Pernille Ripp

Audience Needed – Silly Poetry Videos

November 3, 2016November 3, 2016 Pernille Ripp

Tomorrow my amazing 7th graders will start practicing their speaking skills through silly poetry performances. In 7th grade we take speaking pretty seriously, after all, being able to communicate well and with intent is something you will need to be successful in life.

While I give my students feedback, while they perform in front of each other, while they rate themselves, it just doesn’t add a lot of punch to their performances. This is where you maybe come in. Would your class or kids like to be our audience and leave us some feedback?

It is really quite simple; sign up below by filling in the form and wait for an email from me next week. You will be given a link to a class’ video and also a survey. We will ask you to tell us how we did, how our eye contact was and whether we have things to work on. That’s it. The feedback you give will help my students grow as public speakers.

being a teacher

My ITEC Ignite – The Least We Can Do

November 2, 2016November 2, 2016 Pernille Ripp

I swore after ISTE 2015 that I would never do another Ignite. They are so hard to do. They are personal. Nerve-wracking. Sometimes push me to almost throw up as my nerves get so messed up that I am not sure how I will even stand to do it. And yet…I have seen powerful ignites. I have seen what the power of five minutes can be. I have seen the real impact that someone speaking for a mere five minutes can have on the children we teach.

So when I was asked by ITEC to do an Ignite, I was torn. Say yes and spend hours tormenting myself, or graciously decline feeling like I have done enough. I said yes. I then was stumped. What do you do an Ignite on when you already feel like you pour your heart out…

The answer came to me a morning when Facebook reminded me of just how far we have come. Of just how lucky we are to have the life we live. When a picture of Augustine, our youngest daughter born almost 10 weeks early, popped up in my feed I remembered just how terrifying it is to have a premature baby. Just how much it changes you. Just how much ut shapes your future life as an educator, whether you mean for it to happen or not.

So with Augustine in mind, but also the job I love so much, I present to you my ITEC Ignite. I have published the script already but here it is live…Thank you so much to the Dads in Ed podcast for inviting me to do one. Here is a link to see it

//www.ytcropper.com/embed/7R581a9b2a0bd7d/loop/noautoplay/via ytCropper

Be the change, being a teacher, Reading

A Quiet Moment

November 1, 2016 Pernille Ripp

Life is full right now. Full of so many wonderful things. Full of so many privileges, but also challenges, things that will make me grow as a person, as a teacher, as a human being trying to be a better human being. One of my privileges is to get to teach a class with some pretty incredible kids in it. They are bouncy, creative, loud at times. Sometimes they need reeling in that can take more than few minutes and yet every day as they walk out, although I am a little bit tired, I cannot wait for them to come back.

Today, the day after Halloween, I did not know what to expect. After all, one child had declared to me the day before that really all school should just be cancelled the week of Halloween. As a mother witnessing my own children’s lethargy this morning, I had to wonder what the day would bring. Would these boys even be ready for anything? Would it be a day of wasted time? As the day grew on and the kids seemed to wake up from their tiredness, I started to ponder just how loud the end of the day would be? Where would the crescendo hit?

The bell rang, the kids arrived and we settled in as we so often do around our table, ready to do something together. I pulled out my Demonstration Notebook (thank you Kate and Maggie Roberts for this idea). I had the lesson ready on how to stretch out theme, for the kids to try so we did what we do so many times in a week. We read a picture book.

Yet this time, when I chose it I knew I needed a powerful punch. I knew that if I were to counteract the craziness of the day after Halloween then it would have to be an extraordinary book, so I read aloud the picture book Ida, Always. This book with its happy polar bears on the cover is one of the best I have read this year. It also happens to have an easily identifiable theme. As I read the book, my emotions got the better of me. You see, my middle daughter’s name is Ida as well. She is four. She is not a polar bear, nor is she sick, and yet, every time I read this picture book, I cry. And not just misty-eyed maybe there are tears in there but still turning pages, no, tears down my cheeks, having to stop the read aloud. I thought I could make it today, after all, how often do you cry in front of your student. I thought wrong. At first, the boys clearly did not know what to think of their otherwise happy teacher sitting there with tears. And yet as they starred in silence, I started to see their own eyes and the tears that were forming there.

