student voice – Page 15

“Should teachers assign homework?” was the question I asked my students today. I thought I knew the answer, a resounding no I was sure, and yet, once again my 7th graders surprised me.

While some pleaded for no more homework, many said they understood the purpose of it, that it was a necessary component of school and then wrote a paragraph asking for change. Asking for their thoughts to be considered. Asking for teachers to think before they assign. So what my students wish teachers knew before homework is assigned is now written here for the world to see.

They wish teachers knew just how busy they are. That we ask them to live balanced lives that involve sports, family, friends, and sleeping, yet assign hours of work that pushes their bedtime later and later. They cannot fit everything in, even though they try.

They wish teachers knew just how stressed they are. That they feel like our expectations are through the roof at all times, but sometimes they are bound to mess up, and can we make that okay as well? Can it be okay to forget once in a while or to not get it all right?

They wish teachers knew that they don’t always need the practice. That homework should be for those kids that don’t quite get it, not assume a need for everyone, and that those that really don’t get it won’t get it after they do the homework. That they need help in school instead.

They wish teachers knew how much we all assign. That we spoke to one another more so that we see that our class may not assign a lot but when you add each class together, it is now hours of work, not just a little bit of time.

They wish teachers knew that they have worked really hard in school and wish they could have a break. That homework on some days is okay but it doesn’t need to be every day. Nor does it need to be over the holidays. That tehy get we have a lot to cover but can they promise us to work hard in school in exchange for time off from school?

Finally, they wish teachers actually did their own homework. That they tried the assignments so they could see how difficult or confusing they may be. That they worked through it with kids, not in a pretend way, but really, and then shared their own learning with students. That teachers truly felt what it means to live the life of a student, along with the pressure of homework, to understand why homework continues to be a problem for some.

Once again, my students thoughts push my own thinking. I quit assigning homework years ago but still run into my old ways once in a while; there always seems to be so much to cover, so much to do. Now, I only assign reading every night, but even that adds up with everything else. So I wonder; if we all asked our students, what would they say about homework? And what would we do about it? How would their answers change education?

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. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. 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.

aha moment, being a teacher, education reform, Passion, student voice

Want More Student Understanding? Try This.

February 8, 2015 Pernille Ripp

I don’t know when my classroom first got so quiet, but I remember the moment when I realized that it shouldn’t always be. I remember looking around at the students, some working through the task at a steady pace, others with their hand up waiting for me, and some staring into space completely lost. There were no words spoken. My shushes and teacher looks had effectively taken care of that. So those kids with their hand up waited until I could get to them while I tried to get those who stared into space started. The time wasted for all was significant; not much had been gained by the silence other than compliance and loss of learning time, but at least they were silent.

It seems an epidemic of silence has been harming our schools for many years. That we long for silent hallways, which also mean quiet classrooms, as we tour schools. That we often equate silence with good learning and noise with bad. Teachers are evaluated on how quickly they can get students to settle in and listen, not how quickly they can get them talking.

I knew then that this was not the type of classroom I wanted to be a part of; one where students were so well-trained in being quiet that they didn’t even dare advocate for themselves anymore. Where students waited patiently at a time when they should have been figuring out how to access the information they needed without the teacher. The quiet, the shushes, yes they still had a place but it could not be for everything. It should not be the golden standard with which we held our learning too.

So I changed the way I taught, in fact, it was quite easy to do. I started to plan for when they students should speak. Rather than plan for silent engagement at all times, I plan for discussion, for deeper learning to occur because more than one person (IE the teacher) has shared their thoughts, doubts, or wonderment. When I teach, I seek out moments for students to talk. They turn and talk or discuss with their groups before we discuss as a whole group. Even before an assessment, I ask the students to discuss for a few minutes to help them sort through their thoughts, to gain confidence in their beliefs, and to get mentally started with the task ahead. I can still assess their thinking just fine, in fact, I think theirs has gotten stronger simply by allowing them a few more minutes to process in a different way.

I am not saying that all noise, all the time, is what we should strive for but there should be more. Students should leave every single classroom having used their voice to further the learning. Students should feel that their voice mattered, that they were heard, that those questions they carried, those ideas they had were brought into the world and at the very least touched upon.

So as you plan ahead for the week today, ask yourself; when are the students speaking? When are they a part of the teaching going on? My students will discuss every single class, every single day this week, much like they have in the weeks past. They will grow their listening skills by speaking. They will grow their ideas by sharing them.

Our classrooms should not be judged on how quiet they are but instead on the type of noise they create. Please allow the students to speak, teach them how to use their voices for good, for learning. Let our classrooms be about the students speaking and not just their listening.

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. 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 Classrooms Back to Our Students” can be purchased now. 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.

being a teacher, education, education reform, student choice, student voice

Does It Matter Whether Students Recognize What We Do As Teachers?

