Pernille Ripp

We Pass on Our Wondering

November 28, 2011July 24, 2013 Pernille Schmidt 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

November 27, 2011 Pernille Schmidt 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.

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

Why the Report Card Should Be Getting an F

November 25, 2011 Pernille Schmidt 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?

November 23, 2011 Pernille Schmidt 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?

Awards, being a teacher, students

Awards for All Means Students Still Lose – No Matter How Well Meaning They Are

November 22, 2011 Pernille Schmidt Ripp

I recently read Matt Ray’s post titled “Awards for All” (and I encourage you to read it as well) and although I know that his intent is pure, after all, he loves those children like no one else, I question the idea of providing an award for all. Awards can be a sticky mess for me. I know I don’t want them to be a part of my classroom, particularly from an academic standpoint, but I am also starting to believe that really we shouldn’t be concocting “fake” ones either However, I got the impression that Matt created these rewards because otherwise his students may never actually receive any form of reward. So then that makes it ok, right?

This society with its emphasis on making someone the best means someone is always the loser. This competition for adoration starts young, when students are subjected to enforced spelling bees and honor rolls in elementary school. It is not that I am opposed to celebrating students, I just don’t understand the need to always give them something. To hand them a diploma stating that they are indeed number 1 at whatever we decide. While personality awards like the ones Matt discussed may seem harmless, I wonder, how does the child feel that really wanted to most improved in math and didn’t get it? Or the child that has been working hard to be kind toward all but is not recognized for it? We are also making losers out of them.

Awards are a slippery slope and while we as teachers think that it boosts students self-esteem, how often does it hurt it? How often does the innocent title that we give a child in order to raise their self-esteem end up boxing them in instead? When we choose to focus on one trait of a child’s personality, no matter how kind our intentions were, we in essence tell the child that this is the one thing I have noticed and all of these other things, you did not quite excel enough in. Why the need for recognition? Can we not through our own words and actions give these children enough recognition without having to do it in awards form? Is this society so entrenched in awards and making losers out of someone that we have to make up awards just to reach all children? If that is the case, then I guess I am not doing my part.

classroom management, classroom setup

10 Ways to Make it "Their" Room

November 20, 2011 Pernille Schmidt Ripp

Visualize a flow – do you see students moving around a lot, or will they be more sequestered? Either way, make sure people can get by each other without any issues arising.
Create different spots – I learn best sitting in a comfy chair or sprawled out, as do many of my students. Some though prefer the rigidity of a desk. Offer options within your classroom to fit all of their movement needs, which leads me to the next point.
Let them use your classroom in whichever manner they see fit, as long as it is within safe reason. My students don’t ask whether they can move, they know that they can, as long as it is not disruptive or unsafe. I love that they feel like it is their room.
Talk about it as our room not your room. Language matters and how you label the classroom is huge. Do you have a sign that says welcome to “my” room? That sends a message. I still catch myself saying “my” even though I know it is ours.
Have them set the expectations. We all work better when we decide our working conditions. I have the students discuss routines and expectations for the year and then we adjust them as necessary. Again, this is their room, not my room.
Un-clutter. At the elementary level there seems to be a need to cram as much stuff on our walls as possible to help the kids or inspire them. I chose instead to give them room to create and to only put up things that are vital for our learning at that time. Our room is by no means bare but it does reflect what we are working on and then provides calm.
Get rid of your desk. I cannot tell you how the energy of my room changed when I did. I still have a table for my computer and planner but it is against a wall. The students use when I don’t and they also use the computer. I was worried I wouldn’t have a place to put all of my stuff and it turns out I have had to get a lot more organized because of this.
Give them space. Make sure the students feel they have enough room for their things, we just have bins and cubbies but it works for us. The kids spread out more when they need to but they also clean up after themselves. I had to let go a bit of how clean the classroom is but have noticed that the kids now take more pride in the room.
Stop managing and controlling them. You control animals and manage tasks, not children. How about guiding or leading them instead? Language matters because it changes your own mindset. I don’t do classroom management, we instead have classroom routines and expectations. The power of words is immense.
Believe in it and prove it. You cannot talk about their room but then act like you are the queen bee. It just doesn’t work. So if you truly want students to take ownership of their learning and their room, get out of the way. Let them experiment with how the tables are set up or where they gather for a lesson. Let them figure out how it works best for them. You can direct obviously but have them discuss and try.