Skills Students Should Be Taught in School To Prepare Them for Healthcare Careers

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Most people picture healthcare careers starting in nursing school, medical school, or a hospital internship. In reality, the groundwork begins much earlier. It often starts in ordinary classrooms where students are solving science problems, debating ideas, or working on group projects.

School quietly builds many of the abilities healthcare professionals rely on every day.

Think about it. A biology lesson teaches more than facts about cells. A group project teaches more than teamwork. These experiences shape how students think, communicate, and care for others.

Teachers may not always realize it, but many classroom habits translate directly into healthcare skills. When students develop curiosity, empathy, and problem-solving abilities in school, they’re already laying the foundation for future roles in medicine, nursing, and other health professions.

Learning How to Think Through Problems

Think back to your school days. You probably wondered when you would ever use things like logarithms or integration in real life. Most people never calculate those formulas outside a classroom. Yet learning them does something important. It trains the brain to approach problems methodically.

When you worked through those equations, you learned how to break a complex question into smaller steps. Over time, your mind started looking for solutions using the tools you already understood. That habit of structured thinking stays with you long after the formulas fade from memory.

Mathematics is especially powerful for building this ability. It teaches students to handle complexity with logic, clarity, and structure. Programs like the Russian School of Mathematics show this clearly. Their approach focuses on deep understanding and structured problem solving, helping students see how mathematical reasoning sharpens analytical thinking.

Healthcare professionals rely on that same mindset every day. A patient may arrive with symptoms that do not immediately point to a single diagnosis. Doctors and nurses must analyze clues, test possibilities, and narrow down explanations step by step.

In many ways, that process resembles solving a difficult math problem. The goal is not memorizing formulas. It is learning how to think through uncertainty until a clear answer begins to emerge.

Building a Curiosity for Science

Many healthcare careers start with something simple: curiosity. Students often become interested in medicine when they begin asking how the human body works or why certain diseases occur. School science classes usually spark that curiosity. Biology lessons introduce body systems and genetics, while chemistry explains how medicines interact with the body.

But curiosity grows stronger when students see science in action. A good example appeared in a recent story by Virginia Mason Franciscan Health. High school students participated in a hands-on program that exposed them to real healthcare environments and career paths. By observing professionals and exploring medical workplaces, they could connect classroom science to real-world applications.

Experiences like these help students see that science is not just theory from a textbook. It is a tool used to solve real health challenges. When students encounter science in practical settings, their curiosity often deepens. For many, that curiosity becomes the starting point of a future healthcare career.

Learning That Education Never Really Ends

One of the most important lessons students gradually absorb in school is that learning does not stop after graduation. Knowledge keeps evolving, and professionals must keep updating what they know. Few fields demonstrate this reality as clearly as healthcare.

Medical knowledge is expanding at an incredible speed. A report discussed by Physician’s Weekly highlights just how dramatic the change has been. Around 2010, experts estimated that medical knowledge doubled roughly every three and a half years.

Today, some projections suggest it may double about every 73 days. That pace has serious consequences. Treatments, guidelines, and clinical practices that were considered best practice only a few years ago can quickly become outdated.

Because of this constant change, healthcare professionals must keep learning long after they enter the workforce. According to Rockhurst University, many continue their education through specialized training and graduate programs.

Nurses who want expanded clinical responsibilities, for instance, often pursue advanced degrees. Flexible options such as online family nurse practitioner (FNP) programs allow them to deepen their expertise while continuing to work with patients.

This is where the habits developed in school matter. Research assignments teach students how to locate reliable information, while independent projects encourage curiosity and deeper exploration, skills essential for lifelong learning in healthcare.

Communicating Clearly Across Cultures

Healthcare depends on more than medical knowledge. It also requires strong communication. Patients need clear explanations about diagnoses, medications, and treatment plans. Families often rely on healthcare providers for guidance during stressful situations. When communication is unclear, even the best treatment can lose its effectiveness.

Schools help students begin building these skills early. Classroom discussions teach them how to express ideas clearly and listen to others. Presentations require them to simplify complex information so that others can understand it more easily. Group projects also encourage collaboration and respectful exchange of perspectives.

