reflection

Can Schools Really Stop Bullying?

Pernille Ripp
When I was ten I moved schools because of bullying.  And not your typical every day “You’ll get over it” kind of bullying either, but a viscious concentrated effort to isolate me from my peers and get me into as much trouble as possible.  I was left in a closet.  My best friend was banned from speaking to me at school and children refused to be my partner.  I was the victim nearly every day, often going home in tears, faking illnesses to not have to go to school and begging my mom to please move me.  My bully was not another 5th grader, not the cruelty of a child’s mind, but instead the product of an adult; my bully was my classroom teacher.  A woman that I trusted and l
loved like only a child can adore their teacher, someone who was supposed to protect and guide me as I grew as a learner.  Instead she made it her mission to make me feel like the freak (her words) and bad influence (again her words) that she saw me as.

My mom did the right thing, she contacted the principal.  She held me when I cried.  She spoke to other parents.  She fought for me, but in the end with the Danish school system being so that you have the same classroom teacher from 1st through 9th she knew that this was a losing battle.  So in the middle of 5th grade, I hugged my teacher (yes, really) and said goodbye to all my friends to start a school in a different city.

I speak of my bullying experience as I find myself wondering whether schools can truly prevent and protect children from bullying.  While my case was an extreme one, usually teachers do not bully their own students, it still followed a pattern of hidden targeting and isolation   My teacher was very good at making it look like she didn’t hate me and so when we spoke to the principal he mostly thought we were making it up.  She messed up though when she started contacting other parents telling them to keep their children away from me outside of school.  She messed up when she kept all of the girls in the classroom behind to have them share how much of a bad influence and terrible friend I was.

But most of our students, when they bully, are very good at keeping it secret.  Perpetrators are often those students that know how to manipulate teachers into believing that they would never do such a thing.  Ask any parent and they will tell you that they know that their kid is probably different at school than they are at home.  I know Thea has done stuff at daycare typical of a 4-year-old that I still have a hard time believing she would do.  So we don’t often see the bullying happen and rely on testimony that turns into he said/she said discussions.  We wring our hands, trying to see through the chatter and try to figure out what really happened.  We document, of course, and pass on to the powers that be.  We contact parents and keep a paper trail trying to find patterns, but for what?  Often, if the bullying is bad enough students don’t report it.  Perhaps they fear further retaliation or escalation.  Perhaps they assume that we as a school cannot do much.  Perhaps they don’t think they will be believed.  And so it continues and we can truly do nothing for the unreported.

Yet, if we look at what we can do as a school it is depressingly little; we can scold, we can discuss, we can take away recess.  We can take away privileges, we can threaten and guilt, we can suspend.  We can try to mend relationships and we can try to educate.  But is all of that enough?  Can we truly as a school protect kids from bullies?  Or can we only hope that all of the effort we put into preventing it is enough?

Be the change, reflection, Student-centered

How To Give Your Students a Voice; Advice From Someone Who Tries

Pernille Ripp
image from icanread

I often find myself discussing “Giving students a voice” in the classroom with people who wonder what I exactly mean.  Sure, giving someone a voice sounds great, but how do I know that I am doing that?  What can I do to do that?  What does it look like?  I am not an expert but here is what it looks like to me.

Curriculum; give them ownership.  Even within the strictest of dictated curriculum we can still give ownership to our students, meaning the right to create something that they want to.  If the format is predetermined then give them choice over the topic.  If the topic is predetermined then give them choice in the format.  Presentation, collaboration, and how it will be assessed are also area where you can give students a voice.  You just have to find the time to ask them.
Ask yourself:  Do my students have a say in what they are doing right now?

Classroom Routine.  I don’t make the rules of our classroom  my students and I do.  We discuss them at the beginning of the year and then we modify them as we go.  They have a voice and a right to decide how their classroom will run.  We have non-negotiables such as respecting others and then go from there.  Every year is different because every group is different.
Ask yourself:  Who set the rules of the classroom?

Classroom setup.  This is vital to giving students a voice and often overlooked.  We can dicate our agenda just as easily through our setup as through our words.  Where is your desk located   How is it faced?  Where is the main area of the room?  Where is the focal point?   Can they manipulate the physical classroom?  Can they move desks, tables, areas?  Do they decide where they work?  Do they decide how they work?  All of this gives them a voice.
Ask yourself:  Where do my students work?  What is the vibe of the room?

