Speak up if you Have a Problem (Secret No. 11)

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Sutthiya Lertyongphati

I was walking down the corridor on a Friday afternoon, around 11 years ago. I guess I must have had a ‘free period’ (i.e. I wasn’t teaching that hour).

In of front me I saw a student walking aimlessly around the corridor. He should have been in class.

I approached him. “Aren’t you supposed to be in class….”

I was interrupted mid-sentence by a colleague who opened her classroom door and looked at me with a face of thunder. I felt like Criminal Number One.

She told the kid to come back into class. I didn’t realize she’d sent him out.

Well, I thought that was the end of it. I was wrong.

Later that afternoon I entered the Science prep room, which was effectively a hangout area for the science teachers. She was there, my colleague, and I remember clearly what she said: “Richard, I am well-capable of handling discipline and classroom management and I don’t need your help!”.

“He was walking around the corridor” I said, in my rather shocked and timid 23-year-old voice.

“He was walking around the corridor because I sent him out!”, she snapped.

She walked out of the prep room. I couldn’t believe it.

Later on, I decided to have a chat with my head of department, who was always a beacon of support and good advice. As I was about to talk with him my colleague walked in and saw me chatting with him. I asked her to stay, but she just walked right out in a most unsatisfied manner. She didn’t say anything,

“I think we need to move because this could get confrontational” my HoD said.

We moved to another classroom and I told my HoD what had happened.

“I wouldn’t worry about it, Richard. She has a really difficult class on a Friday afternoon and she was probably just stressed by it all. Let’s let her have the weekend to calm down. I’m sure it’ll all be forgotten about on Monday.”

That was very reassuring, and he was right. In fact, later that year she became a good friend of mine.

Always speak up

It’s really important that we speak up immediately when problems that we can’t solve arise. I recently had to ask for permission to extend some deadlines for my students, for example. I had to go through official channels. Had I have worried about the problem, and unofficially extended the deadline, then I may have had some awkward questions to answer later down the road. I would have lost trust.

Another thing worth mentioning is the issue of inter-gender dynamics in the workplace and at school. In the age of #MeToo and mildly masculine behaviour being deemed as ‘misogynist’ or a ‘micro-aggression’, it is important that men and women who meet or speak together at school do so in the most professional manner possible. It’s too easy for messages to be misconstrued and misunderstood in today’s climate. Even a simple compliment to a colleague about his/her appearance can be misunderstood.

Keep everything professional and academic, and document anything that makes you feel uncomfortable or uneasy. Speak up and tell a manager too – you’ll be in a much stronger position if you speak up early, than if you leave it too late. Send summaries of one-to-one discussions via e-mail and cc’ your line manager.

In the case of my story with my female colleague who was in a mood at me for speaking with her student – I absolutely had to speak up immediately and talk with my HoD. Had I have left it until later the following week she may have come to him with a totally inaccurate story and I would have been in a weaker position trying to defend myself. It’s also good to get reassurance from those more experienced than you, especially if you’re a compulsive worrier (like me).

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

desrypt define delineate

5 Ways to Empower Your Students (Secret No. 10)

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Sutthiya Lertyongphati

Here’s a quick video I made to supplement today’s blog post:

Every high school student you will encounter; no matter what their domestic situation is or how much peer pressure they are under, craves a sense of personal importance just like you and I do. It’s the reason why we wear posh designer labels; why we brag about our new car or house on social media and why we beautify images of ourselves using various apps on our smart phones. It’s also the reason why a lot of young people turn to drugs, join gangs and get involved in thug culture.

The trick with students is to make sure that they are receiving their validation (i.e. their sense of importance) from positive sources.

Block building

My experience has taught me that the best way that we can make our students feel empowered and important positively is by enacting the following steps:

1. Find out what the strengths, hobbies and interests of each of your students are: This can be daunting, as you’ve probably got a whole gaggle of students that you teach and it’s hard to remember everything about everyone. If you have to, then buy a special notebook and write down snippets of information that you pick up. Is Thomas exhibiting his artwork at a local gallery this weekend? Write it down. Does Cassandra love fashion design and magazines like Cosmopolitan? Write it down. Did Jason score a goal at lunchtime football? Write it down.

img_0549
“An AMAZING Book!”

2. Act on the information you have gathered: Use the information to engage your students in their lessons. If the output of a task or project is open to negotiation, then suggest a way for a particular student to produce that output in a way that is personal to them. Does Damon like boxing? Get him to create an animation or movie of a boxing match in which each boxer represents one side of the debate. They can say counter-phrases whilst they box, and the winner will represent the argument that Damon agrees with the most. When doing group work, assign roles to each student based on their strengths, and make it clear why you have chosen each student for each role.

I once had a student who was famous for being confrontational, and he was the figment of every teacher’s worst nightmare at that school. However, I noticed quickly that he was very good at art, so I made him the class ‘Art Director’, where his job was to check each student’s presentation. He loved the positive attention, and he became my most compliant and hard-working student. I also took a special interest in him by going along to the art room to look at his work, and I viewed his pieces in a local art gallery. This extra effort on my part really paid off, and other subject teachers were amazed at the change they saw in him.

