Category: student voice

Be the change, student choice, Student dreams, Student Engagement, student voice

On Student Voice and How All Means All

Pernille Ripp

If I asked most of my students, they would consider me a great teacher for them. They would tell you how safe they feel in our classroom, how they feel respected, how they feel like what we do is worth their time. It is easy feeling like a great teacher if those are the only voices you pay attention to. But if you were to speak to a few, perhaps the ones who would need some extra goading, perhaps those who choose to remain mostly silent throughout our time together, a different story would emerge. They still hate English, they still hate reading and writing, they find little value in what we do, and some, probably, also see little value in me.

I don’t think I am alone in that. Our schools are filled with both kids who flourish and those who don’t. Those who see the value added to their lives in what we do and those who don’t. Those whose days consist of success and those who have limited success. But whose voices are being heard in our conversations? Whose voices are shared in assemblies? Whose voices are shared when we invite incoming families in to discuss what a school experience consists of with us?

And what happens when we don’t monitor whose voices get the most space within our school? When we once again select the few kids that we know will speak up, speak eloquently, and will stick to the message that we know reflects us best? It means that we create a false sense of accomplishment, as if student voice is something we can checkoff, as if everything we do is exactly right and all we need to do is just stay the course.

I worry about the echo-chamber we sometimes create, whether inadvertently or purposefully. How many of us purport to support student voice but then only give the biggest space to those we know will shine a positive light. How we assume that a child must view their schooling as favorable as long as their scores, grades, percentages show them as successful. How we squelch the voices of those who may have less than stellar experiences to share. How we dismiss their voices as simply kids carrying a grudge, or not understanding, or simply just being in a tough spot. How easily we dismiss their experiences rather than recognizing them for the incredible learning opportunity they are. A chance to dive into what we still need to work on, a chance to create a partnership with those whose experiences are not successful despite our carefully laid plans and best intentions.

When I ask others to make space for students to reclaim their voices, I don’t just mean those whose voices echo our own sentiments. I don’t just mean those who will present us in the best of lights. All means all and that includes those who will tell us the unguarded truth even when the truth hurts. This is why in all of my presentations there is truth that hurts, statements that made me grow, that felt like failures when I first was given them. It is important to model to others what real feedback looks like, to acknowledge that at times we will fail our students. That at times we will not be the teacher, or the school, or the district that they needed us to be and we now have to figure out how we can do better, with them. Because that is what the truth does; it gives us a chance to grow. To become something more than we were before, but we cannot do that if we only make space for those voices who will tell us all of the good we are doing without mentioning the bad. If we only select a few to represent the many without giving everyone a proper chance to speak up, to be heard, to shape their experience.

So survey all of the kids. Give space to all of the kids. When students are invited to speak at your training events, at your staff meetings, at your school board meetings, invite a broad range of perspective. Sure, invite those kids in where the system is clearly working, but also invite those who tell us through their behavior that it’s not. Who perhaps may be doing well but who really do not love it. Monitor who you give space to so that all experiences can be represented because if you don’t then it is really just a sham representation. And then ask meaningful questions, not just those where students will provide you with sound-bytes that will do little to move the conversation along.

Ask them if they feel respected.

Ask them if they feel valued.

Ask them if they feel represented.

Ask them if what we do matters.

Ask them how by working together we can make it better.

And then listen to their voices, all of them, and instead of dismissing their words take them for what they are; the biggest gift to do better, to be better. An invitation to create an education that matters to all, not just some, and who can say no to that?

If you are wondering where I will be in the coming year or would like to have me speak, please see this page. If you like what you read here, consider reading my 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.  

Be the change, being a teacher, student choice, Student dreams, student voice

The 30 Day Survey – A Quick Way to Give Students More Power

Pernille Ripp

Black, Free Image

It’s hard to believe that we have already had 31 days with this incredible new batch of kids.  31 days of laughing, of learning (hopefully), of working to somehow create a community that will matter to all of us.  I think we are finally starting to get into the groove of who we are and what we need to do.

As I prepared for this week, it was therefore natural for me to wonder how the students felt.  Are they also feeling like we are doing worthwhile work?  Are they feeling respected?  How can we change our teaching to make it work for them?

Rather than assume, I did what I have done for many years and what I tell others to do all of the time; I asked.  On a simple 30-day survey, we asked them a few questions about the class, about themselves, and also about how we have been doing.

As the responses came in, I was startled at their kindness.  How many kids said that they wouldn’t change the class, that they like what we are doing, and most importantly they feel respected by us.  In fact, after giving the survey I had kind of a let down – this what it?  All they had to say?  And yet, again I am reminded that it is not always what they say but that they have a chance to speak in the first place.  I tell our students to be honest, that I have thick skin, that we cannot grow if we don’t know what we need to work on from their perspective.  And so whether students tell us hard truths or give us amicable reassurances, it is not always what they say but instead that we asked.  That we listened.  that we did something about the words that they gave us.