Culturally diverse classrooms make this learning even more valuable. Students regularly interact with peers from different languages and cultural backgrounds. These experiences prepare them for real-world communication.

Reporting from Nature highlights that cultural competency in healthcare can save lives. Medical professionals who understand patients’ language and cultural context often deliver better care.

When students practice these skills in school, they develop the adaptability needed to communicate effectively with patients from many different backgrounds.

FAQs

What is special about the Russian School of Math?

The Russian School of Mathematics is known for its rigorous, concept-driven approach to math education. It focuses on deep understanding rather than memorizing formulas. Students solve complex problems early, which strengthens logical reasoning, analytical thinking, and long-term problem-solving skills.

How to improve cultural competence in education?

Improving cultural competence in education starts with understanding students’ diverse backgrounds and perspectives. Teachers can include multicultural content and encourage respectful classroom dialogue. Ongoing training and inclusive teaching practices help educators create learning environments where all students feel recognized and valued.

Why is problem-solving important in health care?

Problem-solving is essential in healthcare because patients often present complex symptoms and conditions. Medical professionals must analyze information, consider possible causes, and decide on appropriate treatments. Strong problem-solving skills help providers make accurate decisions and deliver safe, effective patient care.

It’s easy to think of healthcare careers as something that begins much later in life. In reality, many essential skills begin to form during ordinary school days.

Classrooms teach students how to think critically, communicate clearly, explore scientific ideas, and understand other people. These abilities show up again and again in healthcare environments.

Teachers may simply be guiding discussions, assigning projects, or leading science experiments. Yet those everyday moments are shaping the professional students may become in the future.

For students who feel drawn to helping others, the skills they’re building right now might be the first step toward a meaningful career in healthcare.

3 Practical Ways Educators Can Grow in Their Careers

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

It’s been said that the impact of an educator never ceases. Most importantly, one cannot tell what possibilities their teaching can open up in others’ lives.

The best part about this profession is that it is not static. Like the currents of the ocean, it moves with constant ebbs and flows. Well, most educators even know this feeling.

They start out with their lesson plan, and halfway through it, a student asks a question that steers the discussion in a completely new direction. Not only do these moments enrich the classroom, but they remind teachers that their own professional growth is equally important.

If you are already in this field, you wouldn’t want to disrupt your work. However, since career growth is also vital, take the middle path. This article will share three ways for educators to advance in their careers without leaving their classrooms.

Leverage Advanced Learning Opportunities

Just like any other field, those in education can also grow through advanced learning opportunities. In many cases, maximum professional growth happens when educators continue their learning while working in the classroom. Through advanced study, you can develop leadership skills and refine your existing expertise.

One pathway many experienced educators explore is that of a Doctor of Education (Ed.D.). Ed.D. programs are designed for working professionals who want to improve their educational practices. As Marymount University shares, the ability to transform and adapt as leaders to the demands of an ever-changing working environment is crucial.

Through advanced study, you will be equipped with analytical thinking and a leadership perspective required to navigate evolving demands. According to a 2024 survey, 58,131 research doctoral degrees were awarded by US universities in 2024. Of these, the Doctor of Education accounted for about 0.9%.

Today, flexible learning formats make these opportunities more accessible to practicing teachers. For instance, online Doctor of Education degree programs allow educators to pursue advanced training without leaving their existing careers. To make the most of such learning opportunities, educators must:

  • Apply their coursework directly to their classroom practice
  • Pursue flexible programs designed for working professionals
  • Use research projects to address real-world challenges across educational institutions

Tap Into Mentorship Networks

Formal training programs lay down the foundation, but steady professional growth equally depends on what you build on that foundation. This is about leveraging opportunities to collaborate with other educators.

You’d be surprised at the wealth of different experiences and teaching styles you encounter this way. Mentorship networks allow teachers to exchange ideas and gather valuable feedback.

Now, this may take many forms. There are formal school programs that pair experienced educators with their newer colleagues. You may also find helpful informal networks where educators come together to discuss challenges and better ways for student engagement.

