Artificial Intelligence is transforming education, but the real opportunity isn’t replacing teachers. It’s helping them work smarter, save time and deliver better learning experiences.
As we approach 2027, here are ten AI tools every forward-thinking educator should explore.
1.ChatGPT: An excellent all-round assistant for lesson planning, creating assessments, generating teaching resources and explaining difficult concepts.
2. MagicSchool AI: Designed specifically for educators, offering tools for lesson plans, rubrics, differentiated activities and classroom communication.
3. Brisk Teaching: Works directly within your browser to create resources, adapt materials and provide draft feedback on student work.
4. Diffit: Particularly useful for differentiation, transforming reading passages and learning materials into accessible resources for students with varying abilities.
5. Google NotebookLM: Upload curriculum documents, research papers and teaching materials to generate summaries, study guides, quizzes and source-grounded explanations.
6. Canva for Education: Create professional presentations, worksheets, posters and interactive learning materials using AI-powered design tools.
7. Khanmigo: Khan Academy’s AI teaching assistant helps educators develop lesson plans, assessments and personalised learning activities.
8.Wayground: Formerly Quizizz, this platform combines AI-supported assessment creation with engaging quizzes, interactive lessons and formative assessment. You can upload your slides and Wayground’s built-in AI will generate questions for you.
10.SchoolAI: Allows teachers to create supervised AI learning environments where students can practise, explore concepts and receive personalised guidance.
My Advice for 2027 and Beyond
The secret isn’t mastering every AI application. It’s selecting the right tools and combining them into efficient, reliable workflows.
AI should enhance professional judgement, not replace it. Always verify AI-generated materials, protect student information and retain human oversight of assessment decisions.
I also offer Corporate Training Workshops, particularly my Smart Workflows course, which focuses on making AI and digital tools part of practical, repeatable and productive working processes.
The future belongs not to those who use the most technology, but to those who use technology most intelligently.
Boo! Halloween is right around the corner, and it’s time to bring some spooktacular fun into your high school classroom. Whether you’re a seasoned educator or a fresh-faced teacher, these ten Halloween activity ideas will help you create memorable, engaging, and educational experiences for your students. So, put on your witch’s hat, grab a handful of candy corn, and let’s get started!
#1: Costume Day
Let your students come to school dressed in their favorite Halloween costumes. You can even turn it into a creative writing exercise by having them explain why they chose their costumes. It’s a fun way to break the ice and get everyone into the Halloween spirit.
Consider hosting a sustainable Halloween-themed fashion show, by awarding prizes to students who make the best costumes out of everyday, recyclable materials. Consider making this a group-project, with the Design Technology, Textiles, Art and Science departments all getting involved. What a great way to build collaborative skills!
#2: Spooky Storytelling
Organize a spooky storytelling session in your classroom, or in the school library!. Encourage your students to share their favorite ghost stories or urban legends, and even get those creative juices flowing by making subject-specific references a part of the task brief. Here are some examples:
Chemistry: The reactions involved in photography, and how objects can sometimes appear as ghosts when they’re not
Geography: World locations that are famous for ghost sightings, and their history
English Literature: An easy one! Students analyse chosen texts that deal with the supernatural (my favourite is Bram Stoker’s Dracula)
By creating subject specific briefs like this, which require some kind of presentation as the task output, you’ll be providing a fantastic opportunity for your students to work on their public speaking skills while indulging in the eerie side of literature.
#3: Halloween-Themed Quizzes
Create a set of Halloween-themed quizzes or trivia games. Topics could range from famous horror movies to historical facts about Halloween, or even subject-specific Halloween-linked content. It’s a great way to infuse some educational content into the holiday. See my blog post on live-quiz apps for some great systems that can help you deliver this.
#4:Pumpkin Decorating
Bring a little creativity into your classroom by having a pumpkin decorating contest. Provide pumpkins and art supplies, and let your students’ artistic talents shine. You can even incorporate some team-building by having them work in pairs or groups. This could be great for a tutor-time or PSHE activity.