Assessment.  I do not believe in the power of a report card or in the power of grades.  So students and I discuss what a well-done product should look like.  Students self-reflect a lot and set goals.  They discuss goals with me, with their parents, and with each other.  We strive for accountability and also a deeper understanding of what it means to create.
Ask yourself:  Who determines the grade?  Who establishes the guidelines?
 
An outlet.  Students must know that they have somewhere where they can always turn to speak to each other, to me, to the world.  Our student blogs do that for us and I encourage them to speak freely.  Many of them do and I always grow from what they post.  So find an outlet for their voice so that they know someone is listening.
Ask yourself:  Where do I hear my students voice?  Where does the world?
Face to face.  When my students speak, I listen.  I stop whatever I am doing and I lok at them.  I listen, I respond, and things sometimes are fixed or changed.  We meet as a group every Friday to discuss achievements, share advice, or just check in.  We speak in the morning before the day really gets going so that students know what to expect, know what their day looks like, and what our expectations are.  Students know that I will take the time to listen to them, even if they have complaints, they know I will take it to heart, they know that they can tell me their honest opinion without negative repercussions.   I never hold a grudge and my actions show that.
Ask yourself:  What do I do when students speak to me?  How do I react?
Caring and accountability. When my students speak in their myriad of ways; I listen.  I am held accountable to their words and they often see the direct effect of their words on our classroom, on my teaching, on their daily school lives.  That accountability and caring piece is the most important factor of giving students a voice, fore if we encourage them to speak up then we must also be ready to listen, to change, to act.  Everything else does not matter if they do not believe we actually care about their voice.
Ask yourself:  Which actions show that I care?  What have I changed based on student feedback?
Be the change, global read aloud

Global Read Aloud and I Get a Bammy Nomination

Pernille Ripp

Those who know me know that I struggle with nominations, badges, and awards.  I have no problem nominating others, I believe great people and initiatives should receive as much recognition as possible, but I tend to shy away from highlighting myself.  That is not what I am here for.

In the past few weeks, tweets and Facebook posts have been propping up about the Bammy awards 2013.  I know of the Bammys and have found myself conflicted with the self-nomination portion but at the same time excited that at least some people are trying to elevate people within education because my goodness someone has to.

This morning, in a week that has been nothing but tiring, I received news that I had been nominated for a Bammy by the academy behind it.  At first, I was shocked, then very surprised.  However, when I read the nomination and saw why they had nominated me I wanted to scream with joy.  This nomination is now about me, but about the Global Read Aloud and that I can promote any day.

Here is an excerpt from the nomination, and yes, you can vote for me, but you don’t have to.  But do join us in the Global Read Aloud 2013, because that is where the real magic will happen.

Amazed almost every day by the extraordinary initiatives launched by educators in the trenches that remain largely unknown despite the impact they are having. The work of Pernille Ripp under scores why it’s so important to broadcast whatis right in American education. Pernille is the creator of the Global Read Aloud. From her site:

The project was created in 2010 with a simple goal in mind; one book to connect the world. Now with three years under our belt and more than 30,000 connections made, we realize we are on to something larger than us so we look forward to continuing the global connections.

The premise is simple; we pick a book to read aloud to our students during a set 6-week period and during that time we try to make as many global connections as possible. Each teacher decides how much time they would like to dedicate and how involved they would like to be. Some people choose to connect with just one class, while others go for as many as possible. The scope and depth of the project is up to you. In the past we have used Twitter, Skype, Edmodo, our wiki, email, regular mail, Kidblog, and any other tools we can think of to make these connections. Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year. 

How do you measure the instructional value of Pernille’s initiative? How is her level of passion and commitment captured in a standard teacher evaluation? Clearly, any teacher who manages to touch 30,000 lives is extraordinary. We are honored to nominate Pernille Ripp.


education reform, students, testing

So I Asked My Students Their Thoughts on Standardized Testing

Pernille Ripp
I seem to keep opening Pandora’s infamous box when it comes to the thoughts of my students.  Spurred on by discussion in my every day about the ever increasing role standardized testing plays in our lives, I finally had the aha moment of asking my students how they felt about it.  Armed with an article from Time For Kids that discusses the new wave of computerized testing, I asked my students how they felt.  First they discussed and then they blogged, and boy, am I glad I asked. 

