2. This is Pernille Ripp
who teaches at Oregon Middle School
who blogs at pernillesripp.com
who tweets at @pernilleripp
who emails from psripp@oregonsd.net
who writes books for Corwin, Routledge,
and Solution Tree
who really loves reading
39. 3 Areas Needed for Engagement
1. Behavioral engagement, including how often the
student completed homework on time, followed
school rules, and responded in class discussions.
2. Emotional engagement, including whether the
student felt interested in his or her class subjects
and accepted in the school culture.
3. Cognitive engagement, including how well the
student managed and monitored his or her own
learning.
Eccles & Wang (2013)
40. ■ Connections Web
■ Vision video
■ Share a read aloud
■ Circle
■ Silent challenges
■ Regular challenges
■ This or That (idea from Jenn Gonzales)
■ Dear future student letters
Community Ideas
41. We are really good at
speaking with students in
elementary
But what about MS or HS?
42. Quicks Tips for Re-engagement
■ Energy up or energy down
■ Silent sharing
■ Dance break
■ Turn and talk
■ Draw it out
■ Affirm and replace
■ Move location
59. Research has shown the
average attention span for
adults is 8.25 seconds
before our brain wants
different stimuli.
Goldfish = 9 secondsSource: Harald Weinreich, Hartmut Obendorf, Eelco Herder, and Matthias Mayer: “Not Quite the Average: An Empirical Study of
Web Use,” in the ACM Transactions on the Web, vol. 2, no. 1 (February 2008), article #5.
65. 3 Most Common Types of Questions
1.Procedural Questions - “Is that clear?”
2.Display questions - “Who is the main
character?”
3.Referential Questions - “Why do you
think the author wrote that?”
Which do you ask the most?
66. Unnecessary Teacher Talk - 4 Things to Avoid
■ Echoing their answer
■ Asking lengthy questions
■ Saying much more than the student
when receiving an elaboration
■ Repeating instructions to all
67. Ideas for Increasing Student Talk Time
■ Ask open-ended questions
■ Set a timer for lessons
■ Limit how many questions you answer
■ Stop interrupting
■ Give them something worth talking about
■ Emphasize importance
■ Stop thinking you have to have all of the
answers
73. Ways to Give Students a Voice
■ Circle (From Restorative Justice)
■ Reflection/surveys
■ One-On-One
■ Creating a community
■ Blogging
■ Video newsletters
77. Lessons in Motivation
■ Choice matters
■ Motivation is contagious
■ Punishment/rewards stifle learning
■ Be excited yourself
■ Consider outside factors
■ Manage/Guide what is in front of you
107. Why Read 30 Minutes A Day?
■ If daily reading begins in infancy, by the time
the child is 5 years old, he/she has been fed
nearly 900 hours of brain food!
■ Reduce that experience to just 30 minutes a
week, and the child’s mind loses 770 hours
of nursery rhymes, fairy tales, stories, and
vocabulary development.
108. That means a kindergarten student who
has not been read aloud to could be
entering with less than 60 hours of literacy
exposure.
Source: U.S. Dept. of Education
109. Every child should have at
least two hours of
sustained silent reading
time a week - but how
many do?
120. What is the purpose?
Where are the choices?
How many paths?
Who is this for?
What to do if….
What tools can we use?
Questions to ask while planning
122. Engaged Readers Are
■ Motivated to read
■ Strategic in their approaches to
comprehending what they read
■ Knowledgeable in their construction of
meaning of text
■ Socially interactive while reading
(Guthrie, Wigfield & You, 2012, p. 602).
123. This I Believe Project Breakdown
Goal: To create a 4 or 5 paragraph speech modeled after the “This I Believe”
format. See this link for examples.
Summative standards assessed:
Standard 2: Evaluate claims in a text; assess and express the soundness and
relevance of reasoning.
Standard 10: Present focused claims with support, using eye contact, volume,
and elocution
Due Date: June 1st “Passionate Learners - Student
Example
164. Ideas for collaboration
An open-ended question
Discussion around a common topic
A challenge
A presentation
A contest
A community
Partner with your library
Ask about the weather
Create for others
165.
166.
167. Ways to Spread Positivity
■ Speak up and stand up
■ Remove the power from those who are
negative influences
■ Ask privately if they are okay
■ Spread the cheer
168.
169.
170.
171. “
You may be just one, but
think of how far one
person’s words can go, the
ripples they can start, the
waves they can become.
172.
173. “
“I knew who I was this
morning, but I've changed a
few times since then.”