These kids. These wonderfully rambunctious kids. These kids that sometimes make me feel like I am not doing enough and will never be enough. They cried too. Not all, but some. They sat there in solidarity with me. They asked why this book was so emotional for me. And as I explained they all nodded, they got it. One kid took the book from me and continued to read aloud.

As the book ended, we discussed why sad books are okay at times. No one laughed. No one pointed a finger. No one called each other a name. Instead we just shared the moment, shared this vulnerable moment and then went on with our lesson.

At times, we only see the loudest parts of the children we teach. We only see the parts that they work so hard to show. We forget that what we see is not the full story and it never will be.

In our moment today I was reminded not just of the power of picture books, but of the power of vulnerability in our classrooms. How for students to dare to share who they are as human beings, we must also show ourselves. Even if that means stopping our read aloud because we cannot form the words.

I don’t know if we will ever cry together again over the fate of a polar bear, but it doesn’t really matter, because today we did, and today we grew. Not further apart but closer together. Sometimes those moments come right at the very right time. Sometimes they come when we least expect them.

I am currently working on a new literacy book. The book, which I am still writing, is tentatively Passionate Readers and will be published in the summer of 2017 by Routledge. I also have a new book coming out January, 2017 called Reimagining Literacy Through Global Collaboration, a how-to guide for those who would like infuse global collaboration into their curriculum. So until then if you like what you read here, consider reading my 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, Reading

More Picture Books to Spark Empathy

October 28, 2016October 28, 2016 Pernille Ripp

Last year I published a post on 10 picture books that spark empathy. It turns there are many more than the original 10 highlighted. With the world we live in, we all need a little more empathy in our lives and in our classrooms. Picture books offer us a way to start the conversations and to plant the seeds. So today I offer you an updated list, the original 10 can still be found toward the bottom. Remember; picture books are for all ages and the power of these cannot be disputed.

Penguin Problems by Jory John and Lane Smith follows a little penguin that just wants to be understood. He doesn’t want to follow the crowd of the other penguins and in fact, constantly complains, until someone puts things into perspective for him.

Big Bob, Little Bob by James Howe and Laura Ellen Anderson is a great stry of what happens when a new boy moves into the neighborhood and doesn’t quite understand the boy who shares his name.

Everyone Loves Cupcake by Kelly DiPucchio and Eric Wight is the story of Cupcake who just wants to be perfect. Yet being perfect is exhausting. Will her friends accept her for who she is?

Little Bot and Sparrow by Jape Parker follows Robot in his quest forfriendship after being discarded as old. What a great tale of how we do not have to be the same to be friends.

The Mouse and the Moon by Gabriel Alborozo follows Mouse who is very lonely. One day he starts to speak to the Moon and makes a surprise friend in the process.

Samson in the Snow by Phillip C. Stead follows a woolly mammoth after his chance encounter with a little bird. Even though they are so different, Samson cannot stop worrying about the bird when a snowstorm hits and he sets out to find him.

For all the kids who identify as being extremely shy, Shy by Deborah Freedman is a beautiful tale of finding a friend and finding courage.

The Uncorker of Ocean Bottles by Michelle Cuevas and Erin E. Stead is a tale that speaks of loneliness, of taking a chance, and of finding your place. How many of us cannot relate to the feeling of being lonely?

School’s First Day of School by Adam Rex and Christian Robinson is all about a school and how nervous it is before the kids show up. What a great way to discuss how we can make newcomers feel welcome.

Hello, My Name is Octicorn by Kevin Diller and Justin Lowe who feels just a little bit different. So is being different a good thing or a bad thing?