#5: Halloween Art Projects
Give your students the chance to express themselves through art. Encourage them to create Halloween-themed drawings, paintings, or even 3D sculptures. You can display their masterpieces around the classroom to add to the spooky atmosphere.
#6: Halloween History
Explore the history of Halloween with your students. Discuss its origins and evolution over the years. You can even tie it into a broader lesson about cultural traditions and holidays. This page by History.com is great resource that can be used to facilitate such a lesson.
#7: Halloween Science Experiments
Turn Halloween into an opportunity for hands-on learning. Conduct fun and safe science experiments that align with the holiday. For example, you can create “boo bubbles” with dry ice or explore the chemistry of candy. We Are Teachers has a great page that contains lots of ideas for this.
#8: Halloween Movie Day
Let your students unwind by watching a classic Halloween movie. Pick a film that is both age-appropriate and has a good blend of spookiness and humor. Afterward, you can have a discussion about the themes and elements of the movie. You can find a list of Halloween movies for kids here, with some being available via Netflix Kids (i.e. easy to login and show via your smartboard or projector).
#9: Costume Parade
Organize a costume parade in your school. Invite students and teachers to participate, and even have a costume contest with prizes for the most creative, scariest, or funniest costumes. It’s a great way to build a sense of community and excitement.
#10: Halloween-Themed Writing Prompts
Encourage your students to embrace their inner authors by giving them Halloween-themed writing prompts. Have them write spooky stories, poems, or creative essays. This activity can foster imagination and improve their writing skills. Sarah Gribble lists 20 such prompts at her excellent site, here.
Final thoughts
Remember, Halloween in the classroom should be a balance between fun and learning. These activities not only create a spooktacular atmosphere but also provide valuable educational experiences for your high school students. Plus, it’s a great way to build a sense of community and camaraderie among your class.
So, get ready for some ghoulishly good times this Halloween season. Your high school classroom is about to become the coolest and creepiest place in town! Happy Halloween, teachers, and may your students have a wickedly wonderful time!
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For many years, “school is a child’s second home” was a promise that existed largely on paper. In reality, students could sense a clear divide in the warmth and engagement within their classrooms. The focus was primarily on maintaining discipline, covering the syllabus, and helping students recall what they had learned during lectures.
Emotions, if they surfaced at all, were often treated as distractions to be managed quickly. While it would be inaccurate to say that emotional awareness was entirely absent, it was certainly pushed to the periphery.
To some extent, this was understandable, as emotions can be complex, subjective, and difficult to measure. However, student performance began to reveal the limitations of this rigid approach. In a 2024 report, 97% of classroom teachers said they had witnessed children and young people having difficulty engaging with their learning in the previous week. This disengagement may point to deeper issues, including students’ emotional experiences and wellbeing.
As educators increasingly recognise this, emotional awareness has moved to the forefront. This blog post explores how teachers are drawing on emotional awareness to make learning more engaging. The four approaches discussed here demonstrate that meaningful change often arises not from sweeping reforms, but from small, intentional moments embedded within everyday teaching practice.
Listening Gets Equal Importance During Lectures
There is a reason why the term lecture often carries negative connotations. Few people enjoy being part of a one-sided monologue, even when delivered by a teacher. Traditionally, lectures centred on the teacher explaining content, an approach that is now often viewed as overly mechanical.
Today, equal importance is placed on understanding how students respond to a lesson, both verbally and emotionally. Active listening helps students feel valued, creating a safe space in which they can share their ideas, questions, and concerns. As a result, many teachers are careful not to rush through their lessons.
During lessons, effective teachers pay close attention to subtle cues such as hesitation, silence, and shifts in behaviour to gauge student understanding and engagement. In addition to silent observation, teachers may:
Ask open-ended questions to gain insight into students’ thinking
Provide students with time to articulate their thoughts and concerns
Adapt their teaching based on student responses, not just prior knowledge
A 2024 peer-reviewed article argues that active listening can strengthen educational relationships and give students greater confidence to express themselves. In essence, listening helps build rapport between educators and learners, making it an active relational practice rather than a passive classroom behaviour.
Teachers Recognize the Limits of Instinct Alone
In addition to subject knowledge, effective teaching requires empathy and compassion. Encouragingly, many educators now recognise that instinct alone is insufficient when navigating complex classroom situations.
