Pernille Ripp

aha moment, assessment, Be the change, feedback, grades

Some Helpful Realizations for More Meaningful Assessments

September 28, 2015September 27, 2015 Pernille Ripp

I have been trying to create more meaningful assessment for the past 5 years. Not a small feat if you would, especially now when I am teaching more than 120 students. Yet, a few things I have realized over the years may help others as they try to move away from grades as an end point, and instead move into better assessment and feedback, where students actually feel like they are in charge of their own learning journey.

Let me preface that this move from giving grades to giving feedback has not always been easy. I find it is much easier to simply assign a grade to something, yet it has definitely been worth it. By the end of the year my students are much better at evaluating, reflecting, and goal setting than they are when we start. And that is worth it all in itself. So a few things that I had to realize to make this shift was…

I am not the only one assessing. Students self-assess on almost every assignment once we get started. This is important, because they should not always be looking to me for how they did. They need to know themselves well enough to reflect on their own performance.

It is an ongoing conversation. We take the time to deconstruct the standards and rewrite them in student language. We take the time to go through what an assignment is actually asking them to do. We take the time to plan together so students can get ownership over what they are doing. Assessment is not something that only happens once in a while so it should not just be discussed once in a while.

I cannot assume. Too often we assume as teachers that we know what a child is doing or thinking. It is not accurate most of the time. So instead, I ask a child what they meant, I ask them to explain it to me as if I was not in the room. I ask them to make sure that I can understand their thinking at all times. We seem to focus too much on brevity, I would rather have a child be able to explain the full extent of their thinking than assume I know what they mean.

They need to produce more than I can assess. Our job is not to assess every single thing that a child produces, but instead to assess the pieces they feel are worth others looking at. Asking students to evaluate their work and only submit the one piece from a unit that they feel will show off their knowledge the best? That is an assessment in itself.

They need to assess each other, but not until they trust each other. We love using students as peer editors, as peer reviewers, and even as peer assessors. However this can be incredibly hard for students who do not trust one another. So wait. Let them build community first. Let them choose the people who will see their work. Do not force them into vulnerability, it is not worth it in the end.

Assessment needs to happen in class. They need to take ownership of the whole process, not just the end result, so that means that we are constantly evaluating our work, we are constantly engaged with our work, and we are doing it in class, not at home, not with parents. But here, now, this day, so that the conversations can happen as a group, as a partnership and as a self-reflection. And so the conversation can mean something and not just be homework or something else to get through.

Finally, assessment is a point in the journey, not the end of the journey. And students don’t often understand that. We have to have these conversations with them in order to change their mindset. If students think that grades are something being done to them, that grades are out of their control and do not happen until the end when it is too late to do anything about it, then we are missing the whole point of assessment. Assessment is for bettering yourself, for deepening your understanding, for helping you set goals. Not for completing something so you can cross it off the to-do list. Once again, I am reminded of the saying; We do not teach standards, we teach kids. And that is painfully apparent in the way we use assessment, feedback, and grades in our classrooms.

PS: For the how-to for eliminating or limiting grades, please consider reading my book Passionate Learners. There is a whole chapter dedicated to not just the why, but the actual how.

books, Literacy, Passion, Reading, student voice

On Reading Identity – An Essential Question to Ask Our Students

September 27, 2015September 27, 2015 Pernille Ripp

I have been watching my students carefully the last few weeks, waiting, holding my tongue, and just seeing what happens. We have started every day with 10 minutes of independent reading, which yes, sometimes is so hard to give because I feel the pressure of what I have to cover bear down on me. And yet, I know that giving my students independent reading time, particularly in the middle school, will make the biggest difference between whether they are readers or not.

So I have watched, and I have noticed the child that has already read 5 books on his device. Absorbed, enthralled, and recommending books to me. The child that is still re-reading the same old books that he has re-read the last few years, afraid to take a chance on something new. There is the child that has asked me if she could please listen to the next book and will that count as reading? (The answer is yes, of course). And then there is the girl that has been sharing her truth with me in small casual comments; she hates reading, always has. Reading was fun in kindergarten when she had to listen but that was it. She says it likes it’s no big deal. Like it is fact. Reading is not for her and never will be. So I tell her I will try to make reading better and she answers “That’s what they all say, Mrs Ripp.”

