomes something that slips our mind or is an entirely taboo topic depending on your staff climate. Why? Shouldn’t teacher accomplishment, whether big or small, be the first place we start when we discuss success in our school? Don’t we want to be part of an active community where you hear genuine praise in the hallways, classrooms and staff lounge? We forget to share or assumptions are made that no one wants to hear it. I some places, jealousy can rear it’s ugly head and people learn to not share, to not divulge that they did well on something.

Enough of this fear of acknowledgement! Ban the temptation to not share or highlight. Praise others as you wish your students would praise each other. After all, our students learn best by example, think of the great learning experience it will be for them if they hear natural praise every day between staff members. Start small, be genuine, be brave and take the first step; tell someone you noticed, you cared, you were inspired. Praise someone and set the example, start a movement.

being a teacher, students, testing

I Wasn’t Born a Test Taker

December 8, 2010 Pernille Ripp

I wasn’t born a test taker; instead I himmed and hawed over every single possibility of multiple choice answer, overanalyzing the test makers intent, knowing that there often was more than one correct answer. In Denmark, essays were the way we were judged, and yet, I knew that somehow I had to conform myself to whatever someone had decided was the proper way to analyze, summarize or infer. Whatever the method, the result was always the same, never as good as I wanted even though I had done all of the supposed right things to score high.

Now with the release of the new test results once again labeling the US as “average” at best, I wonder, how this will affect my students; our future. What new initiative will be developed in a hurry to push, push, push our students harder. Perhaps Saturday’s will become school days after all so that we can study for the test. This obsession with testing and labeling, always ranking, as if those tests had something to do with the future success of these children. They don’t and I tell my students that. Testing is just a snapshot of where you were at that moment in time, how well-rested you were, how focused, happy, engaged. Not a true view of what you really know, what you are capable of. Testing does not determine your future job, spouse, creativity or happiness.

I don’t want to teach to the test. I don’t want to make students into test takers. I want to help them become better, more creative, engaged, discover their talents, hone them, support them, inspire them. I want them to discover many possible ways to answer questions, not just conform to the one chosen by someone else. I want them to question. I wasn’t born a test taker but I became one. I hope to spare that fate for my students.

being a teacher, communication, community, school staff

Know the Power of "Hello"

December 7, 2010July 24, 2013 Pernille Ripp

Good morning, hello, hi… all small words that when left hanging in the hallway can have tremendous effects. The power of a greeting, something our parents teach us to always reciprocate, is massive. It can shape our mood for the rest of the day if met by the right caliber of person or leave us wondering about ourselves if unanswered. So simple yet so powerful.

Yet, in hallways across America, teachers are reporting feeling isolated and genuinely uncared for whether it be through their own actions or by simple mistakes conducted by others that perhaps were too busy or just preoccupied. So weigh the power of hello, a greeting, an acknowledgement. Think about it, greet others, take the time to acknowledge that they are in your building, in your presence. Don’t be too busy, don’t rush by, don’t scowl or close yourself off. Be the pebble that starts the wave of positivity rather than negativity. So say hello, mean it, perhaps even smile. I am happy to see you today.