Every student is unique, and similar behaviours can stem from very different underlying causes. This is where in-depth professional learning becomes essential. Most teachers already hold a bachelor’s degree, so further study is not about starting again, but about deepening expertise in a specific area of practice.
For example, a master’s-level programme in counselling can develop a deeper, research-informed understanding of emotional development and intervention strategies. Importantly, many of these programmes are available online, allowing teachers to continue working while advancing their qualifications.
MSW Degrees highlights that selecting the right programme is a key step towards licensure and a potential career in counselling. While most educators do not pursue this path to become full-time counsellors, such qualifications can provide valuable expertise in supporting student well-being within schools.
With this deeper understanding, whether gained through formal study or professional experience, teachers are better equipped to:
Reassess initial interpretations of student behaviour after class
Recognise when similar situations produce different outcomes, even with the same response
Seek colleagues’ perspectives rather than relying solely on personal judgment
Identify underlying causes rather than treating each issue in isolation
Student Behavior Is Seen as Communication
What characterised the disciplinarian classrooms of the past? Many were defined by a “stop the negative behaviour immediately” approach. A student speaking during a lesson would be disciplined, while incomplete homework often led to increasingly severe consequences.
This focus on school discipline prioritised control and compliance. Today, however, there has been a significant shift. Teachers are less likely to draw immediate, especially negative, conclusions. Instead of reacting instinctively, they pause to interpret the message behind the behaviour.
For example, a student who interrupts may be seeking clarification or reassurance. Similarly, a student avoiding homework may be experiencing feelings of overwhelm. In practice, this approach may involve:
Considering the possible causes of behaviour before responding
Identifying patterns rather than focusing on isolated incidents
Holding calm, private conversations instead of addressing issues publicly
Adjusting tasks and expectations to better meet student needs
A 2024 study published in the European Journal of Psychology and Educational Research highlighted the connection between teachers’ instructional and behaviour management practices and students’ emotional and behavioural difficulties. The study found that teachers’ classroom practices were significantly associated with teacher-rated student emotional and behavioural risk, suggesting that how teachers respond to classroom needs can shape students’ behaviour and engagement.
Behaviour is rarely random, and modern educators are increasingly recognising its significance. Viewing behaviour as communication requires a high level of emotional awareness to ensure accurate interpretation.
Emotional Safety Has Become the Foundation of Learning
In many cases, it is not unwillingness or lack of ability that holds students back, but fear of judgment. Students who feel emotionally safe are more likely to ask questions, even seemingly simple ones, make mistakes, and remain actively engaged.
Encouragingly, creating emotional safety is now a key priority for many teachers. This shift reflects a growing awareness of how teacher responses shape the classroom environment.
Many educators avoid overly negative feedback, recognising that it can discourage participation. Instead, supportive responses help students remain engaged. In practice, this may involve:
Avoiding harsh criticism when correcting mistakes
Acknowledging and encouraging student effort
Allowing sufficient thinking time before expecting answers
Maintaining calm and predictable classroom interactions
Addressing sensitive issues privately rather than publicly
A 2025 study further emphasised this point, demonstrating that emotional support from teachers has a significant positive impact on student engagement. It also contributes to increased confidence and resilience, both of which are essential for effective learning.
Ultimately, students are more likely to participate when they feel supported. Emotional safety is not optional; it is fundamental. This is especially important given the growing concerns around youth mental health in today’s hyper-connected world.
Are your teaching approaches aligned with emotional awareness? A lesson plan alone may not provide the answer. Instead, consider the smaller, everyday moments, students speaking freely, or subtle behaviours that may indicate avoidance. These patterns often reveal more about a classroom environment than formal structures.
If this reflection feels slightly uncomfortable, that is perfectly acceptable. Treat it as valuable feedback and begin with small, deliberate adjustments. Pause before reacting to behaviour, ask one more question before forming a conclusion, or respond to mistakes with curiosity rather than judgment.