That’s what they all say.

Every teacher who has had her has told her the same thing; I will help, I will make it better, I will try. And yet, she stands before me now confessing that reading makes no sense to her. That even when she has pictures it makes no sense. And it doesn’t matter how many strategies she tries, it’s too hard and she will just read whatever,just so she can get through it. Because getting through reading is the only thing she knows how to do. Even though she has support. Even though she has teachers who care. And So I ask more questions, trying to discover just who she is, and what her reading identity means to her.

So often, we feel the pressure to teach. We feel that every time we speak to a student we must offer them up a kernel of truth, some inspiration, and a thing to try. We do it so that reading can become better for them, so they can comprehend deeper, understand it more, and develop their skills. Yet, in slowing down these past few weeks, I have learned yet another lesson when it comes to our readers; We cannot teach them well if we do not know their reading identities. And sure, that comes through speaking with them, but it also comes through quiet observation and casual conversations.

The students know what we want to hear. They will not tell us their truths until they trust us. So I withhold my judgment, reel back my eagerness to fix, and I pay attention, and I listen. Our students speak so loudly, yet we often forget to hear it.

So as they read or not read, depending on their choice, I sit next to them and ask quietly; “Are you a reader?” They are often surprised at the question, yet how they answer it tell me so much. I thank them and I move on. I take notes on my reader profile sheet and I ponder what the next step should be. How this year will help them and not hurt them.

We are not yet ready to talk strategies. We are not yet ready to talk goals, other than finding great books. We are not ready to analyze text, break it apart, or even compare. Not as a class any way. But we are ready to share our truths. They are ready to declare whether reading is for them or not. And I am ready to listen. Are you?

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. The 2nd edition and actual book-book (not just e-book!) just came out!

Be the change, being me, punishment

On Public Shaming and Our Classrooms

September 24, 2015 Pernille Ripp

I used to yell students’ names across the classroom, making sure that everyone knew who was now in trouble. I had the teacher voice down coupled with the stern glance.

I used to have students write their names on the board when they messed up. That name served as a public reminder of their poor decisions all day and showed them that I meant business. It was a wonderful display of who could not figure out how to behave well.

I used to have students call their parents in the middle of class to tell them when they were having a bad day. Three strikes you are out was the way we worked. I figured it didn’t matter that the rest of the class could hear their call, after all, that would probably just act as a deterrent for the rest of them.

I did not think I was shaming children, after all, children thrive on rules and routines. Therefore, these rules were definitely helping them become better citizens of our school.

After a year, the names on the board did not seem to work so well, so I switched to sticks in a cup. Everyone started in the green cup, your poor decisions moved you to yellow or red. The sticks never moved backwards and we reset at the end of the day. The names were no longer on the board, but the stick moving, that happened in front of the class. That walk of shame where all eyes were on a child as they were told to “Move their stick” was a daily occurrence. In our classroom everyone knew who the “bad kids” were, and so did their parents, after all, students love to share stories about how so and so got in trouble that day.

Then my firstborn got a little older. She got a little more energy. She wasn’t that good at sitting still or even paying attention at times. She had so much to do and so many things to see. And in her, I quickly saw the future. If she got a teacher that used these systems of public shaming, she would be the kid that would move her stick. She would be the kid whose name would be on the board. And I would be that parent, wondering why my child was being publicly shamed for behaviors she was trying so hard to control. For things that she did not do to intentionally harm the instruction, but simply needed support to work through.

So I stopped. I threw it all out. It turns out that you can have classrooms that thrive without the shaming from public punishment. That you can have well-functioning classrooms without the public behavior charts. That students will try to correct behavior and set goals with you when you remove the element of shame and try to problem solve instead. That they will see you as an ally, rather than just a punisher, and that will get you much further when you try to help them become better human beings.

