students – Page 28 – Pernille Ripp

Quitting grades to some means to quit expectations. I used to think that if I didn’t meticulously grade everything, I was inefficient, ineffective, and certainly lazy. And yet I have come to happily realize that quitting grades as much as I am allowed to do has become one of the great liberations of my young teaching experience. By quitting grades, I simply become able to better evaluate work, to in the end better “grade” my students.

When I quit putting letter grades on my papers, I did not lower my expectations for an excellent product, in fact quite the opposite happened. By removing letter grades from the final product it ceased being exactly that; final. When my students hand in an assignment now, they know it is is not done. No longer just an end product, but instead another stepping stone in our learning journey. If a test is mediocre, then they get a chance to fix it. As simple as that seems, I cannot tell you how many times I have witnessed a student say “oh” only to then erase the incorrect answer and provide the right one.

So quitting letter grades did not make me weak, simpler or even more “granola.” I didn’t quit letter grades because I wanted to shelter all of my students from the “real” world. I quit letter grades on assignment because they did not work. A letter grade only ever sparked a discussion when it was below what a student or parent thought was deserved. If an A- was given, a student did not take the opportunity to ask what could be better or ask what was great about it in the first place. Instead the grade was received, glanced at and the product filed away, perhaps to be shared with a parent, at some point to be shared with a recycling bin. So I didn’t start to wear patchouli or run chants in my classroom, I didn’t let my students academics slide to fit in with my new philosophy. Instead I challenged myself to provide better feedback, a better pathway for my students to follow to academic success.

Giving letter grades would be less time consuming then the feedback I provide now. Sometimes on busy days I even yearn for those days of easy calculations, slap on of a grade, and done with it all. Now instead I ponder, I chart, I reflect back upon previous work and then I try to write meaningful, relatable feedback that is relevant to that student. No more “Nice try” comments, but instead “You are secure in paragraph setup but still developing in sentence fluency.” And that’s only after all of my students actually know what a paragraph and sentence fluency is. So call me weak, call me a rebel, but don’t call me a softie. Letter grades for my students has meant more work, more thought, and more academic challenge than ever before. And boy do I love my new, hippidippy ways.

learning, students, technology, tools

The Tools We Use (and Those We Don’t)

March 4, 2011 Pernille Ripp

Photo courtesy of I Can Read

As I get ready to write my second set of report cards, I realize 2/3’s of the year has passed and I have some very technology savvy 4th graders. And by savvy I mean critical, knowledgeable, and demanding tech users. So what has stood the test of time in our classroom and what has died a silent death:

Some Favorites:

Kidblog – hands down the most useful tool we have integrated this year. Through this blogging platform we have reached out to more than 20 countries around the world, have had an intimate view of the revolution in Egypt and created an ongoing writing portfolio. I cannot believe something like this is free.
Animoto – a tool favored by my students to present video or still pictures as a way to give an inside view of our days and of our doings.
Flip Camera’s – Our fantastic PTO donated 8 new cameras to our school through the Digital Wish buy 1 get 1 fee program and we have one permanently on loan in our room. Students have created grammar videos, learning snapshots and just documented really cool things.
Glogster – some of my students have the glogster bug, begging to create projects using this medium, and one even created his own glog Christmas contest. They have gotten more creative, and better at citing through this site.
Google Suite – well duh, most might say, but my students have become very savvy Google users, taking initiative to search for life cycle of the crayfish when our crayfish exhibited some peculiar behaviors, as well as creating Google maps of students they speak to, and that is just the tip of the iceberg.
Skype – oh yes, we skype and as the year progresses we do it more and more often. From a quick check in with my husband (just to see what he is doing, they say) to classrooms around the world, we are bringing the world into our room. Interested in skyping with us – let me know!
Wordle – ahh, yes we love our word cloud generator. This tool has been used from everything to research, overused words, to poems about parents. This free tool is pretty amazing.
Twitter – while my students are not on Twitter, this social phenomenon colors much of our every day learning. From finding out about World Math Day to the Global Read Aloud Project, what I gain from Twitter is invaluable.

