students – Page 6 – Pernille Ripp

aha moment, being a teacher, Passion, students

The Problem With Taking Notes on Students

March 19, 2015 Pernille Ripp

I remember the binder at the end of the year; probably weighing 10 pounds, spilling out with papers, tabs missing, scribbles everywhere. I was ready. I had the proof; proof of every single reading conversation that I had had with every student. Every goal we had set, every challenge we had overcome. The proof was in the binder and that binder was amazing.

Then I moved to 7th grade and I made 5 binders. Tabbed for each student. Ready with my goal sheets, my conferring template and my ever trusty clipboard. No longer did I need to take notes on all subjects, just two, and boy did that seem daunting, but I figured I needed to gather as many notes as possible because that is what good teachers do. Those first few weeks as I got to meet my students I used it every day. Called them up, flipped to the page, asked them the questions, wrote down, had them wait while I was still writing, finished up, wrote some more, called the next one up. In 10 minutes of independent reading time, I got through 2 students, at the most. With 116 students total, I didn’t know how I would ever keep up. How would I have all of the proof that I needed to show what I was doing every day with my students? How would I find time to take all of those notes? How would I be a good teacher.

Now I think I know the answer; I couldn’t. And I don’t have to. The thing is, you don’t need to take notes every single time you meet with a child. You do not need to document every conference, every small conversation. You don’t have to walk around with a binder or with a clipboard noticing every little thing and documenting it for all eternity. What you need to do instead is notice the big things. Find proof for the things that you would want to assess or share with someone else. Check in where a child is on their journey once a week and allow yourself to know that that is enough in most cases. Have enough to fill one sheet with really great observations and find your peace within that.

During a conference with a child, put the pen down and focus on what they are telling you. Look them in the eye and listen. Jot a line down when they are done if you want but don’t beat yourself up if you don’t. Allow yourself time once a week during independent reading or whenever you can and write down notes on all of the students. What have you noticed this week? Where are they at now? What is next for them? Then ask the students to reflect as well, give them a goal sheet to fill out and do it as a class. Ask them three simple questions: How are you better at whatever this week? How do you now? And what will you work on next?

I used to think that I needed proof of every single thing. That in case someone stopped by to ask what I did as a teacher I had to be ready. Now I know that it is not the quantity of information that matter but the quality. So join me in resisting the urge to document every single thing. Focus on the big things, the necessary, and look at the kids instead.

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.

being me, education, lessons learned, Personalized Learning, students

I Want to Be the Kind of Teacher

February 10, 2015April 21, 2016 Pernille Ripp

I have failed as a teacher many times, mostly in small ways, but there have been epic ones as well. I think so many of us have had them. Yet, what we do with our failures is also what defines us and today, after two weeks of rotations that simply were not working, I was reminded again of what kind of teacher I want to be.

I want to be the kind of teacher that doesn’t give up. The kind that finds a new solution even when it seems like I could just stay on a path because it would be so much easier. That knows when to hold them, when to fold them, and yes, even when to walk away.

I want to be the kind of teacher that keeps the students in mind at every moment and with every decision I make, even the ones where my own pride may suffer. The one that problem-solves rather than rants. The one that fixes rather than breaks.

I want to be the kind of teacher that realizes when something is not working and has the common sense to stop it. That tries an idea with all of their heart and then makes it better when it doesn’t quite work.

The kind of teacher that dreams. The kind of teacher that listens. The kind of teacher that has students who are willing to speak up even if they know the message may cause temporary hurt, but in the long run will create a path toward a solution.

I want to be the kind of teacher that sees the learning in every problem. That sees what can be salvaged rather than throws everything out. The kind that can see the good in something or someone even in the bleakest of moments.

Today, when I realized that my dream for epic discussions had failed, I wanted to throw it all out, but my students once again reminded me that there were good moments too, things that worked that deserved protection and resurrection in a new format. So instead of ranting. Instead of raving about all of the hard work lost, how I now had to start over, I reflected, re-imagined and am ready to go for tomorrow.

I want to be the kind of teacher that never forgets their own vulnerability but sees it as a strength rather than a weakness. That isn’t afraid to show the world failure to inspire others to grow. That remembers that not everything is bad, not everything is broken even if it seems so at the moment. That’s the kind of teacher I want to be. One day I’ll get there.

being me, Passion, students

The One Thing We Forget to Plan For

February 1, 2015 Pernille Ripp

Today I added a column to my electronic lesson planner, a column I should have added at the beginning of the year but realized that now is better than never. It is not more work for me, nor is it something I was told to do, I added it because I had to, the urgency haunted me in my sleep; a column labeled “Fun.” While right now the column is mostly empty as I plan my days ahead it serves as an important reminder; that fun is not a four-letter word in education and that learning should be filled with joy.

We plan for the standards. We plan for our students needs. We plan for progress. We plan for assessment. But when do we take the time to plan for fun, to make schools places of joy where students are encouraged to have fun? We seem to be too busy getting through all the things we need to get through that fun is the furthest things from our minds. Yet, fun is exactly what we need to have more of in schools.

Learning should be fun. Curiosity should have a place in our classrooms. Laughter should happen on a regular basis. Smiling should be a classroom rule. Fun should be one of the many pillars that supports all of the learning that we do. It should be embraced, discussed, worked on and celebrated. Schools should be filled with fun.

