reflection – Page 14 – Pernille Ripp

“…but I read as fast as I can…” followed by tears and the teacher in me stopped while the parent in me took over.

“I know you do, and there is nothing wrong with savoring the words. It is okay to be a slow reader as long as you are reading, that is all I care about.”

We focus so much on quantity of books read in school. I even have the 40 book challenge adapted to my room so students know that the expectation is that they read 40 books in a year. And yet, every year I modify it for a couple of kids. They don’t need the challenge to read 40 books, they need the 10 book challenge instead, or even the 5 book challenge. And so we discuss it privately and I ease their fears that they will not do as well in reading as they should just because of their reading pace. I let them in on my secret that the 40 book challenge is not about who reaches 40 books first, but rather about reading more than one did the year before. That there is no prize nor punishment for those who do not reach the 40 books, but rather just a year long focus on the love of reading and finding incredible books to dot our path in 5th grade.

We tell children that to become a great reader one must read a lot. To become a fast reader one must read a lot. We forget about the kids that do read a lot but read slowly, enjoying every moment, taking their time and studying the nuances. We get so focused on hurrying them through the experience of reading that we forget to say it’s ok to be a slow reader, all that matters is that you read. We make them ashamed of their pace, we push them inadvertently toward shorter or easier books because they want to read a lot of books rather than just read the books they want.

And so in the spirit of reflection, I wonder what we can do to celebrate our slow readers? To make them feel that reading pace is nothing to be ashamed of and also to spread the word to other teachers that being a slow reader does not equal being a bad reader. It just means that you read at a different pace than others. That perhaps you take your time. And sure, we should encourage and help children become faster readers, but not for the purpose of speed, but rather for the purpose of being ale to devour even more books. There should not be a set reading pace for a 5th grader, there should not be a set amount of books that every child must read (and yes, I know I do this myself), but only the expectation to read. Instead, we should expect our kids to reach higher, to read more, to read better, and set individual goals. My slow readers taught me that.

I don’t have tears in my room this year over reading pace, they are all in our secret, they are all reading more without the pressure of reading enough. The biggest gift was when one student told me that he noticed that he reads faster now and how much more fun books are because he doesn’t get bored as easily. And while he does not think he will complete his 40 book challenge, he knows he will have read much more than he did the year before. And so with him I celebrate the new goal and how he is reaching it. That is what matters in reading.

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classroom Back to Our Students” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

Be the change, being a teacher, reflection

What Becomes of the Lonely Teachers?

February 7, 2014December 29, 2014 Pernille Ripp

“…Don’t worry about it, I will take care of it.”

So read the text message from my teammate Mark when he found out I was in the hospital trying to stop the birth of Augustine (in vain, I might add). And with that little message, I could stop worrying about the 27 kids that rely on me Monday through Friday and start worrying about the baby trying to meet us way too early.

Mark didn’t have to write my sub plans, in fact, he didn’t have to do anything for me, he has his own classroom full of kids to work with, his own plans to write, his own family to take care of. But he did, and he didn’t make a big fuss about it, it was simply what he does, and what we do as a team.

I often wonder about the teachers that shut their door, tired of trying to make connections, tired of trying to make their team work. Did they ever have a team that took care of them? Does anyone notice when their door is shut? I know when I have shut mine, whether by choice or accident, someone has always knocked on it, concerned and just checking it.

Yet,we know there are teachers that come to school, teach, and then leave without many people knowing that they were even there, without many people reaching out to them to make sure they are having a good day. We are so concerned with our lonely students, but do we share the same concern for our lonely teachers? Do we reach out and go out of our way to make sure everyone feels included and welcomed? Do we stop by and invite them to have lunch with us if they are sitting in their rooms? Of for coffee after school? Do we tell them that we will take care of them if they need it?

I know I forget to, I know I get too busy trying to catch up with the ones I already have established routines with. I know I forget to include, to ask, to invite, but I try. And it is in this trying that I find my own hope, that perhaps if I try and everyone else tries, that perhaps those teachers we let slip through the cracks will be caught by someone and for once they wont be the ones shutting their door, for once they wont be the ones that no one noticed that day. For once they will belong. But we have to notice first, so on Monday, please take the time to notice who is by themselves. Notice who shuts their door, notice who seems alone. Then stop, say hi, start a conversation, try. No one should have to be alone in a building filled with happy children. Everyone should have a Mark in their lives.

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classroom Back to Our Students Starting Today” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

Be the change, grades, reflection

My 5 Year Old Schools Me on Grades

February 3, 2014February 3, 2014 Pernille Ripp

Thea ignores me.

“Here it says that you don’t know your letters, numbers, or shapes.”

Thea continues to ignore me.

“What letter is this? (As I point to a big D).

Thea glances up. “A?” My heart drops. “It’s not A, it’s D. D for daddy. We have to practice this!”

Thea walks away then yells, “I don’t want to learn my letters!” and leaves the room. She told me.

Welcome to my biggest parenting fail to date.