This is a golden opportunity. It will help build confidence in your professional decisions. So, here are some practical ways to tap into mentorship networks:

  • Connect with experienced colleagues in your school who can offer guidance on classroom management and lesson planning.
  • Participate in professional learning communities (PLCs) where educators share classroom experiences and discuss improvements in curriculum.
  • Join online educator groups or forums to exchange ideas with teachers from other schools or regions.
  • Ask for constructive feedback by inviting a colleague to observe your lesson and share better instructional practices.
  • Mentor teachers who are new to the field, which will, in turn, sharpen your own leadership skills.

As per a 2024 survey, nearly four in five educators work in schools that offer mentorship programs. This tells us that schools widely recognize mentorship as a key driver for teacher development.

What’s more is that new teachers who are assigned a mentor report higher job satisfaction and better professional outcomes. The best part is that it’s possible to experience these benefits as you continue your current work.

Experiment With Innovative Teaching Strategies

Another effective way educators grow in their careers is through intentional improvements to daily classroom practice. For instance, when you test new methods of teaching, it refines your skills.

In turn, you will be able to create richer learning experiences for your students. This also makes it easy to understand diverse learning needs. Again, the keyword to remember is ‘experiment.’

The goal is certainly not perfection, and the excellence you’re after doesn’t come overnight. Trying out different methods of instruction and adjusting the next lesson based on your findings is all part of the progress. To keep things practical, experiment with new strategies in the following ways:

  • Introduce learning activities that require problem-solving through analysis and collaboration.
  • Utilize flipped classroom elements so students get the time they need to review study materials independently.
  • Lead through group projects that strengthen student engagement and understanding.
  • Take the help of technology for real-time feedback.
  • Assess the outcomes of each new instructional change to identify which strategies worked the best.

In a 2024 study, it was discovered that methods such as problem-based learning and flipped classrooms improved critical thinking and learning outcomes. By this, you can understand that it isn’t about creative experimentation. It is equally a powerful form of professional development where you get to grow alongside your learners.

Take a sigh of relief that you don’t need to take a complete 360-degree turn for professional growth. Just small intentional steps, even as you continue to teach, will suffice. Perhaps start with a new teaching strategy or a course that caught your eye.

The modern classroom has transformed into a professional laboratory. Well, this aligns with the fact that education itself is constantly evolving in light of new technologies and pedagogies.

You can rest assured in the good news that professional development today is more flexible than ever. So, are you ready for growth like never before? Now is the time to act and change your career trajectory.

The Importance of Vigilance in Teaching

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.

After writing various posts for this blog for almost 11 years (yes….it’s been that long, I started in 2015!), it often becomes difficult to think of topics to write about. After all, with hundreds of articles on this site (which you can find at my blog index), almost every possible topic to do with education has been covered.

Today’s topic, however is one of those brought on by a sudden realisation, followed shortly by a mental note that etched the following words deep into my mind: Why haven’t I written about this before?.

Vigilance is such a central theme of effective teaching that I am surprised at myself for not writing a blog post about it until now.

So, if you’re the person who’s been waiting for 11 years for me to finally say something about vigilance, then today is your lucky day!

What does ‘vigilance’ mean for teachers?

Vigilance essentially means noticing things, then taking action. When we are vigilant as teachers, we ‘nip things in the bud’, to borrow a British idiom. It means that we spot things, and then we do something about the things we have spotted.

My favourite quote on the importance of vigilance in teaching comes from Dylan Wiliam:

“Responsive teaching… is contingent on constantly eliciting evidence of student understanding and acting on it.” – Wiliam, D. (2011) Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.

Vigilance shouldn’t just apply to “eliciting evidence of student understanding”, however. It must be applied to EVERYTHING we do as teachers, and especially the four ‘domains’ that I will now outline.

Vigilance Domain #1: Data

As I explained in my post entitled Using Data to Empower Students, we are usually very good at collecting data as teachers, but we are often not vigilant enough to take action after we have analysed that data.

Things to notice and take action on include:

  • Dips and rises in attainment and progress over time. Use this data to set targets for students, praise students regularly, utilise ‘subtle reinforcement’ and intervene when poor performance is noticeable.
  • Attendance and punctuality data, as we often wait too long to take action when concerns are flagged. This one is pretty important, as it could be related to safeguarding matters.
  • Predicted grades vs actual grades. CAT4 and other enrolment data are often collected and aggregated brilliantly by schools, but does every teacher understand how to use this data? Has training been provided on how predicated grades should be assigned, and are reflections curated when actual grades don’t match predicted grades? There are opportunities here for deep learning at a school-wide level to take place.

