students – Page 7 – Pernille Ripp

A Simple Lesson

November 1, 2014October 31, 2014 Pernille Ripp

Their words echo across the pages; see me, notice me. Post upon post the kids’ voices rise off the pages; like us, love us. Altogether they tell me again and again; what we love about school is not just our friends but the teachers that actually like to teach. The teachers that have a little fun. The teachers that seem to care that we showed up that day.

So why do we forget this when we plan? Why do we forget to take time to notice kids? For small conversation? I look at my lesson plans and nowhere does it say; walk around and speak to students, smile at them, laugh with them, find out more about them. Instead the standards are aligned with all of my goals. This is what we must cover, this is what we must do.

Those who wrote the Common Core, those who write the standards, seem to have forgotten one small thing; without relationships none of it matters. Without relationships all our fancy lesson plans will be are words floating through air, no anchor to bind them to the minds of our students.

So this week, I am planning for time. I am planning for them. Notice me, like me, laugh with me, show me. Those are the goals of my lessons.

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.

being a teacher, Reading, students

What Stands in the Way to Reading – Lessons From My Students

October 7, 2014 Pernille Ripp

I used to think that reading could only be done in silence. That we had to be alone with our thoughts, that our eyes must be on the text at all times so that we could stay immersed. I used to think that reading meant post-its, partner conversations, and frequent check-ins with a teacher, of course. That it was something easy to do as long as books were there, after all, anyone will want to read as long as there is choice. I used to think a lot of things but now my 7th graders have taught me a thing or two.

Now I know that reading is sometimes better while listening to music. That post-its can interfere. That partner conversations are mostly stilted unless you trust the person.

Now I know that frequent check-ins are not always necessary and that a quick hallway conversation or walk-by can also be powerful. That what works for me may not work for others. That sometimes our eyes need a break and that doesn’t mean we are not reading, but that we simply need a moment to ponder, or let our minds wander.

I used to think that reading meant constantly thinking about what you read. That it meant sharing more books. To keep their piles full and their brains always spinning with what’s next, what’s next, what’s next. Now I know that sometimes we read to be immersed, sometimes we read to discuss, sometimes we read because we have nothing better to do and that is ok too.

I used to think that books would cure all but now I see the mountain I have yet to conquer. Yes, incredibly books are a weapon in the fight for reading, but it cannot be the only one. Passion, discussion, choice, and time are equals in this fight. And so is guidance, abandonment, and time to think. Bean bags, carpet squares, and even dimming the lights enter too. We never know what it is that will turn a child from a non-reader to a reader, and yet there are so many things we exclude because we think we know best.

I may not have convinced them all just yet that reading is powerful, that reading is magical. But I have hope, because they are still with me on this journey. They still give me their attention, and they still ask for books. We may think that we lose a reader but they are never quite lost. It is up to us (and them) whether they find their way back or not. For now, i will keep giving them everything I’ve got. After all, this is definitely worth it.

I am a passionate teacher in Wisconsin, USA, who has taught 4, 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.

Be the change, being a teacher, being me, reflection, Student-centered, students

Are We Having Honest Conversations with Kids?

September 13, 2014 Pernille Ripp

The groan could have been heard for miles it seemed. The 7th grader in front of me looked at me with that look only kids can give you when you have said something that they hate.

“Post-its? I hate post-its, why do we have to use post-its?”

I bent down and said “Why?” took the few minutes to discuss and then knew I had to change what I was about to teach.

It was my first day of readers workshop with the students and I was pumped, I couldn’t wait to get them started on their journey to think deeper about their books, have better conversations, and boost their writing. And yet, already by the first hour, I had run into a boulder of disapproval.

In the past, I would have had a conversation with the student as well, but it would have centered on explaining why this was good for them, why they had to do it, and how they just had to trust me. This time though, I knew it wouldn’t be enough, that my role right now is not to force habits because I said so but rather create discussion and find habits that work for us. So I listened and we discussed and I realized that the student brought up points that I think of myself as I read through some of my lessons and it was time for me to admit it.