― Lewis Carroll, Alice's Adventures in Wonderland & Through the Looking-Glass
174.
175. “
“My hope for all
teachers is that they
should look at
everything as if they
were the student.”
Carolyn
The thing is though, I wasn’t born a rule breaker. In my hometown of Bjerringbro, Denmark (population 7,390), I did not strive to be a rebel without a cause. In fact, I was your average tomboy, a middle of the roader, the “if only he/she tried” child that we now strive not to label in our own classrooms.
My name is Pernille Ripp. I am a teacher much like many of you
I am an author,
I am a mother
and I am also a dreamer.
I am someone who believes in the power of inspiration and the power of reflection.
I am someone who believes that our power is defined by our thoughts, not just our words.
Mindset
Main Points:
I am not an expert
I am on a journey that has led me to reflect a great deal on what I do
So are you, some of you may be further than me, and that’s ok. I don’t expect you to compare to each other but instead celebrate the journey you are on and the steps you are taking.
When I first started teaching, I thought I had to do what everyone else was doing: book clubs led by me, book reports with projects, dictation of genres, leveled baskets, and a serious check out system, I didn’t read the books my students read
Aha
Main Points:
I killed my students’ love of reading, Reading was homework
Reading was graded on a scale
Book report rubrics meant even if a kid had worked super hard they couldn’t get a good grade - falling asleep
I had to share my passion for reading
Bring people up to post theirs
Think of doing this with students whenever they get frustrated or caught up in minutia
Since 2006, more than 350,000 students in over 40 states have taken the High School Survey of Student Engagement (HSSSE), in which they were asked why they were disengaged or if they have ever considered dropping out, and why.
Engaging in learning activities is an active action. It takes focus. But since focusing can be tiring, students will often decide to “switch off” if they don’t find the effort rewarding enough. This is where boredom comes in. According to the HSSSE, Two out of three respondents (66%) in 2009 are bored at least one day a week in class in high school; nearly half of the students (49%) are bored every day and approximately one out of every six students (17%) are bored in every class.
http://www.naviance.com/blog/how-to-increase-student-engagement-at-your-school#.VoCNBRGMBaE
The Gallup Student Poll surveyed nearly 500,000 students in grades five through 12 from more than 1,700 public schools in 37 states in 2012. We found that nearly eight in 10 elementary students who participated in the poll are engaged with school. By middle school that falls to about six in 10 students. And by high school, only four in 10 students qualify as engaged.
Talk at your table/turn and talk
I asked my students what they wanted to make sure to tell you and here is some of what they said
This is so simple and yet it is one the biggest things we refuse to do. Why? Most students will not abuse this, yet we assume that some will, so what? Then talk to them about it. You want to see your distracted kids get more focused - let them sit wherever they want. If it doesn’t work tell them privately.
Grades are only an opinion and not a true indicator of what they really now. So we need more ways to provide feedback than a grade; have students self-assess, have them reflect, give them written feedback.
The minute you put a grade on something it is done. It doesn’t matter what you say after that. So if you want students to keep growing as learners, don’t put on a grade on it or at the very least, don’t show it to them.
I started to do this and boy was I surprised; all that studee I thought would be short and sweet wasn’t really. We tell students to have lives outside of school but then give them more practice work - why? Do they all really need it? If they do, then we are not doing our jobs as teachers.
What labels are we creating for our students? What do they overhear us say? No child comes to school thinking they are a struggling reader or bad at math, they get that from us.
Talk at your table/turn and talk
When I first started teaching reading I thought it was all about reading and answering questions
what had happened to my passionate readers and writers? Those kids that came in to the classroom clutching their books who dreamed of ebing authors?
I thought if I added book clubs I would reignite the passion - we would have a shared text and students could support each other through it
Book clubs didn’t do it - I had to realize that I was part of the problem, more so than I thought and that the students needed amazing ways to reignite their passion for literacy.
Create passionate readers and writers in our classroom so we could be contagious
How we use our time is the first step? What do we value, not what we say we value, but what we actually do. What is the first thing to go when you are running short on time? For me it was IR and creative writing.
Reflection - teacher or leadership reflection
Reflection - teacher or leadership reflection
Which of these do you control?
Are we taking enough time to simply talk about books? Get to know our readers? Confer with students? Or are we so overtaken with the limited time we have that we have little room for discussion?
Do students have enough time to talk about books and their reading life?