There are only a few things I am willing to fall on the sword for on this blog. Previous experiences have shown me that most ideas in education are not black and white. There are always more than 2 sides to every story, and every teacher teaches differently, and that does not mean they are not good teachers, it just means they are different. But today, I will make an exception.

The public shaming that happens to students in our schools has to stop. The reliance on public displays of punishement as a way to control behavior has to stop. And the first place we stop it is by getting rid of public behavior charts. Those clip systems that tell the whole world something that should be a private conversation between a teacher, a student, and the parents.

Whether it is a clip-system, the move-your-stick, the flip-your-card, or the put-your-name-on-the-board, and yes I used most of them myself, we have to find a better way. We have to try because we are creating schools where children hate coming. Where parents worry that their child will be singled out for having energy, for being excited, for not being able to sit still all day. Where teachers are forced into roles as enforcers rather than nurturers. I know that there needs to be consequences. I know that we have to help students navigate behavior in our classrooms, but there are better ways then asking a child to create a permanent reminder and public display of how they are having a very bad day.

I am not proud of the mistakes I have made as a teacher. I am not proud of the things I have tried that have hurt children rather than helped them. But I am willing to write about it in the hopes that it will start a dialogue. That perhaps someone, somewhere, will take a moment to rethink something that seems to be so ingrained in our classrooms. That perhaps this post will help someone wonder what they can do instead. Because there is so much that can be done instead, there are so many ways to build community, to build better relationships, to still have consequences, and create classrooms where kids have a chance at thriving. All kids, not just the ones that know how to behave. But we have to take the first step. We have to take down the charts, remove the cups, erase the names. We have to create classrooms that do not run on shame, but run on community. I speak not just from my teacher heart, but from that of a parent. Our children deserve better than this. And it starts with us. Even if it makes us nervous. Even if we are not sure of what to do instead. I will help. Just ask.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. The 2nd edition and actual book-book (not just e-book!) just came out!

Be the change, being a teacher, being me, students

Do We Forget What We Are Asking Students to Do All Day?

September 22, 2015 Pernille Ripp

Yesterday I was in Michigan, surrounded by passionate educators, trying to make a change in the way they teach. I was lucky enough to give the keynote at Googlefest and after I was done speaking, my job was to listen. And so I did. With every inch of me I listened to their stories, tried to answer their questions, and soak in the knowledge that I was being given. What a gift it was.

It was exhausting.

By the time I reached the airport, my brain called out for sleep and food. No more computers. No more work. By the time I sat down, I couldn’t fathom doing anything productive although my to-do list screamed out for attention. My brain was full. My brain was so tired. And there was nothing I could do to trick it into thinking anything smart or productive. Thank goodness I did not have a looming deadline. So that’s when it struck me…

This is what happens to our students every single day.

We ask them to give us their full attention. For them to be on high alert all day as they learn. Ask any student and they will tell you they mostly listen throughout the day, interjecting knowledge throughout, yet their brain is constantly processing. Constantly working to make sure they are fulfilling what we demand students do: pay attention, be ready, learn. And be ready to prove it to us, no slacking allowed, whenever we feel like calling on them.

As adults we forget how tiring that must be. How not only are they asked to pay attention, but they are also asked to sit still, take notes, and be ready to answer any question we throw their way. We expect them to care about what we are doing and give us their very best, every minute, every day.

So today as I plan for the learning to come, I cannot help but think of how I need to make sure my students are moving. How I need to make sure they are talking and discussing. How I need to make sure we are doing something with the knowledge that we are working with, so they are not just paying attention, not just getting more information. And how I also need to be more understanding when they tell me they are tired.

We ask so much of our students because so much was asked of us when we went to school, yet we forget how hard it can be to live up to our standards. Do you have room for students brains to take a break? Do you plan for engagement and not just listening? Do you ask the students what they need so they are not exhausted by the end of the day? No wonder, students ask us to rethink homework, when all their brain is asking for is to take a break. I hope this is a lesson I don’t forget.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. The 2nd edition and actual book-book (not just e-book!) just came out!

