Quaden Bayles: The Untold Truth?

An article by Richard James Rogers (Bestselling author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback).

Accompanying video:

Lots of people around the world have been touched and saddened by the recent viral video of Quaden Bayles: a 9-year-old child with dwarfism who’s been bullied rather severely at school. In the video, the child’s mother, Yarraka Bayles, describes her son as being suicidal, and calls on parents and schools to educate their children about the damaging effects of bullying.

The video is upsetting, and has prompted an enormous response from a wide-range of people. Hugh Jackman, for example, sent out this tweet and accompanying video of support:

 

In addition to this, a GoFundMe page started by American comedian Brad Williams raised more than $340,000 to send Bayles on a trip to Disneyland in California.

And yesterday, Quaden was the star of the show when he led out an indigenous rugby league team in an exhibition match in Queensland against the New Zealand Maoris.

The response to the video really has been enormous, and it has been encouraging to see the human spirit work collectively in an outpouring of support for this young boy.

Three concerns about this story

The video was upsetting, and it made me reflect on my time at school when I was bullied. It was horrible.

My mother didn’t film me crying and then spread it all over the internet, however, and that’s where I’ll begin my description of my three concerns.

#1: The mother’s actions were irresponsible and somewhat damaging

In the video, as the boy is crying, the mother comes out with such quotes as:

“This is the effects that bullying has”

“This is what bullying does”

“All it takes is for one more incident, and you wonder why kids are killing themselves”

You can watch the original video here:

None of this behavior actually helps her child. Instead of openly accepting that the child is suicidal and continually stating how terrible bullying is (reinforcing a victim mindset), the mother should be saying words to the effect of “Don’t think like that, Quaden. Stay strong. This is unacceptable and we are going to stop it. You must not accept this bullying. We’ll find out who these bullies are and I’ll be speaking to their parents. We will stop this.”

This ‘victim reinforcement’ by the mother won’t help Quaden in life – what’s he going to do when he’s pushed around and picked-on outside of school, when he’s an adult?

Sorry, but he’s going to have to learn to stand up for himself.

The mother also swears profusely in front of the child in the video, exacerbating the situation and showing that she’s not in-control and can’t cope. I accept that she was probably emotional and used swear-words to express herself, but it was still a bad move and certainly didn’t help the child deal with this particular incident.

#2: Has the school been contacted?

After searching around on the web for hours I couldn’t actually ascertain which school Quaden attended. I wanted to know this information, because I wanted to contact the school to clarify what their anti-bullying policies and procedures were, and how they were implemented.

It seems that I was looking in all the wrong places, as a friend on Facebook sent me this article, which states that Quaden was recently pulled out of Carina State School in Brisbane following this incident. 

According to the article, Quaden was at Carina for only three weeks before his mum pulled him out because of the bullying. In one incident, the Brisbane Bullets (an Australian pro basketball team) were invited to school, and as Quaden was lining up to get his singlet signed, a fellow student patted him on the head “like a puppy” and made references to his height. 

It was immediately after that incident that Yarraka Bayles, Quaden’s mother, made the video.

I will admit that I am very lucky in that I teach at a school where virtually no bullying occurs. I teach at an international school in Bangkok, and my school successfully manages student behavior as it relates to bullying by:

  1. Having a very clear ‘no-bullying’ ethos and a Code of Conduct that makes it clear that bullying will not be tolerated at school. Students and parents must sign the Code of Conduct.
  2. Educating students across every year group about bullying through the school’s PSHE program.
  3. Actively building a sense of school community by rewarding achievements publicly, showcasing excellent work, hosting assemblies and actively arranging school events.
  4. Having a fair and consistent sanctions system in-place.
  5. Placing teachers on duty at multiple areas of the campus before school, at break time, at lunch time and after school (so that if anything does happen, it is spotted).

I feel sorry for Quaden: it must have been really embarrassing for him to be treated like that in front of a basketball team he really admired. 

In my original video I mentioned that systems and policies at Quaden’s school must be dysfunctional in some way if Quaden was bullied continuously, as this story seems to suggest. Upon reflection, however, it doesn’t seem easy to ascertain this as Quaden was only at Carina State School for three weeks, which would have been too short an amount of time for the anti-bullying systems in place to take full-effect (although action should still have been taken, and may have been, even in this short space of time). 

I have contacted Carina State School with the following e-mail (the e-mail was spaced and formatted correctly, but I cannot replicate that formatting here because of coding issues in WordPress):

From: Richard Rogers <info@richardjamesrogers.com>
Date: Mon, Feb 24, 2020 at 1:18 AM
Subject: Urgent Safeguarding Issue: Quaden Bayles
To: <principal@carinass.eq.edu.au>

Dear Ms. Bond,

My name is Richard James Rogers and I’m a high school chemistry teacher at an international school in Bangkok, Thailand. I’m also a published author and I write a weekly blog for teachers at https://richardjamesrogers.com/
I’m writing to you to ask about the recent Quaden Bayles situation that has, as I’m certain you aware, caused a furore of emotional outpouring across the world. This week I’m writing an article about Quaden’s recent breakdown, and the subsequent removal of Quaden from school by his mother. My aim is to acquire an official statement from your school that I can publish at my blog, as I’m sure you’d like to have the opportunity to tell your side of the story. 
I originally held the belief that your school does not have adequate anti-bullying policies and procedures in place, and/or these policies and procedures were not being implemented correctly at Carina. I have since learned, however, that Quaden was only at Carina for three weeks (is this correct?), and therefore there was not adequate time for such procedures to be implemented to good effect. 
As soon as I have received a response from you, I shall publish it at my blog at https://richardjamesrogers.com/ .
I look forward to hearing from you soon.
Richard 

 

#3: Where is the child’s father?