Energy up or energy down - yoga or dance break
Silent sharing - whiteboards to share
Dance break - depending on the mood you need
Turn and talk - teach someone else
Draw it out - drawing out thoughts/solutions
Affirm and replace - affirm feelings, shift the focus to something else
Do you agree?
Insert classroom pictures
Have a space that is run by the students - have them share their reading life
https://docs.google.com/document/d/1NuhEooGlKGCb9KuyHWc9_y3_I9wWpW7Ou_q2qjUPex0/edit?usp=sharing
Reflection on classroom environment
The casual labels we use become powerful titles for a child
Main Points:
Not struggling readers - but emerging readers
Not slow readers - but meticulous readers
Idea: Ask students how they would like to be referred to
Don’t try to create fake labels, students will see through it and figure it out
Have them embrace a reading identity - our language matters
Students don’t actually need rewards to work. Sure they work in the short-run but guess what after a while you have to up the ante and keep going up because it just isn’t going to be very effective for long. And yes, students will take rewards if you offer them, but they will actually also work without the perpetual carrot dangling in front of their noses. And you won’t believe me until you actually try it.
Rewards tend to go to the same kids over and over and over. We say that it is really up to the students to get the rewards but at the same time we can probably all list the kids that would have a hard time earning one. So then who are we fooling?
Rewards split the students. If you ever want to create a class of have and have not’s in your classroom just hand out rewards; the students will quickly figure out who the “smart” kids are and who are not. Or worse, who the teachers like and who they don’t.
Rewards devalue the learning. By attaching a reward to a learning task, you are telling a student that the task is not worth doing if it weren’t for the reward. That is not how learning should be. Learning should be fun, exciting, and curiosity driven, not mechanical and focused on the end point. When a reward becomes the end point, then that is the focus.
You keep giving rewards; the students won’t work without it. With rewards you create a culture of “what’s in it for me?” and the learning just isn’t enough. And yet the learning and experience should be enough for the child, provided it is meaningful and purposeful. So set them up from the beginning to earn rewards and soon there will be hardly any extra work or deeper digging into concepts. If the child knows that they “just” have to do whatever to get a reward, or an A for that matter, then that is what they will do. The learning stops wherever you dictate it to.
The students will argue with you. My first year students would get upset over which sticker I gave them because in their minds certain stickers were worth more. A sticker! Now equate that to extra recess, or books, or special lunches and think of the conflict it creates. You want to make sure your struggling learners keep feeling more disenfranchised; keep up the rewards.
Rewards become the measure of success. If you don’t reward a child then they don’t think they have succeeded. No more handing them back a project with great feedback; if that sticker or some recognition isn’t attached then it just isn’t enough. I had students collect stickers and notes to showcase to the other students, it became a competition of who could gather more. It wasn’t about what they had learned or how great a project was, it was only about how many they had.
Students lose their voice in the learning process. When a teacher is the only one deciding on success shown through rewards, the classroom does not belong to the students. That teacher is therefore the ultimate power within the room and the kids know it. If you want to create a student-centered classroom, you cannot have such a vast difference in learning authority. To build the kids confidence they have to have a voice.
But they all get rewarded…. Some schools run weekly recognitions of students for whatever reason, or some classrooms do. And while this may seem innocent enough, after all, there is nothing tangible tied to it, it still causes jealousy and anxiety. If a program calls for recognizing every single student for the same things, then why are we recognizing in a public way in the first place. Wouldn’t it be easier just to state the expectations and then tell the kids that we are happy they are all living up to it? There is no need to create weekly recognition if we are doing our jobs right as educators; making our students feel valued and respected as part of the learning community.
Rewards create more work for the teacher. I was so worried that everyone had been on my “Awesome board” that I kept track = more paperwork. I also had to make sure that I was eating lunch with all of my students = more paperwork. I also had to make sure I could justify to parents why one child got a certain privilege and another didn’t = more paperwork. Do you see where I am going? Rewards and trying to keep it “fair and balanced” creates more work for us without providing any long-term benefits.
Reflection
Reflection
Students don’t actually need rewards to work. Sure they work in the short-run but guess what after a while you have to up the ante and keep going up because it just isn’t going to be very effective for long. And yes, students will take rewards if you offer them, but they will actually also work without the perpetual carrot dangling in front of their noses. And you won’t believe me until you actually try it.
Rewards tend to go to the same kids over and over and over. We say that it is really up to the students to get the rewards but at the same time we can probably all list the kids that would have a hard time earning one. So then who are we fooling?
Rewards split the students. If you ever want to create a class of have and have not’s in your classroom just hand out rewards; the students will quickly figure out who the “smart” kids are and who are not. Or worse, who the teachers like and who they don’t.
