Category: believe

aha moment, assumptions, being a teacher, believe, community, homework, hopes, role model, students

They are Someone’s Child – Tania’s Aha Moment

Pernille Ripp

This last aha moment is shared to me by the prolific can-doer Tania Ash, whose newly minted blog I have a feeling will be a must read and who is also a must follow on Twitter at @tcash. Tania was a person who reached out early to me in my Twitter experience because that is just how she works. Always looking to welcome new teachers into the experience, always there to support, and as one of the founders of the wonderful #elemchat held on Thursday nights she has been a fantastic resource in my PLN. As a 5th grade teacher in Morocco, she is never afraid to connect with others both herself and with her students. This aha moment speaks deeply to me as I have gone through this same transformation. Thank you Tania for sharing it with the rest of us and also for rounding out our aha moment guest series with such a heartfelt piece.

When I was asked to write about my a-ha moment, I must admit that I had mixed feelings. Coming from an educator I respect and admire so much, a prolific writer whose blog represents not only a wealth of ideas, but also thought-provoking, deep reflection; after the initial excitement, my first fear was that of falling short. My second, was to find the perfect a-ha moment among myriad possibilities.

There have been so many a-ha moments along the way. How to choose a single one? My life, my choices, haven’t exactly followed the most typical itinerary.

There could be the moment when, after dropping out of school in grade 13 and following a boy to another continent, I decided I wanted to work in an elementary school and became an assistant in a 2nd grade classroom.

Or the moment, 3 years later, when I decided that I wanted to go back to school and become a teacher. It could be any number of moments with some of the inspiring educators I had the honour to work with, from the 2nd grade teacher who opened the door to the world of teaching (and continues, to this day, to be both my mentor and best friend), to the 3rd and 5th grade teachers who opened up their classrooms, filing cabinets and plan books when they kindly agreed to act as my cooperating teachers during my student teaching… those were unforgettable moments that shaped the teacher I was to become.

It could be the moment when, after serving as the technology coordinator in my school, I realized that I longed for my own class where I could be a pedagogue and plan learning experiences from start to finish, and not just content myself with being the “tech” of someone else’ project.

That said, one of the moments that most profoundly impacted my teaching came from the most unexpected sources. Well, it was unexpected to me at least. It wasn’t in any textbook in the teacher-training program, it wasn’t in any student-teacher internship programs, nor part of any of the countless workshops and conferences I’ve attended over the years. It was a transformation that started small, and then began to grow. It isn’t a particular moment per se, but a collection of moments that started the day my son was born. The day I became a parent and got my first glimpse at the other side of the fence was the day I began to be a better teacher.

At first, it was just the realization of how powerful parenthood is…
As an educator, I’d always loved and valued children, but as a mother, I found out what that really meant. For the first year after my son was born, I found I couldn’t watch any news or read any newspapers. Every time there was a story about a suffering child, it touched me as if those children, in faraway lands, were *mine*. Today, when I meet my 5th grade students and their families in the first days of the school year, I can immediately visualize those nights when those parents tiptoed into their child’s bedroom at night, just to make sure s/he was still breathing, or imagine the trepidation they felt the first time they left their treasure in someone else’ care. Today, when I greet a new student at the door, it is the whole family that I welcome, doing my best to reassure them that I will handle their delicate treasure with the utmost care.

After a while, the a-ha feeling grew…
I began to look more closely, and more appreciatively, at the small things in life. Having worked with mostly upper elementary aged students, I used to think that teaching early childhood just wasn’t for me. I know – that’s quite the confession coming from a teacher. Shame! I found I had trouble relating with very young students, that our cadences were, well, off-sync. Kindergarten? I didn’t think I had the patience for the very basic, well, basics. But as I watched my son grow from an infant to a toddler, and the determination with which he learned to crawl, then walk, the elation I saw in his face with each new discovery, I learned just how *big* those small steps are. They say that quality preschool programs are one of the best indicators of future success. Today, as both an educator and a parent, I strongly support that claim – and would gladly teach Kindergarten any day if offered the opportunity.

