being a teacher, fun, Literacy, Reading, Reading Identity, Student dreams, Student Engagement, Student-centered

On the Need to Plan for Reading Enjoyment

Pernille Ripp

A question I receive often is what do you teach?  Meaning what reading skills do I get to explore with my 7th graders in our English block?  And how do I cover it all?  I get it, teaching English Language Arts in the forty-five-minute block is daunting.  We feel like we are behind on the second day of school.    (Incidentally, this is what prompted me to write Passionate Readers because I figured I could not be alone in trying to deal with the madness).  And yet, while I gladly share what we do as I try to help my students become better readers, there seems to be a missing part in this curriculum conversation; the need to plan for reading enjoyment.

Why does this matter?   Because our assumptions about what we can do to kids’ reading lives through our well-meaning intentions are wrong.  We have assumed for too long that kids will just like reading, no matter what we do to them in class.  No matter the task we assign them.  No matter how we teach and what we discuss.  And yet, the numbers don’t lie… As kids get older, reading for fun decreases and with it outside reading.  We all know where this goes, by the time kids leave our classrooms and become the adults we have hoped to shape, many of them; 26% to be exact, choose to not read a single book for the next twelve months.  And we know this, we see it in our classrooms every single year; those kids that come in and sigh, that pick up a random book, that look us in the eyes and tell us proudly that they will never like reading no matter what we do.  It seems, in our eagerness to create amazing readers, we have lost sight of the end game; people who actually want to read once they leave our schools.

The decisions we make today, as we plan for the year ahead, or for the next day’s lesson, matters more than we know.  Yes, kids need reading skills, of course, but we also must plan specifically for protecting the hope of reading.  For protecting the positive reading identities that are already present in our school communities, for investigating and hopefully changing the negative reading identities.

But this won’t happen just by happenstance. Joyful reading experiences don’t just happen magically even if we provide choice, time, and plenty of great books.  We must strive to make it fun.  To create meaningful opportunities to interact with others through the books we read.  To abandon the books that do not work for us, even the ones we rank a seven or an eight.  To read picture books aloud not just for teaching the skill but for creating a community, for laughing together.  For speaking books with one another.  For reading aloud.  For finding time to slow down so we can savor what we read, rather than just to get through it.

And don’t take my word for it, here is just some of the research of the benefits of focusing on reading enjoyment from The National Literacy Trust.

clipular (1).png

We may lament the amount of time we have in our classrooms.  We may worry that we will never get “it” done.  That we are not enough or that what we are doing is not the right thing.  But we must not forget how much we do control in our limited time with students; how many decisions we do get to make.  One of those has to be what we are going to do to protect the love of reading.  How will we make reading fun again and then stand proudly behind our decisions?  So next time you plan a lesson or have a curriculum discussion, ask yourself this; will there be enjoyment in this?  Will the very students we are teaching find this fun?  And if not, why not?  What can you do to change?  Our classrooms were never meant to be the place where reading came to die, they were meant to be places filled with reading explorations.  What will we do to change the very experience we have with our students?

Our classrooms were never meant to be the place where reading came to die, they were meant to be places filled with reading explorations.  What will we do to change the very experience we have with our students?

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being a teacher, being me

On This New Country of Mine

Pernille Ripp

Brandon stood outside the door, ready to congratulate me.  My best friend, my better half, took one look and asked why I was crying.  It was hard to find the right words…

I came here in 1998 with the idea of staying one year.  I had said my goodbyes but they felt like so longs and yet as the years progressed, my home, Denmark, slipped further and further away.  Once I married Brandon and Denmark changed its immigration laws, I realized that this country was probably my home, because no longer could the man I loved come with me.  It hit me like a ton of bricks because in this country, as an immigrant, I was not seen as a full person with equal rights.  And yet, I stayed, believing in this nation and the work that we do in education for the future of us all.

But I’ll tell you; the past eight months, as an immigrant to this nation, have not been easy.  Every time I have left, I have wondered whether I would be allowed back in.  When I have discussed my political opinions, I have wondered if my name would show up on a  list somewhere.   I have worried that this country which has been my home for 19 years and is the birth-nation of my husband and children, was no longer a safe place for me or anyone who does not fit this version of what it takes to make America great again. I have been reminded of my own white privilege and then also been reminded that just like that, what I take for granted, could be taken away.