And some that seemed fun and then not so much:

Edmodo – this very cool social interaction site took off like wild fire and then died out with my students. At first, they loved speaking to each other through the site from home and then they simply got bored. Now, I think our last update was 2 weeks ago.
VoiceThread – I know of many educators that successfully implement this in their curriculum, but in my classroom, it wasn’t wort it. Perhaps it was because we didn’t have a paid for account and so it was rather limited usage or perhaps I didn’t give it enough of a chance, whatever the case, it has been months since we used it.
Voki – yes I know there is a Voki for education as well, and while my students loved creating avatars of their friends, saving and uploading them was cumbersome and time consuming.
ToonDoo – again, I do not have an educator account for this, which means I cannot provide the safe environment that I need for my students, however, students did do a test run and while some loved it, most found it ineffective and that they could do the same work by hand much easier.

What am I missing out on? What do you love in your classroom? What did you give up on? Share, share, share.

being a teacher, being me, inspiration, listen, students, thank

Those Things We Carry

March 2, 2011 Pernille Ripp

The shuffled movement, the slight look possibly from the left, a small gesture to be noticed. “Ummm, Mrs. Ripp can I have lunch with you?”. Oh shoot, there goes that extra prep, but yes, absolutely yes, let’s have lunch. Over food the words come tumbling like a bottle with it’s cork pulled. Didn’t even have to ask a question, they just spill out and out, away from this student, this trusting student that needs someone to carry the weight of the world with them. It is not new, not shocking, but every day life, every day fears, every day needs of wanting bigger, better, more. And yet here, it means the world.

We carry those words.

Another morning, a moment, a need for a hug and then a drawing shown. “Do you think I can make it, Mrs. Ripp?.” “Of course, you can, just dream and work toward it,” is what I say but what I think tells more. Work hard, little child, don’t believe those people who will try to steal your dream. Don’t believe those people that tell you you are not smart, that you will not amount to anything. Don’t listen when they make you angry, or when they make you cry. Dream, dream on, dream strong.

We carry those dreams.

At the end of the day, a mad rush, backpacks on, cubbies emptied, and one last “Thank you for coming.” I mean it too, thank you for being here, for sharing your day with me. For sticking with me when my voice got tired, or my explanation made no sense. For listening when I should have been quiet, for raising your hand patiently and waiting your turn even though you were really, really excited. Thank you for laughing, for thinking, for creating, and trying. Thank you for believing and caring, for trusting and loving, because that’s what it is; trust and love and hope and hard work, every single day.

They carry those teachers; us.

authentic learning, being a teacher, feedback, lessons learned, students

Hold Your Tongue – Why Feedback has to be Time Appropriate

February 28, 2011 Pernille Ripp

Today, as we practiced writing our weekend webs, the students had to focus on writing a catchy first sentence. It all ties in with our major writing goals of better word choice and yet was still met with groans and eye rolls. “But that’s hard, Mrs. Ripp” was expressed repeatedly. “Absolutely,” I said, “And that is why we have to practice it.”

After the 15 minutes of writing were up, I had students share just their opening sentence with the rest of the class. As we went through each sentence, I stayed quiet beside the occasional “Nice” that slipped out. These sentences were not created equal by any means. Some were catchy, exciting, inviting and others were just ho-hum. In the past, I would have given my honest opinion at each sentence, and yet today I held my tongue. Instead of sharing my opinion to each individual, I asked the students whether they heard a difference in sentence quality. All of them agreed and some even ventured that there were certain stories they would love to read right away. A discussion then broke out as to the purpose of that first sentence. Was it to explain everything such as “This Saturday, I went to the carnival” or was it to entice the reader? This discussion would not have happened had I greeted each sentence with a comment. Instead, I would have had some deflated students, unsure of what their next step should be.

