Pernille Ripp

I have been asked by many to write about what it feels like to be a teacher in Wisconsin these last couple of weeks. What it feels like to be a union thug, a protester, a deserter of our children, the enemy. I have held off because it is overwhelming. It is all consuming. It is making me lose my appetite, lose sleep, and lose my belief in kindness. And yet again, it has also restored my faith in collaboration, in fighting for your rights, in peacefulness and discussion. So I guess, this is how it feels.

When the news first broke, I was shocked. While I was not surprised that the next target would be teachers’ unions; after all, has anyone heard of “Waiting for Superman?” the swiftness and ferocity of these attacks left me dazed. Nervous chatter in my school led to anger, tears and deep, deep concern. Not just financially but also over what our classrooms will end up looking like once this “reform” is complete. I started the year with 27 students in my room, it was a tight squeeze, with no union bargaining rights, I have no doubt what will happen to class sizes.

So I wrote about my fears and placed my private thoughts out because that is what I do. The response was immediate. Lovers and haters abounded and the dialogue continued. I debated my point many times but once the attacks started to get vicious, personal, and irrelevant, I started to delete comments. I have never before deleted comments. Yet I could not provide a forum for people with so much hate in their words, so much desire to see me fired or even better, harmed in some way. Is this what America has become?

This debate has destroyed friendships, torn families apart (mine included) and caused so much grief. One thing is paying more for your benefits, and yes this amounts to about a $5,000 pay-cut for me (look up starting teaching salaries and you can see what I earn) but it is so much more than that. By removing our bargaining privileges, we are saying yes to larger class sizes, to longer school days, to less collaboration, to firing without just cause or even a grievance process. We are removing protection for those teachers that dare to speak up for the sake of their students. That dare to try different things and challenge the status quo. We are removing community and communication. I fear for my own situation, but I fear more for the education of all the children of Wisconsin.

So the hate continues, the lies swell up and I am reduced to nothing more than a bad teacher. Someone that others will cheer for when I get fired, someone others will clap at when I cannot pay my bills. People say that teachers have not felt the recession and that it is our turn to share the pain. They say this without knowing us or our situations; I am the sole provider for my family, the recession caused that, so do not tell me that I do not know or share the pain of others in this state. Do not tell me that it is my time to pay. Do not tell me that I am a thug who does not care about the children. Do not insult me as a teacher. Do not insult me as a human being. I care deeply about the children I teach, that is why I chose to be a teacher. And that is why I fight. For the sake of my own child, for the sake of my students. For the sake of all the children of Wisconsin.

being a teacher

The Teaching Dream

February 25, 2011 Pernille Ripp

I became a teacher not out of glorified dreams but out of necessity. I needed to teach because I knew that if someone gave me a chance in a classroom I could make a difference, I could help kids from all walks of life learn. Teaching wasn’t a choice for me, it was something I had to do to feel complete, to feel that I was giving back, that I mattered.

So in these times of unrelenting teacher bashing, stress, and uncertainty, I retreat into my classroom. I don’t work less, I work more. I find the safe haven in my room and I strengthen my dedication to my kids. I cherish the every day, like riding home from show rehearsal with my students today and them being so excited. I cherish the girl who asks for a hug because she feels like it or the excited chatter amongst the kids when they discover something new. I cherish the short time I may have left with my students.

Tomorrow my district meets to write lay off notices and being a third year teacher my name is almost certain to come up. And yet as I think of the future I am not afraid. I know that no matter what gets decided, I must be there for my students. I must continue to believe in my kids, I must continue to dedicate myself, I must continue to be the best teacher I can be and then some.

So although my laundry is in piles and the dishes are in the sink, I labor over a complicated city building plan that will be a surprise project for my students. I spend time thinking of ways to make tomorrows math lesson more relevant to my students and I dream. I dream of the things we will accomplish, the challenges we will face, and the hard times that are already here. If this is the end of the road for me, I can only look back with pride, knowing that I gave it my all. That I gave them all of me, both the teacher and the person. I did make a difference and will continue to do so until the last day arrives. I became a teacher to make those dreams come true, to help others achieve their dreams, even as mine gets taken away. Thank you for giving me the chance to live it.

aha moment, answers, assumptions, balance, being a teacher, believe, change, education, education reform, educators, elementary, hopes, inspiration, invest, school staff, talented, teachers, teaching

Bring Out the Experts

February 23, 2011 Pernille Ripp

The education community loves experts. Experts are flown in, bussed in, and wined and dined. If you are an expert on something chances are there is a school that wants to pay you for sharing your thoughts. In fact, you don’t even have to claim to be an expert, others will often bestow that title upon you as a favor. After all, how else will your expense be excused? So I wonder, how does one become an expert, after all, aren’t we all just humble learners?

The word expert is tinged with weight. To be an expert you must be not just knowledgable, but also an authority. Yet who decides when one is an authority? Does it need a book deal? A huge following? Or someone else who is an expert to look at you kindly? Who decides who the experts are?

We are quick to bring in outside experts whenever there is a need but often I wonder who could we have turned to on-site? Who at this school could already have shared that same information at a fraction of the price? Who at this school could have had the opportunity to teach others, much as we teach our students every day. I consider myself lucky being surrounded by experts every day. I find myself among some incredible educators that work hard to bring their expertise into the classrooms to benefit the students. Isn’t it time for all of us to recognize the experts among us?