So now, we will read more.  I will try to speak less (always something I am working on), and I will try to notice the things they have asked me to notice.  We are so quick to assume what our students may think or feel, instead just ask them.  Whenever you can and whatever you can.  I promise you will learn something.

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, being a teacher, Literacy, Passion, Reading, Reading Identity, student choice, Student dreams, student driven, Student Engagement, student voice

The Rights of Our Readers

Pernille Ripp

Today was the second day of school.  the second day of trying to get to know these incredible kids that have been gifted to us.  The second day of trying to establish the seeds for the habits that will carry us through the year, hopefully leading us to a year where they leave feeling like this year was worth their time, that this year made a difference.

Today was the day of one of our big fundamental lessons; when reading is trash or magic.  I shared my past reading mistakes in teaching, we shared when reading sucks or when it is lit (student choice of words).  As the post-its crowded the whiteboard, the questions and statements inevitable came.  Will we have to read books you choose for us?  Will we have to write every time we read?  Will we have to do post-it notes?  All things that in the past, I would have answered yes to but now the answers are different.  You always choose your books, even in book clubs, you will have plenty of choices.  You will not always write after you read, sometimes you will, and because of the work of teachers before me, you will be better at it than ever before.  And post-its?  Sometimes, when it makes sense, but not every time and not at home.  Only here because at home I just want you to work on your relationship with reading, the skills teaching that will happen in class.

As we finished our conversation we merged into what their reading rights are this year.  the things that I will not take away.  The rights they have as individuals on a reading journey.  This is not my idea, nor something new, but once again the work of others who have paved the way for my better understanding of what developing student reading identity really looks like.  As we discussed what rights they would have and what they meant, I wrote an anchor chart, a reminder that will hang all year so we don’t forget just what we can do together.  What choices we may have.  As we went down the list, the relief was palpable, the excitement grew.  Even some of the kids who had not so gently told me how much they hated reading right away, looked less scared, less set in stone as we talked about what this year would like.

And so this is where we stand tonight…  Our very first anchor chart to remind us of what it means to be a reader that is honored within our community.  What it means to be a reader that already has a reading identity, that we will continue to develop together, honoring everyone wherever they are on their journey, rather than forcing our well-intended decisions down over the top of kids.  Perhaps, once again, this year kids will develop a better relationship with reading, will grow as readers, will grow as human beings.  What more could we hope for when it comes to teaching?

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, being a student, being a teacher, student driven, Student Engagement, student voice

What Matters to You? An Exploration into #BeingtheChange

Pernille Ripp

“I brought this because my mother bought it for me before she picked me up…”

“I brought this because my brother sent it to me…”

“I brought this because it represents who I am…”

My student holds up a small stuffed toy, the rest of the class sits in a circle in silence, and then a few ask questions.

The next child shares their object, and the experience replicates itself.  Silent listening, thoughtful questions, and a newfound knowledge of who we are and what we are.

For the past few weeks, we have been working our way through experiences inspired by Sara K. Ahmed’s new book, Being the Change.  A book that I knew the minute I read it would be a game changer for me.  And I was right.  The book inspired me to throw out my entire 4th quarter plans and revamp them with a focus on self-exploration, discovery, and social comprehension.

The book inspired me to add more student discussion, more time for reflection, more quiet, more time, deeper experiences.

We started with an exploration of the identity webs we created at the beginning of the year.  What can we add now?  Have we changed this year?  We discussed what identity means, how it shapes our experiences.

The focus naturally shifted then to our names.  I asked students to discover the story of their name or of someone else’s name.  I let those at home know to share the stories.  I shared my own name story, opened up and shared what it meant to only be named by my mother because my father didn’t really have a stake in my name, nor me as he decided that he couldn’t be at my birth because of a meeting.

The questions followed and I answered as best as I could, modeling my own trust in the community we have created, the vulnerability it sometimes takes to open up to others when you are not quite sure what they will do with the information.

We spent a lot of time talking, asking questions, and writing in our identity journal.  A low-key journal where students are asked to share their thoughts on what they are learning about themselves and others.  Quick lessons turned into several days, savoring the pace with which it unfolded in front of us.  Giving the proper time it deserves.

We moved into picture books, diving into amazing stories of others who decided to make an impact on the world.  Students read, inferred and wondered what led someone to take a risk and try to change the world.  I asked the students if they could connect with the person they wrote about.  And they did, not so much in the large feat the book was focused on, but on the everyday resilience, on the goals, on the motivation, the decision to be courageous.

And then I asked them where they were from.  Not just location, but what shapes them as a person.  What smells remind them of whatever home may be.  Which words, objects, moments frozen in time.  I shared my own life once more, opening up for questions and then stepped out of the way, having the students slowly unpack what the question even meant. They reflected, shared, and opened up.

