Category: students

choices, classroom management, discipline, punishment, students

If We Would Just Stop Talking We Might Learn Something

Pernille Ripp
Image from icanread

Note: After publishing this post today, its original title “If They Could Just Sit Still They Might Learn Something” didn’t seem to fit it anymore.  After all, that title once again puts the blame on the students.  Thus this new title which focuses on where the problem lies; within me.

You know the group of students; those impulsive, blurter-outers that poke each other during class and never quite seem to be listening to what you are doing.  Those kids that are in every class who the more we yell, the less they do.  Those kids I thought I had figured out until recently.  Well those kids have been teaching me quite the lessons lately.  Those kids have reminded me why I changed my teaching style in the first place and now I stand renewed, refocused, and definitely re-humbled.

First lesson; Don’t assume they don’t know something.  After a few days lessons with some students I kept thinking that their gaps were huge, that their knowledge was lacking, that they had missed out on so much.  Until I started to pay attention.  Then instead of whole concepts missing, I realized there were small misconceptions that needed to be tweaked, things that needed to be defined, items that should be refreshed.  It wasn’t that they were missing entire units, rather that some of their remembering was just a little off.

Second lesson; Talking more will not teach them more.  I kept droning on trying to cover everything that I thought they had missed or needed reinforced; is it any wonder that they grew more and more restless?  When raising my voice didn’t seem to change the situation, it dawned on me that I needed to stop talking.  Let them work, switch up the task, and stop hogging the lime light.  Have mini projects, get them moving, even use mini whiteboards, anything to make them active.  Switch it up!

Third lesson; Give them time to think.  I was so excited when one student knew the answer that I called on them to be more efficient.  That way we could cover more material since all I was looking for was the answer anyway.  When we take away students’ time to think though we rob them of the chance to explore their procedures, to gain confidence, and to learn something.  It is not about the answer, it is about how you get there.

Fourth lesson; Bring back the fun.  Often when faced with students who seem to be struggling with concepts we switch to drill and kill mode.  We take away the “fun” projects because that wont teach them enough.  Unfortunately those projects and hands-on activities are just what we need.  These students have already been taught something the traditional way, now lets think of another way to explore it.  Anything hands-on activity always seems better than just more and more practice.

Fifth lesson; Let them teach.  When a student gets something, let them explain how they did it.  Let them get the confidence they need to speak to a whole group of peers.  Let them boast a little to build confidence.  Don’t just tell them, “Good job,” let them have their moment because perhaps that hasn’t happened very often.

Sixth Lesson; Don’t punish.  When students were blurting out and drowning me in side conversation, my brain immediately switched to consequence mode.  Amazing how it still lurks below the surface, ingrained somewhere, even now after almost 2 years with no classroom punishment.  Instead of punishing though, I came up with a solution; a simple post it on their desk.  Now when they blurt out an answer or jab at each other they have to put down a tally mark.  I just make a check motion with my finger and they know, it is between the student and I.  Nothing is done with the amount of tallies, it is simply a way for them to see how much they blurt out.  Several students have already told me after two days of this that they cannot believe they blurt out so much.  Self-awareness beats punishment any day.

When students are loud, out of their seats or simply not focused, we tend to blame the student.  We tend to think that something is wrong with their concentration rather than looking inward and wondering what can we change about ourselves?  What can we change about our delivery?  And while these lessons are not a fix all plan, they are helping me teach these students better.  They are reminding me what it feels like to not understand something and still want to learn.  They are reminding me that I can be boring and dry as a teacher and that it has a direct effect on the students.  Once again, my students taught me something important and for that I am thankful.

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education, student blogging, students

The Purpose of Education According to My Students

Pernille Ripp
Wordle: Purpose of education

I know we as educators frequently discuss what we think the purpose of education is.  Fancy words and creative sentences abound when this noble philosophy is discussed.  We debate, digest and dissect until we feel we have reached some form of conclusion, that is, until someone new sparks a different discussion and we ponder it all over again.  Yet how often do we ask our students that question?  How often do we ask them what the purpose is of education and then listen to their answer?