Rewards devalue the learning. By attaching a reward to a learning task, you are telling a student that the task is not worth doing if it weren’t for the reward. That is not how learning should be. Learning should be fun, exciting, and curiosity driven, not mechanical and focused on the end point. When a reward becomes the end point, then that is the focus.
You keep giving rewards; the students won’t work without it. With rewards you create a culture of “what’s in it for me?” and the learning just isn’t enough. And yet the learning and experience should be enough for the child, provided it is meaningful and purposeful. So set them up from the beginning to earn rewards and soon there will be hardly any extra work or deeper digging into concepts. If the child knows that they “just” have to do whatever to get a reward, or an A for that matter, then that is what they will do. The learning stops wherever you dictate it to.
The students will argue with you. My first year students would get upset over which sticker I gave them because in their minds certain stickers were worth more. A sticker! Now equate that to extra recess, or books, or special lunches and think of the conflict it creates. You want to make sure your struggling learners keep feeling more disenfranchised; keep up the rewards.
Rewards become the measure of success. If you don’t reward a child then they don’t think they have succeeded. No more handing them back a project with great feedback; if that sticker or some recognition isn’t attached then it just isn’t enough. I had students collect stickers and notes to showcase to the other students, it became a competition of who could gather more. It wasn’t about what they had learned or how great a project was, it was only about how many they had.
Students lose their voice in the learning process. When a teacher is the only one deciding on success shown through rewards, the classroom does not belong to the students. That teacher is therefore the ultimate power within the room and the kids know it. If you want to create a student-centered classroom, you cannot have such a vast difference in learning authority. To build the kids confidence they have to have a voice.
But they all get rewarded…. Some schools run weekly recognitions of students for whatever reason, or some classrooms do. And while this may seem innocent enough, after all, there is nothing tangible tied to it, it still causes jealousy and anxiety. If a program calls for recognizing every single student for the same things, then why are we recognizing in a public way in the first place. Wouldn’t it be easier just to state the expectations and then tell the kids that we are happy they are all living up to it? There is no need to create weekly recognition if we are doing our jobs right as educators; making our students feel valued and respected as part of the learning community.
Rewards create more work for the teacher. I was so worried that everyone had been on my “Awesome board” that I kept track = more paperwork. I also had to make sure that I was eating lunch with all of my students = more paperwork. I also had to make sure I could justify to parents why one child got a certain privilege and another didn’t = more paperwork. Do you see where I am going? Rewards and trying to keep it “fair and balanced” creates more work for us without providing any long-term benefits.
Students don’t actually need rewards to work. Sure they work in the short-run but guess what after a while you have to up the ante and keep going up because it just isn’t going to be very effective for long. And yes, students will take rewards if you offer them, but they will actually also work without the perpetual carrot dangling in front of their noses. And you won’t believe me until you actually try it.
Rewards tend to go to the same kids over and over and over. We say that it is really up to the students to get the rewards but at the same time we can probably all list the kids that would have a hard time earning one. So then who are we fooling?
Rewards split the students. If you ever want to create a class of have and have not’s in your classroom just hand out rewards; the students will quickly figure out who the “smart” kids are and who are not. Or worse, who the teachers like and who they don’t.
Rewards devalue the learning. By attaching a reward to a learning task, you are telling a student that the task is not worth doing if it weren’t for the reward. That is not how learning should be. Learning should be fun, exciting, and curiosity driven, not mechanical and focused on the end point. When a reward becomes the end point, then that is the focus.
You keep giving rewards; the students won’t work without it. With rewards you create a culture of “what’s in it for me?” and the learning just isn’t enough. And yet the learning and experience should be enough for the child, provided it is meaningful and purposeful. So set them up from the beginning to earn rewards and soon there will be hardly any extra work or deeper digging into concepts. If the child knows that they “just” have to do whatever to get a reward, or an A for that matter, then that is what they will do. The learning stops wherever you dictate it to.
The students will argue with you. My first year students would get upset over which sticker I gave them because in their minds certain stickers were worth more. A sticker! Now equate that to extra recess, or books, or special lunches and think of the conflict it creates. You want to make sure your struggling learners keep feeling more disenfranchised; keep up the rewards.
Rewards become the measure of success. If you don’t reward a child then they don’t think they have succeeded. No more handing them back a project with great feedback; if that sticker or some recognition isn’t attached then it just isn’t enough. I had students collect stickers and notes to showcase to the other students, it became a competition of who could gather more. It wasn’t about what they had learned or how great a project was, it was only about how many they had.