So while I find it sad that I have to plan for it, I recognize that I often get too caught up in all that we have to do that it simply slips my mind. That I worry more about whether students get something than whether they like coming to school. Than whether they laughed today. Yet, that is exactly what I should be worrying about. We lose kids when they disconnect from school. Making school fun again should be on all of our priority lists. So next time you plan; ask yourself; is this fun? Is this something the students will enjoy working with or will it be yet another thing they just have to do? Push your thinking, ask the students, plan for moments of joy. We have lost too many students because school had no joy, but it is not too late to change the way we teach. The first step is to change the way we plan.

To see actual ideas for how to create more joy-filled moments, go here

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, being me, Passion, students, webinar

The Student’s Voice: Empowering Transformation – A Webinar Recording

December 2, 2014 Pernille Ripp

I had the huge pleasure of discussing student’s voice and how to empower them within a classroom with Tom Murray for the Alliance for Excellent Education on November 17th. To see what other great things the Alliance does, go here.

In this video we discussed

Ideas for including the students’ voice in classroom setup, planning, and outcome
Technology tools to bring the students’ voice out into the world
Stories of how the students’ voice can transform education
New ideas that can be implemented starting today to change the power within our classrooms

behavior, punishment, students

Before You Hang Up That Public Behavior Chart

November 29, 2014November 29, 2014 Pernille Ripp

I have written before about public behavior charts, how I feel about them, what they do to students in my opinion. And while some seem to have found a way to make them work within their environments, I wonder; what if we assumed that all students would have a great day, a great year, and we started off our year without them? No behavior chart prominently hanging greeting the students on the very first day of school?

I think of the message we send on the very first day of school and how it can frame the way a child sees us. I used to go over my behavior chart as one of the very first things of the school year; how to act, what the expectations were and more importantly what the consequences would be. I assumed that my students would need consequences. I assumed they would need punishment. I knew they needed a structure, all people do, but I framed that structure in a negative way hoping for a positive result Why I didn’t see that oxymoron until a few years in, I am not sure.

I am not saying get rid of your behavior systems, not if you’re not ready, but perhaps re-think the assumption that they need to be present from the very first moment of the new year. And while we are battling assumptions, maybe it is time to reconsider whether all children truly benefit from them. Do we really need a behavior chart for every single student in our rooms? I think of my own daughter who works so hard on being good every single day, proudly telling me whenever she gets a compliment from the teacher, and the devastating effect it would have on her if she had to be on “yellow” or “not so great” for the whole world to see. She cares so much about others, sometimes to a fault, that it would wreck her if others thought she was “bad.” Some may say that that is exactly the intended response; for a child to be so mortified that they never do that behavior again. Yet, I wonder if that mortification leads to a break down in relationship?

We all know that student behavior can get better if a child feels safe within our environment. That means safe to learn, safe to try, and yes, safe to have a bad day. When we publicly show the rest of the class that a child is having a bad day and then leave a reminder up, we limit the way a child can process through their actions. Some students will obviously correct their behavior, whereas others will continue down the path of bad decisions since they have already been called out on it. So instead of the public behavior chart, how about a private one? That way a child can still know how they are doing, you can still have the conversations it may spur, but you cut out the public call out, the public humiliation. And what if on the first day of school we didn’t speak of just our own rules, but had the students discuss their rules for the classroom? How about instead of consequences, we spoke of the learning journey?

So before you hang up that public behavior chart, even though it may have room for both great behavior and bad, consider whether every child needs one? Can we accomplish the same privately? Can a compliment mean more to a child than moving their clip? Can a hushed conversation be a better consequence for a child who is making bad choices? Can the same benefits that some see in the charts be reached in a kinder, quieter way? I don’t think it hurts to ask the question.

PS: If you want to read more about what I do now in my classrooms, read here

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 from Powerful Learning Press. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.

aha moment, behavior, being a teacher, students

I Was Ready With THE Speech

November 20, 2014 Pernille Ripp

I was ready with THE speech. Had been since about 5 AM when I woke up and knew exactly what I needed to do. All day I was waiting for that class to come in, to tell them that there was a new sheriff in town, and yes, we have been having fun, but we are wasting too much time and it is time to get serious. Ugh, sometimes I hate serious but my meager 45 minutes doesn’t allow me much breathing room.

There they came, eager as always, happy to be in our room, not so much because of me but because of all their friends and the discussions we might have. I was ready. Counting down the seconds until their usual raucous nature would erupt. Almost holding my breath, running the words I had rehearsed through my head. “…there will be no more of this….the time is being wasted….serious….pay attention….things to learn….” I was ready.

Except, they didn’t start. I started teaching and showed them our deadline. I showed them how big of a time crunch we were in. I told them I was serious, that I meant it, and that the world would practically fall on our heads if we didn’t make this timeline. Ok…So they got to work, they started speaking to each other a little, so I figured now was the time. I started my speech, ready to be asked hard questions, ready to be challenged, or even interrupted. Instead they just looked at me…and then kept working.

It wasn’t perfect today. It never is. But for a moment I had forgotten that we have bad days and good days. That sometimes our bad days seem to last much longer than they really do. And sometimes our good days don’t even count because they must have been a fluke, right? And sure, there was talking, and sure there are consequences, but they were not the ones from my head. They were not the ones I was ready to dole out. Kids change. Sometimes from day to day. Who knows what tomorrow will bring, but I am hoping for a good day.