February 6, 2015 Pernille Ripp

I asked my students, all 114 of them, to show off their typical day in school. Then I asked the world to join in. Yesterday more than 3,000 students did the #studentlife challenge. Images shared through the hashtag, blog posts, or any other social media platform all to let the world in to what happens when you are a student.

I was not surprised when I saw all of the sitting. Students learning by listening rather than doing. I was not surprised when I saw many teachers teaching, standing at the front of the room handing out information. I was not surprised when I heard students tell us how tired they were. How many hours of homework they had. How every day was the same; monotony rules their world. We know this, I have been fighting that type of school for the last 5 years.

I was surprised though, when I saw how many of my students said these things. How many of my students told me they sat down, that they wished for more movement. That they wished for more breaks, longer lunch, more doing, less listening. That they wished for more freedom in their own school.

I was surprised because in many of the classrooms around my school, they do move. They do speak. They do rather than just sit. And yet few mentioned any of this. Few mentioned how hard their teachers work to try to make lessons interactive, engaging, and worthwhile. Few mentioned how little homework they have. How little we ask them to do outside of school. How much choice they do have in a day. My students sounded like all other students; like school was a punishment they had to suffer through every day until their real life starts.

Disheartened, I wonder if students will ever notice, or whether it even matters? Will students ever see how hard their teachers are working to change their educational experience? Will students ever realize that the way many are teaching now is not the traditional way of teaching anymore? Will students ever realize that they do have a say in their education but that they need to speak up for us to change?

There seems to be two lenses of education; the one shared by students and the one shared by teachers. And they don’t seem to mesh up at all. You ask a teacher what their classroom is like and they will show you pictures of happy students doing learning. You ask a student what their day is like and they will show you a picture of textbooks and teachers standing at the front speaking. Where is our educational narrative not matching up?

I will never stop tying to engage my students. I will never stop trying to make their days active. To give them choice. To give them voice. I will never stop trying to make school a place of curiosity and fun, rather than mandatory listening. I wonder if I am being too optimistic that students would notice all of this? Does it matter whether students recognize what we do?

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. 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 Classrooms Back to Our Students” can be purchased now. 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.

books, collaboration, education, Passion, Personalized Learning, Reading, student choice, student voice

How to Do Book Clubs in the Middle School Classroom

February 4, 2015February 4, 2015 Pernille Ripp

I knew when I moved to 7th grade that book clubs would be one of the things that moved with me. That shared reading experience where students would get to just read and discuss is something I have loved having in the classroom the past few years. I knew it would be a different experience in the middle school classroom, after all their maturity would push their thinking, what I had not accounted for was also how my whole approach to the purpose of it would need to change to cater to a more critical mindset. So what do book clubs in the middle school classroom need to be successful?

An honest conversation. I would not have gotten student buy in if I had not had an honest conversation with them beforehand. They needed a chance to vent all of their frustrations with book clubs in order to see how this time around they might be different. They needed to know that their thoughts and yes, feelings, were validated and considered. While most would have invested themselves in the process simply because it was expected, I didn’t want that type of buy-in, I wanted a genuine desire to use this for good, to enjoy the 4 weeks or so it would last.

Choice in books. I know it is easier to have a small amount of pre-selected books for students to choose from so we can help facilitate the conversations, but with more than 100 students to cater to I knew I needed choice and lots of it. With the help of my amazing library team, bonus points from Scholastic, and the phenomenal Books4school, I was able to present the students with more than 50 different choices for titles. This way no group needed to share books and all students should be able to find something to agree on. I also told them that if they couldn’t find anything, to let me know, we would find the right book for them.

Choice in rules. While I may have an idea for how a book club should function, I needed student ownership over the reading, as well as how their discussions would unfold. All groups decided their own rules and posted them on the wall. It has been powerful to see them guide their conversations, and yes, also dole out consequences to members within their groups that have not read or are not participating.

Students self-made rules hang as a reminder on our wall

Choice in speed. All of my groups read at different paces, so they determine how many pages a night they need to read as well as when they would like to have the book finished by within our 4 week time frame. One group, in fact, has already finished a book.

Choice in conversation. Book clubs should not function around the teacher, in fact, I have noticed that when I do listen in to an otherwise lively conversation the students immediately get timid in most cases. I have learned to listen from a distance and only offer up solid small ideas to push their conversation further when they really needed it. Too often our mere presence will hijack a group and students don’t learn to trust their own opinions and analysis. Removing yourself from the process means students have to figure it out. For those groups that struggle we talk about in our private mini-lesson.

Choice in abandonment. I do not want students stuck with a book they hate, so some groups chose to abandon their books within a week and made a better choice. Rather than think of it as lost reading time, I cheered over the fact that my students know themselves as readers. All of my students are now reading a book that they at the very least like and that is an accomplishment in my eyes.