Students lose their voice in the learning process. When a teacher is the only one deciding on success shown through rewards, the classroom does not belong to the students. That teacher is therefore the ultimate power within the room and the kids know it. If you want to create a student-centered classroom, you cannot have such a vast difference in learning authority. To build the kids confidence they have to have a voice.
But they all get rewarded…. Some schools run weekly recognitions of students for whatever reason, or some classrooms do. And while this may seem innocent enough, after all, there is nothing tangible tied to it, it still causes jealousy and anxiety. If a program calls for recognizing every single student for the same things, then why are we recognizing in a public way in the first place. Wouldn’t it be easier just to state the expectations and then tell the kids that we are happy they are all living up to it? There is no need to create weekly recognition if we are doing our jobs right as educators; making our students feel valued and respected as part of the learning community.
Rewards create more work for the teacher. I was so worried that everyone had been on my “Awesome board” that I kept track = more paperwork. I also had to make sure that I was eating lunch with all of my students = more paperwork. I also had to make sure I could justify to parents why one child got a certain privilege and another didn’t = more paperwork. Do you see where I am going? Rewards and trying to keep it “fair and balanced” creates more work for us without providing any long-term benefits.
Turn and talk
While most students will do book clubs, they ask us to please not
assign the book - let them choose from a large selection
assign the pages - let them figure it out
assign the questions
lead the discussion - let them do it
have an unrelated project attached to it
Most kids don’t need reading logs because they already read
Those that could benefit from them usually don’t fill them out
They end up quantifying an otherwise relaxing experience
If you want to know if a child is reading; ask them
Have them fill out a log in class if needed
Why Reading Sucks…
Main Points:
Ask the students why reading sucks - exorcise their demons to make room for new habits
May seem counterintuitive but students need to know they can be honest with you, they have to know they can trust you, plus it gives them a way of testing you - can you handle the truth or will you get upset?
This is important as we need students to trust us with their true reading habits - are they really fake reading? Are they really reading the right book or are they too hard
For there to be a true passionate reading environment, it has to be mired in truth
Students tell me of well-meaning teachers that would take recess away to have them read instead. I have done this. It did not have the intended outcome.
For several years I have used either the 40 book challenge or the 25 book challenge with my students, but I have modified it more and more. Some kids just want to enjoy the act of reading, rather than feel the pressure of a challenge. While I still see the value in challenging students, this response is something that has made me think a lot about how I react myself to a challenge and the pressure I feel, rather than loving reading
It is a risk to love…Book abandonment
Main Points:
When we focus on quantity versus quality we lose sight of what reading should feel like
Book challenges - what are they great for, what are they not so good for
Share out a book challenge idea
Abandoning a book is not something to be ashamed of - you know yourself well enough as a reader to let go of something that will stop you from being a passionate reader - hooray!
Students report having a lot of homework so then the last thing they want to do when they get done with that is read. As a school community we need to take a hard look at the homework we assign and whether or not it is more important than reading.
We are sending mixed signals to students about what is important
We often don’t count reading as part of our homework
Again, in our eagerness to help students discover who they are as readers we have started giving students levels, lexiles, and designations for which books they can read. Students are bigger than their labels. Sure, help them discover which books they should consider reading but do not stop them from reading some books because they are outside of their level. Three things will happen; they will struggle through it, they will abandon it, or they will pretend they read it to save face. Help them navigate great books and keep handing them to them.
Levels are a teacher’s tool - Irene Fountas
Main Points:
Trend of levels being used to support readers
Be careful, levels can become a box that we place the child in
Idea: Only level part of your library
Think hard about any level
Idea: You grab 3 books that you think may interest a student, they grab 3 books - then they pick.
Our obsession with fluency has led to a notion that all great readers are fast readers, and that is not true.
Proficient readers have a satisfying rate, one where they can fully comprehend what they are reading and make meaning. Often when readers race the clock such as on standardized test, we lose comprehension rendering the results invalid.
And why do we time tests? It is for administrative convenience, not because it is good for students. Because a timed test is easier to manage than one that is untimed.