Being a teacher is sometimes like being an enforcer. We tell children what to do because we know best, we know the end point, and so we know the building blocks that they need to get there. We have discussions, we offer choice, but how often do we listen to what the students are telling us and admitting our own doubts or thoughts? How often do we admit our own adult habits and how they fly in the face of what we are teaching and then create a new path forward because we know the students might be right? How often do we listen when students tell us how they feel and then actually act upon it even if it means changing the way we teach?

We have to have honest conversations with our students. We have to be able to admit that sometimes the ideas we first had are not the ideas that are best suited for the children in front of us. That we as adults have developed habits that fly in the face of what we are teaching and yet we still manage to be deep thinkers. We have to admit that sometimes our lessons are not “real life” or even do-able for all of us. We have to admit that not everyone has the same path forward to whatever goal we may have set.

I speak to my students about developing as independent thinkers, yet I expect them to conform to all of the same rules in our classroom. I am not sure how to go forward, but I know something has to give. We may know what is best for most, but I need to know what is best for each. And that will take a lot of honest conversations.

new year, students

I Wish I Had Had This in High School – The H&R Block Budget Challenge

September 8, 2014September 6, 2014 Pernille Ripp

I remember the first time I ran into not having enough money to get gas to get to work. It was my own fault so no sympathy needed. I was 19, working full time in a clothing store and definitely not budgeting any of my money. In fact, I wasn’t even keeping track. I just kept swiping my debit card until the cashier would tell me it was denied. Not a stellar money moment for me. And yet, I had to get to work and my car needed gas to get there and there was no way I was going to ask my parents for money. So instead I searched the car, I searched the couch, I looked everywhere for change and then went and filled my car up with the few dollars I had found. Off to work I went.

I wish that were the end of my budgeting woes, that it had been enough of a moment for me to think smarter about my money but alas that wouldn’t come for a few years. I was definitely not a saver, I loved to shop too much, and thinking about where my money went was boring. Now I shudder at the mistakes I made and how much I could have damaged my credit. This is why when H&R contacted me to ask whether I would promote their budget challenge for high school students, I jumped at the chance. After all, this is exactly what I wish I had experienced when I was growing up. Maybe something like this would have saved me from so many stupid decisions and mistakes.

What is the H&R Budget Challenge?

Participants encounter real-world personal budgeting situations, problem-solving, and decision-making through an online simulation and accompanying lessons that meet national standards. With sessions October through April, teachers have six opportunities to participate. This is for students 14 years or older, enrolled in grade 9 through 12 full-time. Today is the kick off to their new event, which of course is free for teachers to sign up for, but even better; there are scholarships and grants to be won!

What are the grants and scholarships?

For the top classrooms and teachers, so those who budget the best, there are prizes to win!

H&R Block will award $3 million in classroom grants and scholarships throughout the competition including a $100,000 GRAND PRIZE SCHOLARSHIP.

60 opportunities for classroom grants up to $5K

132 opportunities for student scholarships of $20K

Grand prize scholarship of $100K

Student incentive during game play

When does this start?

Sign up starts today and the first session kicks off in October. This is a great opportunity for teachers to help students learn solid financial skills before they make stupid mistakes like I did.

I have more questions!

Go to their website to read more about it and also register.

PS: I mentioned it already but this is a sponsored post by H&R Block, but how cool is this?

being a teacher, Reading, reflection, students

Before You Assign a Reading Log

September 6, 2014September 10, 2014 Pernille Ripp

“…Mrs. Ripp, should we bring this home?” A student is waving the status of the class form I just had them glue in their notebook during our first week of 7th grade English. “No, please don’t,” I answer, “This is not a reading log, just a tool for you to use here in class.” I can see the relief spread across the student. They thought it was a reading log. I am glad it isn’t.

