being a teacher, self, students

What’s so Bad about "Smart?"

Pernille Ripp
I once had a student tell me they were not smart.  They would never get good grades, that they would never be a success. This 4th grader, already beaten down by the school system and themselves, thought they would never be successful.  That school was for kids that got it, for kids that already understood, for kids that were born smart.  Smart was not something you became, it was something you already were, and it was completely outside of their reach.

How many of these kids walk our hallways?  Those kids that no one ever told they were smart?  Those students that come into our classrooms thinking that they are not smart, have never been, and will never be.  Beaten down by lack of success in an overly rigid school system, having few academic successes and little curiosity left.  Those students need to hear the word “smart.”

Research tells us that we shouldn’t use the word “smart,” that students instead should be heralded for their work ethic, their creative problem-solving skills and their perseverance.  The evidence shows (simply stated) that if you tell a child repeatedly that they are smart they will take the easy way out, give up more easily and not like challenges. But those students that already have given up?  Those students need to hear it over and over when they do have successes so that they can start believing it.  So for those I make an exception.

I tell them they are smart when they conquer a math problem, when they raise their hand timidly at first but then more and more confidently.  I tell them that they can do it, that they too know things when they grow, when they share.  So that they can believe that they are worth something, that they are capable, that they are smart.  And I don’t regret it, no matter what the research says, because later on we can work on the creative problem-solving skills and never giving up, but for now; they need to believe they are smart.

grades, students

Students Define Letter Grades

Pernille Ripp
My students took some time today to discuss what the different letter grades mean to them in preparation for their determination of their own grades.  I was absolutely captivated by what they thought and to me it once again speaks clearly as to why letter grades are not the solution to reporting progress.  (Note: F’s are not attainable in my class since I have yet to meet a kid that isn’t learning something).

So an “A” means:

  • A students understands completely
  • Participates in the discussion
  • Is enthusiastic about school
  • Always gives best effort
  • Shows lots of progress
  • Understands almost everything
  • And has a great attitude 

A “B” means:

  • Understands concepts most of the time
  • Fulfills most of the things to get an A but not all
  • Has good effort but could do more
  • Shows a little bit of progress
  • Understands a lot and gives a great effort
  • And has a good attitude

A “C” means:

  • Pays little attention
  • Could try better
  • Developing as a learner
  • You are not trying your hardest
  • Could use some improvement
  • Average attitude

A “D” means:

  • Does not understand content
  • Do not show their knowledge and strengths
  • Needs to listen more to better understand
  • Only understands a little
  • Is not focused
  • Needs a lot of help
  • And works poorly by themselves

What a stigma change between “B” and “C!”  This definitely is providing me with food for thought.


being me, family, questions

We Pass on Our Wondering

Pernille Ripp

My grandfather always told me that a little girl lived in the water-tower by his house and that if I paid enough attention, I would notice her stocking hanging out of the little window to dry.  To this day, when I go home to Denmark, I pass that water-tower knowing that his story is probably not true and yet I wonder.  My grandfather gave me that gift; that little spark of curiosity that kept me focused and interested even beyond my curious years.

I try to pass that on to my students.  I don’t make up stories as much as he does, but rather leave them with a spark of curiosity.  I proudly exclaim that I do not know the answers and how will we ever find out?  I ask them to seek their wonder, to allow their mind to ponder, and to take some time to reflect.

The day passes by and we do our curriculum and yet we try to squeeze something out of every minute we have to give us some extra time to wonder.  We wonder out-loud, we wonder silently, sometimes alone, sometimes as a group.  We speak of it because that provides it a legitimate place in our classroom.  We cherish it and we laugh about it.  Not all wonderings are meant to be explored.  The gift that my grandfather gave me I now pass on to my students.  A fitting legacy for the man that means the biggest part to me, the man whom we chose to name Theodora after, the man who now is in the twilight of his life.  Every time I drive by a water-tower I wonder if there is a little girl upset that her stockings are always wet, looking for a window to hang them from and then I wonder whether he remembers?

As my grandfather slowly succumbs to ill health, I keep him in my thoughts, knowing that I made him proud.


being a teacher, being me, classroom expectations, classroom setup, hidden rules, our classroom, student driven, systems

No Size Fits All – Some Thoughts on Prescribed Systems in the Classroom

Pernille Ripp
I am sometimes asked what system I used in my classroom; which system do you prescribe to to get them to act this way, which system do you believe in for your philosophy.  I always feel like a disappointment when I tell them, “None.”  It is not that I am pioneer within education, or a maverick, but rather that I don’t believe in systems.  A system to me means prescribed, a system means rigidity, rules to follow, and scripts to use.  I tried that for 2 years when I first started teaching and it failed, horrifically and miserably.  My classrooms doesn’t work that way, it doesn’t fit into a book description.   So while some people may say I fall under whatever system they think, I always giggle a little because the truth is much simpler.