This is the question that virtually no-one is asking, and I think it’s relevant. 

For healthy development, it’s best if both father and mother are involved in their children’s lives. I’m not sure if Quaden’s father would have filmed his son’s breakdown and commented with “This is what bullying does. My child is a victim” (or words to that extent). Masculine energy doesn’t tend to respond that way. 

Tons of research shows that fathers have a big and important role to play in the development of their children. My favorite quote on this matter comes from the research by Rebekah Levine Coley (2008) which states:

Results of multivariate regression analyses indicated that fathers’ provision of warmth and control related to better academic achievement for children, and the provision of control from nonpaternal men predicted fewer teacher‐rated behavior problems in school and more prosocial behaviors toward peers. These relations were moderated by children’s gender, race, and maternal marital history. Girls and Black children were more positively affected by relations with fathers and father figures than were boys and White children, and divorced fathers were more influential in children’s achievement than never‐married fathers. Implications of the findings for social policy and intervention efforts are discussed.

It therefore stands to reason that the role Quaden’s father plays in his life will be a contributing factor to his feeling of self-worth, along with his academic achievement.

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COVID-19: Advice for Teachers, School Administrators and School Nurses

An article by Richard James Rogers (Bestselling author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback).

It’s the story that everyone is talking about, and that also has many school leaders  concerned: COVID-19. 

The recent outbreak of this novel strain of coronavirus has caused a domino effect resulting in school closures, travel restrictions and a general, heightened sense of anxiety for many people. For schools, three major priorities now exist:

  • Protecting the student and staff body from infection
  • Having effective, simple plans in place to support students with their learning in the event of a sudden school closure
  • Educating the community about good hygiene practice and dispelling any myths about the virus that may surface, and which may add to anxiety

In this week’s blog post I aim to tackle all three of these priorities in a non-biased, objective way. Original sources will be hyperlinked and a full list of citations can be found at the end of this article.

Priority 1: Protecting the student and staff body from infection

This has to be a school’s first priority right now, as not only do the symptoms of COVID-19 infection vary slightly from person-to-person, but the resulting disease caused by the virus can progress to a serious stage in some people. A community in which high numbers of people work in close proximity to one another (such as a school) is also an ideal place for human-to-human transmission to occur, should an infected person be on-campus. 

The latest official information about COVID-19 allows us to evaluate risk to some extent:

  • Transmission can occur from person to person, usually after close contact with an infected patient (World Health Organisation)
  • Current estimates of the incubation period range from 1-12.5 days with median estimates of 5-6 days (World Health Organisation)
  • At the time of writing, official confirmed cases globally stand at 67,088 infected with 1526 total deaths and 8354 official recoveries (Johns Hopkins)

This interactive map from John Hopkins University is a clear a quick way to track the official numbers. 

According to the Washington State Department of Health, schools should be doing the following to protect their communities:

Identify who should be medically evaluated for COVID-19

Students, staff, and volunteers who are:

  • Ill with a fever, cough, or difficulty breathing AND have traveled from China in the last 14 days.
  • Ill with fever, cough, or difficulty breathing AND have been identified as a recent close contact of a confirmed COVID-19 case or had recent close contact with someone who is being evaluated for COVID-19 infection.

If a student, staff member, or volunteer meets the criteria above, it is important to place them in a private room away from others and ask them to wear a face mask and immediately notify your local health provider, who will be able to offer further guidance [according to the Washington State Department of Health].

Help students and staff reduce their risk of getting and spreading viral respiratory infections

Measures include:

  • Staying home when they are sick.
  • Frequent hand washing with soap and water for at least 20 seconds, especially after going to the bathroom, before eating, and after they blow their nose. Help young children do the same. If hands are visibly dirty, use soap and water to clean hands. 
  • If soap and water are not readily available, using an alcohol-based hand sanitizer with at least 60% alcohol.
  • Advising persons to avoid touching their eyes, nose, and mouth with unwashed hands.
  • Following the school’s routine cleaning and disinfection program to clean and disinfect frequently touched objects and surfaces using a regular household cleaning spray or wipes.  
  • Covering coughs or sneezes with a tissue, then throw the tissue in the trash and clean hands with soap and water or hand sanitizer.   
  • Urging students and staff to get a flu shot – it’s not too late to be protected against influenza.
  • Providing adequate supplies for good hygiene, including clean and functional handwashing stations, soap, paper towels, and alcohol‐based hand sanitizer.

Cleaning and Disinfecting Procedures

Special processes beyond routine cleaning are not necessary nor recommended to slow the spread of respiratory illness. Schools should follow standard procedures for routine cleaning and disinfecting with an Environmental Protection Agency (EPA)‐registered product with a disinfectant claim for human coronaviruses. Typically, this means daily sanitizing of surfaces and objects that are touched often, such as bathrooms, water coolers, desks, countertops, doorknobs, computer keyboards, hands‐on learning items, tap handles, phones and toys.

Priority 2: Having effective, simple plans in place to support students with their learning in the event of a sudden school closure

I’ve come up with what I believe to be a simple method to facilitate learning in the event of a school closure:

The Online Learning Journal [A suggestion for schools]

Step 1: Every student in the school creates a website that will act as an ‘ePortfolio’ or learning journal. Each website should contain a separate page for each subject the student learns. Google Sites is amazing for this (it’s very user friendly), but Wix, WordPress and Blogger are also good (and free) alternatives. Just make sure the students are using their school e-mail addresses to sign-up to these platforms.

Step 2: The URL for every ePortfolio for every kid in the school is kept on a centralized spreadsheet (e.g. a Google Sheet or an MS Excel sheet) that every teacher has access to.