Vigilance Domain #2: Safeguarding

It goes without saying that any safeguarding concerns you have about a child must be noticed and reported immediately to the designated person for child protection at your school. Things to look out for include, but are not limited to, the following:

  • Sudden changes in a student’s behaviour
  • Disheveled/unkempt appearance of students at school. Unwashed clothes, bad smells, students appearing very tired, etc.
  • Sexual language/innuendo/behaviour expressed
  • Bruises, scars or other visible injuries children may have
  • Sudden decreases in attainment
  • Disclosures: Of course, if any student discloses something to you that raises a safeguarding red flag, or if you overhear a disclosure (e.g. students talking amongst themselves), then that must be reported.

Of course, if you spot any of the above it does not automatically mean that a child is at risk, but it is important to report any issues, however small, as the information you’ve acquired may be a crucial missing piece in the ‘larger story’ of a safeguarding picture.

Vigilance Domain #3: Behaviour

When most teachers hear the word ‘vigilance’, they immediately think of behaviour as the first domain to which ‘nipping things in the bud’ must be applied. There’s good reason for this: on a day-to-day basis, vigilance will be most often applied to behaviour management.

Teaching has changed a lot since I started my career in 2005 as a PGCE student and trainee teacher. Back then, there weren’t as many requirements to be so locked in to my computer as I am today. There weren’t really any VLEs, such Google Classroom or Moodle, to upload materials to. Email existed, but it wasn’t as big a part of a teacher’s life as it is today. EdTech, in it’s current form, was also in it’s infancy.

How things are different now! As teachers, we are expected to do so many things digitally, and this creates a challenge from a vigilance perspective. Teachers often find themselves working on computers whilst they’ve set a task for their students to complete (and, you can include me in that category, too). This is fine, so long as vigilance is still in place:

  • Every few minutes or so, walk around the classroom to check that your students are completing the assigned task. I would not advise spending long periods working on your computer, oblivious to what the students are doing.
  • Use verbal check-ins, such as “Group 2, how’s that going?”, “Remember, everyone, to include 10 slides minimum in your presentation”, and so forth. This signals to the class that you are still present, and watching.
  • Digital check-ins can work well. Any form of cloud-based task, such as Google slides and docs, Canva projects, MS Teams work, and so forth can be shared with you as the teacher. You can log in to that work as the students are doing it, and offer real-time feedback.
  • Utilise live-marking strategies (very powerful).

Spotting students who are off-task early, and taking action, is a classic example of ‘nipping things in the bud’. You deal with the issue in its infancy, before it grows into something that is more difficult to manage. My blog post entitled Behaviour Management Basics goes into more detail on this.

Vigilance Domain #4: Professional Intelligence

Information related to your students….

  • Hobbies
  • Interests
  • Achievements outside of school
  • Birthdays
  • Upcoming events
  • Career aspirations
  • Prior achievements
  • Life outside of school

….can all be used in the rapport-building process, and….rapport is an essential quality to build if you want to be an effective teacher. Strike up conversations with your students in which you discuss the above things, with the aim of being an encouraging mentor. Take a professional interest in the entire life of each of your students, whilst maintaining professional distance of course, and you’ll be amazed at how this will benefit your classroom management dynamics.

Key takeaways

  • Vigilance means noticing things, then taking action.
  • We need to collect and analyse data (such as attainment and progress), then use that for target setting and interventions.
  • Safeguarding red flags must always be noticed and acted upon immediately. Talk with your schools designated person for child protection if you are unsure about how to do this.
  • Behaviour management is heavily dependent on vigilance. It’s always better to ‘nip poor behaviour in the bud’ before it grows.
  • Take a professional interest in the entire life of each of your students, and use that information for rapport-building. This comes under the broad umbrella concept of ‘Subtle Reinforcement’.

The Power of Showcasing: Publicly Celebrating Excellent Student Work

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.