I dare to propose that we are all experts. Although not world known, or even known outside of our small circles, yet we are knowledgable of something particular, something that we can claim authority on. And so consider this; at school you are indeed surrounded by experts. Whether they are experts at teaching the civil war, grammar, haikus or how to dribble, they have deep intimate knowledge that they can pass on to others. So share your expertise with others, go ahead open up and discuss what you know you are good at. We have to get better at celebrating each others knowledge, each others succeses, simply each other. We are all experts, how will you foster expertise?

being a teacher, learning, students, titles, word choice

The Many Titles We Bestow

February 22, 2011 Pernille Ripp

Today I told my students they were geologists. We started studying earth material in science and so my students now become budding geologists along with the other titles we have earned in 4th grade. When I pointed out that we were no longer astacologists (someone who studies crayfish) they correctly informed me that they were still that but now were just adding another title to themselves. I stood blissfully corrected.

So why this title endorsement. Last week I read a book called Choice Words by Peter H. Johnston, in it he discusses the importance of our language when we speak to our students. He details how we as teachers should not indicate to beginning readers that they must strive to emulate great readers, but rather tell them that they are readers and that all readers do certain things. This really hit a chord with me. I often have used the language of what “great writers” or “strong readers” do and have never realized that perhaps I am then boxing students in. If I do place them outside of the category of being a strong reader through seemingly innocuous language use, then what stigma am I attaching to their reading skills?

So I have consciously broken free of my language. Yes, it will take time and yes, I will slip up. But it is worth it. After all, we all know firsthand how incredible words can be when attached to our persona. After all, how many of you got chills the first time you were called a teacher (or the 1,000th time for that matter)? So think of the language with which we address our students. Think of the power that we can invest in them just through better or more thoughtful word choices.

My students are no longer striving to be “like geologists,” they are geologists. In fact, as they pointed out to me; they are many things. My students are writers, poets, readers and illustrators. They are filmmakers, commentators, scientists, and social study professors. They are experts, they are learners, and they are teachers. And there will be many more titles to come for them.

authentic learning, being a teacher, goal, inspiration, students

Dear 4 1/2 Graders

February 19, 2011 Pernille Ripp

Dear 4 1/2 graders,
Boy, where has the year gone? This last week has given me some time to think about the goals, the learning, the excitement and the end of fourth grade. So as I prepare for our next units, knowing there is half a year left, knowing we have so much learning to do, knowing that we have so much growing to do, I get excited. The path we are on. this year is incredible, the learning journey eventful, and sometimes even a little bit magical. So as we inch closer to fifth grade, I hope we

Slow down to relish the everyday magic. It is ok to get excited when you solve something on your own or do that great work. Let’s share, let’s celebrate, after all, learning is meant to be wondrous.

Struggle together. Let’s look for answers, questions our assumptions, and even question each other (especially the teacher!).

Reach out. The world is our classroom so let’s invite others in and do our share to be global citizens. Think of how rich our lives a now because of our blogging and projects.

Believe! Let’s believe more in our own brains, creativity, problem solving skills, and most of all each other. Ask others for help when needed but don’t forget to ask yourself first.

Create. I am only a teacher, not the inventor of everything interesting. So create learning possibilities for yourself as well as we continue learning in our room.

Set goals – and then exceed them. We must continue to strive for better but also not be satisfied when we reach that goal. Push yourself when it makes sense.

Smile, laugh, giggle and have fun. School is meant to be somewhere fabulous where magical things happen, let’s continue to make learning fun.

I cannot wait to see you on Monday.

Love,
Mrs. Ripp

being a teacher, inspiration, Student-centered

Some Concrete Changes

February 16, 2011 Pernille Ripp

Every day, I catch myself. I catch myself before I say “stop,” or “quiet,” or “teacher point.” Those old habits dies hard, but every day I fight them and I renew my commitment to my students. It is because of them I stop myself, it is because of them I am changing my ways every single day, ever lesson, every minute. They deserve more, better, and sometimes even less.

So what have I changed, my big things I have documented, but there are so many little things as well, and they add up:

No more stay in your desk. I used to have designated work time where students could leave their desk, now they can get up and move somewhere closer while I am speaking or while something else is happening. I have a lot less squinting and fiddling going on now.
No more sending kids to the office. I used to send kids to the office sometimes, feeling frustrated and not quite sure how to handle situations. While this may also be because of my incredible class, I have had to send one 2 students all year for situations that were bigger than just my classroom. Now I ask students to take a break, think about their actions and we find the time to talk. So far so good.
No more set projects (well almost anyway). Now when students ask if they can do a different type of project I always think “Why not?” Often their ideas are much stronger than what I am coming up with anyway.
No more silent in the hallways. As adults we converse quietly as we walk in the hallways, my students get to do the same. This doesn’t mean loud voices or out of control behavior. They use whisper voices and are getting adept at walking like adults do.
No more assuming I know why. I used to assume all of the time, why a student didn’t do something, know something, or did something. Now I ask instead; their explanations are way better than my assumptions.
No more “My classroom and you are just visiting.” The students take care of the classroom because it is theirs. Granted my level of orderliness may be a little higher than theirs but they stp up when they need to.
No more “My Goal.” We are learning together and so the goals are all of ours. We discuss our goals of learning, why they are set and how we can achieve them. I may be the that knows the direction but we can all steer.