It wears on you when day in and day out, you don’t know if this is the place you belong.  I cannot imagine what it must feel like for those who feel this way every day, with no end in sight.

So when I took the oath today, I cried.  Not just because I am proud to become a part of the glorious mess that is the American experience.  Not just because I can now travel without worry.  Not just because I get to vote, but because I feel this sense of relief.  Like my rights cannot be so easily dismissed or taken away.  Like I now matter to this nation, as if I am fully human here now, and not just someone with pseudo rights that can be easily tossed out.

When you are born with these privileges you may not know what it means to be handed them.  This is the closest I will ever come to feeling marginalized and that is something worth remembering.

So I cried my tears and then I registered to vote and in my heart, I said yes.

Yes to seeing the greatness that already exists.

Yes to being a part of the change that we need.

Yes to fighting for the things I believe in.  And fighting loudly.

Yes to seeing the flaws.

Yes to realizing that my voice matters now more than ever.

Yes to taking responsibility and also being in awe of that.

I am now a citizen of the United States of America and I am ready to work for change.

IMG_5590.JPG

 

 

 

aha moment, Be the change, being a teacher, being me, choices

Essentialism for the Overworked Teacher

Pernille Ripp

I have been sick for the past two months.  Not just cold sick, but several attempts with antibiotics, various diagnoses, including pneumonia, and an ever persistent exhaustion no matter the sleep I got, kind of sick.  What started as a virus has become something I can’t fight.  And I am well aware I have done this to myself.  Between teaching full-time, speaking, writing, being a mother and a wife, and selling our house, I have forgotten what it means to do nothing.  Forgotten what it means to relax and not feel so guilty about it.  Even reading has become a chore and so I realized last Thursday, that in my attempt to make the world better I have forgotten about myself.

Why share this?  It is not for sympathy, but instead to highlight something so common in education; the overworked teacher.  We have all been there, in fact, many of us exist constantly at this stage it seems, where we get so absorbed into our classrooms that we forget about our own mental health and then wonder why we feel burnt out.   We know we should do less but worry about the consequences and so we push on and dream of vacation and doing little, yet never make the time for it.  I have been reading the book Essentialism: The Disciplined Pursuit of Less by Greg McKeown in an effort to make sense of my own decisions, of this exhaustion I am working through, and as I read I cannot help but transfer this knowledge into the classroom.  How much of the discipline of Essentialism can help us, as overworked teachers, and steer us away from burn out before it even begins?

One of the central tenets of the book is the idea of doing less better.  We seem to forget that in education as we constantly pursue new ideas to add into our classroom in order to create more authentic experiences for our students.  We plan, we teach, we juggle one hundred things and add in extra whenever we see a need, and then come back and do the same the next day.  Yet, we know this is not sustainable, so what can we do?

Discover your essentials.

What do you hold most sacred within your teaching?  You can decide either in your subject area or in your whole educational philosophy.  List the three most essential goals for your year and then plan lessons according to these, eliminating things that do not tie in with your goals.

So for example, one of my essential goals for the year is to help my 7th graders become better human beings.  While a lofty goal, it steers me when I plan lessons as I ask; is there a bigger purpose to this learning or is it just a small assignment to “get through?”  If I want my students to become better human beings we must work within learning that matters and that gives them a chance to interact with others.

Say no more.

We tend to volunteer ourselves whenever an opportunity arises.  But as Greg McKeown discusses, saying “Yes” is the easy way out, we don’t have to deal with the guilt that comes with saying no or not volunteering.  However, when we live in a cycle of yes, we take on more than we can truly handle.  Therefore, evaluate what is most essential to you and to your classroom.  If something is not in line with your goals, and you are not excited at the prospect of doing the work, then politely decline. Others will almost certainly take the spot meant for you or the work will be approached in a different way.

Eliminate the clutter.

Just like we need to say no, we also need to stop creating extra work for ourselves.  I find myself distracted when my classroom or especially my workspace is cluttered and using the extra time to find something or put something away becomes one more thing to do in our busy teaching days.  While I don’t mean, “Get rid of everything,” look at the piles that you constantly move.  Why do they not have a home?  Do they need a home?  If everything has a specific place in your classroom, then you know where to return something to once you have used it.  That method will help you eliminate all of the extra time spent simply shuffling things around.

Plan for no plans.