And then it grew some more…
Another confession that I really must share is this – as a teacher, I used to give plenty of homework. I used to make students record their reading in a reading log, do problem after problem, practice basic facts, research…I even occasionally gave homework on the weekend…academia in overdrive! Today, as a parent, I realize just how precious those weekend minutes for family time really are. I see, now, that fighting with my child to get his reading homework done isn’t going to create a lifelong reader. It is only going to create frustration, anxiety and tension and may indeed backfire. As a teacher, I now strive to be more reflective, more selective in the homework I assign…much less than before… and I never, never assign homework on the weekend.

Every day, another a-ha connection
Whereas I have always felt a little anxious during parent conferences as a teacher, I now have a better sense for what a parent feels at that same moment. As a parent, I look at my son’s teacher across the conference table and see someone who is judging him – whether favourably or not – evaluating his development in the cognitive, physical, and social domains. Does she see the guilt I carry around about all the things I *should* be doing as a parent to help my child grow? Those things that somehow, despite best intentions, get set aside on those days when life gets in the way? This person is helping to shape my child’s future. Does she know everything she needs to know about him? Does she know how anxious he gets when he believes that he may have lost her approval? Today, as before, I start out parent conferences by listening. I listen to parents tell me about their child, and how they perceive their child’s feelings about school. Is Johnny happy to come to school? What kinds of topics does he seem to enjoy most? What works at home? Today, as before, I start out by listening, but it seems like today, when I listen, I can really hear what parents are telling me. As a teacher, I don’t beat around the bush – I am honest with parents about their child’s progress, and always include goals and strategies parents can try at home to help their child grow. I do my best to set the tone right from the start of the school year, to clarify that lines of communication are open. I explain to them that we are partners in the quest to help guide their child towards success, and that, whereas I may not have all the answers, I, we, can work towards effective solutions together.

I have the incredible fortune of having my child attend the school where I work, a school which is, in my opinion, one of the best schools out there. Located on a beautiful green campus, it has intangible qualities that make it a very special place where children are happy and want to learn. It is also a place where, every day, I learn a little something about being a parent, and I learn lots about being a teacher. Being a parent has helped – is helping me – become a better teacher. I switch hats numerous times during the day, look at the other side of the coin, or across the fence. Whatever the metaphor, whenever I move between my role as a parent and my role as a teacher, I make another connection, I have another little a-ha moment.

being a teacher, believe, connect, education reform, embrace, hero, inspiration, kids, love

We are Superheroes

Pernille Ripp

We are superheroes. Or at least in the eyes of some students, we are. We can do magic such as melt styrofoam cups, solve complicated algorithms in our head instantaneously, and know exactly what is happening behind us when our backs are turned. We are all-knowing, knowing who needs a hand, a soothing word, a joke. We come to the rescue of students that are lost, disheartened, upset over a fight with another child. And we love endlessly, always ready to share , hug (if allowed), laugh, and even cry. We are superheroes.

And yet, sometimes we forget that, and a raised voice stains our image. A sharpness of tone shows that we might be a little bit evil. A lost temper may prove it once and for all. And the students watch, and talk, and remember. And yet, they continue to believe because we build it back up. We continue our quest to make them superhuman, to make them believe in themselves. To pass on our powers as healers of the world, changers, movers, learners, teachers. We do it all and we do it out of love, respect, necessity. We let our students become our mission because someone has to show them that there is faith that they too will become superheroes one day, that they too will believe in others, that they too will change a life. So believe in yourself so that others may believe in you as well. The difference is being made, just look into the eyes of your students and you will see it. They believe in you, now believe in them.

acheivement, alfie kohn, assumptions, being a teacher, believe, change, choices, communication, difference, elementary, get out of the way, grades, homework, learning, parents, promise, trust

How Homework Destroys

Pernille Ripp

It finally happened; a parent decided to disagree with my new take on homework. They do not feel that I am providing enough and thus am doing a disservice to the students by lulling them into a fake sense of security in their skills. My response at first was indignation; how dare so and so question my fantastic educational shift in philosophy. Why are they not enlightened or believers as well? And then it dawned on me; I have not shown them the way.