I follow the Pernille system.  The one that says to listen to your students, give them a voice, get out of the way, and then change your mind when needed.  The system I use has no book or no guidelines but only common sense and a lot of reflection.  I don’t manage my children, they are not stress I must constrain.  I guide them, they guide me and we trade spots more often than I can count.   I do not read a book to see how I should train my students the first week of school; they are not circus animals getting ready for a performance.  Instead we get to know each other and we laugh a lot because laughter is a key ingredient in my life.   I do not hide the “real” Pernille from my students because I believe education must be authentic to be meaningful.  My students share their emotions and opinions whenever they can.

I know that if I wanted a book-deal or masses of followers I should call my system something, my husband jokes about that all the time.  That way people could refer to it and ask themselves, “Well what would Pernille do?”  And then they would be confused as to why my system wouldn’t work as well for them, because  a system has to be as personal as your classroom.  You borrow, you steal,  you get inspired by others, but in the end your voice and that of your students is the one that needs to  shout the loudest and it needs flexibility and adaption skills.  So trust in yourself, sure read the books, ask the questions and then reflect; what will you do and what will your students do?  Hint:  It requires conversations with your students to create your own system.  Good luck.

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being a teacher, communication, grades, parents, Student-centered

Why the Report Card Should Be Getting an F

Pernille Ripp
Several days ago I quickly jotted down thoughts on how one of the major components of education; the report card, may just be becoming obsolete. Immediately the discussion that followed was one that spurred me to think a little deeper on this institution, particularly as I approach the deadline for writing 25 of my own.

The report card used to be useful. Before the age of Internet and faster communication with parents, the report card was the communicator of success or lack of it from school. We have all heard the stories of what happened when a bad report card was brought home and can probably remember our own anticipation or dread when it was handed to us. This was it; the ultimate report on how hard we had worked, how much we knew, and how much we cared about school. The was no conversation, no goals, just grades and teachers recited missives which on mine included the usual, “Pernille should really try to apply herself more.”. Whatever in the world that means.

Yet now, faced with the ever-evolving tools for communication and also teachers own increased visibility and feedback giving, it seems it has lost its purpose. That is if its purpose was to report how the child is doing academically.  Instead many teachers have running grades online; which I don’t actually think is necessarily progress either, or feedback is given to the students or sent home regularly.  In my own classroom, I meet with students regularly setting goals and discussing how they are doing, not even handing them a letter grade but rather feedback and meaningful conversation.  This does get communicated to parents as well either through email, phone calls, or even small meetings.  Conferences also act as a communicator of progress and goals.  I may be in the minority of how I handle progress in my classroom, but I think I am in the growing minority.  So why also do a report card?  It seems to be a duplication of all of the work we already do although it does provide an easy out for those who choose not to communicate throughout the semester.

So if the report card’s purpose is solely to communicate to parents how their child is doing, there are certainly other alternatives.  How about a weekly email or note, penned by the student?  Or a shared Google doc where parents and students can add notes and questions?  Conversations can be recorded using a Livescribe pen and emailed to parents as well, which also creates another record.  In my team we already send home unit math scores breaking down each skill the student has been practicing.  Writing assignments are handed back with a rubric attached and comments on them.  To me, it seems that we already do all of the reporting that is duplicated for the report card.  What about a report card created by students?  I often wonder what they would put weight on and choose to report, and also how it would look.  Either way I think it is time for a change, do you?

So is it time for the report card to disappear or at the very least lose its formality?  Is it time for it to no longer be the final product and instead be a piece of information in a long line of information.  Should we hand back the power of goal communication to the students so that they can take more charge of their education?  I would love to hear your thoughts.

alfie kohn, being a teacher, grades, questions

Is the Report Card Obsolete?

Pernille Ripp
Today I was asked what I have against report cards and as I stood there explaining my stance on grades something dawned on me; if we keep parents informed throughout the semester or trimester, do we really need report cards?  After all, I continuously meet with my students and offer them feedback and we set and work on their goals.  I send home more detailed feedback for parents to peruse so then doesn’t the purpose of the report card become obsolete?  In fact, the report card may work against our philosophy of students as developing learners since we chunk their development and their learning into artificial calendar dates as determined by the district.   Something unnecessary and just a tad bit redundant.

So I leave with this thought; could we abolish report cards altogether?  Or are they a necessary component of our reporting to students and parents?  Are they simply an overview or a snapshot rather than the entry ticket into college and free pizza?