The Lonely Book by Kate Bernheimer and Chris Sheban talks about loneliness as well. When a new book no longer is new, who will read it any more? Great way to use metaphors to get kids to talk about being lonely.

Dear Dragon by Josh Funk and Rodolfo Montalvo speaks of an unlikely friendship between two different species. It begs the question; must we be the same to be friends?

The Heart and the Bottle by Oliver Jeffers is about grief and locking your heart up when it is too hard to have it vulnerable. Yet is that really the way to experience life?

My Friend Maggie by Hannah E. Harrison is a favorite of mine for many reasons. It is such a stellar book for talking about what being true friends really means and how we can stand up for the people we care about.

Grandfather Gandhi by Ann Gandhi, Bethany Hegedus and Evan Turk takes the teachings of Gandhi and makes them kid friendly. In this book the message is how to turn moments of darkness into light instead.

Jack’s Worry by Sam Zuppardi is a fantastic book to start discussion of anxiety and worry. With anxiety on the rise in our classrooms, this book is one that many kids (and adults) can relate to.

Be A Friend by Salina Yoon is the story of Dennis and how he does not find a friend who accepts him for who he is until he meet Joy. I love the message of how being different does not mean you have to change to find a friend.

Bully by Laura Vaccaro Seeger is a fantastic illustration of what happens when we bully. This is a book that is sure to spark discussion no matter the age group.

Unicorn Thinks He’s Pretty Great by Bob Shea is a must-add to any picture book collection. The tale of Goat and how he thinks Unicorn is a braggart until he finally gets to know him is one that kids will love.

Strictly No Elephants by Lisa Mantchev and Taeeun Yoo is one that I think many kids can relate to. With the story of a child who is excluded and how he finds his own group, we can use this to open up discussion about accepting others.

Better than You by Trudy Ludwig is the story of the friend that brags all of the time, in the process putting his neighbor Tyler down. It explores friendship dynamics and how we can make each other feel bad or good.

My Two Blankets by Irena Kobald and Freya Blackwood speaks to how hard moving is, but also about finding a new friend.

The Original Ten:

I have long loved The Other Side by Jacqueline Woodson for its straightforward story of two girls living on either side of a fence and yet many miles apart. For some of my students this is territory they have not gone into yet, so the conversations about race, our history, and even what is happening now in our world abound.

I don’t remember how I came upon The Invisible Boy by Trudy Ludwig. My guess is that someone shared it on their blog, so thank you to them. This story so beautifully encapsulates what it means to feel invisible and every time I have used it with students it has led to deep conversations. We read this more than once so we can pay attention to the illustrations as well.

Students immediately fall in love with Pete & Pickles by Berkeley Breathed for the illustrations but then come back again and again for the story of an unlikely friendship between a pig and an elephant. This is a must read aloud at any age. (ANd truly they all are).

It has been established already that Peter H. Reynolds is a creative genius. I have loved all of his books since the first time I read them. This book, I’m Here, is one that doesn’t get a lot of attention standing next to The Creatrilogy, but it should. It’s eloquent story about a boy who feels so all alone is one that will settle into the hearts of students.

Thea, my kindergartner, came home and told me that I had to get this book about a big red crayon. Okay…. I thought. But she was right, Red – A Crayon’s Story by Michael Hall was one that I had to read aloud to my 7th graders. And then we had to discuss what it meant staying true to one’s own nature as well as facing the pressures of others. I swear this book was written for middle schoolers and not young children secretly.

It is a celebration in my life whenever the talented Ame Dyckman comes out with a new picture book and Wolfie the Bunny was definitely a cause for celebration. This book about assumptions and what they can lead to has not only made my students laugh outloud, but more importantly, has led us to question our own assumptions about others.

I have Bluebird by Bob Staake on many favorite picture book lists, and there is a reason for that. The shock on my students faces when we get to that page. The questions, the discussion when I step out of the way are priceless. This is a wordless picture book which also means that my students love interpreting the ending.