Well, last week I unleashed the question on my fabulous 5th graders who took the time to ponder and then blog about it.  And they would love to hear your thoughts!  However, a couple of things struck me as a trend in their answer, so much so that Wordle even agrees with me. 

–  There is a purpose to education, it is not just a waste of time.
–  Education somehow prepares us for life after school and without we may not be succesful (something I don’t totally agree with)
–   Education is related to their life

I loved what Karina wrote;
Why is Education so important to kids and adults? This question made me really think.  I have heard kids say ” Why do I have to go to school.” and their parents say ” Because you have too.”  It is not the easiest question to answer but if you think about, it is actually easy.  My first answer was… This man screwed up his life and does not want it to happen to anybody else.  After I thought that for a little bit it came to me. It was that people way way back used writing and reading to escape from people who controlled them and didn’t treat them well.  If people were educated to write and read then they had more choices in life.  They could work a lot of different  jobs.  Education gives us choices in life.

Emphasis added by me.

No matter what we decide the noble purpose of education is, I love how my student, David, adds another dimension to the question.  He finishes his post with, 

“A final and really important reason for going to school is making friends. I mean, it feels good to talk to someone when you are sad, really excited, bored and just to talk! You need to know how to interact with people if your job requires it.”

So perhaps education from the eyes of a 5th grader is just to prepare them for life outside of school, to teach them to read or write, but in the end it is also about developing them as human beings, to maintain them as someone who others want to be friends with.  And that is indeed a noble purpose.

 

assumptions, authentic learning, discussion, kids, learning, Student-centered, students

Do You Dare Ask for Student Feedback?

Pernille Ripp
Yesterday, in a quiet moment of inspiration, as my students were presenting their super hero projects and getting a little droopy eyed, I stopped them and asked for feedback.  And not just great postive statements, but things I should change, things I should keep, things thats hould be removed altogether.  We started with the positives; they loved how I didn’t make them write a comic book but rather focused it on character and setting.  They loved the creative aspect, the shared writing, and all of the exmples.  And then I asked what they would change.  After one brave student raised their hand and gave me a suggestion of more partner share, then many joined in and added their suggestions.  These suggestions were better than my original ideas!  I sat there 10 minutes of listening and writing, dumbfounded that I hadn’t done this for every single project.

When we decide to ask students how they really feel we run the risk of being told that we suck, to use a favorite 5th grade word.  We run the risk of being told we are boring, that the project was uninspired, and that they would never do it to another student.  (You know a project is bad when it is “done” to you).  But we also run the risk of getting better ideas, constructive criticism, and valid points that propel our projects further into student-directed learning, further into deeper knowledge acquisition.  My students took ownership of the project as well as their criticism.  They didn’t feel the need to apologize for what they were about to say but  phrased it specifically and unemotionally.  They knew that I knew it wasn’t an attack on me.

So do we dare to ask the students for feedback on all their learning?  Do we dare take 10 minutes of our day to ask for suggestions, even if just one in a while?  Do we dare to actually do something with those suggestions because any fool can listen but it takes courage and dedication to do.  My students showed me yesterday that they trust me enough to share their opinions, they know I will take their words to heart and I will actually change what I did.  They know this because I have proved to them what my intentions are.  What a huge success in a 5th grade classroom.  So ask yourself; have I involved my students?  Have I asked for their feedback and opinion? Those that the learning affect the most?  Or am I too scared to do it? 

being a teacher, new teacher, students

Getting Ready to Student Teach; Just a Little Advice

Pernille Ripp
Wordle: student teacher
I am one of the lucky few that got a job at the school I student-taught at, something that I had hoped and wished for over several years.  My desire to be at this school was multi-faceted; excellent staff, a dedicated district, and a diverse student population.  So the day I received the phone call that, indeed, a 4th grade job was mine, I was over the moon.  And yet, this didn’t just happen purely because I was lucky, I had put in a lot of work to put myself in this dream position so I want to share a bit of advice for those new student teachers or those soon to be.