Step 3: Work is set by the teacher through the school’s online Virtual Learning Environment or MOOC (such as Google Classroom, Firefly or Moodle) or even via e-mail. Students are required to complete their work on their website (e.g. by writing notes on each page, uploading photos of work that’s handwritten, embedding Google Slides, etc.)

Step 4: Teachers simply need to click on the URL for each website of the kids they teach and check their work. Feedback can be written on the website itself (Google Sites makes this very easy, but the student needs to click ‘share’ and share it with the class teacher), or feedback can be directly e-mailed to each student. 

You can read more about this method at last week’s blog post here. I also made an accompanying video:

Priority 3: Educating the community about good hygiene practice and dispelling any myths about the virus that may surface, and may add to anxiety

Keeping good communication lines open and providing regular updates is always a good idea at times like this. Consider the following ideas:

  • Send out a weekly newsletter to parents that goes through the steps the school is taking to protect the community from infection and general advice about good hygiene and best practice.
  • Encourage parents to e-mail any questions or queries they have to a designated person, or to their child’s homeroom teacher.
  • Assemblies and meetings with students and staff to go through good hygiene measures and offer advice and reassurance.
  • Find out where everyone in the community is travelling to during school vacations (Google Forms is great for this – send it out and collect responses). Analyse the data received and plan accordingly.

References and Sources

  1. World Health Organisation Q&A on Coronaviruses [https://www.who.int/news-room/q-a-detail/q-a-coronaviruses]
  2. Johns Hopkins University Interactive Map of COVID-19 Cases [https://gisanddata.maps.arcgis.com/apps/opsdashboard/index.html#/bda7594740fd40299423467b48e9ecf6]
  3. Washington State Department of Health: School Resources for Novel Coronavirus [https://www.doh.wa.gov/Emergencies/Coronavirus/Schools?fbclid=IwAR1N5BPyPXKhK-aCTQqEnYSsVca3QzjY5ejuHgc-vm6v-U4YsrG7er_gsng]

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Coronavirus: Supporting Students Online When Schools are Forced to Close

An article by Richard James Rogers (Bestselling author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback).

Accompanying video: 

The recent outbreak of the 2019 novel coronavirus has caused concern for many school leaders, parents and educational authorities. Just this week, for example, we’ve seen parents pulling their kids out of school at Howard Springs, Australia (where a makeshift coronavirus quarantine center was setup nearby), and schools in the French Alps close due to a localized outbreak.

Other concerning developments regarding the novel coronavirus and its recent impact on schools include:

  • British schools have issued warnings to parents to help prevent the spread of the coronavirus after fears that it could be picked up on half-term holidays to the far east. 
  • St Mary’s Independent School in Southampton, Hampshire (United Kingdom) is currently closed (as of February 10th 2020) after the family of some of their pupils were put in isolation over fears they may have contracted the coronavirus.
  • More than 14,000 people have signed a petition calling for one California school district to temporarily close all schools due to the outbreak. 

it integrated

Much is still unknown about nCoV2019, but one thing is becoming clear: person-to-person spread is occurring. The latest situation summary updates are available on the CDC’s web page: (2019 Novel Coronavirus, Wuhan, China).

The forecast for this new virus is unclear, and in my personal opinion school leaders would be well-advised to prepare for possible closure. 

I believe I have come up with a simple method by which teachers and schools can support students with their learning when they are working from home. And I believe that simplicity is key – simple systems make life easier for everybody.

Advice for parents is given at the end of this article.

The Online Learning Journal [A suggestion for schools]

Step 1: Every student in the school creates a website that will act as an ‘ePortfolio’ or learning journal. Each website should contain a separate page for each subject the student learns. Google Sites is amazing for this (it’s very user friendly), but Wix, WordPress and Blogger are also good (and free) alternatives. Just make sure the students are using their school e-mail addresses to sign-up to these platforms.

Step 2: The URL for every ePortfolio for every kid in the school is kept on a centralized spreadsheet (e.g. a Google Sheet or an MS Excel sheet) that every teacher has access to.

Step 3: Work is set by the teacher through the school’s online Virtual Learning Environment or MOOC (such as Google Classroom, Firefly or Moodle) or even via e-mail. Students are required to complete their work on their website (e.g. by writing notes on each page, uploading photos of work that’s handwritten, embedding Google Slides, etc.)

Step 4: Teachers simply need to click on the URL for each website of the kids they teach and check their work. Feedback can be written on the website itself (Google Sites makes this very easy, but the student needs to click ‘share’ and share it with the class teacher), or feedback can be directly e-mailed to each student. 

studying with com

In my opinion, this method is much better than just using your school’s online learning platform and e-mail to set work because:

  1. All of the work is kept in one place. Every teacher has access, but students cannot see or edit each other’s sites.
  2. Work is less fragmented, as it’s all in one place. With Google Classroom and GMail alone, for example, it can be hard to organize the work one has to mark.
  3. ePortfolios provide amazing evidence of learning, output, creativity and feedback for school inspectors.
  4. Every teacher has access, potentially providing a healthy sense of competition between subjects.
  5. Students can embed Google Docs, Slides, Sheets and Forms to their Google Sites. Other platforms also have amazing features that can enhance learning (e.g. news tickers, forum building and link sharing). 

I think it’s important for schools to ‘make hay whilst the sun in shining’ – get your kids set up with all of this now, so that it becomes easy to assign and mark work if your school is forced to close (for any reason, not necessarily because of the novel coronavirus). 