When a student produces a brilliant piece of work, or when a group of students create a particularly strong output of some kind, it is then that we should realise that we have been given a tremendous opportunity to capitalise on the moment. Unfortunately, however, most teachers only partially take advantage of ‘touchpoints’ like this.

When we showcase student work, which means that we show that brilliant work to the other students as an example of ‘What a Good One Looks Like’ or a ‘WAGOLL’, we achieve a number of great things:

  • The student, or group of students, who have their work showcased receive acknowledgement and praise for their efforts, which empowers them to keep pushing themselves to achieve success in future classes of yours.
  • The other students in the class gain a clear sense of what the expectations for the work are: whether that’s a neat and colourful layout, a particularly detailed summary of something, an interactive resource, or whatever makes the creative output outstanding against a set of pre-determined criteria.
  • Other students receive a clearer sense of what’s possible and, therefore, achievable. After all, if another student or group of students can create such an amazing piece of work, then surely they can, too!

One of my favourite quotes relating to the showcasing of student work comes from Dylan William:

“If I had to reduce all of the research on formative assessment to one sentence, it would be this: we should make student thinking visible.” -Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.

By showcasing student work, we make their thinking visible to other members of the school community: providing acknowledgment for their efforts, direct communication of a sense of what’s possible through immense effort, and exemplars of benchmark standards that have been met.

Now that we’ve established that the showcasing of student work can be a really powerful technique to deploy in the classroom, or with our school community in general, it’s important to address some important considerations that will make our showcasing as effective as possible.

Showcasing Tip #1: Establish criteria from the beginning

It’s unfair to showcase a great example of student work if the class were not told what the criteria for excellence were when the assignment was given. Make those criteria really clear, perhaps by publishing those on the school’s VLE, by writing the criteria on your whiteboard or smartboard, or even by expressing them verbally a few times. When students are really clear about your expectations, they will be better able to produce an excellent piece of work.

Showcasing Tip #2: Always ask permission before showcasing

Not every student will be confident enough to welcome the showcasing of their work. Some students may be shy or withdrawn, and may not want the extra attention that comes with putting their work on display, even if you are just planning to hold up the work for the class to see. Ask first. Make sure the student, or group of students, are comfortable with you making them, and their work, the centre of attention.

Showcasing Tip #3: Consider whole-school approaches

If you want to build a really positive sense of community at your school, where the ethos is warm, collegiate, and welcoming, then start showcasing! You’ll be amazed at how quickly this transforms school culture.

Here’s some strategies I’ve utilised to great effect in the past:

  • Host assemblies in which work is showcased: In my role as Acting Head of the Secondary School last year, I invited teachers to contribute photos of excellent student work to a set of Google Slides once per half-term. Following that, I would host an assembly with all of the students and invite their teachers to describe the excellent work they had chosen to showcase on the slides. Not only was this great for school community-building, but it also created a shared ethos that involved celebrating achievement on a regular basis.
  • Strategies like ‘Star of the Week’ or ‘Top Student This Month’ can be really effective, especially if the criteria are made clear from the start (as mentioned earlier). In my role as Science Curriculum Coordinator a number of years ago, I set up a Science Star of the Week system where our Science teachers would display a particularly good piece of work on a noticeboard in a communal area for everyone to see. I was amazed by just how many students stopped by each week to look at the great pieces of work on display. Another system I’ve seen being utilised in a similar way was Class Dojo, with the highest scoring students being showcased on a weekly basis.

Final thoughts

We all know that praise is powerful. In fact, I wrote a whole book about the power of praise and how it should be utilised correctly. However, when we showcase student work in accordance with the criteria I’ve laid out above, we make the praise we give even more powerful and meaningful than it would normally be.

Why Every Modern Classroom Needs Typing Games (And How I Use Them)

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback)

This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.

Over the past twenty years of my teaching career, I’ve seen many “essential skills” come and go. Some fade. Some evolve. But one has quietly become more important every single year: typing.

And I don’t just mean basic typing. I’m talking about fluent, confident, automatic typing.

Because here is the reality: our students are thinking faster than they can type. In a world where digital communication is essential, typing has become a life skill that every child must master before finishing school.