  • Research your school.  The school you student-teach at should be a school that you would like to work at.   Do you homework, meet the teachers and figure out the school’s presence in the community.  I had known for several years that West Middleton was where I really wanted to be so I also did practicums here, thus establishing a relationship 2 years before student-teaching started.  It was through the relationships that I found my mentor teacher and classroom I would be in for 6 months.
  • Get to know your teacher before you start.  I met with my incredible mentor, Kathy, before my placement was settled to make sure we would mesh.  I wanted to really be in a community of learning that I would grow and be challenged in and also with someone who I would form a relationship with.  While you certainly don’t have to be become life-long friends, you do have to like each other otherwise the kids will notice and learning will be disrupted.
  • Treat it with respect.  The first time I met Kathy I called her Ms. Hiteman; we were not friends and I did not feel that I had earned the right to call her by her first name.  This means something, so even if your initial contact is through email, use their last name and title, then when they tell you to use your first name you know they feel ok with that.  This goes for anyone you meet, take a cue from those around you and treat them with respect.  You never know who will be your next boss, interviewer or team mate.
  • Be passionate.  Being a student-teacher is hard work but you have to be excited.  These are the big leagues; you finally get to do what you have been training for and hopefully in a setting that suits you.  Be excited to come to school and it spreads to others, trust me people notice when you bring passion to the table and even new ideas.
  • Clear your schedule as much as possible.  Student-teaching needs to be your job, and yes this is coming from someone who worked full-time with an 18 credit load through college.  I still worked during student-teaching but it was on the weekends.  You may not be getting paid to student-teach but you should treat it like a job; this is an investment in your future and you need to be available for all of the extra work that teachers do even during summer if you student-teach in the fall.
  • Have a personality but don’t let it overtake you.  Don’t be bland, be nice, speak your mind, but do it with respect.  You do not know the school as well those who work here so bring your personality in but know when to put a lid on it.
  • Be invested.  Take the time to get to know the students, treat them like they are yours, because they are, and grow with them.  The mark of a great teacher is someone who forms a connection, so be great.  And this isn’t limited to just the students; get to know everyone, they will also be the ones deciding whether or not you fit into their school and believe me , word travels fast.
  • Reach out to others.  You may just be with one teacher through your whole process but establish relationships with others in the building, ask  them if you can go to their room to observe, volunteer for committees, and establish a relationship with the principal.  I was able to get a written recommendation form mine because I reached out and asked him to observe me.
  • Take initiative.  When I student-taught I took initiative to create new math reviews, graph data for assessment purposes and learn more abut the math resource position.  All of this ultimately led me to land a maternity leave position as a math resource teacher which then led me to my classroom job.  Had I been a wallflower and not done these extra things none of that would have happened.
  • Be yourself.  While this is a long job interview you cannot fake your personality.  Stay out of drama, again be nice to everyone, and be deeply interested in the school.  If your personality does not fit with the school culture at least now you know.  Be critical of what you bring to the table and know when to look inward rather than out.
  • Listen to the advice you are given and then actually use it.  I was not a great teacher when I student-taught and I knew it.  Be humble and take the advice that others so diligently give you; this is your chance to really grow.  Know when to ask for help and know when to change something.  Listen when someone speaks and know that it is not easy for them to point out flaws, but this is how you will  grow.  Ultimately knowing how to listen and take criticism is a life-skill you will need the rest of your career as well.


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    students, technology

    It Is Not About the Gadgets – Why Every Teacher Should Have to Integrate Tech Into Their Classroom

    Pernille Ripp
    Image from here 

    I once sat on an interview committee in which the candidate p[proudly proclaimed that to integrate technology her students would use word processors and publish their work in a monthly book.  My toes instantly curled.  It wasn’t so much that she had used the words “word processor” but rather that she thought tech integration meant to have students type on a computer and then publish their work, that that would make them ready for this century of jobs.  So a couple of things come to mind whenever we discuss tech integration in schools.

    • Students have often more seamlessly integrated technology into their lives than their teachers and didn’t even need to take a class on it.  