Advice for parents

It can be difficult to support children when school is closed, especially if both parents are working. However, where possible, try to follow these tips:

  1. Make sure your child wakes up at an appropriate time each day and starts the day properly. This is particularly important for older teenagers who have upcoming exams, as productivity can be greatly affected by a slow and late start to the day.
  2. Access your child’s work that has been set by school. Make sure you have your child’s password and username for their online learning platform (if they have one), so that you can determine what work is being set.
  3. E-mail teachers and school leaders and keep in touch with key people in your child’s education. E-mail questions, queries or concerns you have – school’s are usually very happy to assist parents in supporting their children.
  4. Read ahead in your child’s textbooks, so that you can explain concepts and knowledge when you have the time.
  5. Check your child’s work, and make sure quality is high. It may take some time for teachers to provide detailed feedback if school is closed, so provide feedback in the interim (see my blog post about The Four Rules of Praise here). 
  6. Limit social interactions where possible, and make sure that gatherings have a purpose. For older teenagers, again, hanging out with friends can result in low productivity and loss of revision-time. On the other hand, a productive revision session with friends can be very useful. As a parent you will need to gauge the responsibility level and maturity of your own child.
  7. Follow the recommendations of local authorities.

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The Importance of Planning

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

Accompanying video: 

My PGCE course was a long, dark road of pain. Not only was I new to teaching, and finding it difficult to teach in a way that was engaging and rightly-paced, but the paperwork was tremendous. 

studying with com

Back then, I was required to write out each lesson plan on an A4 piece of paper and have it checked by the main class teacher. I also had to submit the work to my PGCE mentor. 

The process was laborious but it did get me thinking about:

  • How to start my lessons quickly and appropriately.
  • Where students should sit at each point in the lesson and what equipment they would need.
  • How to work through the syllabus at an acceptable pace.
  • How to end each lesson with a stimulating summary.

woman-reading

Nowadays, however, my lesson planning is done in a one-week-per-two-pages diary [this is the planner I use], and supported by departmental curriculum maps (which outline the topics to be covered for the whole year) and Schemes of Work.

It’s less work, and more ‘long-term’ in focus. 

Planning is a skill that outstanding teachers have mastered. In this article, I want to share my advice on how to best plan our:

  • Lessons
  • Marking
  • Homework schedule
  • Events
  • Free time

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Outstanding teaching is supported by outstanding planning – and this goes beyond the simple planning of one’s lessons. 

Let’s now go through each item in the above list together.

Lesson planning

Experience has taught me that time spent planning lessons always reaps rewards. It requires one to spend a good hour or two of non-contact time doing the following:

  • Looking over the week ahead and scheduling the topics that will be covered on each day
  • Thinking about when homework will be set, when it will be collected in and when it will be marked
  • Accounting for meetings, events and any planned (or possible) disruption to one’s timetable
  • Planning our resource-preparation time

Here’s a video I made about efficient lesson-planning, and in that you will see the lesson planner that I use:

For me, I use part of my Sunday morning each week to plan the week ahead. It always pays dividends in terms of:

  • Reduced stress during the week
  • Better lessons

snacking

Marking

Do we really need to assign so much homework?: If we’re not taking the time to sit with our students to provide high quality feedback, then is that homework assignment we’ve set really that useful?  

We need to think carefully about the quantity of marking we are creating for ourselves, and whether or not this is an effective way to enhance the learning of our students.

I believe strongly in the power of planning our marking. Every week I need to know:

  • When I will set homework, tests and assignments
  • When I’ll collect in homework, tests and assignments
  • When I’ll mark it all
  • How I’ll mark it (in-class strategies, such as a peer and self-assessment, can save us a ton of time)

This is another Sunday morning task of mine – I plan my week’s worth of marking. 

it integrated

Events and free time

As well as planning my work, I also know how important it is to plan my free time. 

Knowing that I have a badminton session on a Sunday afternoon, for instance, gives me the motivation to get my work done promptly. Scheduling a Friday night of relaxation gives me a reward for my hard-work during the week. 

Conclusion

I believe that productivity has to permeate and infuse into every cell of our bodies. Productivity must be a way of life – not simply a good habit to deploy at work.

By planning everything, we are more likely to implement the things that move us forwards. 

In the early part of my career my poor time-management and planning skills left me wasting my weekend time, wasting my mornings and creating undue stress for myself. 

Never again. I deserve better. My students deserve better. 

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The ‘Lazy Mindset’ – Some Teachers Don’t Even Try

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

It was a typical morning tea break in the school staff room. Typical morning grumbles. Typical morning camaraderie.

“It’s like talking to a brick wall with John”, piped in one colleague.

“Yeah he’s pretty distant isn’t he?”, said another.

“He just doesn’t try. I doubt he’ll even get a grade D in GCSE Maths”, says the colleague who started this conversation.

Then I make the biggest cardinal sin a teacher can make in such moaning contests. It was the ultimate point of flippancy for a 23-year-old like me: “He’s great in my lessons”, I arrogantly say.

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“An AMAZING book!”

The conversation went quiet.

Back then I wasn’t as polished in my speech as I am now. For some reason my colleagues still put-up with me, and I think they liked me. Perhaps I was given the benefit of the doubt because I was, essentially, a kid myself.

The truth, however, is that John was, actually, great in my lessons. The question is this: Why?

img_0064

Coursework Conundrum

Then there was that time when something I said went down like a lead balloon at a departmental meeting.

A challenging Year 10 class, who were completing Science coursework, were given to me to cover for a lesson. Their teacher was absent that day.

I write about this story in my first book as a classic example of how teacher organisation and rapport-building can generate dramatically different results to the status quo when applied consistently. Basically, I booked the ICT lab and simply walked around the class and helped the students with their work. I also took all of the loose bits of paper that were loosely organised in a blue tray (their ‘coursework’ tray), and put them in plastic wallets with each students’ name on.