Be the change, being a teacher, being me, Passion, power

A Rally Cry for Our Girls (And Boys)

September 20, 2015September 20, 2015 Pernille Ripp

A woman I admire greatly, Joyce Valenza, keynoted today on female leadership. Before her keynote she asked me and other women I admire greatly to share their experiences of what it means to be a woman in education. The following is roughly what I shared in a short video clip, I thought it only best to share it here as well but written instead of spoken.

I am the mother to 4 children all under the age of six. I am the mother to 3 daughters that will one day, hopefully, become independent leaders, not afraid to speak up or speak out. But for them to become just that, our society has to change. Our classrooms need to change. Our language needs to change.

In how many classrooms are girls expected to follow the rules better? To sit still? To listen quietly? If a girl runs around, full of energy she is “acting like a boy.” If she does it on a regular basis then something must be wrong with her. If a girl raises her voice, has high energy, then she must be having a bad day. She is labeled “wild” and “unruly.” Because that is not how girls are supposed to be. It goes against their very nature.

The same goes for boys, except only opposite. If a boy is quiet, if a boy shows emotion, then something must be wrong. If a boy does not engage in rough housing he must have a problem or be a wimp. We call our boys “sensitive” like it’s a swear word.

As educators, we must see our students as full human beings that can act in whichever way they choose, even if that means not being a “good” girl every day. As mothers, we must protect our children from the language that is sure to shape their identity so that they can be what they want to be, not just the archetype of a woman that society has bestowed upon us.

We are raising the future so I raise my girls to be independent. To be brave. To be fierce. I raise my son to be proud of his emotions and to say no when he wants to. That he does not have to fit into any gender stereotype someone else has decided for him. But most of all, I raise my children to be themselves, no matter their gender. Our classrooms, our very language, should protect that.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. The 2nd edition and actual book-book (not just e-book!) just came out!

being a teacher, books, Literacy, picturebooks

Great Picture Books to Use for Aha Moments

September 19, 2015July 20, 2018 Pernille Ripp

One of the main texts we use to guide our reading instruction is the amazing Notice and Note: Strategies for Close Reading by Kylene Beers and Robert Probst. This book provides us with the foundation for having deeper reading conversations and a common language as we develop our thoughts. While the book has excellent text ideas to use as mentor texts, I thought it would be nice for my students to use picture books on the very first day of a new strategy before we delve into the longer text excerpts. I have therefore looked for picture books I could use with the different strategies and will publish posts as I have them for the 6 different strategies since I cannot be the only one looking for ideas.

The first post was on Contrast & Contradictions, so this week I am turning to Aha Moments. These are the books my students and I will use as we explore this concept a little further.

Fantastic Aha Moment in Mixed – A Colorful Story by Arree Chung as the community realizes that it is more fun to be mixed than separated.

The little boy realizes that he is more alike with his grandfather than not in amazing Drawn Together by Minh Le and Dan Santat.

Girl Running by Annette Bay Pimentel and Micha Archer. Bobbi Gibb realizes that she is good enough to run the marathon.

After the Fall (How Humpty Dumpty Got Back Up Again) by Dan Santat

Humpty Dumpty has to overcome his own fears, but how can he?

The Boy and the Giant by David Litchfield

Billy realizes that instead of being scared of the giant, he needs to be how he would like others to treat him.

Small Things by Mel Tregonning

In this wordless picture book, we see the aha moment rather than read it when a boy has to figure out how to handle his anxiety.

Emmanuel’s Dream by Laurie Ann Thompson and Sean Qualls

The aha moment is mixed in with words of the wiser from Emmanuel’s mother and is embedded into the story. This is a good book to use when it may not be as obvious.

Malaika’s Costume

by Nadia L. Hohn (Author), Irene Luxbacher (Illustrator)

Malaika has to figure out how to navigate without the money her mom promised she would send to get her a costume for Carnival.

Abigail the Whale by Davide Cali (Author), Sonja Bougaeva (Illustrator)

After a great discussion with her swim teacher (Words of the Wiser), Abigail realizes that she should not care what others say.