Public criticism disguised as feedback is always something I avoid. Not because I feel students should not be aware of what their goals are, in fact, we discuss this quite often in my classroom, but rather the public part of it. Of course, there are times when public discussion does happen such as addressing inappropriate behaviors, or when the whole class is trying to learn from each other in a more deliberate way. Just stating though that student’s work isn’t their best, is simply not doing them any good. In this instance, I would not have had time to properly discuss ways to change their sentence, and I knew that some students would figure out theirs was not as strong if they simply heard the other ones that were. So I am learning to be quiet, to be more deliberate in my delivery of learning, and to sometimes forgo it all together.

Feedback is one of our strongest tools but can also be one of our more damaging ones if handled inappropriately. While you can easily build a child up by publicly praising their work, one misplaced comment can undo months of confidence as a writer, reader or student. This goes for disingenuous praise as well; children will see right through it if you don’t mean it. So as I continue to grow alongside my students I try to keep it simple, earnest, and meaningful. Saying “good job” might work at that specific moment in time but the students learn nothing from it. Just as saying “That wasn’t a great sentence” delivers no learning opportunity, we must be willful and deliberate in our words. How do you handle feedback in your classroom? What are you stopping doing? Am I the only one on this word choice journey?

being a teacher, learning, students, titles, word choice

The Many Titles We Bestow

February 22, 2011 Pernille Ripp

Today I told my students they were geologists. We started studying earth material in science and so my students now become budding geologists along with the other titles we have earned in 4th grade. When I pointed out that we were no longer astacologists (someone who studies crayfish) they correctly informed me that they were still that but now were just adding another title to themselves. I stood blissfully corrected.

So why this title endorsement. Last week I read a book called Choice Words by Peter H. Johnston, in it he discusses the importance of our language when we speak to our students. He details how we as teachers should not indicate to beginning readers that they must strive to emulate great readers, but rather tell them that they are readers and that all readers do certain things. This really hit a chord with me. I often have used the language of what “great writers” or “strong readers” do and have never realized that perhaps I am then boxing students in. If I do place them outside of the category of being a strong reader through seemingly innocuous language use, then what stigma am I attaching to their reading skills?

So I have consciously broken free of my language. Yes, it will take time and yes, I will slip up. But it is worth it. After all, we all know firsthand how incredible words can be when attached to our persona. After all, how many of you got chills the first time you were called a teacher (or the 1,000th time for that matter)? So think of the language with which we address our students. Think of the power that we can invest in them just through better or more thoughtful word choices.

My students are no longer striving to be “like geologists,” they are geologists. In fact, as they pointed out to me; they are many things. My students are writers, poets, readers and illustrators. They are filmmakers, commentators, scientists, and social study professors. They are experts, they are learners, and they are teachers. And there will be many more titles to come for them.

authentic learning, being a teacher, goal, inspiration, students

Dear 4 1/2 Graders

February 19, 2011 Pernille Ripp

Dear 4 1/2 graders,
Boy, where has the year gone? This last week has given me some time to think about the goals, the learning, the excitement and the end of fourth grade. So as I prepare for our next units, knowing there is half a year left, knowing we have so much learning to do, knowing that we have so much growing to do, I get excited. The path we are on. this year is incredible, the learning journey eventful, and sometimes even a little bit magical. So as we inch closer to fifth grade, I hope we

Slow down to relish the everyday magic. It is ok to get excited when you solve something on your own or do that great work. Let’s share, let’s celebrate, after all, learning is meant to be wondrous.

Struggle together. Let’s look for answers, questions our assumptions, and even question each other (especially the teacher!).

Reach out. The world is our classroom so let’s invite others in and do our share to be global citizens. Think of how rich our lives a now because of our blogging and projects.

Believe! Let’s believe more in our own brains, creativity, problem solving skills, and most of all each other. Ask others for help when needed but don’t forget to ask yourself first.

Create. I am only a teacher, not the inventor of everything interesting. So create learning possibilities for yourself as well as we continue learning in our room.

Set goals – and then exceed them. We must continue to strive for better but also not be satisfied when we reach that goal. Push yourself when it makes sense.

Smile, laugh, giggle and have fun. School is meant to be somewhere fabulous where magical things happen, let’s continue to make learning fun.

I cannot wait to see you on Monday.

Love,
Mrs. Ripp