I cried when I read aloud The One and Only Ivan so it only seems fitting that I cried when I read out loud Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate. My students love to ask questions after this book, they love to talk about their own animals, what they would do to save others.

I read this book out loud to all 5 of my 7th grade classrooms. It was astounding how similar the reaction was; disbelief, outrage, questions and perhaps a tear or two shed by me. This story Malala, A Brave Girl from Pakistan/Iqbal, A Brave Boy from Pakistan by Jeanette Winter is one that will stay with you for a long time. This is sure to elicit conversations and calls for action.

I always seem to cheat on these posts and never stick to just 10, so for my 10th pick I will give you several instead. All of these are worthy of being read aloud and discussed. We need more empathy in this world, I am so glad these authors give us a chance to do just that.

Each Kindness by Jacqueline Woodson

The Name Jar by Yanksook Choi (Having a name that no one pronounces correctly in the USA really makes me love this book even more).

One by Kathryn Otoshi

Zero by Kathryn Otoshi

Chrysanthemum by Kevin Henkes.

Which ones would you add to the list?

Be the change, being a student, being a teacher, student choice, Student dreams, student driven, student voice

Planting a Seed – Our Project on the Refugee Crisis

October 25, 2016October 25, 2016 Pernille Ripp

I grew up in a home that had a newspaper on our table every morning. Laid out for us kids to see, we grabbed the comics first, then the Danish news. I was a teen when I started reading the international news. Being aware of the world was something that was expected of us, after all, Denmark is a small nation. We read the paper, we listened to the radio, we watched the news. Not always fully attuned but always aware of at least some of the bigger things happening in the world beyond our own.

Being a globally aware and invested teacher is something I have tried to live and breathe for many years now. After all, the Global Read Aloud was created with the idea of making the world not only smaller, but also more interconnected to create more empathy and kindness. My students have therefore in varying degrees always brought the world in, been a part of projects that involved others and tried to know more about the outside world than when they came in. Working on a team with an incredible geography teacher has only made my job easier.

So this year as my English standards starred me in the face a small idea started to form, a seed began to grow; what if instead of “just” doing summaries, what if instead of “just” having an opinion, I was able to structure an inquiry project into something that I have been following myself; the Refugee Crisis? What if we created a two-week experience where the students got to learn at their own pace with the end goal of having an opinion? With that, I started to plan…

We would have two weeks roughly of work time, with time dedicated every single day after we do our 10 minutes of independent reading. Students could choose how they wanted to work and engage with the materials. I used a sheet that simply asked kids how they would like to engage with the learning and then crafted lessons based on this. I have used this approach in the past and it has worked pretty well, this time I should have been more diligent with using it though after the kids filled it out. However, that being said, kids were also good at reaching out and asking questions, as well as use each other for help. I did promise the students that I would only do one whole class lesson; how to write an opinion piece using the MEL-Con format, and I kept my word. My students have asked me to do less whole class teaching and I am adhering to that as I can help them better in small groups anyway.

We first needed a question, one that would give us a focal point but would not be shaped or tainted by my opinion, after all, I did want the students to come to their own conclusion. So our guiding question became ; What should America’s role be in the refugee crisis? This was what the students would work toward and discuss.

We created a running word wall as student questions came up.

I knew I needed texts to start with; thank you Newsela for your text-sets, you saved me so much time. So I pulled nine different texts that highlighted different aspects of the crisis, printed them at three different reading levels and told the students to choose three of them to read at least. I also made all of the texts available as a folder in case they lost their copies.

Another teaching tool for students to reference

I also wanted students to watch videos; I created a padlet with different short videos that would be appropriate for 7th graders and also less than 20 minutes. Students were asked to watch at least one, but could do more if they wanted to.

