Category: community

being a teacher, community, students, teachers, teaching

Sneaking into Inference

Pernille Ripp

Two weeks ago we started the dreaded WKCE (Our standardized testing) and I could tell that kids were stressed over whether or not they would do well on these horrid tests. It is not that I am totally against tests, I am not, but these ones do nothing for my instruction. They are so secretive, that we must sign confidentiality agreements, and lock them up after each session, just in case someone uninvited wanted to sneak a peek at them. What’s worse is that we do not get the results until March, so how are they supposed to inform my instruction? I am at the very least staying hopeful since we have been promised that this type of test will be phased out within the next years, to be replaced by something else.

Either way, here were my poor students getting more frazzled as the testing week grew closer so I suggested we sing a song to lighten the mood a bit. I wish this were my idea but it is really inspired by this post from Greta Sandler and this one by Joan Young. I love singing, in fact, I sing all of the time. I sing instructions to my students, I ask for their attention through singing, and at home I am unstoppable show-tune belter. I majored in music in my native Denmark, and always thought I was going to be a performer. (I guess that sort of came true as we do nothing short of perform every day in front of our students). But I digress. I asked my students which song they would like to sing? Crickets…. Then I asked them which song did they know? Row, Row, Row your boat was one option and Twinkle, Twinkle, Little Star was another. Not to be discouraged, we sang a hearty rendition of Row, Row, Row Your Boat, or rather I sang my little heart out while the students mumbled under their breath.

That day, I told my husband my horror of how few songs they knew. You see, in Denmark, you sing all of the time in schools. We sing at every assembly, we sing with our teachers; music is everywhere so by the time you graduate you have quite the repertoire of well-known and beloved songs that the rest of the Danish population also knows and will gladly sing with you at a festive gathering. Oh, my stoic American husband absolutely died when he realized how much my family sings. So what’s a teacher to do?

I have long been a believer in exposing students to poetry that is not deemed “kid poetry” so I took the same approach to songs. So Tuesday’s are now Music/Poetry days in my room. We take a classic song – our first one was “Imagine” by John Lennon, the students predict what the theme is based on the title and then we listen to it. Students are asked to write down anything they think of while they listen. Afterwards we read the lyrics and it is now up to the students to figure out what the song is really about. So ta da; we are now teaching inference and they don’t even know it. The best part is; the kids then want to sing the song, and then sing it some more. In fact, “Imagine” has become our go-to song whenever we need a break. The parents have noticed their kids coming home singing some of the classics. Students are even requesting to sing/learn certain songs now and I find myself constantly searching for songs that they may like or have a great message. “Another Brick in the Wall Pt. 2” was a favorite hit and the kids could not believe that I let them listen to the song, why not I say, it made them think after all.

So if you happen to be around my room, don’t be surprised if you hear kids belting out a tune. For this coming week, it will be one of my favorites again, “New York, New York” because after all “if you can make it there, you can make it anywhere.” So why not let them sing, let them find their inner voice, who knows who you will inspire?

being a teacher, community, connections, inspiration

Hey Mrs. Ripp…

Pernille Ripp

Dear Fabulous 4th graders,
When I look at you in the morning, I see the future. Bright eyes, some anyway, bushy-tailed, again some not all, but eager. Kids that are genuinely excited to at least be at school even if math for an hour and 15 minutes isn’t at the top of their list for fun things to do right away in the morning. Yet there you are, letting me in and wanting me to know about you and your dreams. And you let me in; it is amazing what you share: “Hey Mrs. Ripp, I stayed up until 1 AM last night! Mrs. Ripp, guess what? What? I threw up after eating too much candy last night, it was orange. Mrs. Ripp, my parakeet died last night.” And every day I am grateful for what you share, for the smiles you give, for the voices you raise whenever you have the courage to.

And that’s it for me. The draw of being a teacher. The trust you give me every day, the genuine emotions that are exhibited whether good or bad; there is no curtain. I don’t ever take it for granted, it is a gift, something to be in awe of and cherish. The magic of teaching for me comes when that moment occurs that not only do you “get” something, but you “get” me, us, the classroom, and you trust it. Trust isn’t easy to give when you are a 4th grader already hardened and partially jaded to the world from bad playground experiences and horrid classroom memories. Trust is something we hope to earn as teachers, never something to be taken for granted or forced. trust comes through sharing with the students, opening yourself up and letting those kids into your life a little bit. Then it’s my turn to say, “Hey kids, guess what? What? I am sorry I was out yesterday but I was so sick. Did you throw up? Yeah maybe. Was it orange…?”

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.

assumptions, community, lessons learned

Well, Mrs. Ripp….

Pernille Ripp

I have been working a lot with my students about trust and how we must trust each other in the classroom. We do this through meetings when we get a chance or small conversations through the day. Today, as we sat in a circle, we once again discussed how we need to trust each other when it comes to learning. The students know this lesson and can recite it but I always wonder; do they understand it? Well, ask and you shall receive…

Students agree that they would never mock another child for getting a math answer wrong and neither would they roll their eyes if someone wasn’t able to perform at a certain level. When asked why they wouldn’t, they told me that they knew better than that and that they do not want to hurt each other. I then asked whether they would mock someone at recess – silence. Shy glances, shifty looks and finally a couple of students started to speak in vague terms about other students and how they misbehave on the playground.

After some discussion, students admitted that they too can lose their temper with each other and don’t act the same way at recess as they do in the classroom. I, of course, finally asked them why? The answer: “Mrs. Ripp, you are not out at recess.” When I wondered how that mattered, they answered “Well, we always behave around you because we are afraid of you…”

Apparently, I have some thinking to do.

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.