According to Thomas Newkirk (2011), “the fluent reader is demonstrating comprehension, taking cues from the text, and taking pleasure in finding the right tempo for the text”
Depends on the purpose, depends on the book
Yet we incentivize kids that can read quickly
We create environments in which we encourage students to fake read - reading logs, competitions, rewards, - story of Nathan and reading two books in one night
If a child is re-reading something that is not necessarily a bad thing. They may be savoring a text, wanting to revisit it, they may be creating deeper or they may need help finding something that is worthy of their love. Ask questions before you steer away.
http://mediaroom.scholastic.com/kfrr
This works in some cases but if you love science fiction or fantasy this rule will stop you in your tracks
Don’t care much about standardized test scores
The Commission on Reading's report Becoming a Nation of Readers
We often do warm up work and such when we should use that time to have students read instead. My students read at least 1,800 minutes this year if not more
Are we taking enough time to simply talk about books? Get to know our readers? Confer with students? Or are we so overtaken with the limited time we have that we have little room for discussion?
Do students have enough time to talk about books and their reading life?
Using tools that allow students to collaborate in real time our in different time zones
Ideas - continue the story, group book reviews, writing for an authentic audience
Use blogging for
book recommendations
book discussions
sharing writing
Ideas: mini book clubs, email to voice, feedback in writing, note student privacy or parental consent
February 3rd
Partner with your local library - field trip, bring them in - our school library is not enough
http://libraries.pewinternet.org/2012/06/22/part-3-library-users/
I say there is hope. That amongst all of this fear, all of this uncertainty and poorly considered reform, we can still look at our students and see them rise.
They know we suffer through testing with them.
We can teach them to be resilient. We teach them that sometimes life asks you to do things that make no sense, and we must get through it with grace, courage, and creativity. We can still teach them to love true learning.
So when it all seems to be too much, too dictated, too little too late, think of the students. Think of their potential to be passionate learners.
Think of the good we can do for them every day when they enter our schools, when we tell them good morning, when we end the day by saying thank you. Thank you for being part of our room, for being part of something bigger than you, for placing your faith in me as your teacher, and for fighting for change by speaking out.
So have hope. Because our students do, day after day. They hope we will build a community with them and that school will become about them again.
You being here today is a step toward hope because you are trying to become a better educator
I am continually awed by the incredible educators I get to teach and learn with every day, in my school district of Orgeon and in my networks.
I am renewed in my already strong belief that we are the change.
We are the change for all of those children whose lives have been determined by assumptions, circumstance, and test scores outside of their control.
We are the change for all of those teachers who don’t think they have a voice. You do. Although you may just be one person, there are so many things you can do to change the system.
Bring the focus back on the kids, improve teaching conditions, and keep our students passionate and curious.
Give them a voice within your room so that the whole school may hear them. Connect their voices globally so that the whole world may hear them.
Stand up for yourself and your beliefs; they matter, and so do you
Speak up because as each voice joins the chorus, we become louder.
Blog, write to your paper, talk to your community, start a conversation and spread the word. Change will come if we continue to fight for it.
Join together - enough of this us versus them debate. Enough with tearing other teachers down. Show me a perfect teacher, and I will show you 10 people that disagree. We are not perfect, nor should we ever think we are; embrace each other and stand together; this is not just for us but for the kids.
Try your ideas, steal my ideas, and then be proud if they work. Be proud if they fail for at least you tried something.
Believe in them, believe in you, and believe in your team. Be the change. Be the change. Be the change.
You may be just one, but think of how far one person’s words can go, the ripples they can start, the waves they can become.
Our youngest daughter, Augustine, showed up 10 weeks early weighing a little less than 4 pounds.
Faced with many weeks in the NICU we inevitably talked about what being born premature can do to brain development and what types of disabilities a child like her may have, particularly how her method of learning might need to be different than non-premature children.
Having her made me realize that we urgently need to create classrooms where all students can learn no matter what their start in life was. No matter what they go home to, no matter what they have to overcome.
Teaching all children is a personal mission to me and that is why learning should be personal as well. We have to teach all of the kids, not just the ones that we were taught how to teach.
What if, at this conference you decided to not just be inspired by others’ ideas, but also decided to share some of your own.
What if you spoke freely, let your creativity out and finally shared that thing you have been thinking of doing but haven’t been quite sure how to start.
What if you decided to start believing in yourself today?
What if instead of saying no to yourself you said yes, just this once? What is the best thing that can happen?
We don’t need more money to change the way we teach
We don’t need more technology to personalize our learning
We just need to change first
So take your dream and your need for change and do something with it.
It is not too late to reinvent yourself, not too late to make a difference.
And if you are just starting out, don’t start the way I did.
Start out right.
Be the change.
Give the classroom back to your students.
Teach all of the students you have, not just the ones that fit the mold. Personalize your learning starting now.