A simple tactic, but it worked really well. It meant that the students didn’t have to fish through papers at the start of each lesson and complain that bits were missing – adding to disruption.

chatting in class

I mentioned this story at that meeting, and whilst my Head of Deportment was impressed with me (he was, secretly, the person I was trying to impress anyway), the teachers of that class were not so happy with my ruthless expose’.

“If I was kid in that class and I had to root through a pile of mixed-up papers to find my coursework, then I’d be disruptive too” I said with a judgmental, 23-year-old voice.

I probably would use more tact and subtlety were I to raise the same issue today. Our colleagues are our allies, not our enemies.

So, what’s the point you’re trying to make?

Simply this:

A teacher’s behavior can have a profound, long-lasting effect on student behavior. 

Robert Greene, in his bestselling book The 48 Laws of Power describes something called the ‘Mirror Effect’. Basically, it’s a way of showing someone their faults and failures by mirroring their actions.

self-assessment

For teachers, the Mirror Effect works best by modelling the passion and determination we want to see in our students:

  • When we are passionate, our students become passionate
  • When we are relaxed, our students are relaxed [be careful how far you take relaxation, however. Relaxed demeanor: yes. Relaxed attitude to your professional role: no.]
  • When we strive for excellence ourselves, our students also strive for excellence
  • When we praise and encourage, with passion and real emotion, we inspire our students to work harder, and perform better 

One of my proudest moments as a teacher was when I was given a very shy young girl from Iceland to teach. Starting in Year 11 and studying IGCSE Chemistry with me, she had two main challenges to overcome:

  1. She had never learnt any chemistry before, and was due to take an IGCSE exam in Chemistry in 6 months time (that’s hard, by the way)
  2. English was not her first language, and I was teaching her through the medium of English

After my first lesson with her had finished she told me straight: “Mr Rogers, I didn’t understand anything you taught me this lesson.”

Discussing homework

That’s when I knew that this was serious, because I’d taught a lesson covering the basic fundamentals.

Her first test came back in two weeks – she got a grade U. She was devastated.

“I’m just going to fail Chemistry, aren’t I?” – she said

“No way. We won’t let that happen. Your target for your next test is an E, and come and see me on Monday lunchtimes so I can teach you the fundamentals. I believe in you.”

It saddens me to say this, but I received a massive public backlash about a year and a half ago when I suggested that one way that we can help exam-level classes is by giving up a few minutes at lunchtimes to tutor weak students on the run-up to the finals. One person went so far as to write damning review of my book (which, I assume, he hadn’t even read):

Luch is for losers
Another happy customer!

I’m not suggesting for one minute that top-up sessions are the only way to help students who are falling behind, but in the case of this student (who had zero prior knowledge of chemistry) it was an essential intervention move. 

That student, incidentally, went on to achieve a grade A* in IGCSE Chemistry six months later – beating almost everyone else in Year 11. 

This happened because:

  • The student worked really hard (this is the main reason)
  • The student wanted to work hard because I kept on pushing her, telling her that I believed in her (and I meant it), and because I gave believable and achievable targets for each test (she scored a U, E, E, D, B, A and then an A* in the final).

This is a living testament of the efficacy of my core philosophy, which is this:

I believe that ANY student’s success can be engineered by a great teacher

You’ll find that statement in my bio on Twitter – it’s the personal philosophy that has guided me for more than 15 years. It works, because I’ve seen it work.

award

But how do we implement this philosophy?

Use the four-step T.I.P.S. method:

Step 1: Track progress. Look for patterns in grades. Keep a spreadsheet of scores. 

Step 2: Intervene when grades slip. Have a short conversation with the student in which you use……..

Step 3: Professional Intelligence: Gather and use knowledge about the students’ past achievements, achievements in other subject areas and skills used outside of school to praise the student and remind him/her of the ability that he/she naturally possesses. Talk with other teachers to gather this intelligence if needs be. Couple this with…..

Step 4: Subtle Reinforcement: Be on-the-ball and remind your student regularly what his/her target is. Introduce new resources and offer your time to help. Remind him/her about a test that’s coming up and how you believe in their ability to get a good score. Praise small steps of progress along the way, or any positive work in your subject area. 

You can read more about Subtle Reinforcement here. Some info on Professional Intelligence gathering can be found here

TIPS RICHARD JAMES ROGERS

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Gender-Neutral Toilets in Schools: Some Research and Conclusions

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

Last week I wrote a short blog post about the issue of gender-neutral toilets, and how some schools in Australia and the UK are now forcing all students to use them. The reasoning that most schools give as to why these toilets need to be installed is that they are ‘inclusive’, and that they make transgender students feel more comfortable.

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Tremendous opposition to the introduction of gender-neutral toilets in schools has already been voiced by parents, students, local MPs and members of local communities. At Deanesfield Primary School in the UK, for example, parents launched a petition to remove the unisex toilets that were covertly installed over the summer vacation; with one main concern being that menstruating girls felt as though their privacy was being invaded. Many girls were refusing to go the toilet during the day and were at risk of picking up urinary-tract infections as a result. 

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“An AMAZING book!”

I made my opinions clear last week, and I still stand by them. I made the point that no school should impose new restrictions or radical changes on their students without first consulting with parents. This was a classic mistake made at Deanesfield, and it backfired dramatically (consequently, I did actually e-mail the school asking for an update on the situation but I have thus far received no response). I also questioned the underlying concept of a child being able consent to being ‘transgender’ (along with the surgery and puberty-blocking chemicals that go along with that), when that same child cannot consent to sexual activity, cannot drink alcohol, is not considered to be mature enough to vote and cannot legally drive.

