Category: being me

attention, authentic learning, being me, questions

A Lesson from Dora the Explorer

Pernille Ripp
Image taken from Nickelodeon

It appears that when colleges panic or run out of ideas of how to teach, they take their cue straight from Dora the Explorer when it comes to teaching people how to teach.  I reached this conclusion at about 5:30 AM this morning as my daughter insisted on watching another episode.  You see, bear with me here, but Dora asks her audience for participation – my daughter does not participate, so silence fills the void.  Dora then asks for affirmation in her answer, still silence, sometimes “right” squeaks from my two-year old.  Classic call and response.  Isn’t this the same approach we are first taught in college when we learn how to be effective teachers; ask a  question, then reaffirm the answer?  So what’s the problem, after all, Dora is successful?  Well, when you ask a very simple question, you receive simple answers.  And sure many colleges flaunt Blooms Taxonomy and points to it for inspiration, but day-to-day how many of us really reach deeper level thinking?

Instead we ask the simple questions, not quite yes or no, but close, and then when we perhaps do receive an answer we reaffirm by restating, and then we feel great.  Look at how much they are learning!  Now Dora can be excused in this matter, after all her target audience is 2 to 3 year olds who are just learning the language.  We cannot.  We are meant to ask questions that do not always appear straightforward; clear yes, but not always with an easy answer.  One of my biggest challenges has been to kick myself out of easy question land and and instead answer most questions with another question.  Dora never does that, she waits patiently the appropriate wait time (2 seconds roughly) and then squeaks “right?”  My daughter patiently waits for the action to continue, she is trained to know that at some point Dora will speak again.  Our students know that we too will fill the silence, if they stay quiet or passive long enough, we will take over and give them all of the answers.

If we do not heighten our questioning skills in the classroom, we create an audience of learners.  One child may be brave enough to answer our question, yet the others remain passive, knowing that either way, the answer will be given to them.  What if we didn’t provide the answer?  What if we stopped talking?  Instead offering up deeper-level questions and when we don’t have any, turn the table.  Which questions do the students have?  Could we move our classrooms away from call-and-response, reaffirmation, or even just mere audience participation?  Could we make our students engage by simply changing our own engagement?

Who knew, Dora had such deep lessons embedded. 

being a teacher, being me, end of year, hopes, inspiration, students

What I Pass On

Pernille Ripp
When I decided to change things up in my room, I knew these students would only be mine for a year.  I knew that I had those 180 days to make an impression, to plant a seed and help them develop.  I knew that I had to let them go some day.  As spring break begins tomorrow, the letting go looms nearer and I wonder; what will I pass on?

I will pass on students that want to know what the goal of the assignment is, and not in a confrontational manner, but rather so they have clear expectations and a destination in mind.

I will pass on students who want to create.  They want a voice, not just a task.

I will pass on students that know where they work best, and yes some still choose desks, but most do not.

I will pass on students that take ownership of their learning.  Again they are partners, not just participants.

I will pass on students that will look for the global connection; that extra element that elevates a lesson.

I will pass on students that are not afraid of technology, its usage, and even know when not to use it.

I will pass on students who expect their voice to be heard and appreciated.

I will pass on students that are not just satisfied with a grade but would rather discuss what they need to change.

I will pass on students that believe in second chances, continued learning, and the power of a group.
I will pass on students who believe in their own self-worth, who believe they can make a difference and that their actions matter.

I will pass on students that have made me a better teacher, a more humble learner, a keener listener, and a kinder heart.

What will you pass on?

being a teacher, being me, classroom expectations, Student-centered

Don’t Worry – There’s a Routine for That

Pernille Ripp
Image taken from ronnestam.com

Routines, one of the big words in  “teacher school” as we call it in my classroom.  You must set up routines, you must establish them, practice them, train them and share your expectations.  We have routines for everything, and it seems the younger the students are – the more routines we have.  So if you need to go to the bathroom, there’s a routine for that, how to hand in homework, there’s a routine for that, how to answer a question – you guessed it, there’s a routine for that.  And yet as I struggle with keeping track of all of my routines, I wonder; when do the routines become suffocating?

I agree that routines must be in place for the students to know the shared expectations.  After all, accountability is one of the great skills we teach along with math, reading, writing.  Students learn to follow routines because it provides familiarity and safety.  It simply makes school and a classroom more manageable, and more effective.  And yet we can over-routine.  We can ponder and prepare routines for almost everything.  My first year, I spent a whole day preparing a sign for my students, very artistic indeed, writing out routines for what to do when you needed to sharpen your pencil or leave the classroom.  I don’t think any student ever read the poster, let alone memorized it. 