Preaching to the Chickens by Jabari Asim and illustrated by E.B. Lewis shares all of the Aha moments and realizations that John Lewis had as a young child.

The Soccer Fence by Phil Bildner and illustrated by Jesse Joshua Watson not only serves as a wonderful mentor text for Aha moments , but also an an important historical reminder for us all.

I Dissent – Ruth Bader Ginsburg Makes Her Mark written by Debbie Levy and illustrated by Elizabeth Baddeley is a phenomenal informational picture books that really show how having an aha moment truly shapes RBG’s life. I love this picture book for many reasons and this is just one of them.

Edward Gets Messy written by Rita Meade and illustrated by Olga Stern has a wonderful tale of a pig that thinks his life needs t be a certain way but then realizes that it is okay to get a little messy. This picture book could also be used for Contrast & Contradictions.

Big Bob, Little Bob written by James Howe and illustrated by Laura Ellen Anderson has a pretty awesome Aha moment toward the end that leads into a perfect conversation about the theme of acceptance and appreciating our uniqueness.

What do you do when you find money that doesn’t belong to you but you really want a new book? A Bike Like Sergio’s by Maribeth Boelts and illustrated by Noah Z. Jones not only has an Aha moment, but will also lead to a great discussion between doing what is right or wrong.

There is no way to go wrong with using Jon Klassen books. I love all three of his hat trilogy book because not only do they all contain Aha moments, but they are also crowdpleaser. The Aha moment in I Want My Hat Back is a conflict aha moment and I love the discussion that naturally occurs when the students just have to discuss whatever happened to that rabbit.

Dear Dragon written by josh Funk and illustrated by Rodolfo Montalvo is a must add to any classroom library. The Aha moment is one that students can relate to and I love the theme of the book so much; yes we can be friends with people who lead vastly different lives than us.

While Oscar’s Spots by Janet Robertson is more than 20 years old, I still love the copy we have in our classroom. Oscar has a pretty big moment when he realizes that maybe he doesn’t want to get rid of his spots after all.

We are huge fans of Mustache Baby by Bridget Heos, and so I am thrilled that I can use its sequel Mustache Baby Meets His Match to teach Aha moments. I love how Billy changes his tune late in the book.

Henny by Elizabeth Rose Stanton is a quirky book and yet the aha moment cannot be denied when Henny realizes that maybe having arms is not such a bad thing after all. My students are always puzzled when they first encounter this book but then end up liking it.

I am pretty sure I can teach all of the Notice and Note signposts with the help of Peter H. Reynolds. His beautiful book Ish is a fantastic example of aha moment and will probably be the one that I use when I teach the strategy to the class. It’s a good day when Peter’s books are read aloud.

While there is no specific aha moment in What Do You Do With An Idea? by Kobi Yamada, I feel like the whole book is an aha moment. I am looking forward to the discussion that will happen around this book.

Each Kindness by Jacqueline Woodson is one of those picture books you can use for so many things; memoir, aha moment, words of the wiser, teaching empathy and such. I have used this book for so many things that it only seems natural to discuss the aha moment that Chloe has.

A Perfectly Messed Up Story by Patrick McDonnell is one of many amazing picture books from this author. I love the simple aha moment of realizing that it can be good enough even if it is not perfect. This is a great read for many of our students who push toward perfect every time to the detriment of their own sanity.

The Promise by Nicola Davies is a story meant to be discussed. I love it for its beautiful illustration, for its message, and also for its use as a mentor text. The aha moment is one that I hope students will remember and apply in their own life.

Elwood Bigfoot: Wanted Birdie Friends by Jill Esbaum is not only a great book to discuss friendship and how we must stay true to ourselves, but is great for aha moments as well. Elwood has a pretty big one and hopefully so will our students.

You Are (Not) Small by Anna Kang is a great book for those who really need direct aha moments to relate to. This one is pretty straight forward and will be a great book to have students explore by themselves as well.

I am sure there are more out there, please make sure you share.

If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students. The 2nd edition and actual book-book (not just e-book!) just came out!