Art class

3. Always turn a negative into a positive: Have you just taught a student who ‘played up’ or had a ‘tantrum’? Has one of your students just had a ‘bad day’? Make a special note of this, sit down with the student and offer your help and guidance. Focus on the positives of this situation, and what the student did well. Perhaps this time the student didn’t swear – now that’s a positive and a step in the right direction. Maybe your student was frustrated because they couldn’t quite make their work ‘perfect’ – brilliant, this shows a desire to do well and to try their best. Tell the student how pleased you are that they care about their work so much and offer more time to get it done if needs be. Maybe another student annoyed the kid who played up; offer a number of solutions to the student such as a seating plan and the chance to have a ‘time out’. Get your ‘problem students’ to reflect on solutions, and praise them for being reflective and proactive in wanting to move forwards, and not backwards.

4. Focus on the long-term goals of the student: Some students are completely unsure of what they want to do in life even when they reach 18 years of age: when they’re about to start out at university or find employment. Others take time to develop their goals as they mature through high school and still others are very sure what they want from life since their first day in Year 7/Grade 6. Whatever the situation may be, you must remind your students that there’s a bright and happy light at the end of the tunnel (and it’s not an oncoming train!). Talk regularly with your students about their goals, ambitions and strengths, and constantly make them feel like they can achieve those goals by being supportive and enthusiastic for them. When students can see that there is a real purpose to school life; that all of these ‘pointless lessons’ can actually make their dreams come true, they tend to work harder. However, you, as a teacher, need to constantly reinforce this and it can take some time and effort before positive progression is seen.

Stay strong, have faith and I guarantee that your efforts will pay massive dividends!

lab

5. Use rewards more than sanctions, and make them sincere: When a student accomplishes something, and is then rewarded for this accomplishment, this reinforces the positive behaviour/process that lead to the outcome. However, the extent to which this reinforcement is maximized depends upon the depth, relevance and sincerity of the feedback given to the student. We’re all very busy, and it can be really tempting to just sign that house point box in the student’s planner, or hand out that merit sticker, with little conversation afterwards. However, if we’re going to be effective behaviour managers, then we need to spend more time giving sincere and relevant feedback to our students that focuses on the effort/process that went into the work that was produced. Always sit down with your students, especially those who have a reputation for being disruptive, and talk with them about their accomplishments. Tell the student how happy you are, and give a good reason (e.g. “I was so pleased that you took the time to draw large, labeled diagrams in this work. You also asked lots of questions, and you tried your best to avoid distractions”).

This is actually quite simple when we think about it: all we’re trying to do is reinforce the behaviour that we want to see repeated again in the future.

img_0064

Conclusion

Making your students feel important, or valued, is probably the most important factor in ensuring that you have a positive relationship with them (and, hence, lessons in which behaviour is good). One of the most memorable examples of this takes me back to my first teaching post in Thailand, when I was teaching Personal, Social and Health Education (PSHE) to a group of Year 8 students. At that time, I was taking the students through the Expect Respect™ programme, and we were covering themes that centred around domestic abuse and neglect. At the end of my first lesson with this group, a very shy and withdrawn young girl spoke with me privately and said that she enjoyed the lesson because it made her reflect on what was happening in her home environment. She then revealed to me something which almost shocked me to a frail state of nervousness as a young teacher – she told me she was self-harming, and she showed me the scars on her arms.

The first thing I did at that moment was talk about the positives of this situation, and I praised her for having the courage to speak to someone. I asked her what she thought of the lesson, and she said that she could empathise with the people involved in the scenarios we had discussed. I said that this was a brilliant quality to have, and that she could use this in her career when she leaves school. She left with a very bright smile on her face, and I could tell that she felt empowered. I saw her domestic situation as a positive, because it gave her the experience she needed to help other people in similar situations.

After our conversation, I referred her to our school counselor who worked with her twice a week to talk about what she was going through and how to move forward. She told her counselor how she felt so refreshed by her conversation with me, and how she felt that she could be a counselor too!

As time went by, I constantly reinforced my belief and professional interest in this student. When we covered career clusters in later PSHE lessons, she was keen to talk about how she wanted to be a person who cared for, and helped, others. She talked boldly about her plans to make people happy, and she would allude to her life experiences as being valuable in making her a strong person. Prior to this transformation, this young lady was famous for crying in class, and would often not take part in group activities. My belief in her, along with the help provided by other staff members, transformed her into a self-confident, determined person.

I am not ashamed to say that I was rather tearful when she got accepted into university to study occupational therapy five years later. She is now a professional, mature and empowered young woman who has a dream and a mission to help the people she comes across in her day-to-day life. I must admit, I can’t take all, or even most, of the credit for this, as many individuals in the school worked with her to empower her to be bold enough to face life’s setbacks and move forward. However, I like to think that that first conversation she had with me all of those years ago was the spark that set the forest fire of ambition raging through the wilderness of her life.

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

desrypt define delineate

Opinion: Should University be Free?

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Sutthiya Lertyongphati

For a long time I’ve been of the opinion that any country that doesn’t offer university for free is basically doing only one thing – punishing people for trying to better themselves.

The UK seems to be an extreme example of how the state punishes those who work hard in life and do the ‘right’ things; and rewards those who drop-out of school and make bad choices in life.

Although this is a very simplistic analysis of the effects of the British welfare system, it’s also understandable why many people would feel this way.