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That blog post earned me some haters, with one transgender individual commenting on my Facebook posts with expletives, profanities and explicit prose. It didn’t go well for ‘them’, and that person was subsequently banned from the Teachers in Thailand Facebook group by the admin (and rightly so):

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Another happy customer!

So this is a very triggering topic, and rather than briefly summarize some of the more ‘popular’ stories by citing news articles,  I’d like to perform a brief investigation of some of the research that feeds into this topic. I won’t have time to cover absolutely everything, but I will provide a synopsis of some of the main findings.

The architectural approach

With privacy being cited as an issue for menstruating girls who are forced to use gender-neutral washrooms, one solution could be a functional one: change the architecture so that privacy is no longer invaded. 

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This is exactly the point that Sanders and Stryker make in Stalled – Gender Neutral Public Bathrooms [South Atlantic Quarterly (2016) 115 (4): 779–788. Duke University Press]. As a combined effort between a world-renowned architect (Sanders) and an LGBT professor of Gender and Women’s Studies (Stryker), this paper stands-out for it’s unique take on unisex bathrooms, with a suggested floor-plan included in the content (given below):

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Which areas would be on CCTV?

My conclusion: I have a number of issues with the architectural approach proposed by Sanders and Stryker:

  • The design still includes an area outside the cubicles where boys and girls have to mix and mingle. I think this removes the ‘communal’ factor of bathrooms, as girls and boys do like to use toilet areas for chatting and socializing with their own gender. I’m still not sure if menstruating girls would be happy mingling with boys outside the cubicle areas. 
  • Massive investment would be needed to change current girls’/boys’ washrooms in schools to the communal format shown above (for most schools). This investment seems superfluous to needs when one considers that less than 2% of American children identify as being transgender. In addition to this, it seems illogical that transgender students cannot use current boys/girls washrooms. If you are biologically a boy, but you officially identify as a girl, then you could use the girls’ bathrooms. Vica-versa if you are biologically a female [more on this later].

Public space is not a neutral space(?)

According to Kyla Bender-Baird, gender-segregated bathrooms are the result of “technologies of disciplinary power, upholding the gender binary by forcing people to choose between men’s and women’s rooms”

That’s some profound statement! I had no idea that I was being powerfully controlled by being forced to choose which washroom to enter. I thought I was consciously making a choice to enter the men’s! 

Kyla is a sociologist at the CUNY Graduate Center in New York. Writing in Gender, Place & Culture: A Journal of Feminist Geography (Volume 23 2016, Issue 7) she states:

The resulting lack of safe access to public restrooms is an everyday reality for those who fall outside of gender binary norms. Faced with a built environment that denies their existence and facilitates gender policing, I argue that trans and gender non-conforming people sometimes engage in situational docility. Bodies are adjusted to comply with the cardinal rule of gender – to be readable at a glance – which is often due to safety concerns. Changing the structure of bathrooms to be gender inclusive and/or neutral may decrease gender policing in bathrooms and the need for this situational docility, allowing trans and gender non-conforming people to pee in peace”

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It seems as though Kyla supports the functional/architectural approach then – advocating for the creation of washrooms that are built in such a way that anyone can use them.

My conclusion: I don’t agree with Kyla on her point that gender-segregated washrooms were invented as a human-control system (the official history certainly doesn’t support this).

One thing I will say in Kyla’s defense is that if an architectural solution is found that is cost-effective and satisfies the needs of the majority (men and women – that’s binary men and women who do not wish to change their gender), whilst also meeting the needs of the tiny minority (transgender individuals), then that could be a way forward. 

Potty Politics and the Ladies’ Sanitary Association

An interesting paper from the University of Massachusetts, Amhurst [The Restroom Revolution: Unisex toilets and campus politics] gave the timeline leading up to the gender-segregated toilets we have today. Here’s a brief summary:

  • 1905: First women’s bathroom installed in London after a tremendous effort and fight by the Ladies’ Sanitary Association and similar organisations, along with support from the famous George Bernard Shaw [This really surprised me, I have to say. I thought that women’s restrooms were a thing long before 1905]. 
  • 1970s America: Court cases were still being fought over the segregation of black and white toilet facilities. Prior to this early ‘toilet-integration’ period, blacks and whites couldn’t drink from the same fountains or use the same toilet facilities. [Note from me: I think this was a humiliating and disgraceful period in human history. The fact that fully conscious adults penned policy to the effect of segregating toilets on basis of race is frightening and baffling to me]. 
  • In the Autumn of 2001, several students gathered at the Stonewall Center (an LGBT educational resource center at the University of Massachusetts). They formed a special group to work on transgender issues on campus. Their efforts eventually resulted in gender-neutral restrooms being installed on campus through their ‘Restroom Revolution’, and they also succeeded in bringing transgender, ‘gender-queer ‘and ‘gender non-conforming’ issues into the limelight on campus. 

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Key takeaways from this paper are the very revealing opinions of both the Restroom Revolution advocates (a mix of gender non-conformists and ‘allies’ – straight people sympathetic to their cause) and their opposition.

In December 2001, the Stonewall students wrote a proposal to university administrators in which they stated: 

“As gender variant people, we encounter discrimination in our daily lives. The most pressing matter, however, is our use of the bathrooms in the residence halls in which we live. . . . We are often subjecting ourselves to severe discomfort, verbal and physical harassment, and a general fear of who we will encounter and what they will say or do based on their assumption of our identities.”