And then I asked them to bring in an object that represented them somehow.  Something that mattered to them.  A 7th-grade show-and-tell but with meaning.  Some forgot, but those that remembered showed parts of themselves that perhaps others hadn’t seen.  It was meant to be a reminder of how to listen actively, a reminder of how to ask thoughtful questions, and yet it became so much more.

An unveiling of small parts that perhaps others hadn’t seen.

A deep sense of appreciation for taking the chance and sharing.

A stillness in our classroom as some kids chose to share deeply personal items, while their peers took it all in.

As a visitor observed yesterday, I can’t believe what they shared, and I agreed.  These kids with their hearts.  These kids with their stories.  These kids with their sometimes bravado laid it out there for all to see.  I am so grateful.  I am so proud.

As we move forward in this exploration of the issues that surround us in our world, I am so thankful for the inspiration for the book.  For the ideas to push us toward a closer understanding to who we are and how we see the world.  For how our very identity shapes the worldview we carry with us.  Sometimes all we need is a little inspiration.

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, being a teacher, student voice

I Hate Your Class

Pernille Ripp

She tells me that she hates my class.  She hates coming.  She hates what we are doing.  Waits for my reaction, after all, aren’t those fighting words?  I take a breath, quell my shame, and ask, “How can I help?  What can I do?”

Nothing, she says, and she looks away.  This conversation is over.

I carry the words with me wherever I go.  I am the teacher that a child hates to have.  I am a teacher whose class a child hates.

It happens to all of us and yet we feel like, surely, we must be the only ones who have ever been told just how awful we are.  Just how miserable we make coming to school, just how we make this child feel.  In the past, a long time ago, I would have gotten mad.  Angry at the words.  How dare you and do you know what I do to make this class great?  Don’t you know just how much I care?  Don’t you see all of the kids smiling, having fun, investing in our class?  Don’t you hear their declaration of love?

Surely it cannot be me but you that is the problem…

Now I know that the words are not meant to hurt, but instead, inform.  To help us realize that what we are doing at the moment is not what this child needs.  That their lens of our classroom needs to change, that somehow, somewhere our connection has been dulled or frazzled and that it is in our power to now do something about it.

Because that’s what those words are; an invitation to repair.  To have a deeper conversation.  To say, what can I do instead of what have you done?  To reflect on our actions, on our interactions, and question how we are part of the problem before we get to the solution.  It starts with us, and it starts with asking, after all, not every child will have the courage to say it straight to your face.

So on Monday, take a moment to ask your students or even your teachers, do you like our classroom, do you like our school, do you think I like you?  Ask them to trust you with their truths and put their names on the answer.

Take a deep breath before you read the answers.

Don’t get angry, get quiet instead, think for a moment and then approach the kids, or the adults, and thank them for their honesty.  For their truth.  Then ask, how can we make it better?  How can we change this?

Because we cannot change what we don’t know.

I am the teacher that a child hates to have.  I am a teacher whose class a child hates.  But it is not all I am.  It is not all I have to be. If only I have the courage to ask.  I can change that, we all can.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017.  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.

 

being a teacher, student voice

Hold Your Tongue

Pernille Ripp

He sits with his head slumped down.  Again.  Nothing in front of him.  Again.  Eyes are closed.   Again.  Arms crossed as he lays his head on the table.  Again.

To a person walking by he looks like he is asleep.

To me, he looks like he is mad.  Actively fighting me and what we are doing.  Again….

But I wait…ask him again if he is okay.  If he needs anything.

He doesn’t answer.

My patience runs thin, after all I have a class to get to.  To teach.  Why can’t he just answer?  I am trying to help after all.  Again.

He can tell probably that my answers are getting shorter.  Less calm in my voice.  And yet, he continues to refuse.  Tells me it’s not worth his time.  That he doesn’t want to do it.  Looks for the holes in my teacher armor and shoots to kill with every word he can think of.

I take it in, knowing now is not the time to fight, and yet it is so hard until I remember to walk away.

To hold my tongue and give some space.  To not guess at what is happening and draw the wrong conclusions, but instead just give time.  Not to try to solve.  Not to try to fix.  Not try to be right there actively problem-solving, trying to get to the bottom of it all.  Instead walking away before I forget what every kid needs; a shoulder, an ear, some time, some space.

And even though every ounce of my teacher mind tells me to come back to him, to try to fix it, to try again, I stay away.  I just watch, take no action, and wait…

And so five minutes later or perhaps even ten, I see his head is up.  He is reading, sort of, he is kind of working.  No longer shut down, but at least alert.  Is it perfect?  Nope.  Is it enough? Nope.  Is it a breakthrough?  Nope, not really, but it is a start, and sometimes that is all we need.

Tomorrow we try again, not stuck in a power struggle, but at least in a place of truce.  In a place where we can both exist and hopefully move an inch further forward toward something that looks like learning, like trust.

Once again, I am reminded of how powerful silence and space can be.  Especially when they expect us to do neither.  Again.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017.  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.