At its core, effective teaching relies on thoughtful, practical strategies that refine pedagogy. When students feel positive about their learning environment, everything else begins to fall into place. It ignites their intrinsic motivation to understand and engage with what is being taught, something that exists within every learner.
Bibliography and References
Pearson. (2024). Pearson School Report 2024: Your voices, our future. Pearson.
Newton, A. (2024). “Active listening for effective student engagement.” Journal of Learning Development in Higher Education, Issue 32. DOI: 10.47408/jldhe.vi32.1409
Poulou, M.S., Reddy, L.A., Dudek, C.M. and Lekwa, A.J. (2024) ‘How teachers’ instructional and behavior management practices relate to students’ emotional and behavioral difficulties following teachers’ observations and performance feedback: An initial study of Greek classrooms’, European Journal of Psychology and Educational Research, 7(4), pp. 207–223. doi: 10.12973/ejper.7.4.207.
Guo, W., Wang, J., Li, N. and Wang, L. (2025). “The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience.” Scientific Reports, 15, Article 3670. DOI: 10.1038/s41598-025-88187-x
Arciaga, M. (2025) ‘Discipline is Not Security: Dismantling Disparities Should be Top of Mind When Developing School Safety Policy in Georgia’, IDRA Policy Brief, February. Intercultural Development Research Association. Available at: https://www.idra.org/education_policy/discipline-is-not-security/ (Accessed: 1 May 2026).
There’s a tension that every modern marketer, product manager, and data strategist knows all too well. That is none other than personalization.
Personalization can drive a small percentage of sales lift. But that dream quickly sours when data breaches, new privacy mandates, and creepiness fatigue trigger a public relations nightmare.
The pressure is real on both sides. McKinsey’s report reveals that 71% of consumers expect tailored interactions. Meanwhile, 76% get outright frustrated when brands miss the mark.
On the other side of the coin, new privacy laws and $16.6 billion in annual cybercrime losses have left consumer trust in a precarious state.
So, how do you balance personalization at scale with consumer data protection? We’ll share that here. Dive in, then!
#1 Embrace Privacy by Design from the Outset
Privacy by design (PbD) is the foundation, not a checkbox. This concept means baking data protection into every stage of product development, from ideation to launch and beyond.
PbD comes from seven foundational principles. These are to be proactive, make privacy the default setting, embed it into design, ensure full functionality, end-to-end security, visibility, and transparency, and respect for user privacy.
The stakes of ignoring this are remarkably high because design choices have deep psychological impacts.
A prominent example of this failure is the Snapchat mental health lawsuit. On the surface, Snapchat’s design, which features disappearing photos and videos, seems like a privacy feature. But that just creates an illusion of privacy and exclusivity.
Users, especially young adults, feel safe sharing impulsive content. But streaks and constant interactions foster compulsive behavior. Not surprisingly, families across the U.S. are filing the Snapchat lawsuit.
TorHoerman Law notes that tracking-based algorithms are what foster addiction by surfacing the most engaging content.
To integrate privacy into design, use data minimization. Only pull in what’s essential. Implement role-based access controls, so only the right people (or AI models) can touch sensitive info. In development environments, mask or anonymize test data automatically.
#2 Adopt Differential Privacy and Anonymization
Want to deliver personalization at scale without the privacy panic? Differential privacy and anonymization allow you to scale insights with built-in mathematical protection.
Differential privacy works by injecting controlled noise into datasets, so individual data points blur, but aggregate trends shine through. Anonymization strips or masks identifiers (k-anonymity, l-diversity, etc.).
Together, they power AI models that deliver hyper-personalized experiences, like tailored product recommendations, without exposing raw personal info.
The numbers are compelling. Market reports project the differential privacy sector growing from $1.8 billion in 2025 to $6.26 billion by 2030. This rapid expansion is fueled by the rise of AI, widespread cloud adoption, and tightening U.S. regulations.
Big players have been doing this for years. Apple is an excellent example. It uses local differential privacy in its devices to improve Siri suggestions and emoji predictions without shipping raw user data to the cloud.
Implementation is straightforward and scalable. Audit your data pipelines. Identify high-risk fields (location, browsing history). Apply differential privacy libraries (open-source options like Google’s or IBM’s) to analytics dashboards.