We tend to plan every minute of our day so that we can get the most use out of our precious time, yet we know that throughout the day, extra items will get added and all of a sudden we did not get to the things we meant to get to.  So leave gaps in your prep time or in your before or after school routine for the extra things that have popped up or the major item that still needs to get done.  That way you are not trying to squeeze extra things in when you really have accounted for how every minute will be spent already.

 

Slow down your decisions

So often, in order to be efficient, we make a snap decision without really thinking the decision through.  This can lead to more stress, more thing to get done, and also less happiness.  In the past year, I have learned to hit pause before I reply to that request and really consider whether this is something I want to dedicate myself to and whether I will enjoy it.  If I cannot answer emphatically yes to those two things then I politely decline, however, I cannot answer those two questions if I do not take the time to think about it first.  If a request comes up in conversation, it is okay to tell someone that you will get back to them with an answer as soon as you can.

Choose your yes’

My 2017 word of the year has been “Enjoy.”  I chose this word as a reminder to myself that when I do say yes to something, I need to enjoy what I am doing.  That doesn’t mean that my life is filled with fun and exciting things at all times, but it does mean that when I choose to do something I try to be mindful of the fact that I chose to do it.  This has been a great reminder of why choosing my yes’ with care is so important.  If I am in, then I want to be all in.

Remember you have a choice.

Greg McKeown wrote, “When we forget our ability to choose, we learn to be helpless.” How often is this the case not just for our students when they come to us believing school is just something to get through, but also when we forget about our own power of choice?  While being educators means that there are many things we do not have power over, there are many things we do, and so remembering that we do have a choice is important for us all.

 

Create your own priority.

I was really struck by the discussion of how the plural version of the word “Priority” was not invented until the 1900’s when mass production and multitasking became the thing to strive for.  How many priorities do we juggle in a day as educators?  Look no further than the vision statements of our schools; I have yet to find one that lists one single thing, rather than many.  Yet, when we have multiple priorities we are, in essence, not working on any of them by spreading ourselves too thin.  So much like you should discover your essentials, discover your one priority.  What is the one thing that you want to focus on?  It can be a larger goal that encompasses many small things, however, limit yourself to one and then dedicate yourself to it.  This goes for the work our students do as well.

Plan for play.

Much like I have embraced doing nothing the last few days, I have also tried to join in the play with my children.  I have been more at peace, had more fun, and also had an incredible surge in brainpower while pretending to be a stealthy ninja or trying to beat them all at Sorry.  Play often feels like an indulgence and something that we, as adults, should grow out of, yet reintroducing the concept of play, and also of boredom, has been incredibly revitalizing.  So plan for play next year, whether by creating challenges for your students, taking the time to draw, playing jokes on colleagues, or doing something else that seems off topic and even frivolous.  Plan for play before strenuous tasks or when stress levels seem high.  I cannot wait to see what our brains will do after.

Stop the guilt.

We are awfully good at feeling guilty as educators.  Whether it is guilt from feeling like we didn’t do enough, like we didn’t teach well, or because we didn’t volunteer, didn’t go the extra mile, didn’t write enough feedback, or insert whatever teacher related item here; guilt seems to be our constant companion.  But think of the weight of guilt and how it consumes our subconscious.  Why do we let it?  In the past six months, I have started saying no more and I can tell you, I feel guilty every time, but as it has become more of a habit, the guilt has lessened and the weight I feel lifted is palpable.  So turn the guilt around; rather than feel guilty for saying no, congratulate yourself.  Celebrate the fact that you know when to protect yourself and your energy.  Celebrate the extra time you just gave yourself and then don’t plan extra work for that time.

Dedicate yourself to yourself.

We spend so much time thinking of our students, their needs, and their goals, that we forget about ourselves.  So as you plan lessons for your students, plan lessons for yourself as well.  How will you grow as a human being or as a practitioner today?  How do you want to feel at the end of the day?  There is nothing selfish about focusing some of our energy on ourselves as we go through the day trying to create great learning experiences for our students.