Olaf Aprans, a writer for the Minuteman (an on-campus student publication), expressed his strong opposition by questioning the foundational motives behind the Restroom Revolution: 

“The most probable motive for the Restroom Revolution is not the
need or want of transgender bathrooms, it is the desire for attention. Transgender students have been using gender-specific bathrooms for years without any complaints. Why the sudden outcry for transgender bathrooms? The answer is easy, the activists behind this movement are using a petty issue like bathrooms as a medium to throw their lifestyles in the face of every-day students”

Biological identity, supported by irrefutable genetic evidence, is also cited by the paper as one of the modes of opposition: 

“There are only two things that make me a man and they are my X chromosome and my Y chromosome. . . . People have the right to feel that they should not be the gender that God gave them. . . . However, the fact that some people do not live in reality or that some wish reality were not true, does not entitle them to a special
bathroom in a public university”

My overall conclusions

  • The concerns that transgender individuals have about their personal security and comfort when using restrooms seem legitimate. However, the concerns of women who do not wish to share washrooms with men are equally legitimate [and as we saw from the UMass article, women fought very hard for the right to have their own restrooms in the first place]. The issue of ‘washrooms for all’ seems to me to be a classic example of an old conundrum – that you can’t please everyone. We can, however, aim to please the majority. The minority will have to adapt. 
  • An architectural solution may be viable, but its application needs to be consistent (and this will require excellent international collaboration). It also needs to be cost-effective, and provide suitable privacy for everyone. I can’t see how this can be done, even when one applies Sanders’ and Stryker’s design, without invasive CCTV systems in place. 
  • An architectural solution may work in a shopping mall or other public place, but I’m not sure if it’s a feasible solution for a school. Children are not as mature as adults, and issues such as bullying, up-skirting, inappropriate use of smartphones, silly and disruptive behaviour, etc. are difficult to police in a gender-neutral facility without invasive CCTV systems, some form of staffed duty or an open communal space that removes comfort, rather than adds to it. 

I will end by saying that schools would be well-advised to avoid forcing all of their students to use gender-neutral toilets. The variables one has to deal with in such scenarios are immense and difficult to police/control. If needs be, provide adequate male, female and gender-neutral toilets so that students can at least make choices that feel right for them.

 

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On Gender-Neutral Toilets in Schools

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

‘Gender-neutral’ or ‘mixed-gender’ toilets: A trend that seems to have hit British, Australian and American schools with thunderclap speed, taking even the professionals like me by surprise.

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12-years-ago, when I was last teaching in the UK, this topic wasn’t even a topic. People were happy with toilets the way they were: male and female. A recent spate of moves to appease the transgender community have changed all that, however, with a lot of controversy and anger being stirred-up along the way.

Take this recent story of a new, multi-million dollar school set to open in Brisbane this month. Fortitude Valley State Secondary College will be the first secondary school in Queensland that actually forces students to share the same bathrooms. No male, female or ‘other’: everyone uses the same facilities. The only exception will be the changing rooms, which will contain separate male and female toilets.

This has caused outrage in the local community and in Australia as a whole, with parents, politicians, education experts and members of the public venting their anger on social media and through Australian media outlets:

“We already know some really bad things happen to kids in bathroom areas of schools – bullying, sexting, kids recording on mobiles, these things already go on when they’re just within their own sex, and then you’re adding in an extra element.”

Education expert and mum Michelle Mitchell for The Sunday Mail.

Opposition education leader Jarrod Bleijie made his opinion known via Facebook, stating that “boys and girls need and deserve their own privacy at school.”


In defense of the school’s gender-neutral policy, an unnamed departmental spokeswoman said the following via Daily Mail Australia:

“The toilet facilities at Fortitude Valley State Secondary College meet contemporary design standards in relation to accessibility, inclusivity, privacy and safety”

I have contacted Fortitude Valley State Secondary College principal Sharon Barker today with a statement of my concerns regarding the safeguarding of students at her school (particularly teenage girls who will be most affected), along with a request for a reasoned justification behind why the decision to install gender-neutral toilets was made. I shall add her response to this blog post should I receive one.

But what about other countries?

Australia is not the only country in which the common-sense of the masses has clashed with the logic of ‘progressive’ liberals.

Take Deanesfield Primary School (yes, a primary school!) in South Ruislip, West London, where parents launched a petition in September of 2019 in an attempt to ban unisex toilets at the school. Complaints centered around concerns from menstruating girls, who feel like their privacy is invaded when they have to share toilets with boys.

One mother, who has two young daughters at the school, said:

“The cubicles were open at the bottom and top so older pupils can easily climb up the toilets and peer over.”

It’s unclear if complaints have been heeded by the school, and again I shall be e-mailing the school today and should they offer an official response then it shall be posted on this page.

How big is the problem?

Opposition to gender-neutral toilets in schools is so big that this one blog post cannot do the topic justice. Some recent stories that have broke are listed below:

UK Girls Skipping School, Traumatized After Being Forced to Share Toilets with Boys

Gender-neutral toilets don’t help our kids, but threaten them

My thoughts on this issue

A few things:

  1. Schools should always remember that the parents are their key customers. When gender-neutral toilets are introduced in a school, without prior consultation and approval from parents, then a school is acting like a totalitarian dictatorship. I don’t like the arrogance that such schools have when they believe that they do not need to listen to parents – the ultimate, prime educators of their children.
  2. I’ve yet to see any convincing research that suggests that gender-neutral toilets benefit the majority of students at school. I’ll be looking into this further and shall provide a ‘research synopsis’ next week.
  3. Such a tiny minority of school students identify as being ‘transgender’2% in the United States (according to the CDC). Should the majority of students change their routines to appease the minority? How should this minority be catered for in a way that does not negatively affect the majority (e.g. menstruating girls)? The solution, it seems to me, it not to force all students to use gender-neutral toilets but to provide enough ‘male’, ‘female’ and ‘mixed-gender’ toilets for students to choose from. Schools will have to keep and maintain official registries of student genders to achieve this, so that only boys can use the boys’ toilets and only the girls can use the girls’ toilets.
  4. I take issue with small children identifying as ‘transgender’ and then the subsequent push by some parents to provide hormonal supplementation and ‘puberty blockers’ to facilitate a sex-change. In some cases, children as young as 8 or 9 are being treated in this way, with many of the risks being largely unknown:

“The bottom line is we don’t really know how sex hormones impact any adolescent’s brain development”

Dr Lisa Simons, pediatrician at Lurie Children’s Hospital of Chicago (via Frontline)

If a child cannot consent to sexual intercourse or activity, then how can a child consent to having their sex changed? This is an important question that urgently needs to be answered, otherwise we may see many of these children filing lawsuits against their parents when they reach adulthood. We may also see a rise in mental health issues as these children grow and mature, getting older and wiser along the way.