Last week, a large-scale British government review of Higher Education was concluded and from that came a key recommendation: that university fees in the UK should be reduced to £7500 per year. They currently stand at around £9250 per year.

This recommendation doesn’t doesn’t go far enough, in my opinion.

Say, for instance, that you listen to your teachers in school, work hard and, despite all challenges that may come your way as a high-school student (domestic upheaval, working part time jobs, helping with the raising of siblings, etc.), you get good grades on your exams and go to uni (and get the recommended master’s degree, which employers now say is needed to get higher pay) – well, you’ll probably be saddled with debts in excess of £50,000, which you could be paying back well into your 60s.

Choose to drop-out of school and become unemployed, however, and here’s some benefits you can expect to receive:

Britain’s welfare system is so good that it even pays child benefit for almost anyone who raises a child in the UK. The current rate stands at £20.70 per week for an eldest or only child, and £13.70 per additional child.

All of this money, of course, comes from the taxpayer.

Whilst the intentions behind this system are that people who find themselves in difficult financial situations are helped out, some would argue that the system causes more problems than it solves.

Take Amber Rudd, the U.K. Work and Pensions Secretary, who admitted in February that it is the welfare state – created to prevent hunger and destitution – that is now actively causing it, with the shortcomings of the system responsible for increasing the number of Britons who are reliant on food banks to feed their families.

It’s the old ‘learned helplessness’ dogma in action, with devastating consequences. This pattern; of state welfare creating reliance and reinforcing the problem it’s intended to solve, has been noticed in other countries too. In a number of papers, including a large scale June 2008 American study in which the effects of “promoting employment and reducing dependenceon low-income children’s time-use was investigated, for instance, a positive correlation between parental employment and the achievement of low-income children was discovered.

Dependence vs rewards

But if dependence results in more misery for people, then why make students dependent on government grants for their university education?

That’s a good question, and for me I think it can be answered with the argument of rewards vs sanctions.

As teachers, we reward our students for good behaviour, effort and academic achievement, and we know from extensive research that rewards work better than sanctions when motivating students to achieve.

In other words, if you want a particular behavior to be repeated, then you reward that behaviour.

Whilst the British welfare system is designed to help those in need, it can be exploited rather easily. Take the hypothetical situation of a high school student who chooses to drop out of school and stay unemployed. That young person will probably be entitled to housing benefit, jobseeker’s and child benefit if his/her kids are involved too.

Stay in school and go to uni, however, and you’ll be rewarded with debt, and lots of it. You may even be paying off that debt well into later life.

I believe that if tax pounds were redirected from certain state benefits and funneled into higher education grants for struggling students (including living expenses), we would see a much greater motivation for children and young adults to work hard at school.

Conclusion

Any education system should reward those who put in the necessary time and effort to revise hard and pass their exams. I would argue that forcing students into astronomical amounts of debt is actually a form of punishment for making the ‘right’ choices in life.

Whilst there are ways around the system (my sister recently completed a degree with the Open University for example), one has to sacrifice considerable time to achieve the goal of getting a degree, debt free, in the UK. My sister was 26 when she graduated, for instance.

What are your thoughts? Please comment below.

Using Movement and Action to Enhance Learning (Secret Number 9)

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Sutthiya Lertyongphati and Tikumporn Boonchuaylue

The high school science teacher turns his students into ‘electrons’ and gets them to walk along a prescribed route in the classroom, reinforcing concepts associated with circuit diagrams and electricity. The primary school mathematics teacher gets her students to make funny shapes with their bodies that represent the numbers 0 – 9, creating a fun way to tackle mental arithmetic problems. The ICT teacher creates a variety of ‘human graphs’, getting students to line up in columns based on their chosen answers to assigned questions.

img_0549
“An AMAZING Book!”

What do all of these examples have in common?: The students are using movement to solve problems and, in doing so, are engaging multiple regions of the brain.

Every single day, our experience of the world around us is created by five main sensations or senses, namely:\

Touch: Experiencing the texture of different objects

Taste: Stimulation of various taste receptors on the tongue

Smell: Linked strongly with taste and involves stimulation of olfactory receptors in the nasal passage

Sight: Our perception of light energy through stimulation of cells in the retina

Hearing: The way in which we receive and process longitudinal vibrational energy

The above five senses allow us to perceive the world around us so that we can make decisions effectively. However, what a lot of people forget is that all of the above five senses become obsolete, and can be switched off, if one vital organ is missing: the brain.

5-01

A point I often make with my biology students is that we see, hear, taste, smell and touch with our brains! We don’t see with our eyes, we don’t hear with our ears and we certainly don’t feel touch because of our skin alone. All of these sense receptors just mentioned are tasked with one job only: to send information to the brain to be processed. Once the brain processes the necessary information, we then feel the intended sensation.

Evolution has ensured that our brains are hard-wired to remember information generated by all five senses. It is essential that we can do this, otherwise we would not be able to survive.

img_0448-1

Immanuel Kant, author of Critique of Pure Reason, puts this very eloquently:

All our knowledge begins with the senses, proceeds then to the understanding, and ends with reason. There is nothing higher than reason

When students have a good rapport with their teachers and are genuinely interested in the subject being taught, they acquire the self-confidence and motivation to pursue their learning with hard-work and enthusiasm. ‘Interest’ is a funny human condition because we often make the mistake of thinking that it’s just something that each person has an affinity for, based upon their life experiences or even the way they were born. However, the real truth is that the effective teacher behaviours outlined in this blog and my book can literally change students’ lives as they go from ‘liking’ a subject, to wanting to be the best student in the class!