As I slowly gain my health back, as I slowly feel less exhausted, as I slowly start to clear my mind, I start to remember what it feels like to not work all of the time.  To have vacation.  To take the time to step away so that when we come back, we feel so excited.  The truth is; work is not the only thing I want to consume me.  I want my family to consume me.  My love for my husband.  I want to find joy in reading books with a cup of tea next to me.  To play stupid computer games.  In baking.  In laughing with my kids rather than telling them to hurry up.  I want my legacy to be more than being a good teacher.  And I cannot do that if I don’t change my life a bit.  The first step was to realize that things had to change, that came courtesy of my exhausted body, now it is up to me to continue on this journey.   Reading Essentialism has provided me with a path.

being a teacher, Literacy, Reading, Reading Identity

On Computer Programs and Our Most Vulnerable Readers

Pernille Ripp

She asks me, “Well, what about Accelerated Reader?”

“What about it?”

“Well, it’s just so easy to use…I can see if a child has read a book really quickly.  I can see if they understand it.”

And she is right.  A program like Accelerated Reader 360 is easy.  It is quick.  It is less work for us, the teachers.  A child reads a book, takes a test, the score determines whether they understood it, what they need to practice, and what they should read next.  One computer program and so much work has been done for us.

So we hand the companies our money, sometimes instead of buying books.  We place our children in front of computers who decide which books they should read, which skills they should practice.  All we have to do is sit back and print out the results.  We have all the data we need right there.  It is so much easier to teach a child when we don’t have to take the time to get to know them.

But that is not enough….

We create readers and kids who like to read through interaction.  Through conversation. Through exploration.

We create readers when we feel a deep personal connection to a text.

When we hand over a book to someone else.  When a book stays with us, haunts us, and keeps us awake.  When we cannot wait for the sequel to come out or we cry when a series ends. When we rush to tell someone else about the experience we have just had with a book, or we tell no one because no one will ever fully understand just how we feel.

We create readers when we give them time to read.  When we help them work through text that they have self-selected.  When we give them choice and the room to explore.  When we offer them many ways to succeed.

When a teacher is there to protect, to guide, to help, to adjust and to learn about the reader that is in front of them.

Not just when we comprehend.  Not just when we cite evidence.  Not just when we can successfully pick out the theme that someone else has decided is present.  Not just when we purchase a “reading” program and fail to notice that it doesn’t actually do reading instruction.

And so I shudder when someone asks what computer program they should purchase for their struggling readers.  Which one will guarantee the most growth.  As if growth is the only defining factor of someone who reads?

And then I get angry because my child could be categorized as such, as a reader who struggles with text, as a reader who is not where she should be in her journey, as a reader who is the most vulnerable type of reader.  And I know the damage a computer would do to her hope to be a reader some day.  Because the simple truth is that the reason she believes that she will some day read chapter books is that caring teachers have kept that hope alive.  They have handed her book upon book and they have laughed with her through the pages.  They have taken the time to teach her in small groups or one-on-one.  They have gotten to know her so that when she gets down on herself about how she still cannot read chapter books, they tell her someday, and she believes them,

No computer will ever care about the hope that my child carries.  No computer will ever tell her to not give up when something gets hard or understand why she makes the decoding mistakes she does.  No computer will ever tell her that she IS a reader, even if she doesn’t feel like one. It would be the death of her.  And yet, we see it everywhere.  Computers doing all of the work that a skilled teacher should be doing.

We take our most vulnerable.  The kids who hate reading.  The kids who are not where they should be.  The kids whose gaps continue to grow and instead of putting them with a specialist, instead of putting them in an environment where books, and conversation, and interaction, and being on a journey together rule the day.  We push start and then walk away….

And then we wonder why they tell us they never want to read again.

So I ask you this; if you would not put your strongest reader in front of a computer.  If you would not take specialized instruction away from those kids who are advanced.  If you would never dream of subjecting a child to the whims of a program when they have already proven they are a reader, then why do it to those who need us the most?

Think about it.

Reading is not just about comprehension.

Reading is not just about growth.

About points.

About scores.

Or rewards or even pages read.

Reading is about a journey.  A love.  A dream kept alive that by reading a book we would be something more than we were when we started.

No computer program can ever provide that.

PS:  Before I get tons of comments about how that one kid loves the program, that is awesome!  I love computerized tests too because they are super easy for me.  Have them keep doing it, but don’t do it to those who don’t.   Who need more.  There are always kids that will, but if a program harms the love of a reading for a child, question the program, not the child.  To see some research on what does provide effective literacy instruction, start here

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being a teacher, Literacy, Reading, Reading Identity, Student dreams

On “Easy” Books and Better Readers

Pernille Ripp

It has been a summer of easy reading so far.  A few YA books, a graphic novel when the book I was reading hit a boring spot, picture books every day.  My professional development books beckon, but my brain is not ready.  I need to read to read.  To relax – summer has been crazy so far – to laugh, to discover new books that I can pass on to others.  To not think too much, I need easy books.; books that remind me why I love reading so much.

