attention, authentic learning, being me, questions

A Lesson from Dora the Explorer

Pernille Ripp
Image taken from Nickelodeon

It appears that when colleges panic or run out of ideas of how to teach, they take their cue straight from Dora the Explorer when it comes to teaching people how to teach.  I reached this conclusion at about 5:30 AM this morning as my daughter insisted on watching another episode.  You see, bear with me here, but Dora asks her audience for participation – my daughter does not participate, so silence fills the void.  Dora then asks for affirmation in her answer, still silence, sometimes “right” squeaks from my two-year old.  Classic call and response.  Isn’t this the same approach we are first taught in college when we learn how to be effective teachers; ask a  question, then reaffirm the answer?  So what’s the problem, after all, Dora is successful?  Well, when you ask a very simple question, you receive simple answers.  And sure many colleges flaunt Blooms Taxonomy and points to it for inspiration, but day-to-day how many of us really reach deeper level thinking?

Instead we ask the simple questions, not quite yes or no, but close, and then when we perhaps do receive an answer we reaffirm by restating, and then we feel great.  Look at how much they are learning!  Now Dora can be excused in this matter, after all her target audience is 2 to 3 year olds who are just learning the language.  We cannot.  We are meant to ask questions that do not always appear straightforward; clear yes, but not always with an easy answer.  One of my biggest challenges has been to kick myself out of easy question land and and instead answer most questions with another question.  Dora never does that, she waits patiently the appropriate wait time (2 seconds roughly) and then squeaks “right?”  My daughter patiently waits for the action to continue, she is trained to know that at some point Dora will speak again.  Our students know that we too will fill the silence, if they stay quiet or passive long enough, we will take over and give them all of the answers.

If we do not heighten our questioning skills in the classroom, we create an audience of learners.  One child may be brave enough to answer our question, yet the others remain passive, knowing that either way, the answer will be given to them.  What if we didn’t provide the answer?  What if we stopped talking?  Instead offering up deeper-level questions and when we don’t have any, turn the table.  Which questions do the students have?  Could we move our classrooms away from call-and-response, reaffirmation, or even just mere audience participation?  Could we make our students engage by simply changing our own engagement?

Who knew, Dora had such deep lessons embedded. 

hopes

A Dream

Pernille Ripp
I dream of being a teacher that learns along with her students.  I dream that for my children to soar I must soar along with them.  That we shall reach our dreams through hard work, diligence, and creativity.  I dream to be the teacher that says “yes” instead of “no,”  “do it” rather than “stop,” “dream it” instead of “hmmm.”  I dream of a classroom where students are engaged, on the floor, in chairs, on top of desks, busy learning because that is what they want to do not just what they are expected to do.  I dream of a school that encourages collaborations and even gives us time to do it knowing that we are only as strong as our weakest idea.

I dream of a classroom where student questions come before teacher lesson plans.  Where the goal may have been set but the journey is always being recreated, invented, or totally changed.  I dream of a school where children cannot wait to come to class because they know that they will leave there being better, more, bigger somehow.

I dream to be a teacher of all students, where culture and heritage is embraced.  Where differences are respected, accepted and then used as a strength to unite rather than to seperate.  I dream of a room where the students feel like they belong, they they are cared for, that they are loved and that their voice always, always matter.

I dream of a system where the students are not just numbers, but whole people, where we encourage individuality even in our teaching and cater to all needs, not just the ones that suit our teaching style the best.  I dream of a job where experimentation is encouraged, expected and always respected.  Where ideas are discussed, turned upside down, and shared without fear or judgment.  I dream of being in a job that is respected for what it gives to the community, for what we do every day for our students.  I dream that there is a place for me where these dreams become reality.  Where I will get to experiment with all the dreams I have, knowing that students are the ones who benefit so that they too can become dreamers.

alfie kohn, classroom expectations, punishment, rewards, students

Peter, Sit Up and Listen – Or Why Using Student Names in Punishment only Backfires

Pernille Ripp
Joe, you need to pay attention.  Sit up, Peter!  Lisa, what happened there?  All day and every day, we use our students names when they are off task, when they are fiddling, sleeping, or simply not performing to the high standard we have set for them.  We make snap decisions, judge them, and punish them as we continue on with our lesson.  We don’t always have the time to dig deep so we assume we know why they are fiddling, we assume we know why they are not paying attention, and so we correct, coerce, call out their names until they are with us again.  


Their names.  Something that is so intricately linked with who they are as a budding person.  Their names so linked with their identities.  And yet we use them to our advantage, simply to remain in control of the classroom.  One more tool to make sure all eyes are on me!


This week I asked my students to finish the sentence: “Being a good teacher means…” and what Nathan wrote really hit home: “Don’t yell out the kids name that does something wrong.”  At first, I scoffed at this notion, after all, what else are we supposed to do as teachers when our students are off task?  Calling out their names is one of the most efficient ways to re-direct them because that is really all we are doing, right? Wrong, calling out a student’s name in front of the whole class means that the whole class knows that the student is not doing what they ought to.  Calling out a name means that what one student is doing (or not doing) becomes the focus of the entire class.  Yes, you achieve your goal of attention redirection, but you also publicly humiliate that child.  It is time to stop with the name calling.