We think we know how testing effects kids, and we do know part of it, but some of their answers surprised even me.  Many of my students don’t get what it is they are being tested for.  Many of my students, who otherwise love technology, hate being tested on the computer.  They hate the strain on their eyes.  They hate feeling that everyone can see their screen.  They hate knowing that others have finished while they lumber on.  They hate not being able to go back and check their answers.  They kept asking me what will be on the test and when I said that I wasn’t quite sure because we are not privy to that information, they thought I was lying.  Why would I not be able to tell them what they would be tested on?  That didn’t make any sense to them or to me.  


But here are their words for you to read, and if you feel like it, please leave them a comment on our Kidblog.  It would mean the world to them.

I asked, “What Are your thoughts on testing?” 

Buddy wrote:
I actually have mixed feelings about this, and here they are. Doing tests on the computer is better because technology makes learning easier for me. I’m not happy about doing tests because it takes too long. Sometimes if I answer enough  questions correctly, I have to answer questions about what a passage from something means. Yes, answering what a certain passage means is easy. Would it be that easy if it were in French or Spanish? I like doing tests on paper because everyone gets the same test. It doesn’t bring you up to a level where it’s in a foreign language. In 2014 tests will all be on the computer. If the class doesn’t get good scores on the test, then the teacher could get fired. If your class dislikes you and they always go home every day and say to their parents “My teacher was so unfair today” then you could get fired for no reason. If your class just does a bad job on the tests because they don’t like you you could get fired. When you will do your test, it might affect your teacher’s job. I like doing tests on paper because it doesn’t hurt my eyes after a while, unlike when I do tests on the computer for an hour and a half. Usually I get headaches and my eyes hurt. The thing that bothers me is that someday everything will be replaced by technology. Someday your written tests that you do today could be valuable and put in museums someday. How do you feel about that?

Cecilie wrote:
They think when they test us that is all we know wrong we know things that they are not testing us.  So they think that we don’t know anything when they are the ones having us test stuff we do not know. It is there fault we are getting bad scores.

Amber wrote:
I don’t and it makes me kind of nervous.  My class read a article about we having to do more tests in middle school for next year.  They will be harder as the year goes along.  Also, the computer can glitch, but paper can’t.  I feel like I can do more on paper.

Megan wrote:
I am not a fan of computer tests, like, at all.  I get so nervous taking tests on computers, I am always shivering before them.  In my opinion they don’t show what you know, because the tests don’t have everything.  So pretend that somebody is like a genius in pan balances, it might not be on it and they got a low score, they might of gotten a higher score if it was on the test.  We have had MAP test (on the computer) and WKCE tests (on paper)  I feel like I can take my time on the WKCE because I don’t know who is finished or not.  Also I really like the privacy folders on the WKCE, they make me feel less panicked and it seems like a regular test.  Now in the MAP test a totally feel panicked!  I am usually one of the last people taking it, and I can see who is done and who isn’t.  The people that are done are reading books or playing on the computer, and there is no privacy folders for me to not see that.  When I am one of the last people taking the test I feel panicked and rushed.  I also hate the MAP test because I can’t go back to check my answers.  I bet that the new computerized test would be a ton like the MAP, school in the 2014 would be horrifying!

Graham wrote:

1. Sometimes they don’t ask you the things that you are learning in school
2. People sometimes get tired or worried so they just guess
3. They can get really, really boring for most people, so they don’t pay attention
Standardized testing is one of the things I look forward not to doing.

Please go to their blogs and read their thoughts, as always, I am baffled that we leave students out of this debate.  Ask you students how they feel and give them their voice back.  

Be the change, connections, reflection

Do You Have to Be Connected to Be A Great Teacher?

Pernille Ripp
This morning I read the great post Excuses, Excuses…Will a Child’s Future Wait written by Tom Whitford, a man I am lucky enough to call friend.  As I read it and nodded all the way through it, I kept thinking how right Tom was, and yet, when we discuss people not telling us they have time for social media, or time to learn about new technology, we also have to look at how many people don’t see these things as a necessity to being a great teacher.