I then crossed my fingers and asked on Twitter; would anyone Skype with my students about being a refugee? I am so grateful for the response. Three of my classes were so incredibly lucky to Skype with the incredible Rusul Alrubail,she graciously and courageously shared her story of how she became an Iraqi refugee at a young age. To say my students were moved by her story would be an understatement. Yet, the kindness of strangers continued. Another teacher, Emily Green, from Michigan asked her students, some of them refugees, if they would create a small video for my students. Last night, I received three different videos from her courageous kids sharing their stories. Today as I played them for my students, you could have heard a pin drop.

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So for the past two weeks, my students have annotated the texts (using their own systems rather than ones created by me) for anything that stood out, they have written a summary on one article, and they have crafted an opinion on the guiding question, as well as craft an opinion piece based on all of their newfound knowledge.

In some classes we started in small group before we went to whole class discussion.

Today, as we came together as a group to discuss what we have learned and what our opinion is, I sat back behind the kids and watched them practice their discussion skills. As kids navigated the ins and outs of adult unmoderated conversation, I couldn’t help but feel just the tiniest bit proud. Yes, they were discussing, yes they were listening to each other, but that was not the only thing I observed. I observed kids who all of a sudden understood just how vast of a nation we live in. Kids who now know where Iraq and Syria are. Who know tales of children passing through Europe unattended as they try to reach freedom. Of people who never wanted to leave their homes but were forced too. Of what we can possibly do as a nation but how many hurdles there may be to making any decisions. I also saw kids who started to understand that for some reason they equate refugee with terrorists. Who thought 10,000 refugees is a large number but have since discovered it might not be. Who know that we need to help but are not sure just how to do that.

I didn’t set out to shape the opinion of my students, that is not my job as their teacher. Instead I wanted to create an opportunity for them to form an opinion on fact rather than hearsay, on research rather than rapid talk. I know that some believe America should do more and others think we do too much already. I know that for some they don’t really care either way. But I also know that by giving them more control over their learning, by giving them tools to start with, by creating a guiding questions and then by bringing others in via Skype and YouTube that we have created an experience that matters. That together we now have this piece of the world that ties us together and that will continue to crop up through the year.

Yesterday, a child asked me what the deal was with Mosul and weren’t they bombing over there? A child that two weeks before was not even sure that Iraq was a country or what refugee meant. That child had heard on the news that fighting was starting up again and now wanted to know more. As teachers of literacy we have incredible opportunities to bring the world in, to help our children find their opinions, and to create experiences that connect us with other human beings. I wrote a book on how to do just this, not for the sake of the book, but for the sake of making this world a better place.

I ended our discussion time today with the following words; “My job is not to make you think a certain way, my job is to make you think. So whatever your opinion may be, all I ask of you is to have one based on fact, rather than what others believe. Keep your ears open and ask a lot of questions. That is the least you can do as the future of this country.”

As teachers, we can bring the world in when it makes sense. To make it matter more than just getting through the year or working off our checklist. The year has just started and yet we have so much more to discover about the world. I cannot wait where our learning takes us next.

PS: If you would like to see my folder of resources, go here, some of it is loose.

Be the change, being a student, being a teacher, being me, Student dreams

The Least We Can Do

October 23, 2016 Pernille Ripp

What follows is my ITEC Ignite…

On December 19th, 2013, our youngest daughter, Augustine, was born almost 10 weeks early. She came so fast that there was no doctor in the room, just the nurse. She came so fast that I now know what the big red emergency button in a hospital room does. She came so fast that I did not see her. I did not hold her. She did not cry. For the first minute of her life, I did not know if she was alive. It wasn’t until my husband, Brandon, told me she was breathing that I think I took a breath. That life started up again because for that longest minute of my life, with no wailing to calm me down, I had no idea if I was still the mother of three or the mother of four.

They whisked her away from me into their machines, into the equipment that would help her tiny body breathe, stay warm, and her heart keep beating. See when babies are born that early they need help with everything. And we can prepare all we want but it is not until they actually arrive and we see how much they need us that we realize that all of a sudden we have started a new journey, one that will take us down a perilous path where we might not be able to see our destination for a long time.

