being a student, being a teacher, building community, new year, student choice, student voice

Getting to Know Our Students Survey

Every year, I do several surveys at the beginning of the year, I don’t think I am the only one.  As we try to get to know these kids that have come into our lives, I think it is so important to gather as much information as they are willing to tell us in order for us to be better teachers for them.  But I also think about how hard it can be to answer questions those first few days of school when you don’t really know what your answers will be used for, when you are not quite sure who this person is who is asking you these questions, when you are perhaps not even sure what the questions mean.

So this year, I am changing my approach a little bit.  The questions have been changed to be more of a progression of trust, not because I am under any impression that from Tuesday to Friday the students will trust me, but because I want to honor the relationships we are building and the fact that they take time.  Students will be asked to answer a few questions every day, but can also choose to speak to me about these things.  They are focused more specifically on what the child needs from me potentially to be successful and not so much on academics.  Students will do a separate survey every day, while not ideal, it will allow me to see their answers as the week progresses and then create one answer froup per student at the end of the week.

Along with these questions, I will also give my reading and writing surveys during that first week.  Those will be on paper as I place them in my conferring binder alongside the notes I take during our conversations.

Before the children have shown up, we will also have asked those at home about them.  We want to reach out to parents and caregivers as experts on their children and honor the knowledge they have through a home survey.  It is sent electronically before school starts and I respond to each person that takes it with follow up questions, those who do not have access to email or choose not to take it online are handed a paper version once school starts.

While the first-week surveys are not done, I am sharing here in order to receive feedback.  What have I missed?  What have I misworded?  What would you add or remove?  You are more than welcome to make a copy and make it fit your students, just please give credit.  To see the surveys, please see here:

Tuesday – Go here

Wednesday – Go here

Thursday – Go here

Friday – Go here

Thank you to those who have already helped me make it better, here are all of the questions together.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

Be the change, building community, community, Literacy, Reading, Reading Identity

A Few More Steps Toward a Successful Reading Experience for All

Voting ends for the Global Read Aloud 2019 in two days. In two days, they will be tallied, I will sit and ponder, feel the gravity of the decision and finally, at some point, make it official. The weight of it is sometimes paralyzing. After all, I am not just selecting a book to read aloud to my own students, but making the largest recommendation to the world as I can. Holding titles, and with them the creators behind the work, and telling the world that these experiences are worth every moment of their time.

It is not much different, in a way, from the way we hold books up in our classrooms day after day. How we share our opinions on social media. How we give our blessings any way we can. The weight it carries is the same; we shape our students’, our children’s, our own reading lives by the choices we make. By the texts we give our time to, by the texts we don’t. We tell the world what we value within every choice, within every recommendation, within every ounce of time we give something. By ever instructional minute we offer up in order to dive in, dig in, tease out.

So when I am asked how to help someone like reading more, I keep coming back to the choices we make. The finite amount of time we have for any kind of influence. How it is impossible for me to change someone’s feelings about reading, but what I can do is provide them with an opportunity to change them themselves. So where does the work begin for us because, as we know from so many of our readers, it is not enough to simply find a book that may change their mind, even if that is where the journey may start.

Think of your environment. What are kids surrounded by as you promote reading? Is it books (I hope)? Is it comfort? Is it calm? Is it safe? Reading carries a lot of emotions and so for a child to immerse themselves in a text they need different things. Some need slight noise, others need absolute quiet. Some need to feel safe because reading does not feel safe for them, in fact, for some being surrounded by books just feels overwhelming rather than good. Some need a friend, some need a corner. Knowing how kids feel within our environment is key to helping them adapt to it in order to create a successful reading experience.

Consider asking: Where do you read best? What do you need to feel comfortable so you can focus on a book?

Think of your requirements. What are kids expected to do once they are reading? What are they expected to do while reading? So often, it is not the act of reading itself that kids want to stay clear from, it is all of the work that they have to do with it. Also, how are readers being limited? What may seem as no big deal to us, such as telling kids they can only select books that are over 100 pages or they can’t read children’s book if they are older, may be the exact obstacle that stands in the way of a reader.

Consider asking: What makes you want to stop reading? What obstacles need to be removed in order for you to have a better reading experience?