I spend a lot of time speaking to students about what we are doing, why we are doing it, and what the goal is for their learning but not enough explaining that to the parents. And while I hope that parents have faith in me, I cannot take it for granted. I am, after all, messing with a system that has been set in place for many years and that these same parents are products of. So, of course, my system may come as a shock at first, and without the proper explanation it will continue to be so. After all, parents have been trained to think that for every grade level you figure out homework load by multiplying the grade level with 10 minutes. So by 4th grade, students should at the very least be doing 40 minutes of homework a night. And yet, my students don’t. They do most of their work in class, even staying in for recess so that I may help them, and I never willingly send home a piece of homework that I know they will struggle for hours with.

Homework should be practice, a showing of skills. It should not be a two hour time consumer where both mom, dad and the encyclopedia gets involved. I explain this to my students and the sense of relief is visible in them. They know that I will challenge them in class but at home they may pursue life instead. So if you work hard at school then the reward is rest, family time, and a pursuit of happiness. And it works. My students are still learning everything they should for the year, albeit in a more hands-on manner. I am shying away from worksheets and instead having conversations about learning. Our favorite tool is our dry-eraseboards that allows me a quick check in for understanding. And the students are noticing the difference. No longer dreading the afternoon because I will continue to haunt their day. No longer dreading school because it means so many extra hours of works. No longer dreading learning because they are realizing that learning is something you do at school and that it doesn’t come form worksheets.

When I recently welcomed 9 new students into my room, one “old” student told me that she was looking forward to seeing how the newbies would react since I “teach a little crazy.” And perhaps that is true. I am loud, obnoxiously so at times, and I have high standards. I push kids to learn, I push kids to understand, and then I back off. I let them think about it, let the learning resonate within them, and then I challenge them to dredge it out again the following day.

By no means, am I the perfect teacher. I have many years of learning to come, but I do know that I am on to something here and I stand at a fork in the road signaling a massive shift in my whole educational philosophy. I believe these students are learning, I believe I am preparing them as well as any other teacher, and most importantly I believe I am letting them be kids at the same time. My students know that if something is homework it is for the benefit of their learning and is important to do, not just another piece of paper that their teacher didn’t get to in class. They know that I only assign it if it is truly valuable, and not just something for me to use for grades. They know that we will meet and discuss their learning, always knowing what is missing, what is accomplished, what the direction should be. They know that if I assign something to them it is because they have the skills needed to do it. Do yours?

believe, choices, community, connect, education, educators, honesty, hopes, inspiration, invest, leader, learning, life choices, Mentor, promise, reform, Superman, teaching, trust

I am the Reform

Pernille Ripp

I am the reform when I trust other teachers.

I am the reform when I stand united, and not divided.

I am the reform when I discuss, assess, and learn with my students.

I am the reform when I trust in others.

I am the reform when I ask for observation, feedback, and growth opportunities.

I am the reform when I discuss, even with people with whom I disagree.

I am the reform when I reflect, reject and reinvent.

I am the reform when I ask for help.

I am the reform when I learn more.

I am the reform when I am not afraid.

I am the reform when I listen and I speak.

I am the reform when I believe.

Are you the reform?

advice, aha moment, behavior, being a teacher, believe, choices, community, connections, hopes, inspiration, teaching

Give Them Strength to Grow – Chris’s Aha Moment

Pernille Ripp

This week’s aha moment is shared by Chris Wejr, a K-6 principal in Agassiz, BC, Canada.  Chris is always quick with an understanding word, encouragement and advice even in non-school matters.  Never too busy to discuss or care, he is a wonderful person to have in your PLN.  This is his first time as a guest blogger do make sure you comment, follow him on Twitter at @mrwejr and add his blog to your must read list mrwejr.edublogs.org


“We don’t know who we can be until we know what we can do.” – Sir Ken Robinson

How can we truly see the potential of our students if we fail to provide the environment to bring out their talents?

I have always wanted to be a high school teacher and I was exactly that for 7 years. You never know where your life will lead you and, while completing my Master’s Degree, I was offered the opportunity to work with an amazing principal at an elementary school. Roxanne taught me to seek out the strengths in people and bring these talents out from within and opened my eyes to the power of strength-based, rather than deficit-based, teaching and leadership. My aha moment came in my first few months of being an elementary school teacher and a new vice principal.