In the week leading up to her much too soon arrival, I was in the hospital waiting. Willing my body to slow down. We were not ready. She was not ready. One night a doctor from the NICU visited me to help me prepare for what would happen in case she came. His words has stuck with me all of this time.

He said, “When she comes we will be ready. We will have the machines that will help her breathe. We will have the machines that will keep her warm. We will monitor her heart and we will be by your side. We will do everything in our power to keep her alive, to keep her safe, to help her no matter what. While we can help her with her needs, we will not know about her brain. We will not know what long term effects being born so early will have on her learning. We will not know if her brain will be damaged, we will not know until she grows, until she reaches her milestones. We will not know what her future path will look like when it comes to learning but we will be ready. We will be by her side because that is what we do.” That is what we do…

As I held Augustine for the very first time more than 24 hours later, I held all of our dreams for her as well. As we sat in the quiet, listening to the alarms and the beeps on her monitor, I knew that her future was now in my hands as well, and that all we could do now was our best. That all we could do now was to be by her side and hope that her future teachers would see her for the miracle she is and not just a child who might have difficulties learning.

Every year as the new year awaits, our students arrive in all of their glory. They arrive with all of their dreams, their hopes, and their needs. They show up whether we are ready or not. And so we prepare, we plan, we dream over the summer that this will be the year that we reach every single child we teach.

We do not pick who we teach. We do not pick who shows up. We do not pick who these kids are that we are supposed to have life-changing experiences with but instead we stand by our doors like the Statue of Liberty and say; “Give me your tired, your poor, your huddled masses yearning to breathe free …”

We can prepare all we want as teachers. We can create classrooms where most of our students will thrive. We can plan for fictitious children and hope they will fit into the boxes we create. Or we can teach the kids that come. We can create classroom experiences that center on the kids that actually show up instead of the kids we hope to teach.

We can open our classroom doors wide to make sure that every child that enters, that every child that shows up, know that with us they will learn, with us they will create, with us they will matter. Because they do. And we can ask those kids how we can be the types of teachers they need. We can ask those kids how they would like to learn and then we can listen to their truths and become the teachers they need.

So we can take them all and we can love them all because that is the least we can do. We work tirelessly every day so that those kids that become our kids know that with us they belong, that with us it does not matter what their start in life was because in here they have a chance at success. That with us it does not matter whether they were born 10 weeks early, don’t have a good home life, or have never liked school. That with us all that matters is that they showed up.

Augustine did not ask to be born early, she did not ask to have such a hard start in her life. She did not ask to have harder path than our other kids. The kids that come to us with their broken dreams and their battered hearts, didn’t ask for that either. Didn’t ask to have a different life than so many others. So our job is to teach. Is to love. Is to be by their side.

ITEC Ignite The Least We Can Do - Google Slides.clipular.png

This summer, as Augustine went to her NICU check up appointment, we heard the sweetest words. “Your daughter is perfectly average…” and while her path is still unwinding and we are not in the clear just yet, we see hope with every word she learns, every task she accomplishes. We see her for the miracle she truly is, a child that would not have lived not too many years ago. So may we all see the miracle that is the child that enters our schools. May we all know just how lucky we are to teach these kids, even when our days are long and our lesson plans are broken. Even when we feel we are not enough, may we still try.

As teachers, we were never promised it would be easy. We were never promised that our jobs would be effortless. Or that our hearts would stay protected. But we were told that it would be worth it. That this may be one of the hardest jobs and yet also the most rewarding. So every day as we welcome the kids, make sure it is every child we welcome, not just the easy ones, the ones that barely need us. Make sure your classroom is a place for any child to succeed. No matter their start in life. Because much like the NICU doctor told me almost three years ago; we are ready, we are here, and we will stay here until you no longer need us. It is the very least we can do…