Think of your community. Do you speak books? Does your classroom or school community? When we speak book we speak in shared experiences such as read alouds or book clubs, we pass books and other texts from hand to hand, we share recommendations not because we are forced to but because we want to. We find as many people to speak books to, including all of the other adults in the building, and then we try to come up with ways to include those outside of our school community to speak books with us as well.

Consider asking: Who do you speak books with? Who are your book people?

Think of your emotional investment. We have to recognize that for some reading is a reminder of everything they have failed at, that unless we protect the hope of being readers in all kids, then we may be inflicting additional negativity when it comes to the reading experiences we create. Trust and honesty then are pillars of a functioning reading community, and that includes kids who identify as kids who hate reading to still have a space within our community. So how are all readers handled? Are their identities honored and given space to change and grow. Are the small steps toward a mores successful experience being honored or only the big ones?

Consider asking: Who are you as a reader and how do you know?

Think of your reasons for reading. Are kids reading for points? For grades? To pass levels? To avoid punishment? Or are they reading because they find true value in it? Joy even? While extrinsic motivators certainly can cause a sense of urgency within a child to read, they are often short lived, and research shows again and again that the only rewards that truly change reading behaviors long term is to have more books and time to read. Not trinkets, grades, or achievement boards. Why do we then continue to gravitate toward extrinsic motivators? Because for some kids they do work in the short-term (and yes, short-term can be a whole school year), for some kids they seem to spark a change, yet, how often do those kids then stop reading the minute the program/reward/grades are removed? How many of the kids who were motivated to read to get a high score on the test are also motivated when there is no test to be taken? We do this a lot in education; implement short term solutions that do long-term damage. So instead of going for the “quick” fix, invest in the long-term building of a reading community, which yes may mean kids are slower to change their reading identities but it should mean a more meaningful long-term change is happening.

Consider asking: Why do you read? If programs are implemented ask: How do you feel about the program? Do you plan on reading over the summer – why or why not?

Think of your timeline. Just because a child is not liking reading more half-way through the year or even by the end of the year, does not mean it has all failed. It might just mean that it is going to take a lot more time. That is why continuation of shared reading beliefs is so important for kids and for the educational communities they are are in. If there is a foundational right to self-selected, teacher-supported, independent reading in the early years then that right should be carried through until graduation. It doesn’t help if we merely implement best practices for a few years and then forget all about them as children grow older. In fact, it is awfully hard to change reading behaviors and feelings all by yourself, and it often leads to an artificial change, one that is not sustained after they leave you. That doesn’t mean you shouldn’t try, but it does mean that you should be involving your broader school community in the work as well.

Consider asking: What are the reading rights of children every year?

So often when we really want kids to love reading, we forget to dig deeper into all of the components that go into creating meaningful reading experiences. In fact, this goes for so much in education. We implement and support short-term solutions that do not really change the foundational experience as much as they should and then wonder why it doesn’t work for all kids. But the change can start within the very questions we ask and we reflect on. So much of what I have learned through the years have come from our students. Have come from our team conversations. Have come from our community. So while all students deserve choice, access, time, and meaningful reading opportunities, they also deserve a safe community with an ongoing dialogue about how else their reading experiences can be shaped. And that starts with us.

being a teacher, building community, first day, first week, new year

Have You Asked Parents Yet?

 

Give them a chance to tell you about their child...their stories deserve to be heard.

I have 30 more emails to go tonight.  30 more individual responses as a way to reach out.  30 more individual responses as a way to say thank you.  30 more individual responses as a way to plant a seed.  Why so many emails to go?  My team and I teach more than 150 students and every year we ask the parents/guardians to take a beginning of the year survey.  We ask a few simple questions to start to get to know our students more.  To get to know the families more.  To start the relationship that we hope to have with them all year, and every single person that takes the survey deserves to get an email in response.

If you teach younger students, this may be nothing new for you, after all, the parent survey seems to be a pillar of beginning of the year.  Yet, I don’t hear of it often at the middle and high school level. I don’t see many middle or high school teachers discuss their beginning of the year surveys.  Which is such a shame because the information that we get with our few questions is invaluable.  This is how we know that a child may have lost a parent.  This is how we know if a child has had a tough school experience, if they love to read, if they cannot sit still.  If all they hope for is a day full of PE or if they really hope that this is the year that their teachers will like them.  This is how we know if those at home may not like school much and would therefore prefer to not be contacted.