When I did the tour of the school I was to be a teacher/vice principal, I met Daniel (pseudonym). Daniel had a smile that was contagious but was disengaged and struggled in school; the reason I met him that day was that he was in the hall after being asked to leave class. I never asked him why he was in the hall, I just started asking him about his life outside of school; we talked about music and friendships in the few moments we shared together on that day.

The next year, I was to teach a 5/6 class (in addition to the vice principal duties) so when we were creating the classes, I requested that Daniel be placed in my class. To be honest, in the first month, I really struggled with the transition from teaching 17 year-olds to teaching 11 year-olds. Many of the students had behaviour, social, emotional, and academic challenges so I spent many hours bouncing ideas off Roxanne and other teachers trying to find out how to reach these kids. I specifically started to talk about Daniel as he was so withdrawn in class – always refusing to take part in any learning activities and that smile that drew me to him seemed to have disappeared. She asked me what I knew about him; the truth was that I knew very little about him other than he struggled in class and liked music. She encouraged me to find out more about him; find out what he loved, what he was good at and try to bring that out in him.

During the next week, I spent a recess having a snack with Dan. I found out that he lived in a nearby community in which he spent two hours on the bus each day, lived with his Grandmother because his mother was far too young, and we shared a common interest in Johnny Cash. We spent much of the recess singing a variety of Cash songs and just laughing. Later that day, I was speaking with the First Nation Support Worker (Nelson), sharing with him about the moment that had occurred, and he let me in on another strength of Daniel: First Nation drumming and singing. He said this was something that he recently witnessed in his community but maybe something that we could support. The FNSW asked me if he could take Daniel and a few others to work on this interest; I believed this was a great opportunity so for 2 weeks, Nelson spent a few mornings a week drumming with Daniel and two others. What progressed after this changed the way I teach and live my life.

I asked Daniel if I could come watch one recess. I was blown away. Daniel was so into the drumming and singing that he would actually be sweating with pride as he was doing this. A few weeks later, I asked him if he could perform for our class – he unfortunately declined. Nelson encouraged him to sing and drum with him in front of our class. He nervously agreed and blew us all away when he performed; other students cheered when he finished and then asked if they could be part of “his group”. Daniel was now not only working with his strengths but also leading others to do the same. His group added girls and grew from 3 to 6 and then 8, including 2 students from another class. They played for our class every Monday morning, to start our week, and every Friday afternoon, to finish our week. They even gave themselves a name, Sacred Connections, and began to play for other schools and community events.

The moment that brought me almost to tears was right before Christmas. Each week, 1-2 new students would join up front in the singing and drumming. We often don’t see the impact of small changes but right before Christmas, the group actually had no people to play for, because every single student was up there singing with Daniel! To create an audience, I invited Roxanne and a grade 4 class to come and see the performance. We all sat there in awe of what Daniel had done not only as a performer, but also as a leader.

The other parts of Daniel’s school and life were drastically changing too. His friendships grew, his efforts in school improved and he became very engaged in learning activities. His reputation grew as a leader in the school and community and his group was asked to play at a local pre-Olympic Games (2010) event and in the spring he was asked to perform with Pow Wow drummers at a huge event in front of our entire school and community! Daniel had gone from a disengaged, quiet student who refused to take part in the learning to a proud leader and confident learner in our school.

That year was one that changed my life. It was not just one aha moment but a series of moments that shaped me as a person. I want to thank Roxanne, Nelson, and most importantly Daniel for teaching me that, as educators, the most important thing we can do is provide the optimal conditions for people to grow, bring out their strengths, and truly flourish.

being a teacher, believe, choices, community, embrace, emotions, energy, hopes, inspiration

Don’t Be the Pebble

Pernille Ripp

This week I was told by a dear friend that she envies how positive I am in in the face of all the changes happening in my classroom. She didn’t know how I did it. Instead of lurching into a long philosophical debate about my chosen attitude, I simply answered, “I don’t want to be the pebble that starts the rings of negativity.”

So think about your words; stop yourself before you unload the negative,the tiring, the unhappiness. Of course, reflect and vent about it, but don’t spread it. Be conscious of yourself and your affect on others because all it takes is one negative person to undermine a whole school. Don’t be the pebble.