But what is Spatial Learning?

There are many definitions and interpretations of spatial learning on the web and in various books. Some of this pedagogical mumbo-jumbo can be really confusing, but I believe I’ve nailed it down to one sentence:

 

Spatial Learning is when students use bodily movements to express themselves, solve problems and model situations. 

 

Spatial Learning has both general and specific applications. I’ll now go through some great examples that illustrate the power of this excellent teaching tool. 

Here’s a quick video I made about Spatial Learning:

A human graph and true or false?

Do you want to know the opinions of your students on a subject matter? Maybe you’re taking a survey (e.g. which day is the best for canteen food). Maybe you have a list of multiple choice questions and you want a fun way to get the kids through them.

A human graph might be the right tool for you!

What if you just want to quickly check your students’ conceptual understandings (e.g. as a plenary)? You could ask some true/false questions and get the kids to raise their hands, or you could use a way cooler (and more fun) method! 

Choose one wall to be the ‘True’ wall and one to be the ‘False’ wall.  Once you’ve asked the question, get the kids to walk to the correct wall. It’s that simple! Just make sure that the kids walk back to the middle of the classroom before each question. 

This great illustration from Pop shows you the steps to take for each of these activities:

Body numbers

Do your kids need to express numerical answers sometimes? Maybe they need to work out a percentage or a fraction, or translate numbers from one language into another. Maybe they need to express something in Binary Code. Well it’s time to put pen and paper down and get your kids moving!

Turn your students into ‘human numbers’ by following Pop’s beautifully illustrated instructions:

For double and triple-digit numbers you can put students into groups for added fun!

Modelling

The vast majority of the Spatial Learning I do involves modelling a situation, concept or solution. Like the example I gave earlier about the electrons travelling around the circuit, the students actually become the things that you’re teaching about. 

I find that almost everything I teach can be modelled spatially in one form or another. 

I’ll provide some examples to show just how easy it is, with just a little creativity, to turn any monotonous textbook paragraph into a living, breathing, exciting and stimulating task. 

Modelling example one: Diffusion

Textbook definition: Diffusion is the passive movement of liquid or gas particles from a region of high particle concentration to a region of low particle concentration. The speed of diffusion of any given particle is dependent on its molecular mass. This means that a particle of ammonia, for example, will diffuse faster than a particle of hydrogen chloride as ammonia is the lighter of the two particles. 

Modelling activity: As you can see, the textbook definition is rather hard to swallow. So, to jazz things up a little, you can turn the students into ammonia and hydrogen chloride particles and tell them to diffuse! In this activity, the students simply walk across the classroom at different speeds, depending on which molecule they are. Quick, easy to do and a nice break from writing, reading and listening to a lecture. More importantly: it’s really useful as a tool to help kids understand this concept.

See this illustration I drew below (my art work is dire compared to Pop’s, so I hope it’s understandable!):

Modelling example two: A Typical Home Network

In an attempt to show you just how pliable spatial learning is, I’ve designed a task for a subject area I don’t specialise in: ICT

Concept: A typical home network may be wired, wireless or a combination of both. Hardware components process and convey the data message from from part of the network to another.

Spatial learning task: For this task you need moving and stationary students. The stationary students stand at predetermined positions in the classroom (you can put signs on desks or on walls to help). These students represent the hardware. The rest of the students are the ‘data message’, and they move from one component to another. I hope the illustration below helps you to see just how easy this is to implement and how much fun it can be. Students should shout out the name of the hardware component they reach at each stage as they walk around the room. 

Can you think think of ways to use modelling in your subject area?

Further reading

My debut book is filled with great spatial learning and active engagement tips. After the enormous success of that book I’ve decided to work on a new book that will be released mid-2018 which goes into even greater depth and breadth about the range of classroom management tactics available to teachers. Also, if you’re looking for a great book to build up spatial learning skills in small children, then I strongly recommend Julie Dillemuth’s Lucy in the City:

Also, a great manual for designing great spatial-learning activities is Dr. Thomas Armstrong’s Multiple Intelligences in the Classroom (highly recommended):

 

 

 

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

desrypt define delineate

10 Learning Games to Play With Your Students (Secret Number 8)

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Sutthiya Lertyongphati

One of the fundamental tenets of teaching that I learned years ago was this: kids get bored very easily.

The modern teacher needs to be an excellent entertainer and educator; and that involves bringing variety into each and every lesson.

Over the years I’ve built up a ‘knowledge bank’ of learning games which require little-to-no preparation and which can be applied to any subject area. These games bring variety and ‘fun’ into our lessons, and are definitely very-highly recommended.

img_0413
“An AMAZING book!”

So bring your wallets and purses of learning because I’m about to share this knowledge bank with you.

Game #1: Splat

This quick game is so easy: all you need is a whiteboard, whiteboard markers and class of kids. It’s a great game for consolidating key vocabulary, and is perfect for E.A.L. learners.