This leads into a much larger debate that goes beyond the scope of simply the installation of gender-neutral toilets in schools. It goes to the core reasoning behind this latest trend, and warrants further exploration in a future blog post.

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Happy New Year 2020

2019 has been a great year. I’m very grateful to all of the support shown by you: my loyal readers and fans. Some of the highlights of 2019 were as follows:

1. I released a second book for teachers: Empowering Students Through Positive Feedback
2. More teachers than ever before read and benefited from the articles on this blog
3. I became a Google Certified Educator (Level 1) – I highly recommend this course for every teacher (check out my blog post on this at https://richardjamesrogers.com/2019/12/29/becoming-a-google-certified-educator/)

2020 projects in the pipeline:

1. I’ll become a Google Certified Educator Level 2 and then a Google Certified Innovator, and I’ll be sure to blog about the process so that others can learn how to do it.
2. My next book: The EdTech Book, will be released.
3. Giveaways of my first two books will happen from May – Aug 2020.
4. More blog posts and more frequent YouTube videos to provide teachers everywhere with practical tips
5. A new podcast will be set up to provide practical tips for teachers.

Happy New Year everyone and thank you for your continued support.

Becoming a Google Certified Educator

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

I’m really pleased and happy to say that I am now officially a Google Certified Educator!

More good news: Any teacher can do it, from anywhere in the world and in this video I show you how:

But, why should you become a Google Certified Educator? Here are a few reasons:

  • It’s really cheap (the Level 1 exam is only $10)
  • It looks amazing on your C.V./resume
  • You’ll pick up some new tips for using G Suite from the exam itself

So, my message this week is simple: Become a Google Certified Educator!

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What Should Teachers do with their Time-Off?

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

Accompanying video:

One of the massive perks about being a schoolteacher is that we get loads and loads of holidays. In fact, in my particular case, I’m only actually in school for around 180 days per year. That’s a lot of free time to deal with. 

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So, with this in mind, I find myself asking a rather controversial question: Are we using this free time productively?  

I’ve been lambasted quite viciously in the past for expressing my views on this particular issue. My views haven’t changed, however, so if you’re one of those snowflakes who gets easily triggered, easily offended or who has a nervous breakdown when someone has a different opinion than you, then you might want to stop reading now.

The laziness of it all?

With all of this free time in-hand, I often wonder why more teachers aren’t starting their own businesses, writing books, setting up podcasts, starting up blogs, doing online marketing or anything to better themselves or improve their quality of life. 

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What would Elon Musk, one of the world’s most successful businessmen, do with 185 free days each year? Perhaps this quote from an interview he did (video embedded below) will shed some light on things:

Interviewer:

Did you ever consider retiring?

Elon:

No, not really. I did take a bit of time off. I did reasonably well from Paypal. I was the largest shareholder in the company and we were acquired for about a billion and a half in stock and then the stock doubled. So yeah, I did reasonably well, but the idea of lying on a beach as my main thing, just sounds like the worst – it sounds horrible to me. I would go bonkers. I would have to be on serious drugs. I’d be super-duper bored. I like high intensity – I mean, I like going to the beach for a short period of time, but not much longer than a few days or something like that.

So we can conclude that this formidable titan: some would say an example of what we should all aspire to become, would use 185 days productively. He’d take some short-bursts of time-off, but mostly he’d be working on new projects and new ideas, or furthering current ones. 

An ancient Chinese proverb that keeps me striving and moving ‘forward’ when I have free time is this:

An inch of time is an inch of gold, but an inch of time cannot be purchased for an inch of gold.

Mediocrity breeds more mediocrity?

One core philosophy that I think all teachers agree with is that with enough hard work and effort, our students can become anything they want to become (notwithstanding significant physical and psychological hindrances). 

Surely then, as teachers, we also need to be at the top our game if we are to truly live that message: that a human really can become anything with enough effort. 

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Why then do so many teachers fall short of this principle? So many of us are one-timers: we got a university degree, trained to be a teacher and that was it. Zero significant achievements since then. 

And yet, we expect our students to be excellent. We expect them to make excellent progress. We expect them to use their free time productively. We expect them to aspire, push themselves, have goals and achieve big. 

Maybe it’s about time that we modeled that process. Only then can we really know what excellence is.

As for me, I’m not perfect but I’m no hypocrite either. This Christmas vacation, for which I get three weeks off school, will be divided between a number of tasks. I’ll take a short holiday for a few days, but the rest will be spent becoming a Google Certified Educator, completing a Certificate in Data Science from Berkeley and a number of additional tasks linked to this blog, my books, a new business and things to get me ready for my classes in January (including a rigorous gym schedule). 

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If we’re not advancing personally, then how can we encourage our students to advance?

I’ll post an update at the end of my Christmas vacation, to let you know how I’ve managed. After all, if I’m going to preach the ‘be useful and be productive’ mantra to you, my readers, then I absolutely need to lead by example and practice what I preach. 

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