What we have found the last few years is that this small beginning of the year survey is a chance for those at home to know that we value their knowledge of their child.  That we value their commitment to school.  That we value who their child is and the journey they are on, as well as take the role we play very seriously.  We ask them how involved they would like to be to help us gauge their feelings about middle school.  We ask them how they would like to be contacted so those who do not want an email can be called instead. We ask what their goals for their learner is so that we can help them achieve that, not calling it a weakness, but instead having them help us become better teachers.

I know that we often want students to become more independent and not so reliant on those at home, yet a survey is still in place.  What those at home know about their child is worth sharing.  What those at home know about what their learner still needs or strives for is worth hearing.

So if you haven’t done a beginning of the year parent/guardian survey do it now, even if the year has already started.  Ask a few questions, send it out electronically and then hand paper copies to those who do not fill it out.  Send a few reminders and then send a thank you email.  Plant the seed of goodwill that will hopefully carry you throughout the year as you try to create a learning experience that works for every child and every parent/guardian.  Trust me, you will be glad you did.

To see our current parent/guardian survey, go here.  In the past we have also used the standard “What are your hopes and dreams for 7th grade?” but found that this survey gave us more information.

PS:  I think I blog about this every year, but it is because I am blown away every year by the knowledge we receive.

being a teacher, being me, building community, end of year

Take the Time

For in the end it is not what we got done that matters, it is how we felt doing it. pernille ripp

There seems to be no greater rush in school then these last few precious days before we say goodbye, before our time is up.  I look at my own to-do list and wonder just how much will actually get to done.  The pressure of it all nips at my heels as I wonder whether my students could possibly speak a little bit faster as they deliver their end of year speeches.  Will we get through them all?  We have so much to do still.

Yet, as I listened today to a boy share his message of hope and forgiveness.  To another who shared the value of friendship.  To one who decided to challenge our racial beliefs, and one that made me cry (actually two did) because they stood up there and spoke their truth, I knew what I had forgotten.  To take the time.

To take the time to say goodbye the proper way.

To take the time to laugh.

To share memories and stories.  To take the time and not feel guilty all of the time for all of the things we didn’t get to do.

Take the time to remember all of the great and all of the not so great.

Take the time to remember the very best books, projects, or whatever else you may have shared.

To take the time to ask just a few more questions so that you can grow over the summer.

To take the time to thank you students for the journey you have been on.

May we never forget to be grateful for the things we take for granted, for the community we create, for the memories we make.

May we never take for granted that our year, while tough at times, was still a success and that all of those students did actually grow, even if it was not as much as we had hoped.

May we never forget that for a brief moment in time we were a part of the future by being a part of a child’s life.

So take the time to say goodbye and don’t worry so much about the to do.  Because in the end it is not what we got done that matters, it is how we felt doing it.  SO take the time to take the time and don’t let your guilt consume you.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being a teacher, building community, community, new year, students

They Are Not Mine…Yet

image from icanread
image from icanread

I almost know all of their names.  All 118 of them.  Not because I have some magical brain penchant for memorizing names and faces.  Not because they all wear name tags.  No.  Every night I have pored over their faces, trying to remember each one, trying to figure out who they are.  Because I still teach strangers.  Strangers that I am trying to establish a community with, strangers I am trying to get to trust me.

So this week has been about them.  About why they love or hate reading.  About how they see themselves.  About how they react to picture book upon picture book as we try to weave a common thread.  And it seems to be working.  Slowly.  The stories are gently coming, the nervous laughter disappearing.  The hand raised a little faster.  We have a long way to go but ever so slowly the seeds have been planted, the foundation is being laid.

So today I will do my name competition; do I really know all of their names after just 3 days?  I will read another picture book as I rock in my chair and they share the tattered bean bags.  I will thank them for the few days we have spent together and wish them a happy long weekend.  I will hope for a smile, a high five, and a farewell, knowing that hopefully some day I will get to take these things for granted.  I will hope for a hallway greeting, a quick goodbye before the bus comes.  Little things that show the relationship we have built.  Those things that I miss so much.

I don’t know my students.  Not yet.  But it will happen.  Even if it feels like they will never be our kids.  They will.  They just don’t know it yet.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.  The 2nd edition and actual book-book (not just e-book!) comes out September 22nd from Routledge, but rumor has it that it is out on Kindle already!