Game #2: Mystery Word

Another easy game. This time, students randomly pick out written words from a hat (or cup, beaker, container, etc.), and then they have to explain their word to the class (without saying the word). The students who are listening have to guess what the word is.

Game #3: The Poster Game

Possibly the most fun and competitive game I’ve ever invented for teaching new content. You’ll need space for the kids to walk/run, and the game does take some prep. However, once you (and your students) become used to playing this game you’ll find that it’s a doddle to set up in no time at all.

Game #4: Who am I?

A very simple game. All you need are post-it notes and a class full of energized students! Great fun. Perfect for reinforcing key vocabulary and concepts.

Game #5: Bingo

Got some equation symbols or mathematical problems to teach your kids? Perhaps the symbols of the periodic table is more your thing? Whatever it is, this simple game can be adapted to suit any subject.

Game #6: Vocabulary Musical Chairs

You’ll need a good rapport with you kids to use this one, as it needs to be controlled really well by the teacher (e.g. to avoid kids bumping into each other). However, it is simple, fun and worth the effort!

Game #7: Mystery Picture

This one takes some imagination on the part of the teacher, and some training of the kids beforehand. However, it’s really, really good for encouraging higher order thinking skills.

Games 8 and 9: ‘The Human Graph’ and ‘True or False Walls’

A ‘human graph’ is very simple to set up. Just ask the kids a series of questions and ask them to line up at the position that represents the answer. Hey presto – you’ve formed a human graph! It’s probably best to ask between 5 and 10 questions (forming 5-10 human graphs) in a real plenary and you might want to print and display the answers at different positions in the room. Its a lot of fun!

True or False Walls is another easy activity to implement. Choose one wall to be the ‘true’ wall and one to be the ‘false’ wall. Ask the students a series of true or false questions and get them to walk to the corresponding wall. This works much better than simply getting kids to raise their hands as they’ll be moving around the room. I’ve done this countless times with my students and they never seem to get bored of it. Can be used as a nice break in the middle of a lesson too. 

Game #10: Memory Mind Bender

I first learnt this game at 15 years old when I was an army cadet. My platoon commander was trying to get us to learn the working parts of an L98A1 Cadet GP rifle (Wow – it must have worked if I can remember that 20 years later!). 

Get your kids to sit or stand in a circle. One student starts with a phrase about the topic. The next student then repeats that phrase and one of their own. The chain continues and continues until all of the concepts have been verbalised in sequence. Don’t be afraid to start the chain again if a student forgets a phrase! See below. 

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

desrypt define delineate

Secret Number 7: The ‘Three As’

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Tikumporn Boonchuaylue

Related article: 7 Starter Activities for PGCE Students and Newly Qualified Teachers 

Here’s a video I made about the ‘Three As’, which should act as a nice supplement to this blog post:

Firstly, please accept my apologies for missing my scheduled blog post last Sunday. Last weekend was a little crazy, and this past week was busy as I was perfecting, editing and preparing end-of-year exam papers for my Chemistry students. I also wanted to write a genuine blog post (which requires time), rather than just copy and paste something and make do with that.

img_0549
“An AMAZING book!”

Hopefully the seven-day delay (I know, I feel bad about it too!) is compensated with a better reading experience for you.

3-01

Enough groveling. Time for the nitty-gritty.

Objectives

That’s a word that most teachers and students have heard. The idea of making our kids aware of the ‘mission’, ‘aim’ or ‘purpose’ of the lesson, right at the start of the lesson, was drilled into me hard during my PGCE placements back in 2005 and 2006.

‘The kids must know where they are going, in order to realise how to get there’, seemed to be the central dogma of the time.

So, I followed the parade of keen twenty-somethings who were eagerly trying to inspire their new students. I wrote my objectives on the whiteboard every single lesson, or I projected them onto a screen. This ticked my appraisal boxes brilliantly, and gave my observers something positive to write about.

The strange thing was, however, that this ritual seemed to help me more than it helped the kids. It helped me to know what I must cover that lesson, but when I forgot to write those objectives I didn’t notice any detrimental effect on my pupil-enagagement. In fact, my lessons were often better when I didn’t follow the ritual of writing those objectives – I was more relaxed, and I think my kids were more relaxed too.

5-01

I learnt later that my personality, and effort/attention during the lesson itself and in the planning process, were the key determining factors in how successful my lessons were. When I realised this, I boldly allowed myself to be more creative with my starter activities, and therefore more fun in my approach to each lesson.

The ‘Three As’

A turning point in my personal teaching philosophy came when I devised the ‘Three As’ and delineated them in my bestselling debut book: The Quick Guide to Classroom Management.

It seemed to make sense to people.

The ‘Three As’ stand for Assign, Analyse and Ask. It’s a simple three-step process for starting each lesson, and allows for the teacher to be as creative as he or she wishes when articulating lesson objectives:

  • Assign a starter activity, that links to the topic somehow. This can be as simple as a video playing on the screen as the kids walk in, a worksheet or even a learning game.
  • Analyse the starter activity: This may involve peer-assessing the task, having a class discussion, quick-fire questions or a ‘True or False’ activity
  • Ask the students: What do you think we are learning about today? This may generate some discussion, but if the ‘Assign’ and ‘Analyse’ parts have been designed properly, then it should be obvious.