The Problem I Noticed in My Own Classroom

A few years ago, I began to notice something frustrating in some of my lessons.

Students had excellent ideas and, in many cases, could articulate genuinely insightful responses. But when it came time to write those ideas down digitally, everything slowed. Many were hunting for keys, making frequent errors, and often losing their train of thought halfway through a sentence.

It became clear to me that this was not a thinking problem, and it certainly was not a knowledge problem. It was a typing fluency problem.

When students cannot type efficiently, their working memory becomes overloaded. Instead of focusing on what they want to say, they are concentrating on how to say it mechanically. The result is shorter answers, reduced clarity, and, quite often, frustration.

Why Traditional Typing Practice Falls Short

Most traditional typing programs rely on repetition through drills. While repetition is important, the format is often uninspiring.

Long passages, rigid exercises, and a lack of variation mean that students disengage quickly. Once that happens, independent practice tends to stop, and progress stalls.

In my experience, students rarely improve at typing through methods they do not enjoy.

A Simple Shift That Made a Big Difference

To address this, I made a small but significant change. I began integrating typing games into my lessons. Rather than presenting typing as a standalone skill to be practised in isolation, I embedded it within something students already enjoy: play.

One platform I have found particularly effective for this purpose is KidzType.

It’s free, easy to access, and offers a wide range of activities that combine skill development with engaging gameplay. Importantly, it removes the sense that students are “doing a typing lesson” and replaces it with a more natural, low-pressure experience.

Why Typing Games Work

From a classroom management perspective, the impact has been very clear.

Firstly, engagement improves immediately. Students are far more willing to practise when the activity feels enjoyable. It is not unusual for them to remain focused for extended periods without prompting.

Secondly, progress accelerates. Games encourage repetition in a way that does not feel forced. Students will replay levels, aim to beat their previous scores, and in doing so, build both speed and accuracy.

Thirdly, confidence develops quickly. Small wins matter. When a student sees their words-per-minute increase or completes a challenge successfully, they begin to view themselves as capable. That shift in mindset carries over into other areas of their learning.

In one case, a Year 7 student of mine (aged 11 years) who struggled to type even short sentences began completing full paragraphs within a few weeks of consistent practice.

How I Use Typing Games in My Lessons

The approach I take is simple and consistent.

At the start of a lesson, I often include a short five or ten minute activity where students access a selection of typing games for kids to use in the classroom.

These browser-based games combine speed, accuracy, and fun challenges, making practice engaging and effective for students.

There is no lengthy introduction. Students begin straight away, which sets a positive tone for the lesson. At times when energy levels dip, I will reintroduce a short challenge. Asking students to beat their previous score is usually enough to refocus the group very quickly.

Over the course of a week or term, I encourage students to keep track of their progress. Monitoring speed and accuracy gives them a sense of ownership without adding unnecessary pressure.

The Wider Impact on Learning

What I did not fully anticipate was how much this would influence other aspects of classroom performance.

As students became more fluent typists, they began to write more. Their answers were longer, more detailed, and completed more efficiently. More importantly, their focus shifted away from the mechanics of typing and towards the quality of their ideas.

Typing ceased to be a barrier and instead became a tool that supported learning.

Final Thoughts

Developing typing fluency does not require complex systems or additional workload. In many cases, it simply requires a change in approach.

By making practice engaging and accessible, we can help students build a skill that supports them across every subject area. This is so important because when students can type with confidence, their thinking flows more naturally onto the page.

That is when we begin to see the full extent of what they are capable of.

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Back to Basics: Things to Think About When Setting Cover Work

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback)

Illustrated by Sutthiya Lertyongphati

My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.

Accompanying podcast episode:

A true story is mentioned in this blog post. Names, and, in some cases, genders, have been changed in order to protect anonymity. Any similarity to real people is purely coincidental.

The time has come for you to miss a day or two, or more, of school. Maybe you are suddenly sick (it happens to all of us), maybe you’re on long-term leave, maybe you have a training workshop to attend, or maybe you have another legitimate reason to take time off school.