For personalization engines, use synthetic data generation. That creates realistic but fake datasets that mimic real behaviors.
#3 Build Transparency through Just-in-Time Notices
Long, legalese privacy policies? Consumers skim them or ignore them entirely. Just-in-time notices are your friendly, non-intrusive way to deliver it exactly when it matters most.
What is a just-in-time (JIT) notice? Unlike a wall-of-text privacy policy that nobody reads, JIT notices deliver a short, clear, contextually relevant explanation of data use at the exact moment it becomes relevant. This notice pops up or slides in gently right at the moment you’re collecting or using data.
This works because JIT notices align with U.S. laws requiring clear consent, such as the California Privacy Rights Act (CPRA)’s easy-to-understand standard.
It also builds real-time trust. Users see exactly how their data fuels better recommendations, faster checkouts, and relevant offers, and they are far more likely to say yes. McKinsey’s research shows that 65% of customers buy more from targeted promos when they feel informed.
Roll it out simply. Integrate them into your UX flow, during account creation, at checkout, or when a personalization feature activates. Keep language plain, offer easy opt-out or preference toggles, and make them dismissible without frustration.
Nail the timing. Don’t prompt at every turn. Use behavioral triggers and user preferences. The return on investment? Higher customer engagement and loyalty, and fewer complaints.
Building a Better Digital Experience
At the end of the day, personalization at scale is a transaction. The customer gives you their data, and in return, you give them a better, faster, more relevant experience. But this transaction only works if there is trust.
Adopt these practices, and you can deliver the experiences consumers demand while building unbreakable trust.
Ready to start? Pick one tip this week, pilot it, measure results (engagement + privacy metrics), and then scale. When you lead with transparency, you don’t just win a single click but long-term loyalty.
Schools are often the first place where a student’s struggles become visible, yet many of these needs still go unmet. Improving how we recognize and support students is a vital task for educators and communities alike. When a student feels supported at school, it can change the entire trajectory of their life.
The scale of this challenge is significant. According to McKinsey & Company, four in ten high school students reported feeling persistently sad or hopeless in 2023. Between 2013 and 2023, nearly every indicator of poor mental health among youth worsened. Despite this, about 50% of young people with a mental health condition do not receive the treatment or counseling they need from a professional.
Because students spend so much of their day in the classroom, schools have a unique opportunity to bridge this gap.
Here’s how schools can recognize vulnerable students and provide meaningful, lasting support.
Recognize the Signs That a Student Needs Help
Students rarely ask for help directly. Instead, their struggles often show up through subtle changes. You might notice a drop in grades, unexplained absences, or a student who was once social suddenly withdrawing from friends. These shifts in behavior are seldom random and usually signal a deeper need for compassionate attention.
The scale of this challenge is clear in the daily lives of educators. According to the Pew Research Center, 80% of teachers address student behavioral issues at least a few times a week. Additionally, 58% of teachers report doing so every single day.
Furthermore, 57% of teachers help students with mental health challenges multiple times a week, and 28% do this daily. Because these issues are so frequent, every staff member, from teachers to cafeteria workers, needs to know how to spot the red flags.
Early recognition doesn’t require a medical degree. It just requires being attentive and knowing exactly how to report concerns so a student can get support before a situation turns into a crisis.
Create a Safe and Supportive School Environment
Recognition alone isn’t enough if students don’t feel safe and supported. Schools must create environments where students feel respected, valued, and secure, because vulnerability only becomes visible in such conditions. Students who fear judgment, ridicule, or indifference are far less likely to seek help, even when directly asked. A genuinely supportive school climate encourages disclosure and early intervention.
Building this environment requires effort across all aspects of school life. Strong anti-bullying policies must be actively enforced, not just stated. Inclusive practices that honor diversity in background, learning style, and experience signal belonging to every student.
The need for safety is evident. According to the CDC, about one in five high school students reports being bullied on school property. Statistics show that 28% of middle schools and 15% of high schools experience bullying at least once a week.