6-01

This three-step method ensures that the students discover the lesson objectives by themselves, hopefully in a fun and interesting way, which makes those objectives far more memorable than if they were simply written on the whiteboard for the kids to copy down.

Let’s look at a real example of the ‘ Three As’ in action.

Year 9 Volcanoes Lesson (Science, the Rock Cycle)

Assign: National Geographic video on volcanoes (with subtitles enabled for extra clarity) plays for five minutes as the students enter the room and settle down

Analyse: I choose one wall to be the ‘True’ wall, one wall to be the ‘False’ wall. I ask true or false questions about the video and the kids move to the corresponding wall (see the bottom half of the picture below):

Ask: “So, everybody, what do you think we’re learning about today?”

“Volacanoes” chirps one kid

“Kind of, but what comes out of volcanoes?”

“Lava” say a few kids

“Yes, and lava cools to form…?”

“Igneous rock” say another group of kids

“Yes, correct, we’re learning about igneous rocks. Give yourself a clap for figuring that out!”

[Class applauds]

Conclusion

  • Lesson objectives are more memorable when the kids have discovered them, rather than when they’ve been told them
  • Use the ‘Three As’ to make your kids aware of the lesson objectives in a fun and interesting way

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

desrypt define delineate

Secret Number 6: Start Lessons Promptly

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Tikumporn Boonchuaylue

Related article: 7 Starter Activities for PGCE Students and Newly Qualified Teachers 

As a 17-year-old ‘A’ – Level student I was a typical lovesick teenager. I was easily distracted, and if I got the chance to slack-off, then I was sure to take it! I look back at those days and, to my embarrassment, I sometimes have to cringe! However, one question does come to mind quite often – which lessons were the most productive for me at a time when my human nature (and my attitude) led me to be quite a disillusioned and lazy teenager?

The answer: it was always, without exception, those lessons that began promptly and had a definite focus.

As teachers we’re always very, very busy. There’s so much to do in such a small amount of time, and it can be tempting for us to take a rest whilst we’re working. Whilst a relaxed environment is generally conducive to the learning process, there is a danger that we can cross the line and create an atmosphere that’s too relaxed: one that encourages our students to be unproductive. To illustrate this I can use an example from my personal journey.

Perhaps you have had a similar experience?

As a pre-university student all those years ago, I remember some of my chemistry and biology lessons particularly well, but for all the wrong reasons. These lessons would typically begin with the teacher having a nice, casual chat with all of the students in order to create a ‘relaxed feel’. Sometimes we would even begin by making a cup of tea for each other, and this made myself and my peers feel ‘adult’ and ‘special’: reinforcing the fact that we were the big kids in the school and that we had a certain status.

img_0413
“An AMAZING Book!”

This ritual would sometimes last for 15-20 minutes before any real learning took place, with one of my teachers in particular discussing anything that came to mind: whether it was a story from her past or an incident with another pupil. After this long ‘introduction’, in which approximately a quarter of the lesson had been eaten up, we would begin the lesson properly.

But were we motivated at this stage?

How had this casual entry into the lesson content affected our ability to learn thereafter?

The answer is that for many of us it had generated a lazy frame of mind, and it was difficult to come out of a relaxed state and go straight into a learning activity (which was often rushed, because of the time wasted at the start of the lesson).

Charles J. Givens, author and once a multi-million dollar business owner, summarizes this problem very eloquently:

Success requires first expending ten units of effort to produce one unit of results. Your momentum will then produce ten units of results with each unit of effort.

Charles J. Givens (Author of Wealth Without Risk and Financial Self Defense)

 

img_0532

From this we’re able to understand that for students to achieve results, they need to gain momentum within the lesson.

However, momentum can only be achieved if the teacher initiates it with an appropriate starter activity that requires at least some effort.

The Poorvu Center for Teaching and Learning at Yale University describe the start and end of the lesson as being “important moments” of instruction. They describe the signifiance of these critical times of the lesson in rather bold terms:

The events that occur during these windows can influence the engagement of students in their learning as well as their ability to synthesize major concepts.

So, as soon as the lesson starts (or better: as soon as the kids walk through the classroom door), give your students something to do!

This can be:

  • A quick quiz or worksheet (requiring around five minutes to complete)
  • A question written on the board that the students have to answer
  • A quick vocabulary game (more on games here)
  • An ICT based task (e.g. using iPads to find out how Oliver Cromwell died, completing an online quiz about dinosaurs or writing a short blog post)
  • A role-play or conversation starter with students working in small groups (particularly good for language classes)
  • A practical construction activity (e.g. ‘Use the coins to make fifty-five pence’, or ‘Use the molecular modeling kits to make a molecule of glucose’)
  • Cut and stick activities (e.g. matching words to descriptions, adding labels to diagrams, making pictures out of shapes, etc.)
  • Surprise scenarios (e.g. turning your classroom into a ‘crime scene’, and getting your students to take samples and follow clues)
  • A QR code treasure hunt (these are particularly good fun, and are also a great way to build ICT into your lessons).
  • A Kahoot! quiz

I’m sure that you’ll probably have other ideas to add to this list too, and that’s fantastic! If not, then don’t worry; formulating quick and productive starter activities is a learning process but the good news is that the more you do it, the more ideas you’ll have!