So what can one do instead, because we all know, there are times when even the most attentive student gets off-track


Well, I first re-evaluate myself, after all if they are spacing out, what am I doing to cause it? After all; if I was actually doing something interesting they might be well interested.  


If I find that I am indeed offering up something interesting, I wonder if they need a body break?  Even the most exciting topic becomes mundane after I have spoken about it for more than 10 minutes in my good “preacher” voice.


If this doesn’t seem to be the root of the problem, then perhaps, a gentle tap on the shoulder or a silent hand signal can help the student re-direct?  Often, I can do this from across the room, catching only the eye of the student in question and helping them re-focus.


When this fails, and sometimes it does, particularly if the student is quite engaged with the drawing or thing they seem to be doing, then I either walk in their direction and whisper in their ear, or I simply stop speaking.  Silence is one of the greatest tools a teacher has in their toolbox for attention; after all, students are not used to teachers being quiet!  


And sometimes all of this fails, and that is when I am reminded that my students live full lives that sometimes interfere with our school day.  This is when I take the time to stop and talk and ask if everything is alright, is there anything I need to know?  Sometimes they are just so excited about something happening that they cannot focus, other times it is lack of sleep, of food, or they are distracted by life situations.  Sometimes, they will just tell you they are having an off day.  That is alright too, after all, we all have off days.


This isn’t a perfect system, nor is it intended to be.  It is rather one more step in learning how to be a better teacher, one that doesn’t cause embarrassment for their students, one that takes the time to figure out the real reason behind distractions and then works with the student rather than just dolling out punishment.


So once again, my students teach me how to be a better teacher.  I should not be using their names to call attention to unsavory behavior unless they are in a dangerous situation.  Nathan taught me that and for that I am thankful.  He had enough courage to tell his teacher the wrong of her ways, and lead me to deeper reflection.  When we ask our students questions, we may not like the answer, but there is always a great reason for that answer.  A reason that should not be taken lightly, but rather explored, reflected upon and then acted upon.
anger, hopes, love, students

Dear Arnold Once More

Pernille Ripp
Dear Arnold,

I haven’t heard anything for so long, and yet, there you are again, coming into my life but this time only through conversation.  It seems that my angry 4th grader only grew into an even angrier 6th grader.  Someone whom the system failed and who is now set to be expelled from not just another school, but an entire district.  The news is given to me nonchalantly like it is no big deal but just another update on an old student but they don’t know.  They don’t know how I worry about you still, how I carry your smile with me, how I reflect on what I could have done better.  My heart sinks, and the heaviness of this job gets to me.
My principal asks what happened to you back then?  We failed, that’s what happened.  We tried to get you help but the red tape was too much, it was too ever present, looming over us at every step of the way.  Those people just wouldn’t listen when we told them that we felt that this was it; this was your moment to choose your path, and we were so worried with the direction you were headed. So we just focused on getting you through that day, rather than giving you the chance of getting better, of getting help.  And now you pay the price for our failure.  You are the one who even an alternative school has failed because all of that anger inside of you just keeps on coming.  
So I try to reach out, to help from afar, but there doesn’t seem to be anything I can do.  Except I can’t just give up like others.  I can’t just let it go.  You may not see what I see in you, or even understand why this crazy white teacher keeps fighting for you, but you matter.  Demons like those you battle are not meant for children.   Kids your age should not be worried about the burdens you carry, real or perceived.  You should be playing soccer, or hanging with your friends, by now even checking out girls.  And instead the anger has fused into your spine as you carry yourself through those hallways, glancing at everyone as you prepare to fight. The world is not against you, even if it seems that way.
So Arnold, I know I can’t save you, but I say it again; I am here if you need me.  I am here to listen, to vent with, even if I will never understand why you are so angry.  Even if I will never live your life.  You are not alone, you are not a failure, you are kind, you have the greatest heart of any child I know, you matter.  Don’t let the world take that away from you.
Love,
Mrs. Ripp
From i can read
being a teacher, choices, inspiration, life choices, students

Choose Your Message

Pernille Ripp

With the waves of uncertainty surrounding us, I remain steadfast in my commitment to my students. I remain steadfast in my commitment to my family, to myself, and to my dream of positivity. To say that life is stressful would be an understatement. Personal life-changing issues abound, as well as professional ones, yet I remain steadfast in my dedication.

We choose what we portray. We choose the message that we bring. And although life may be very hard, we choose how we deal with it. This time has tested me to the core, and yet I choose to smile. I choose to exhibit hope and positivity, fore I choose to stay above water and not get pulled down. So ask yourself, what do you choose? What do you bring in with you when you show up at work or at home? What is it people will leave your conversations feeling like?

As teachers we affect more than just our students. We affect all the staff in our schools, and we affect how the children entrusted to us, go home and in turn affect their families. We have an immense opportunity and indeed responsibility to have a positive effect on all the paths we cross. So yes, I get how tough it is right now, and no, I am not a saint. I have bad days, I have horrible days, but I cannot focus on those. I have to remember why I am here in the first place; to make a difference, and not a bad one.

We speak of peer pressure as if it is a always a bad thing. I exert my peer pressure but use my powers for good rather than evil. I choose to continue to focus on a message of positivity, of challenging oneself to not be the pebble, and hope that I can influence others to do the same. Perhaps it will be cool again to smile? Perhaps laughing will become the new “it” thing to do. Who knows? I choose to remain dedicated.