You wouldn’t think that I cared about report cards. You wouldn’t think that I would skip right over the “3’s” and “4’s.” Hurriedly read the positive comments her teacher meticulously typed. Skim down until my eyes found what my heart knew would be on there, the “2’s” – the ones that means that she is not where she should be, the ones that means she is not as good as the other kids. Yet that is exactly what happened on Friday afternoon. Never mind the great things Thea has accomplished, never mind all that she can do. My parenting eyes went straight for what she doesn’t know and then got stuck on a tangent until my darling 5 year old left the room. End of conversation, mom.

So why do I share this story? Because this is exactly what happens in most homes when we send home a report card. Parents eagerly skim until they see the negative, the mark that isn’t as good as the others. We skim over the great remarks, we notice the good, but we really focus on the “needs to improve,” the area of supposed deficit. We hone in on that, it appears to be instinctual, and that becomes the topic of conversation, that becomes the point of contention. Then we harp on our kids until they wither leave in protest or defeat, Mission accomplished, we have parented them well. But it shouldn’t be this way. The numbers or letters that tell us what our child still needs to work on should be the biggest point, bring the other stuff into the conversation but don’t make it the main event.

I know this and yet I fell right into the pattern. I know that a 2 does not define Thea. I know that a 2 just means she has to work on something. And yet that afternoon I couldn’t help but feel that she was not doing enough, that she was not good enough as compared to the other kids. That I haven’t pushed her enough to learn something so simple. That I shouldn’t give up when she refuses to learn, that I haven’t set high enough expectations. That I have failed my 5 year old already as a parent. That she will never learn her letters, that she is now forever doomed. Yes, all this from a progress report from 4K.

And then the teacher in me that hates grades kicks in. The teacher that sees what grades do to warp learning conversations in the home. The teacher that sees the damage that happens when we try to quantify and compare our students. My rational side catches up to me and reminds me that a “2” means something to work on. That Thea is quite capable, yet stubborn as a mule. That Thea is a quick learner when she is ready for it. That a report card from 4K is not setting the path for her future. That this is not the whole story of my little girl and it should not be allowed to be. And I breathe and I go back and I notice the “3s” and then the “4s” and then finally the comment that says that she cares about others and is a great friend. And I smile and I know she will be ok. That I will be ok. That there are bigger things to focus on than numbers. That there is more to my little girl than a report card. Even if I forgot about it for a moment. She is ok, I am ok, and the piece of paper is just a snapshot, not her whole story, not her future path determined.

Why do we forget that? Why do we give grades so much power? Why do we think a grade can define our child? I know better, we know better, yet how do we change grades and what they mean? How do we shift the focus from the number to the learning? From the deficit to the potential? Or do we all need a 5 year old to leave the room and refuse to learn until we see the harm report cards can do?

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classroom Back to Our Students Starting Today” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

Reading, reflection

Where to Find Your Next Great Read – Some Ideas

January 30, 2014April 4, 2014 Pernille Ripp

Your library is amazing… words I never thought I would hear about my own classroom library. And while I don’t think we are quite at the amazing level, my classroom library is a lot better than it used to be. Not perfect by any means, but it now has books students want to read, filed in a way that ensures they can somewhat find them. If I had my way my entire classroom would be a library but than is another post.

A question I often get is how do you know which boks to read? How do you know which book to get for the classroom? How will I ever start building my own amazing library. So here are a few ideas:

Ask the kids! Want to know what the kids are reading, ask them and then make a list somewhere. I have mine on Amazion as a wishlist and whenever a giftcard pops into my hands, click, more books that the kids are reading.
Read the blogs! Between the Nerdybookclub and so many of its authors I am constantly finding books to buy/read/pass on. Others are out there reading and reviewing so start finding them.
Join #Titletalk – this monthly Twitter chat devoted to different aspects of reading always creates an abundance of must have books for me. This is the most expensive Twitter talk you will ever participate in.
Ask your librarian. My librarian, Deb Dagitz, knows a lot about books so I have no qualms asking her for recommendation. In fact, she will also hand me books to read unsolicited which always turn out to be amazing.
Pay attention. I am always asking students outside of my classroom what they are reading (annoying habit I am sure) and also paying attention to children reading in general. A lot can be learned simply by looking at what is being read in the outside world.
Read yourself. I love to read and I particularly love to read books for my classroom. I often pick up new books on a whim and then they lead me to another book and another. In fact to have a passionate reading classroom, you have to be a passionate reader yourself.
Ask other teachers. I think we forget all of the amazing teachers at our own schools. These teachers are also trying to build incredible libraries and may just have the book you have to have as well. So start a conversation at lunch, staff meetings, or in the hallway.
Browse the book stores. Whether local or a chain, get to know your book stores and their departments. I love seeing what strangers recommend or what they are putting on display.
Read the lists. Many websites do end of the year best books lists so be inspired by them. I have already turned to the crowd-sourced one from Goodreads a few times, as well as the one determined by Amazon.
Watch the awards. I didn’t get to watch the ALA’s with my students as planned so I cheered from my livingroom when Flora & Ulysses took home the Newbery. Look back at past year’s winners and start to add them to your reading list, there is a reason these books are winning awards.