So I realized that perhaps routines were needed for the really big things, like morning routine, how to go to specials or lunch routines, and general classroom behavior routine.  But beyond that, I am done.  I am done routining my students to death.  After all, they are equipped with common sense.  I do not think me writing out how and when they should sharpen their pencils is worthy of their memorization or the title of “routine.”  I think I am going to stop “ruling” them to pieces and let them develop their inner sense of proper behavior.  Do we trust our students enough to pull back some of our rules masqueraded as routines?  I do.

being a teacher, being me, inspiration, listen, students, thank

Those Things We Carry

Pernille Ripp
The shuffled movement, the slight look possibly from the left, a small gesture to be noticed. “Ummm, Mrs. Ripp can I have lunch with you?”. Oh shoot, there goes that extra prep, but yes, absolutely yes, let’s have lunch. Over food the words come tumbling like a bottle with it’s cork pulled. Didn’t even have to ask a question, they just spill out and out, away from this student, this trusting student that needs someone to carry the weight of the world with them. It is not new, not shocking, but every day life, every day fears, every day needs of wanting bigger, better, more. And yet here, it means the world.

We carry those words.

Another morning, a moment, a need for a hug and then a drawing shown. “Do you think I can make it, Mrs. Ripp?.” “Of course, you can, just dream and work toward it,” is what I say but what I think tells more. Work hard, little child, don’t believe those people who will try to steal your dream. Don’t believe those people that tell you you are not smart, that you will not amount to anything. Don’t listen when they make you angry, or when they make you cry. Dream, dream on, dream strong.

We carry those dreams.

At the end of the day, a mad rush, backpacks on, cubbies emptied, and one last “Thank you for coming.” I mean it too, thank you for being here, for sharing your day with me. For sticking with me when my voice got tired, or my explanation made no sense. For listening when I should have been quiet, for raising your hand patiently and waiting your turn even though you were really, really excited. Thank you for laughing, for thinking, for creating, and trying. Thank you for believing and caring, for trusting and loving, because that’s what it is; trust and love and hope and hard work, every single day.

They carry those teachers; us.

being a teacher, being me, life, Passion, students

I Am a Teacher

Pernille Ripp
I am a teacher.  I have been ever since I realized that this was my life’s calling, my passion unfolded, my dream in life.  I don’t become a teacher when I show up at school at 7 AM and then turn it off when I leave hours after my contract time ends.  I am a teacher every minute of the day, every day of the year, with every breath I take.

I am passionate about teaching.  I spend hours every day at home thinking of how I can reach my children better (the students are all my children), how I can make their day better, how I can enrichen their lives.  I discuss, reflect, and I dream bigger, better, and more every day.  I lead, I comfort, I support, and I dare to believe in all of my students and what they can offer to the world.

I love my students.  I ride with them through their journeys in life; when they celebrate I cheer with them, when they grieve, I cry with them.  But more importantly, I teach them.  Every day they show up to school and even if they don’t, I always continue teaching.  I see my job as an honor, as something only a select few do really well.  My job is not just a job, it is who I am.

Teachers are not made in college, they become them in the classroom.  Teachers reach out to anyone that enters their worlds, and they impact every single aspect of this American life.  Support them, cherish them, and right now, fight for them and their rights.  We are here to help America succeed and grow, not to take the blame.

being a teacher, being me, Lesson Planning, Student-centered, teaching

Simplify

Pernille Ripp
As I prep for the upcoming week of lessons, I find myself cutting ideas out and slimming things down.  I am simplifying my lessons.  And not because I am “dumbing” them down, not at all, instead I am offering my students the luxury of only having to focus on key concepts rather than overwhelming them with all the bells and whistles.

In order for my students to take ownership of the learning they have to understand what they are owning.  They have to be able to take an idea, make it their own and then push it through.  if I add too many components to something, they will end up confused, bogged down, or just plain bored.

In college I was taught to make it exciting, to add visuals, support, brainstorming sheets and even hand signals.  I now rebel against that notion of having to add more every time. Perhaps that is why I am no longer a supporter of IWB’s in every classroom.  I don’t need to be more interactive, my students do.

So this week, I am cutting back all the extras.  I am focusing on what the goal is and letting students add their distinctive spins on it.  I will have supports ready if needed but I will not assume they need them.  I will speak less and engage more.  Simplify my teaching = expand their learning.  I am excited.

This post was partially inspired by this excellent post written Josh Stumpenhorst @stumpteacher.