Remember: after the starter activity has finished, always review what was done. Get the students to mark each other’s quizzes, or comment on each other’s blog posts, or whatever assessment method you feel is appropriate for the activity.

Once that’s been done, you can move on to the next crucial step in the teaching and learning process: defining the learning outcomes (to be covered next week).

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

desrypt define delineate

News: Warwick University Fudges Exam Timetable

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Pop Sutthiya Lertyongphati

Examinations are stressful for students at all levels of Further and Higher Education: whether it’s GCSEs, end of unit tests, IB Diploma exams, university assessments or any test that carries a significant weighting.

And that’s when the exams are scheduled properly.

Imagine how much more stressful it would be if you found out that you may have to take some of your exams six weeks earlier than you were originally told.

Surprisingly, this is exactly what has happened recently at Warwick University: one of the UK’s most prestigious institutions.

studying with com

According to the BBC report published yesterday, the university said that the provisional timetable had to be scrapped due to “significant” difficulties and students had been told to disregard it.

In some cases exams have been scheduled 42 days earlier than planned.

After scanning Warwick’s press releases page I could not find any official explanation or update from them. The new exam timetable was apparently shared on 17th April, but press releases on that day discuss regional investment and an explosion on a star.

Too much homework

Nothing about the new timetable.

I contacted Warwick for an official explanation and received this reply:

Due to significant, critical and unforeseen difficulties, the earlier provisional timetable was taken down and students informed it was inaccurate and to await updated accurate information.

The examinations team responded to feedback from academic departments and published the final timetable a week earlier than was originally planned.

Boards of Examiners and the Notification of Mitigating Circumstances process will operate as it has in previous years and the details can be found here:
https://warwick.ac.uk/services/academicoffice/examinations/students/mitigatingcircumstances

The ‘tip of the iceberg’

When delving deeper into this story I discovered that the provisional exam timetable, apparently released by Warwick almost two weeks later than expected, was also riddled with issues.

According to this article written by Steph Campbell at The Boar (Warwick University’s Student Newspaper), the provisional timetable showed some final year students’ exams being timetabled in June and early July, when the students were expected to be finished by the end of May.

A game of exam ‘ping pong’?

It seems that students were originally told that they would have exams in June and July, only to be told on April 17th that these exams were being moved to May.

Ping-ponging students like this is not a good idea, especially when so much is at stake (i.e. their entire futures).

work overload
A MOUNTAIN OF REVISION TO DO IN SUCH LITTLE TIME: WARWICK STUDENTS TODAY?

My thoughts on this

Whilst Warwick doesn’t offer a course in Rocket Science (although their degree in Physics with Astrophysics comes close), they really didn’t need to assign this basic task to a rocket scientist.

If schools, colleges and exam boards can arrange exam timetables properly, then why not a top university?

It’s really simple:

Step 1: Find out which rooms are free and when

Step 2: Find out how many students can be comfortably accommodated into each room at once

Step 3: Find out the duration of each exam

Step 4: Match rooms and times with exams

Step 5: Tell your students

Step 6: Assign and hire invigilators

Warwick University may wish to take note of this process for future reference. It’s a tried-and-tested method that has been used successfully by schools and colleges for decades.

I contacted The Boar for an official comment but have so far not received a response.

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

desrypt define delineate

Secret Number 5: Run an ECA (Why, What and How)

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Tikumporn Boonchuaylue

My teenage years were brilliant, and one of the reasons for this is that I was involved in so many active clubs and hobbies. I was an army cadet, I did karate and I even tried hockey and acting for a short while.

Me as an Army Cadet, aged 14

The Extra-Curricular Activities I did as a kid shaped my character more than my lessons in school. I can say that with conviction.

In my ECAs I made new and lasting friendships and learnt cool skills (such as how to start a fire with potassium permanganate, and how to disarm an attacker with a pistol).

I still do karate to this day – it gave me self-discipline and the understanding that life can be painful; but instead of crying in a corner like a little wimp I need to man-up and fight back, and persevere through every storm that comes my way.

Yes: karate, and the Army Cadets, really taught me that.

Now, as a teacher, I warmly reflect on my childhood experiences and the enrichment that was brought to me through these extra dimensions in my life. I try, as best as I can, to offer modern and meaningful ECAs to my students in my current practice.

An AMAZING Book!

Why offer an ECA?

There are numerous benefits which compensate for the extra time it takes to run an ECA:

  • You get to build closer and more meaningful professional relationships with your students, and other students you might not teach
  • You become ‘that cool teacher‘ who goes the extra mile to run good clubs with the kids
  • You learn a few surprising things about the kids in your club – such as skills and abilities they have which you didn’t know about before
  • You will develop new skills along the way (e.g. I currently teach FinTech in one of my ECAs, which is a new area of knowledge that I’m learning about too)
  • You may change lives, literally. One of my former students 10 years ago attended a German language ECA that I ran. She’d never learnt German before, and absolutely loved the club. I later found out that she did a degree in German at university and now works as a translator here in Thailand.

What kind of ECAs can we offer?