I was asked on Friday; what about the kids who read books that are much too easy, how will we challenge them?  The problem was implied; easy books don’t offer up real growth opportunities.  Easy books don’t develop their skills.  Easy books don’t push them forward in the ever-present journey toward becoming a better reader.

But it seems as if, in our well-meaning intentions, that we have forgotten what a better reader really is.  A better reader is not just someone who can just tackle complex texts, who can comprehend at a deep level, who can answer the questions on the test to back up what we already knew.  While those are aspects, they are not the only thing that makes a child a better reader.

A better reader is someone who sees reading as valuable.  Who recognizes the need to read because they will feel less than if they don’t.  Who sees reading as a necessity to learning, for themselves and not just for others.  Who sees reading as a journey to be on, something worth investing in.  And so I wonder; when we tell children not to read easy books, how much of that individual reading identity journey do we dismiss?

Easy books, whether they be graphic novels, books below their actual comprehension skills, free verse, audio books, or even picture books, can get such a bad reputation in our schools.  As if those books are only allowed in the brief moment of time when they fit your exact level, whatever level means.  As if those books are only meant to be discovered when you have nothing else to read, when you actually are allowed to read for fun, rather than for skill.  Yet these are the books that keep us loving reading.  That keeps us coming back.  Those books that we devour in one sitting because we must find out what happens next, aren’t those “easy” books for all of us?

Do we tell our students to embrace easy reading whenever they want to keep them loving reading?  Or do we push them so hard to develop their skills that their connection to reading breaks and then we wonder why reading becomes something just to do for school and tasks?

And yes, I teach that child that reads Diary of a Wimpy Kid every day, who is not sure of what else he can read that will make him love reading as much.  My job is not to tell him, “No, you cannot read that,” but instead to show him other options.  Not to take away, but to recommend, while also protecting the fierce commitment that exists between a child and a favorite book.  To explore why that child loves this book so much and then help discover others like it.  To acknowledge the reading relationship that already exists and to build on that rather than breaking it apart at all costs because I know better.

I am not dismissing the need to challenge kids to read more, to read longer, to read more complex text, but we must be careful with what we then say when it comes to what else they should read.  We must make reading for enjoyment, whatever that means for a child, a central part of our teaching so that children can understand that reading for enjoyment is just as, if not more, important than reading for a skill.  And the research agrees.  Kamil (2003) points out, “Motivation and engagement are critical for adolescent readers. If students are not motivated to read, research shows that they will simply not benefit from reading instruction.”  So are we making room to embrace those books that happen to make our children, and adults, love reading?  Or do we only focus on those texts that will continue to challenge them, to move their skills, unfocused on the other damage it may do?

While our job, as educators, is to develop children who can read, our job is also to develop children who want to read.  The two are not always taught together, so it is up to us, to make sure that when we plan for our reading experiences that “easy” books and anything else that may keep a child’s love of reading intact is not only welcomed but encouraged in our classrooms.  We must ensure that when we plan for reading instruction, that we plan for the protection of the love of reading.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child, out August 2017.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

 

 

 

being a teacher, grades, No grades, student choice, student driven, Student Engagement, student voice

Ten Tools for Changing the Grading Conversation

Pernille Ripp

While I have tried to move away from giving grades over the last seven years, I have been a failure at it.  Those pesky numbers or letters keep popping up in our classroom, whether I want them to or not.  That seems to be what happens when you work within a public school system that has made the grading decision for you.  For the past seven years, I have written about how to move away from grades, but what if that is not an option?  What if grades are a part of your duties and you have to give them no matter what?  And let’s face it; assessing students through grades is easy; put a number/letter on it and it tells the whole story for you, or so we think.  Put a number/letter on it and surely a child, or a parent, will know exactly what we are communicating and how they are doing.  And yet, that is not what happens within most traditional grading; kids don’t know why they get what they get, they feel they have no control, and parents aren’t aware of the full story.