I have written about reading logs before; how I used to use them, how I had to use them, what to do instead. I know there is a possibility that Thea will have one at some point. And I worry about what that will do to her, how she will react not so much to the logging of reading, I do that myself through Goodreads, but the prize aspect, the reading to get something. You see, Thea reads for fun. Not because she naturally developed that, she would much rather read for prizes, which kid wouldn’t? But I have learned though her reactions to reading challenges to shield her from that, to build up that we read for the sheer enjoyment of reading. That we don’t get a reward when we finish a book other than the experience. That we talk about books and remember them that way, not to log them, not to see how many we can read so we can earn something.

Yet, I get why reading logs are used. Not all kids read, not all parents push reading as a thing to do every day. Some kids need a prize to get them motivated or a log to see their habits so they can develop better ones. Some teachers have to use them because of a school or district initiative, even though they would rather not. But here’s the thing; not every kid needs one. Just like every kid doesn’t need an intervention. Just like every kid doesn’t need homework help, not every kid needs to create better reading habits.

So instead of assigning a reading log to all if there has to be one, how about a tiered approach? How about a quick conversation with home or the student to discover reading habits? How about choice? I will gladly share with Thea’s teachers that we read for 30 minutes or more every night. That Thea pretends to read for another 30 after we tuck her in. That our house is filled with books. That going to the library or the book store is viewed as the biggest surprise. That getting a new book is something we celebrate. That we read the same books over and over because we love them so much. That we don’t need a reading log for that, we just need time.

I don’t have to do a reading log anymore so instead I asked my 7th graders about their reading habits to see who needs help establishing better habits. It doesn’t take long, it is not hard work, but the information I gained will help us grow. They don’t need reading logs, they need a place to jot down how much they read in class and a place to record their ratings of books. Their parents don’t need to be involved. There will be no prizes. They are expected to read and I can tell if they don’t through conversation. That works for me, for the students right now, and hopefully it will in the future as well.

For ideas of what to do instead of a reading log, here are some

I am a passionate teacher in Wisconsin, USA, who has taught 4, 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” can be pre-ordered from Corwin Press now. Follow me on Twitter @PernilleRipp.

Be the change, being a teacher, new year, reflection, students

What I Learned My First Week of School

September 5, 2014September 5, 2014 Pernille Ripp

I thought I knew how to be a good teacher. After all, I have been doing alright in 5th grade. Yet, this week as I faced my awesome 7th graders, I realized that I still have so much to learn. That even though I have a few years under my belt, being new is still being new.

I learned that students wont automatically like you just because you are their teacher. That often we take that love and respect for granted in elementary but as they get older we have to work for it even more. The best part though is that I don’t mind working for it at all.

I learned that while I may think I am super human and can say yes to every project thrown my way, I am not. I have found my limits. I have found my tipping point. I am glad I did.

I learned that although I may have taught the same thing 5 times in a row, it is new to the students in front of me and they deserve the very best of me. Not the tired me. Not the rushed me. Not the “let’s just get through this” me. But the in-tune, attentive, fun-loving me. Every single student, every single time.

I learned that laughing at myself is a great way to get students to open up a little.

I learned that learning 118 names in 4 days is near impossible, even though I am soooooo close.

I learned that 7th graders still love picture book, hallelujah! They also love gruesome fairy tales and a good story. I think we will be okay.

I learned that you can win the team lottery twice in a row. That there are schools out there, districts even, that thrive on the positive, where teachers matter. Where ideas are shared, crazy thoughts supported, and small successes celebrated. These schools are no longer unicorns, they exist, and I hope everyone finds one.

I learned that being a team matters and that compromise is not a dirty word. We can still change education through compromise, through being kind, and that every person in a building brings something to the table. That being in a bubble and shutting your door should not be the norm, should not be okay. We have to get better at listening to each other.

But my biggest lesson this week; that 7th graders are so unbelievably great to teach. That my fears of not loving this age group as much as fifth was completely unfounded. That I am thankful for this chance of a new home, that “my kids” can really mean 118 students and not just 27. I am so lucky. I feel like I am home.

I am a passionate teacher in Wisconsin, USA, who has taught 4, 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” can be pre-ordered from Corwin Press now. Follow me on Twitter @PernilleRipp.