In fact, the whole notion of being a great teacher, administrator, or whichever role one plays in education seems to be split between two large camps.  There are those that believe that as long as they deliver relevant content every day, cover the standards, get through what they need (even artfully so) that then they are doing their job.  That is what makes them a great educator.  Then there are those that believe that to be a great educator, one must be connected through something (social media, local group whatever), should be researching new ideas, and should definitely be implementing those.  Then one can be a great educator.

Those are two very different camps to be in.  One sees no need for outside connections and the other sees the creative urgency in having them.  One does not find the time necessary to make connections because it is not deemed essential to being a great teacher.  Whereas the other wholeheartedly believes in the necessity of these connections and thus takes the time to do so.  I wonder if the unconnected educator can be just as great as the connected one, I tend to lean toward a resounding yes because of what I see on a daily basis; plenty of “unconnected” educators that are still phenomenal teachers.  And yet, I wish they were connected because so many of them have great things to share.

So when I come across people that do not understand why I tweet, blog, or connect with other that I may never meet, I often wonder how they get inspired.  I know where I draw my inspiration from; my students, my family, and my PLN.  Where do those that do not have a PLN get theirs? I know I cannot convince them of the power of dedicating time to connecting, sharing, reflecting in a an open forum until they deem it important enough to dedicate their time.  And that is an entirely different mindset to cultivate, so how do we do that?

reflection, Student-centered

Explain to Me Again How the Flipped Classroom Is "Revolutionary?"

Pernille Ripp
The heading says it all.  I get the giggles whenever another article or post or conversation or conference write up talks about the revolution of the Flipped Classroom.  Depending on the information in the article, post, conversation etc sometimes I even start to roll my eyes.  This is big time annoyance for someone who doesn’t like to criticize.  So how come so many people, the public included, find the flipped learning model to be so revolutionary and game changing for schools?  Can we tear it apart for just a second and then think about it?

I get that flipped learning isn’t just video outside of the classroom or not meant to be anyway, but it seems much of it is.  Students watch a lecture taped outside of class time (homework) and then come to class ready to learn and discuss.  Genius, except for the whole watching a lecture outside of class.  At a high school level I can only imagine how many hours of video we could assign students as homework so that they finally were ready to learn in school.  And don’t even get me started on the students that have no access to said videos 

Some teachers then don’t assign the video outside of school time but instead show the video as the first part of their class time.  Umm, isn’t that just the same as lecturing in front of the students for the first ten minutes?  How is that revolutionary?  What am I missing here?  I would have a hard time telling my students, “Watch this video of me explaining the concept to you while I stand right here watching it with you.”  My 5th graders would think I had gone off the deep end.  Sure creating a video for access later to study or revisit, yeah, that’s great, but showing it during class time when you are standing right there?  WHat am I missing as far as the point?

Yet, perhaps it is the discussion and exploration that is revolutionary and not the video part of the flipped learning.  I already do that with my students, it is called project-based learning.  It is called genius hour.  It is called student choice.  And I don’t need a video to facilitate that.  In fact, most people who believe in student-led, project based, don’t lecture very much.  We provide the framework  the destination and then students get there somehow through research, collaboration, and creation.  Yes, this is what I feel learning should always be, but it is not a flipped model.

Student engagement does go up whenever I turn to project-based, of course, it does.  When we give students choice, and a voice, and a place where they can freely explore, they will invest their dedication.  That has nothing to do with flipping the classroom.

So If we want to talk revolution, let’s hail the teachers that believe in student choice.  Let’s hail the teachers that somehow manage to fit in their curriculum in the time they have the students in front of them and don’t see the need to also add homework, or video, or lecture time out side of class.  Let’s hail those who time manage, who figure out how to fit it all in, and who get out of the way of their students.

Flipped classroom if done correctly is just another way to say student exploration and student led and thank goodness for the resurgence of that.  But could we also agree that the flipped classroom model using video outside of school is another way to infringe on students’ private time.  Another example how we, as teachers, sometimes end up overstepping our boundaries of how much time we make school take up.  And I don’t find that to be revolutionary at all, just sad.  Creating a video library of explanations, sure, great idea, but forcing students to watch you lecture outside of school, not so much. There are other ways to give the students time.

Related articles