Anything that’s:

  • Fun
  • Modern
  • Useful
  • Active

Good ECA types include:

  • Anything involving a sport (e.g. football, hockey, tennis, etc.)
  • Gaming (e.g. retro computer gaming, chess, battleships, etc.)
  • Languages that aren’t offered in the normal curriculum
  • Anything practical and hands-on (e.g. robotics, cookery, Science experiments, etc.)
  • Exam and study support

I tend to go with things I’m interested in that will also be fun and useful for my students.

How can we offer ECAs if our skills are limited?

We don’t have to be experts in the things we want to offer as ECAs. In fact, some of the best clubs I’ve run have been dynamic classes in which I learnt new things with the kids.

Running an ECA can even be a good way for us to skill-up as teachers.

Take a club I’m running at the moment, for example: Platform Building and Money Management. Now, I don’t know an awful lot about these subjects, but I’m learning FinTech with the University of Hong Kong and I’m reading books to learn about digital marketing and personal finance. The good news is this – each week, when I learn something new in my studies, I can then pass this on to my students in the ECA.

It’s a great way to help me with my self-discipline in my learning, and it keeps my ECA modern and relevant. The kids love it!

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

desrypt define delineate

News: Students Must Learn to Outwit Robots

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management).

Illustrated by Sutthiya Lertyongphati

cropped-Wordpress-Header.jpg

Robots are taking over. Teachers everywhere need to skill-up, and fast.

This assertion, which I’ve been making for years, was further compounded by a news article I read from the Asia Pacific Entrepreneur on Tuesday.

The article, aptly entitled ‘Robots Are Stealing our Jobs, cites a report by the world-famous McKinsey Global Institute (and when they speak, businesses listen). Their estimation is that robots will replace 73 million jobs by 2030. (Secondary sources used, as McKinsey report link appears to be broken at the time of writing).

That’s only ten years away, by the way.

This got me reflecting on a recent experience I had.

Singapore, April 2019

I had the opportunity to spend a few days of the sweltering Songkran vacation in the beautiful island city of Singapore last week. It was a nice break from things, and a chance to see the wider-world a bit.

As soon as one lands at Singapore’s Changi Airport, one feels as though they are in a king’s palace – carpeted floors, an amazing array of shops and restaurants and one more thing: automation.

Checking in at Changi is easy – your thumbprints are scanned and you’re waved along. And there’s extra convenience when you leave Singapore – no need for any stamps in your passport anymore. You simply use your entry thumbprints to check out again when you leave.

I thought that was cool.

Then, as I was going down a random escalator at Changi I saw a robot cleaning the floors. No, not one of those small circular robo vacuums that some people might have at home – a big, industrial floor sweeper that was fully automated.

People stopped to take photos.

It was a weird feeling to be honest. Part of me thought this was so high-tech and unique. Another part of me thought: ‘someone has lost their job to that robot’

The hotel

I checked in at Studio M hotel in Singapore’s upscale Robertson Quay area.

Located next to a calm river and a cool spectrum of eateries and cafe’s (including the Book cafe – an author’s favorite, located just opposite), Studio M strikes you as a modern ‘hipster-style’ hideout.

I certainly got the hipster feeling in full dosage that night when I asked for some extra tissue paper. I dialed ‘0’ and asked for a resupply from the receptionist.

Two minutes later I opened the door to bleeps, flashy lights and a disco of childhood surprise – a cute robot was waiting with my order.

I and Nicki were in hysterics, and we took a video and photos (as you’ll see below). However, we took too long to video the robot and it ran away! We had to phone it to come back.

Colleges teaching students to outwit robots

Singapore validated my long-held suspicions that began when I started using MyiMaths – that technology will soon replace humans in almost every area of employment and business (including teaching).

Robots are efficient and cool, and they don’t require a salary. Call me pessimistic and a party-pooper, but I see that as being quite appealing to the typical business owner.

For teachers, we are already seeing the impact of technology on our roles. Computers are teaching our students at an ever-increasing frequency, and we are being increasingly relegated to the role of ‘facilitator’.

Imagine a panopticon-style school with super-surveillance, and a full suite of computer labs and robots to teach both practical and theoretical subjects. How many human ‘facilitators’ would that school need then?

Oh, but parents would never accept that, right?

Wrong – by 2030 most parents of school-age children will be

That’s why I am urgently warning all teachers, everywhere, to skill-up in any ICT-based field, and fast. I chose FinTech, because it interests me. You may wish to choose another field.

The rising state of anxiety about this issue has become so intense that some colleges are even considering ways in which they can teach students to ‘out-compete’ robots.

The Hechniger article cites Aoun as recommending all students to skill-up so that they can ‘outwit’ robots by:

  • Becoming exceptional public speakers
  • Optimizing non-robotic skills such as creativity, empathy and a sense of ethics
  • Understanding technology and data

He also argues that the era of getting a degree and being set-up for life is over. Universities now need to provide short courses that skill students up throughout their lives (hence my current enrollment in the Professional Certificate in FinTech course with HKU)

Conclusion

MyiMaths, Singapore, the Open University and HKU taught me something important – that automation is becoming cheaper and better as each year goes by. 

Teachers would be wise to keep this in mind, and take action now. 

Further viewing

An early video I made back in 2017 about this very issue:

714symbol

richard-rogers-online

We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on Twitter for daily updates.

Latest hybrid