What happens next could make or break your career at your school. That’s right – I did just say that. Poorly considered cover work, along with other factors, can result in dire consequences for you if you’re not careful. I’ve seen it happen all too often in my twenty years as a secondary school teacher, and I’m here to warn you, to educate you, and to empower you with the right information.

Take notes if you have to. I’ll be laying out the raw truths that nobody has probably ever told you before.

#1: You have no idea who’ll be entering your classroom whilst you’re away

Claire was a Chemistry teacher at a top international school who was suddenly off sick for two days. She set cover work, some of which included printed materials, and thought nothing more about it as she rested at home.

Unbeknownst to her, however, Darren, the school’s other (more experienced) Chemistry teacher, had been assigned to cover her Year 10 IGCSE Chemistry class. He was shocked at the materials that the students were given as cover work. The topics the students were covering should have been taught months ago, had the teacher been following the agreed scheme of work. After flicking through a few of the students’ notebooks and asking the students some questions about what they had learnt thus far, he came to the realisation that they were WAY BEHIND where they needed to be. At this rate, they wouldn’t finish even 60% of the material they needed to cover that year.

He brought his concerns to his Head of Science, who then initiated an observation and monitoring process when Claire returned to work. It was not the outcome she expected just for being sick for a few days. At the end of the academic year, it was decided that her contract with the school would not be renewed, and she was forced to find another job at another school. The concerns around her pace of delivery for exam-level classes were a major contributing factor in this decision.

Cover teachers are there to supervise the lessons you’ve provided materials for, but are your students where they need to be in the Scheme of Work? Are their notebooks marked? Is everything as it should be?

The key takeaways that this true story teaches us are brutal and shocking, but should act as a wake-up call for the complacent. You don’t know who will take over your classes, so make sure everything is in order at all times:

  1. Make sure your classroom is tidy and organised. Piles of unmarked work, for example, lying around your classroom may raise concerns.
  2. Make sure your students are where they need to be in the Scheme of Work. Questions may be asked if this has not been picked up beforehand.
  3. An untidy classroom doesn’t look good. An organised classroom shows that you are organised. Cover teachers who walk into your classroom should be impressed, not disgusted.
  4. Make sure maintenance issues have been dealt with. Faulty smart boards, wonky bookshelves, broken chairs – anything that’s not in order could raise suspicion. How long have you allowed things to be like this?
  5. Make sure books are marked. The cover teacher may see the students’ books. If they’ve not been marked in a long time, then don’t assume that this will be okay. That might become a concern that’s raised with SLT.

Of course, we should always be vigilant as teachers – not simply ready in case we have to be absent. Student work should be marked regularly, we should be keeping pace with the curriculum, and teaching standards must be high. This should be happening at all times, but hopefully the fact that you may have to set a sudden cover lesson highlights the importance of this even more.

#2: Communicate cover work to all stakeholders clearly

Who needs to know what your students are expected to do? That’s simple:

  • The students
  • The cover teachers
  • Your line manager/SLT

Communication to students should be pretty straightforward – use the systems that they already use. Moodle, Firefly, Google Classroom, ManageBac: whatever VLE is already in place should be used to add the cover work. If your school doesn’t use such systems, or if student access to these systems is an issue (e.g. if students don’t have IT devices), then set paper-based work (if you can) and place it in a visible place in your classroom. If you’re suddenly sick, then you may have to send this work to someone at school to print (e.g. your line manager, or the teachers covering the lessons).

As for the cover teacher, don’t assume that they have been told what to do by line managers or SLT. Contact them directly if you can. Most schools will send out a cover list at the start of the day. If you know who is covering your lessons, then email them directly with the cover work and lesson instructions before the lesson starts.

Communication is crucial when setting cover work. Double-check: Does everyone know what they need to know, and has the information been received?

It’s a good idea to let whoever oversees cover know what the cover work is, too. There can be last-minute changes to cover lists, and the person responsible for overseeing cover can help to communicate your instructions to the assigned cover teachers.

#3: Follow agreed procedures

It amazes me just how many teachers get sick for the first time in a certain academic year, then forget how to communicate their absence to relevant people. Check your school’s Staff Handbook, your contract, or anywhere else where cover instructions are published before you set cover work. The schools I’ve worked at over the years have had vastly different procedures. One school wanted staff to send an SMS to a certain person by a certain time in the morning (for short-term cover), another wanted an email to be sent. One school I worked at required a phone call to be made to a certain individual.

