Category: hopes

balance, being a teacher, hopes, inspiration

Have You Balanced Your Account?

Pernille Ripp

This year it will be all about balance for me.   The accounts of our life have to be balanced and mine seem a bit unbalanced at the moment.  I have started this incredible blogging adventure, well-knowing that I then chose to give some of my precious time to this investment.  And it has certainly paid off in big ways.  However, whenever I choose to give my time somewhere, I am taking it away from somewhere else.

So as I continue this learning journey, I am resetting my calculations, deciding how big of a percentage of time each big category will have.  These categories are the thread of our lives, the love, the drive, the inspiration.  Those memories we carry with us, the ones that us feel like we have lived.  So I look forward to taking stock, reinvesting where I need to, and diminishing where I must.  It has to add up to 100% since there is only so much of me, so much of time, so much of life to be lived.

Are your accounts balanced?

aha moment, being a teacher, believe, classroom expectations, communication, get out of the way, honesty, hopes, inhibitions, inspiration, kids, learning

When Learning Fails – We Blame the Students

Pernille Ripp

Being a 3rd year teacher in my district means writing a PDP or Professional Development Plan, in which we are to continually reflect upon our learning and our focus for our professional development.  I am therefore constantly reflecting with other students both face to face and through the internet on that most important question of all; why did I become a teacher? Well, I became a teacher because I believe in children and in their potential.

 Over the summer, I went through one of the most transformative periods of my life, developing a PLN and going through my chosen curriculum asking myself, “Why, why, why?” Why do I choose to teach the things I teach, besides the obvious state and district standards? Why is it that I force students to do book reports when I find them boring and unproductive? Why do I do packet work when it does not ensure learning? Why do I talk all the time, is it for control, for learning or because I am that in love with myself? Why do I fail 4th grade students? Why do I assign at least 40 minutes a homework a night? All of these were massive questions that were daunting and breathtakingly hard to be honest about, but I did it, I survived and for that I am a better teacher.

I realized over the summer that when teachers stop to question themselves is when the curriculum becomes stagnant. I know that we all get in our comfort zones and we feel that something works, so it becomes hard to give it up. But how many times have we stood in a situation where a particular cherished lesson or approach did not work and we end up blaming the students, rather than the teaching method? I had to realize that if something was not a success than I was to blame, not the make up of the students, or the particular day of the week, just me and my delivery. I therefore also knew that if I was going to rethink my teaching process than I had to fully believe and be passionate about what I teach. So this year my classroom is all about the students, or as I like to call it; it is the student-centered room. You will still find me teaching the students some of the time, but you are also more than likely going to find me walking around or sitting down and discussing curriculum. The students are learning to take control of the classroom, however, they are frightened at times, not quite sure what they are doing and yet I urge them to speak, to think, and to listen to one another. This system is not perfect, it is work in progress, but as my students grow, so do I.

So as I continue my conversations with fellow teachers, and we constantly re-evaluate ourselves, often being our own harshest critics, I am honored when others feel secure enough to tell me of the overwhelmedness or exhaustion.  I know that I have been in that same place but that this year I won’t be. Sure there may be things that do not work out, and learning that does not quite happen as well as I would like it. However, when I glance around my room and see the confidence level of my students and also the excitement that is building in regard to our learning, I know that I am to something. I am back and I am staying.

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.

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.