Where do you find your next read?

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classroom Back to Our Students Starting Today” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

This post was sponsored by Grammerly. “I use Grammarly’s Plagiarism Checker because even amazing students can sometimes run out of ideas.”

Be the change, reflection, Student-centered

Why Our Past Should Stay in the Past

January 29, 2014 Pernille Ripp

I thought by now I would have it all figured out. That my lesson plans would almost write themselves. That by January I would be planned until May. I thought by now it would be a routine. As easy as riding a bike. As easy as following a recipe. I thought by now teaching would just be another thing to cross off my to-do list of things I was done with for the day. I was wrong. And I am glad.

I used to let the past define me. If I had done something the year before then I certainly was going to do it again the following year. After all, I had put so much time into learning about it. I had put so much time into thinking, creating, and then implementing the lesson. And it had worked, sometimes with great success. Yet, whenever I pull something out of a file cabinet (whether literal or the one in my head) it never seems to quite fit the kids I work with now. It never seems to garner as much excitement as it did the first time. It never seems to be as much fun to teach. It still works, but it is not enough for me anymore.

So I have learned that my past lessons may support me and give me a place to start, but they should not dictate what I do in the future. The ideas I may have are still worthwhile but they should be nourished and pushed to grow to fit my current students, not the ones I had the year before. Students don’t mind the same material, but I think they mind when it is taught the same way as the year before. They want to feel our excitement and let it feed theirs. They want to know that we are teaching to them and not just a nameless group of kids. They want to feel special, as much as I hate using that term. And I’m ok with that. After all, it is the change and the quest for the perfect lesson that keeps me coming back day after day, year after year.

I am a passionate (female) 5th grade teacher in Wisconsin, USA, 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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classroom Back to Our Students Starting Today” will be released this March from Powerful Learning Press. Follow me on Twitter @PernilleRipp.

aha moment, being me, reflection

10 + 1 Lessons I Learned the Hard Way

January 14, 2014 Pernille Ripp

When I moved my blog from Blogger to WordPress last summer I mistakenly assumed that all posts would seamlessly transfer. I have since found the error in my thinking and have decided to re-post some of my more discussed posts. This post first appeared in October of 2011 but still rings true to me, in fact, I think this list could be much longer now so I have updated the post a little.

Sometimes life smacks you in the face and makes you change your ways for the better. Fortunately in education, this happens quite a bit, unfortunately it is not always in the most pleasant way. I present a list of my lessons I learned the hard way.

You may be really excited about something but that does not mean anyone else will be. I joined Twitter more than 3 years ago and I have yet to convince anyone close to me of its value. It is not that they don’t want to understand, they do, but they just don’t have the time or see the need to join. I remain undeterred in my plug for Twitter but at the same time also realize that perhaps they just don’t want to join, and I am ok with that. I then just find other ways to share all of the amazing things I learn via Twitter.
When you make a lot of changes, not everyone will think they are great. I have changed many things in my classroom and while I see all of the amazing benefits, not everyone does. I have many critics and my skin has grown a lot thicker, and yet, ouch.
Not everyone wants to hear your opinion, even if you think it s a good one. Enough said.
Not all parents want less homework. I thought every parent would stand up and cheer at my decision to nearly eliminate homework, but no, some want a lot of homework for their children for various reasons. I now encourage open dialogue on it and help out where I can.
Lecturing does not engage – and neither does raising your voice and scolding the kids when they tune out. I figured this one out after 2 years of teaching with glazed over eyes and less than enthusiastic students. Now I look back at those two first years and shudder.
Rewards diminish the learning. I used to be a rewards fanatic but realized that kids focused more on which sticker they got then the feedback I gave them. I also created a class divide in my room with the have’s and the have not’s. If only I could tell all of those kids that I am sorry for what I did.
When you think everything is going great, you are about to crash. I don’t know how many times I have been on a teaching high only to crash and burn wickedly. Life changes quickly, so enjoy the “high” while you can.
Putting your thoughts on a blog means many people know how you feel. Some will cheer, some will challenge, and some will just downright criticize. Either way, you have to take the good with the bad; it is all part of developing your voice.
Even the best classroom can have a bad day. I used to beat myself up wondering what went wrong when the day fell apart. Then I realized that sometimes there is just nothing to do it about it that day, what matters is that you start over the next day.
I am not always right, even if I really, really want to be. I have some pretty strong opinions and fortunately for me, sometimes they change. That means I have had to apologize to people, publicly state the change and eat crow in a number of ways. This is a not a bad thing, but a human thing.
I am not the only teacher in the room. I thought I was the ultimate authority on everything in my room, and loved to share my vast knowledge with those empty vessels that were my kids. What a rude awakening when I realized that my students are not blank slates. Now I remind myself daily to step aside and let them explore and teach each other and me.