Do you know what your school requires you to do when cover work needs to be set? If you don’t follow agreed procedures, then in some schools that could result in a formal warning, or at least an entry in HR records, which will make your legal situation more tricky if you intend to pursue severance or other benefits when you leave that school.

Do you need to submit a medical certificate for illness, for example? What is the minimum threshold of days that you can be off sick before you need to submit medical evidence? Are there special conditions for Mondays and Fridays, or school events? Make sure you check all of this.

Sometimes, in extreme cases, agreed procedures can be unclear even to senior leadership, so make sure you’ve kept evidence of what you’ve been told to do. I was once sick at a school I worked at and communicated the information to the person whom I was instructed to inform. Apparently, that person didn’t pass on the information, and I was told that covering my lessons for that day became complete ‘chaos’. It wasn’t my fault – I did what I was told to do, and I had evidence that I followed the instructions that were passed on to me. When I was quizzed about things when I came back, I simply presented the instructions I had been given. Nobody could complain anymore: I had followed the agreed procedures. The issue wasn’t my communication – it was the lack of a coherent communication chain in that school to account for short-term cover at a senior level.

Always double-check, and keep evidence that procedures were followed (e.g. emails, screenshots of work posted on VLEs, etc.). You may need this evidence later.

5 Things Every UK School Should Know Before Going Solar

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback)

Illustrated by Sutthiya Lertyongphati

All across the UK, more school leaders are asking whether solar makes sense for them.

In light of energy bills on the rise and wanting to set a better example for their students, many schools are considering this all-important upgrade. 

There are five things every school should know before moving forward. Not technical jargon, not sales promises – just five practical considerations that make the difference between a smooth project and an expensive lesson.

#1: Understand Your Roof

Before anyone starts calculating savings or choosing panel layouts, it’s worth pausing and simply looking up.

Your school roof has probably been doing its job faithfully for years, but how much attention has it received in return? You need to know if it can handle the load of carrying solar for the future. That’s quite a commitment.

If roofing work is likely in the next five years, it makes sense to tackle that first rather than paying twice later. A proper survey isn’t overcautious; it’s wise stewardship.

#2: Energy Profile

Before a single panel goes on the roof, it’s worth understanding how your school actually uses energy. Every site has its own rhythm.

Classrooms, kitchens, sports halls, and boarding facilities all draw power differently throughout the day and across the year. Term time looks very different from half term, and winter demand rarely mirrors summer usage.

Check back over at least 12 months of electricity data to get a clearer picture of your school’s patterns.

#3: Installer Accreditation

A school isn’t just another commercial roof. It’s a live environment with children, staff, timetables, safeguarding protocols, and limited access windows. That brings a level of responsibility that goes beyond panels and wiring.

That’s why working with specialists in solar panels for schools is so important. They understand how to plan around term dates and make the most of holiday windows. They know how to navigate roof access safely and respectfully.

They design systems around daytime energy use patterns instead of applying a generic template. That experience shows in the details and in how smoothly the entire project unfolds.

#4: Planning Requirements

Planning permission has a way of sounding more intense than it often is when it comes to installing solar in the UK.

It brings up images of endless forms, waiting periods, and never ending emails. In reality, it’s usually a conversation – and a sensible one at that.

Most UK school rooftop solar projects fall under permitted development, which keeps things relatively simple. But every school has its own unique story. Schools in listed buildings, conservation areas, and even those with particularly visible rooflines may need to play by new rules.

The best thing to do is check first, not assume.

#5: Funding Options

Installing solar doesn’t always mean writing one intimidatingly large cheque.

Many UK schools have access to grants, community energy partnerships, and government-backed funding options, among others. That removes the upfront capital barrier entirely.

There are also blended approaches, combining fundraising, reserves, and external support. When funding is structured thoughtfully, solar becomes far more achievable than it first appears – and far easier to justify to stakeholders.

In Conclusion

Solar can be a powerful asset for UK schools when it’s approached with proper preparation and perspective.