When schools prioritize emotional safety and consistent support, students are far more willing to step forward. Investing in this environment ensures that identification programs actually work because students finally feel safe enough to let themselves be found.
The Role of Support Professionals in Helping Students
Addressing the full range of student challenges requires a coordinated team of specialists. School social workers are especially vital, as they help manage the complex emotional and social needs students bring to school. They act as a bridge between the classroom and the student’s family, coordinating referrals for issues such as trauma, financial hardship, or mental health crises.
For those interested in this impactful field, earning a Master of Social Work degree is an essential step. These programs provide the advanced training needed to manage high-stakes advocacy and clinical support.
According to St. Bonaventure University, completing a Master of Social Work program makes graduates eligible to take the Licensed Master Social Worker (LMSW) examination. This professional path allows dedicated individuals to provide the high-quality, specialized care that students in crisis desperately need.
Encourage Strong Teacher-Student Relationships
A trusting relationship with a caring adult is one of the most powerful protective factors for at-risk students. Teachers are uniquely positioned to fill this role because they interact with students daily. When a teacher knows a student’s personality and interests, not just their grades, they are far more likely to notice subtle changes that signal a need for help.
Cultivating these bonds requires intentionality and institutional support. Schools can encourage this by prioritizing relational competence as a core skill, alongside subject expertise. Structured check-ins and smaller class sizes also provide the time needed for genuine connection.
When students feel known and respected, they are much more comfortable sharing concerns and accepting guidance. By cultivating this trust, educators bridge the gap to vital services, ensuring students feel safe seeking help before a challenge becomes a crisis.
Strengthen Collaboration With Families and Communities
Schools cannot and should not support struggling students alone. Families are a critical part of any effective support network, yet they are often overlooked. Many parents face challenges such as language barriers, economic stress, limited time, or past negative experiences with schools that make engagement difficult. Schools must proactively bridge these gaps rather than wait for families to come forward.
Provide accurate performance data: When parents understand where their child struggles, they are more likely to prioritize attendance and seek academic support.
Protect teacher-parent time: Schools should safeguard time for one-to-one conversations, such as during back-to-school nights.
Integrate engagement goals: Family outreach should be woven into broader strategies for literacy, math, and other academic priorities.
Prioritize social-emotional growth: Roughly 75% of parents value schools that prioritize this.
When these efforts are integrated, the consistency between home and school improves, making a meaningful difference in student outcomes.
Frequently Asked Questions (FAQs)
What are the most common behavioral signs that a student may need additional support?
Common signs include a sudden drop in academic performance, frequent absences, withdrawal from friends, noticeable mood changes, and disruptive or unusually passive behavior. These shifts often signal underlying personal difficulties. Staff trained to recognize these early indicators can initiate timely conversations and connect students to appropriate support before issues escalate.
What is the specific role of a school social worker compared to a school counselor?
School counselors primarily focus on academic planning and emotional guidance within the school setting. Social workers address broader life circumstances, including family hardship, trauma, and community-level challenges. They coordinate with outside agencies, connect families to resources, and advocate for individualized support plans, making them essential for students with complex needs.
How can schools better involve parents in supporting students who are struggling?
Schools can strengthen family involvement through consistent, accessible communication, multilingual support, and proactive outreach. Hosting community events, connecting parents to local resources, and treating families as genuine partners, rather than afterthoughts, ensures students receive consistent support at school. This partnership extends to home life as well, significantly improving students’ overall outcomes.
Supporting students requires a unified approach that moves beyond the classroom. By training staff to recognize subtle behavioral shifts and building a culture of trust, schools create a safety net that catches students before they fall into crisis. This effort is strengthened when educators partner with families and specialized support professionals, like school social workers, to address the whole child.
When mental health is treated as a priority rather than an afterthought, schools become more than just places of learning. They become lifelines. Ultimately, investing in these supportive environments ensures that every student feels safe, seen, and empowered to succeed.
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.
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.
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:
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.
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 Basicsgoes 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’.
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.
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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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:
Make sure your classroom is tidy and organised. Piles of unmarked work, for example, lying around your classroom may raise concerns.
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.
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.
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?
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 academicyear, 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 isthe 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.