I have to come realize that while I can pine for a gradeless system, where we do not place children into such boxes, in the meantime I can work within the confinement currently presented and change the conversation itself.  So rather than focus on trying to remove grades completely, I can make sure that the ones I am in charge of giving are actually meaningful, as well as controlled by the students, providing us with another tool for giving the learning back to the students.

We start by breaking down our learning targets whenever possible, and while this sounds incredibly formal, it is more of a pointed conversation.  What are we learning and why are we learning it are questions that students should be able to answer, even if the answer to why is to be better human beings.  Students have a hard time taking ownership over their learning process if they have no clue where they are headed.

We then discuss ways to get there.  As often as possible, students need have to different pathways to reach their learning goals.  While full personalization of product would be lovely, I am not able to provide that for my students at all times.  We then look to the five tenets of choice as ways to incorporate more personalization.

Students must know themselves.  We have two central questions we pursue as an English class all year; who am I as a reader and who am I as a writer?  Both of these lead to the self-reflection and discovery that students undertake.  After all, I need each child to know themselves well enough to know how they actually need to grow and also to find the motivation to become better.  That will not happen if I make the same goal for each child. It is also telling that many of my most resistant learners do not know who they are as learners.  How can we expect them to grow if they don’t even know who they are?

We know what the end assessment will be.  We have to discuss with students and help them understand what our grade level work reads like or presents itself as, otherwise we are asking students to shoot their learning into the dark and hope it sticks somewhere.  So actual student examples, modeling, and shared conversations have to be present during our learning as guides to the students.  Make it accessible without your direction so they can access it at any time.

We change our language.  Two years ago I adopted the “Best draft” terminology from Kelly Gallagher and have not looked back.  Often students will hand in their “best draft” rather than their final product.  Final product means exactly that; final, no need to revise, revisit, or rethink.  But “best draft” means that it is unfinished, that there is still work to be done, that even if the assessment is attached to it, it is preliminary at best and can be molded by their own efforts to change their learning product.

Students assess themselves first.  For big projects, (and I need to do it more) I will not assess it unless a child has first.  Otherwise, my voice is what they will conform to rather than their own reflection on where they are on the learning journey.  I need them to do the hard thinking work of breaking down their own skills and then seeing what their strengths are and how they need to grow further.  They, therefore, need to understand the rubric, the terminology used, as well as how they CAN grow.

They come up with a next step.  While I focus my feedback on the one next step, they also need to focus on what they are working on next and how else they will grow.  It is not enough for them to place themselves into an assessment category and then do nothing about it.  Every child needs to set the next step goal for themselves and then come up with a tangible plan to pursue it.  This will be a major focus for me next year as I am still trying to figure out how to do this best with teaching 130+ students.

They direct their learning.  Part of our learning journey is figuring out how they learn best within the confinements of our time, our environment, and the curriculum we do need to explore.  So who do they work best and where in the room do they work best are parts of their self-assessments, not just a number or a letter grade.

They take ownership over their assessment.  While the number (we are standards based) is not the description of them as a learner, it becomes part of our conversation.  We must go beyond handing out numbers or letters so that students can understand what it means to create work that is at a “2” or a “3” and then move beyond that even.  Making the number or letter something that is in control of the students changes their own classification.  No child is a “2” in our classroom, the specific work may be at a “2” level; there is a big difference there.

They want more.  My students know that their score, which is often selected by themselves, is just a part of their assessment because they are consistently provided with feedback either through a rubric, written out, or a conversation.  Very rarely, except for on our spelling packets, are they just given a score with no further explanation.  That means that they know that the number is merely a symbol of something larger and not the only designator.  They know that there is more to the story.  In fact, they get so used to this that if feedback or reflection opportunity is not provided that they ask for further clarification.  This is an indicator, in my eyes, that they see how little the actual number/letter symbolizes and need more information.

The thing is with grades, they are a tool like any other.  It is when we let them dominate our conversation when they become the only thing we discuss that we lose kids in the process.  Grades were not meant to be easy, they are meant to be a conversation starter and so it is up to us to start having those conversations if we want students to truly have ownership over their own learning journey.

If you like what you read here, consider reading any of my books; the newest called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like to infuse global collaboration into their curriculum, was just released.  I am currently working on a new literacy book, called Passionate Readers and it will be published in the summer of 2017 by Routledge.If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.