Be the change, being a teacher, being me, building community, classroom management, punishment, rank, Student-centered, students

Let’s Discuss Class Dojo For a Moment

I get asked a lot about my feelings about Class Dojo and whether or not I use it.  I think it has to do with my very public stance on the use of public rewards and public punishment, which can be a component of this program.  So I am finally taking the plunge; let’s discuss Class Dojo for a moment.

I have never used Class Dojo, which is why I hesitate to give my opinion, yet that very opinion is why I won’t use it.  My first hesitation is cemented in the public ranking system that it uses. As a parent of a child who often has more energy than her peers, I can only imagine how she would feel if her name was constantly shown to be on the bottom because she is that kid that talks out of turn or gets out of her seat.  Ranking her would not help her curb those behaviors, nor make her more aware, she knows already, she works on it every single day, and yes, she feels bad.  She is also 6 years old and can only focus on so much at a time.   As a teacher who gave up public punishment and rewards five years ago, I don’t see the need for any child to know how another child is doing in a class.  I don’t think it fosters community. I don’t think it makes kids feel good about their role in the classroom.  I know that some will argue that having a visual reminder of how they are doing, much like a public behavior chart, is just fine, yet the parent heart in my breaks.  Visual reminders of consequences is one thing, but having students names attached to the levels of behavior is another.  Yes, kids should be held accountable for their actions, but if we use a system that often ranks children and we don’t see a change in their behavior then that ranking does not work.

My second hesitation is the time factor.  I cannot imagine spending time in my day entering in behavior information for every child and handing them points for both good and bad behavior, even if there is an app for my phone.  I cannot imagine trying to track student engagement through a program, I track that through my eyes and my reading of the classroom all the time.  I teach 130+ students, if I had to enter points or take them away every time they did something good or bad, that is all I would do.  Plus, in my own experience with point systems, I almost always forgot to award good points which meant that once again my focus was just on the negative behaviors.  Praise, in my opinion, should be delivered immediately and be sincere, not entered on a computer.  I have seen kids light up because I noticed something they did, and I have seen praise spread from child to child just because someone said something.  While behavior is an essential part of our day it should be an undercurrent, constantly running, not a major focus all day, every day.  I wonder, does this program bring behavior into the spotlight so much that it takes up more time than it needs to?

My third, and final, major hesitation is the direct communication to parents through the reports.  I am a huge believer in thorough parent communication, but I wonder whether parents need to be able to check on their child’s behavior every single day, every single moment.  I think back to my own school days and my “off days,” where I was glad that my mother didn’t always know.  Not because she would punish me if she did, but because it gave me a chance to have an off day and still be ok.  To change my behavior because I wanted to, not because I was told to do so by my mother.   I also worry about those few kids that do face major consequences from parents if they are seemingly misbehaving.  Those students where any small infractions causes physical harm or deprivation in their home environment.  Sure, this does not happen with every child, but for some it does.  Class Dojo highlights it product with this line “Get parents informed and on your side quickly and easily.”  Yet, I didn’t know parents weren’t on our side, or that sides even had to be taken?  If parents are on our side, who are we fighting against?  The kids?  Finally, as a parent, I would not want to know how my child does every single day.  I trust that she is having good days unless I am told otherwise.  She is often the first one to tell me if she gets in trouble, which leads to a good conversation about choices.  If I knew every single day about every single thing, I wonder how hyper-focused I would become?  What would my focus be when my kid came home from school?

Yet, within my doubts about the positives of this program, I have also met good teachers that have implemented it in a meaningful way, where they have not used the ranking, nor made it public, but rather used it as way to track behaviors within the classroom.  I have discussed it with teachers that have made the program their own and swear by it.  I am not here to judge those teachers, but instead start a discussion.  So if you are one of those teachers, please add your voice, because in the end, I wonder whether a program like Class Dojo is good for students?  Not for teachers or for parents because that is not who school is for, but for students?  Is this program, or something similar, re-engaging students in their classrooms, creating positive learning environments for all, and creating permanent changes in behavior?  Or is it one more tool to punish those kids that already have enough negativity associated with schools?  What do you say?  What is your experience?

I am a passionate teacher in Oregon, Wisconsin, USA but originally from Denmark,  who has taught 4th, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children.  The second edition of my first book “Passionate Learners – Giving Our Classrooms Back to Our Students” will be published by Routledge in the fall.   Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press.  Join our Passionate Learners community on Facebook and follow me on Twitter @PernilleRipp.