Choice in length and meeting time. Students are allotted time every other day to meet in their book clubs and have 28 minutes to discuss and read some more. While I have told student to try to push their conversations, I have also urged them to keep them under 10 minutes unless they are having a great discussion. Students vary the length of their book clubs depending on what their self-chosen topic of discussion is and figure out how their group works best in the process.

Choice in final product. While our true purpose of having book clubs is to have a shared reading experience, I am also asking the students to do a book talk of some sort when they finish. There are two reasons behind this; to assess the standards we are covering in the quarter but also for them to develop their critical thinking skills. If the book they read is not suited for future book clubs then I need to know why. I don’t want students to have a lengthy project because that is not what book clubs are about.

While my method for integrating book clubs may seem loose at best, I have found incredible buy-in from the students. They have been excited to read their books, they have been excited to share their thoughts, and the accountability that they feel toward one another is something I would not be able to produce through force. Middle schoolers need a framework to grow within, they need our purposes to be authentic as much as possible, and they need to have a voice in how things function within our classroom. Book clubs offer us a way to have these moments in reading that abound with deep reading conversations that I may not be able to have as a whole group, they allow even the quietest student to have a voice. They allow students to feel validated in their thoughts and they allow them to share their knowledge with each other. What have you done to create successful book clubs?

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. 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 Classrooms Back to Our Students” can be purchased now. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.

aha moment, being a student, being a teacher, being me, change, education, Passion, student voice

When A Student Stops Asking Questions, Who’s to Blame?

January 30, 2015 Pernille Ripp

I pulled her aside, wondering how I could help as we face another half a year of 7th grade. Carefully I asked why she was with me, what had held her back from understanding what I had planned out. What stood in her way of not completing her work. I searched for clues to be a better teacher for her and hoped she would she some light on why she never asked the questions I am sure she had.

“Do you get what the assignments ask you to do?” I asked searching for a place to start.

“No.” She answered matter of fact.

“Well, why don’t you ask me questions about them then?” A classic follow up question.

“A teacher once told me I asked too many questions. Whenever I raised my hand he would say, “Oh here comes another question…” and so I stopped. I figured I didn’t want to upset my teachers. I figured they didn’t want to hear it.”

The weight of that statement swallowed me for a moment, the enormity of a child telling me they had stopped questions, so I looked her and said the only thing I could.

“You have our permission to ask as many questions as you need. You have our permission to ask even after you have asked and you still don’t understand. Don’t ever let someone stop you from asking a question. Part of my job as a teacher is to answer your questions, don’t forget that.”

I think of what I have probably said in the past when I have been in a hurry. When I have been annoyed that a student asked that question. When I felt sure that they just hadn’t listened and so they didn’t really deserve for me to answer their question. I shudder at the permanent damage I may have caused from my own terrible judgment. I shudder at the things I have taught students just because of my own impatience.

The thing is with teaching that I sometimes forget; part of our job is to answer questions, not judge them with our answers. Not judge them with our veiled contempt at yet another question. Part of our job is to create classrooms where students feel safe to ask. Safe to ask again. Safe to ask in a different way. Our job is to teach all of the kids. Even the ones who don’t understand. Even the ones who ask us question upon question. Our job is not to teach students that they should never ask a question. Think of the damage our words may cause. Think of what we truly teach children with our words.

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. 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 Classrooms Back to Our Students” can be purchased now. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.

being a teacher, collaboration, global, Passion, student choice, student voice, technology

On February 5th Do the #StudentLife Challenge – Show the World What A Day in the Life of A Student Looks LIke

January 29, 2015 Pernille Ripp

Have you signed up to be a part of the #studentlife challenge on February 5th? If not, why not? This simple global collaboration is all about having students take pictures throughout the day and then share them using the hashtag #studentlife. So far more than 30 different schools in 6 different countries are taking part.

Details

On February 5th, I invite students across the world to share pictures from their regular day using the hashtag #studentlife. Students (or teachers if students are too young) can use Twitter, Instagram, or whatever social network site they choose to share these slices of their life. What I hope for is a wide variety of images with or without commentary that will allow us educators to see what happens in our students’ days, not just what we think happens. If you feel like it, you can also have students do this before February 5th and compile their answers into something that can be shared. This is what I will do using our blogs.

How can you participate?

Share this challenge with your students and invite them to join, remind them to use the hashtag #studentlife.

Add your information in the form below or in a comment so that I can share your students’ slices with the rest of the world.

Tune in on February 5th through Twitter or Instagram to hopefully see what our students’ days look like.

Help me spread the word on this please, I think it could be really powerful for all of us to see what students really go through in a day in our schools.

If you have signed up, please fill out the form with your email address so I can send you the details!

I am a passionate teacher in Oregon, Wisconsin, USA, 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. 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 Classrooms Back to Our Students” can be purchased now. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.