      • We chalk this up to them being digital natives or because they have an interest in it.  Yet not all children are digital natives and most of them have had role models that show how to use the technology.  They also know that tech is valuable and can add to their lives rather than detract from something else.  

    • Some teachers assume that clicking on a SmartBoard or having students type their papers mean that they are “integrating” tech.  This is one very limited usage of tech, in fact, it doesn’t really count as integration.  True integration is when a student decides to film a video to show whet they have learned rather than create a poster.  True integration is when students have ideas and fearlessness to use technology to show their learning as a natural extension of the classroom.  Not to type a paper.  
    • There seems to be no urgency when it comes to actual technology integration into the classroom, but more of an urgency on how to buy the flashiest gadgets and then offer limited training or support.  How often do we hear about a district that has spent too much money on 30 SmartBoards, 100 iPads and how they will be placed in the hands of the students to enhance their learning?  How often do we then hear about the support they will offer their teachers or how those products will actually be used to enhance learning?  There seems to be an assumption that if you give they will use it effectively, which we all know is not true.  Some teachers might, but most will use it superficially and after a while the product will languish, unused, outdated, and just another relic of someone’s hastily thought out idea.
    • Some teachers feel that integrating technology is optional.  Integrating technology is no more optional than teaching how to use a pencil.  And while many may find that extreme, we cannot equip our students with the skills they need to be successful learners and teachers without teaching them to use technology properly.  Many schools see typing as a necessity but then cannot bring that view into how to stay safe on the internet, how to search properly on a computer and myriads of other things that technology can offer us.  How to use computers effectively is now a life-skill and as teachers it is our job to equip students with these.
    • Teachers who have been labeled “techie” teachers are sometimes viewed as a one-trick pony, that is all they are passionate about and therefore they cannot possibly have an effective classroom.  I certainly am one of the techie-teachers in my classroom but many are surprised at how little we use tech on a day to day basis.  That is not to say we don’t use it, because we do, but we also do many other things.  In fact, using a tech tool is just one option my students have to show their learning.  What I do practice is fearlessness in tech usage and that I pass on to my students.  Not that they always need to use some sort of tool, we use our pencils more than a computer, but that they can effectively use whatever whenever they need to.
    • Teachers think they have a choice in their classroom.  I am sorry but the choice should not be teachers’ anymore; every school should have an effective technology integration curriculum to offer students the skills they need.  We do not have a choice in teaching literacy or math and should not be given one when it comes to technology.  This is not about what WE want the kids to know but what the KIDS need to know.

    And I am sure I could continue the list, however, these are my main concerns.  We cannot afford to not focus on proper technology integration in our schools.  It is not about the gadgets, it is not about the typing, it is how to use technology tools fearlessly, respectfully, and effectively.  All things every teachers should be teaching, no excuses.

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    classroom expectations, classroom management, students

    You Know Those Kids in 5th, They Become Those Kids in 6th…

    Pernille Ripp
    My 5th grade team met with some of the 6th grade team at the middle school, one of those rare occurrences where everyone’s schedule just meshes and you finally get to sit down and discuss expectations.  Hallelujah!  While the whole meeting was a gem to be a part of, one thing that struck me was that the kids who are struggling in elementary are the kids that end up struggling in middle school.  Simple conclusion, yes, but think about the impact of that…

    Those kids who have problems handing in work, or don’t know how to ask for help, or who sit back and wait for someone else to figure it out, they keep doing it in middle school.  Those kids who don’t show up to school, or show up with half of their things, who seem unaffected when we ask where their work is, or why they didn’t finish something.  Who horse around, who get in trouble at the blink of an eye, those kids that the whole school seems to know.  Sure ,those kids come to us like that in 5th, much like they came to their teachers in 4th the same way, and yet I wonder; what are we doing to change their habits?

    The age old system of losing recess, docking points for late assignments, a stern talking to, parent phone calls, and drill and kill don’t seem to be putting these kids on a different path.  Neither does compassion and community, showing that you care and giving them extra time.  We don’t seem to be having many eureka moments.  So what can we change?  How can we intervene differently?  How can we stop the cycle?  That’s what I left wondering after today.