teachers – Page 2 – Pernille Ripp

For the past 3 years, I have been sharing resources on my Patreon, with that being shut down, I figured I would share some of them here. This is one of my latest posts, I hope it is helpful.

If there one thing that is constant in education, it’s change. I think it’s what drew me to be a teacher in the first place, besides the kids, of course. Education is full of change. New ideas, new programs, new expectations—always something new to implement, improve, or undo. And yet, we rarely stop to ask:

What’s actually working?

Not in a “let’s be grateful” way. Not to ignore what’s broken. But in a real way—naming the things that are making a difference for kids right now and figuring out how to keep them from disappearing.

Because the best things in education? They don’t vanish because they stop working. They vanish because no one gets to protect them.

Five steps to protect your real best practices

Instead of just naming problems, try this instead:

1️⃣ Name It

What’s actually making a difference right now?

Not “what should be working” or “what’s supposed to work”—but what’s really helping kids learn, feel safe, or stay engaged?

This could be:

• A structure that supports all learners

• A routine that fosters belonging

• A teaching practice that engages even the hardest-to-reach kids

Think about your classroom, your team, your school. What’s worth protecting?

2️⃣ Figure Out Why It Works

• Is it because of a system in place?

• A shared school-wide effort?

• A few committed teachers holding it together?

If something only works because a few people are giving 200%, it’s fragile. The goal isn’t just to notice what works—it’s to understand why it works.

3️⃣ Ask: Is This Replicable?

Would this still work if new teachers joined? If leadership changed? If budgets shifted?

If the answer is no, then it’s not protected.

Good practices should outlast the people who start them. If what’s working is too dependent on individuals, it’s time to build structures that make it sustainable.

4️⃣ Make a Plan to Protect It

The best ideas don’t survive unless someone fights for them. So, as a team, ask:

• What do we need to keep this going?

• Who needs to see its value so it’s supported long-term?

• How do we make sure this isn’t just an “extra,” but a part of how we do school?

If something is working, it should be built into your school’s foundation. Not just something you “hope” stays.

5️⃣ Keep It Visible

The next time a new initiative rolls in, a funding shift happens, or a schedule changes, pull out this list and ask:

❓ Will this change threaten what’s already working?

❓ How do we keep what’s good while making space for new ideas?

We lose the best things in education when no one names them, protects them, and reminds people why they matter. So make the list. Keep it visible. Use it to push back when needed.

Your Turn

What’s working in your school right now that must be protected? How do you make sure it lasts?

Try this with your team. Then come back and tell me what showed up.

assessment, discussion, feedback, grades, Student Engagement

Let Kids Reject Feedback (Yes, Really!)

March 24, 2025 Pernille Ripp

A quote block where it says: Good feedback isn't about control, it's about conversation.

What if kids had the right to ignore our feedback? Not because they’re stubborn or disengaged, but because they understand it—and decide to make a different choice.

Too often, feedback feels like a demand: Fix this. Change that. Do it this way. But writers? They get feedback, weigh it, and sometimes say, “No, I’m keeping this.” That’s not disengagement—it’s ownership.

Let’s Build Feedback Negotiation into the Process

Instead of expecting students to accept every suggestion, teach them to think critically about feedback—to question, challenge, and ultimately make their own choices.

1️⃣ Shift the Conversation – Before giving feedback, set the tone:
🗣️ “You don’t have to take every suggestion. Your job is to think about it.”
Ask them: What do you want my feedback on? Where are you stuck? Make it a dialogue, not a directive. I’ve written about this before in the context of only looking at one thing in writing conferences.

2️⃣ Teach Kids to Push Back (The Great Way) –
When students disagree with feedback, they need language to explain why. Try modeling this:

“I see what you’re saying, but I’m keeping this word because it’s my character’s voice.”
“I understand your point, but I want this to feel unfinished on purpose.”
“I’ll change this part, but I’m going to keep this sentence because it’s important to me.”

If we want students to engage with feedback, we have to let them practice rejecting it thoughtfully—just like writers do.

3️⃣ Make Choice Part of the Process – Instead of requiring students to change everything, try this:
🔹 Pick one piece of feedback to apply and one to challenge. Explain why.
This simple step forces them to consider feedback instead of just following orders.

4️⃣ Celebrate Thoughtful Resistance –
When students defend their choices, it means they care. That’s the goal. Instead of marking something as “wrong,” ask:

Why did you make this choice?
What effect are you going for?
How can you make this even stronger while keeping your vision?

Good feedback isn’t about control. It’s about conversation. And if we want kids to become confident writers, we have to teach them that their voices matter—even if that means telling us no.

assessment, feedback

If Kids Don’t Understand the Feedback, It’s a Waste of Time

March 23, 2025 Pernille Ripp

I haven’t used this blog in a long time. With the move back to Denmark, navigating the world as a mom of neurodivergent kids, and just the world (waving hands around me), this blog has been quiet. But with the decision to shut down my Patreon, I also might just come back here more. After all, my mind is still going a million miles a minute and perhaps, somewhere, someone could use a few of the ideas that I have. So hello again. It’s nice to be here.

Ever had a kid read your carefully written comment—something insightful, brilliant even—only to ask, “What does that mean?” Yeah. Me too.

If feedback is just for us, if it’s full of teacher-speak or rubrics no one actually reads, kids will ignore it. Not because they don’t care, but because it doesn’t feel like theirs.

Let’s fix that.

Instead of handing them a rubric, build it with them. Here’s how:

1️⃣ Look at real work – Show them examples (past student work, mentor texts, whatever fits). Ask: What makes this good? What makes it confusing? Let them lead.

2️⃣ List what matters – Write down their words. Not “clear transitions” but “It flows” or “I know what’s happening.” Keep it in their language, not ours.

3️⃣ Make it theirs – Turn their words into a checklist, an anchor chart, or a simple, student-friendly rubric. Let them help decide what matters most.

4️⃣ Use it. Every time. – When they write, when they revise, when they give each other feedback. Ask, “How does your work match what we said makes this strong?”

If we want kids to actually use feedback, it has to belong to them. Because the best feedback isn’t what we tell them—it’s what they understand enough to use.