Featured

10 Techniques Every Teacher Needs to Know

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

Illustrated by Pop Sutthiya Lertyongphati 

I’m a big fan of books and articles that condense years and years of hard-earned experience into a few, clear, tidbits of advice that anyone can benefit from.

The aim of this week’s blog post is to do just that.

To set the context for today’s article I’ll tell you a little about me: I completed my PGCE in 2006, taught secondary science in the UK for two years before moving to Thailand to teach science and mathematics at international schools (along with a little German here and there). I’m now in my 16th year of teaching. In 2015 I published my bestselling book, The Quick Guide to Classroom Management, which has inspired thousands of teachers all over the world to make subtle little changes to their approach to teaching, with massive results being reported from educators in a variety of sectors and subject areas. 

I’ve found that there are many simple techniques that I need to adopt on a daily basis to be exceptional at my job. I’m not talking about that seminar you went to where you had to spend hours planning the so-called ‘perfect lesson’. I’m talking about real stuff: things we can actually do that make a difference, and don’t eat into our free time.

So strap on your seatbelt – this aint grad school!

#1 – Play learning games

You don’t need special resources and you don’t need tons of time – learning games can be applied to any subject, at anytime. 

My two favorites are ‘splat’ and ‘corners’, detailed below:

Splat

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

Splat

Here’s a short video showing a quick clip of me playing ‘Splat’ with my students (I will include some more lengthy clips soon, but this is a good start):

Corners

Get the kids to stand all around the room. Ask a question. The first to raise their hand can answer. If the student gets it correct then he or she can choose another student to sit down. The game ends when one person is left standing. ‘Sitters’ can also play, but they cannot stand up again. 

Corners

You can find some more learning games at my articles here and here

#2: Keep a personal journal

This is so powerful, but it’s almost never encouraged in the teaching profession.

Get a special notebook, and use it to record:

  • Things you did well
  • Great lessons you planned and implemented
  • Teaching mistakes you made

We often repeat the mantra ‘learn from your mistakes’, but we rarely consider that mistakes are easily forgotten. We can only learn from mistakes if we remember them. I like to write them down, and then read over my journal every Sunday. It keeps me reinforcing the positive stuff I did, and ensures that I don’t make the same teaching mistake twice. 

The Power of Praise
Available to order now. Only $3.99.  

I’ve made a quick video about this here:

#3 Use Learning Journals with your students

  • Powerful and effective
  • Encourages consolidation of knowledge and good revision
  • The kids hand it in on the same day each week, so it generally prevents students from forgetting their homework
  • The teacher can easily plan his or her marking and admin around this regular feedback routine
  • Perfect for exam revision, but can be used with any age-group (as long as they can read and write)
  • It’s cumulative, and acts as a great learning record for the kids

Sounds brilliant, doesn’t it?

2 MARCH

So how do we set-up and use learning journals?

  1. Tell the kids to buy a special notebook for themselves. If this won’t work, then give each student a school notebook.
  2. Choose a particular day each week for the students to hand in their Learning Journals
  3. Explain that the journals are for students to record revision notes, answers to questions and reflections on learning. They can use any style they want (see Pop’s Learning Journal above – it’s beautiful!). 
  4. Put a name list on the noticeboard. Students hand in their learning journals on the allotted day and sign next to their name.

Learning Journal System

5. Write one AND ONLY ONE post-it note of feedback for each-week’s work in each journal. This keeps our marking time down and keeps our feedback direct. See the example below:

IMG_5384

This ‘marking’ doesn’t have to happen in our free-time either – read my advice about ‘live-marking’ next. You can also read more about Learning Journals in my article here.

#4 – ‘Live’ Marking

I have personally wasted so much of my free time both at school and at home marking student work. Many late nights; many lost weekends. All for nothing.

Well, not completely for nothing – at least now I’ve seen sense and can pass on my experiences to you so that you don’t go through the same pain.

work overload

You see, I now know that feedback only works if it is relevant, specific and somewhat emotional. How do we achieve this? – we must mark student work with the students. They have to be involved too.

As soon as I started doing these things, my impact skyrocketed:

  1. Simply walk around the classroom with a colored pen in hand. Tick, flick and mark student work as you walk around. 
  2. For larger pieces of work, set the kids on a task and call the students to your desk one at a time. Sit with the student and discuss the work, adding written comments in front of the student along the way. Use praise effectively and remember – praise only works if it is sincere, specific and collective (tell your colleagues and get them to praise the student too). 
  3. Use peer-assessment and self-assessment, but don’t do this for everything. Students still need to receive acknowledgement from their teacher.

I’ve written a useful article about peer and self-assessment techniques here. Some general advice on giving feedback can be found here.

Here’s a video I made about the Four Rules of Praise:

#5 – Quick starters, quick plenaries

Do something to get the kids excited and ready for learning at the start of the lesson.

Do something active and focused to review learning at the end of the lesson. 

Consider the following:

  • Put something in the students’ hands as soon as they walk into your classroom – a worksheet, a task, a sticker to put in their books. Anything useful to get their focus right as soon as the lesson starts.
  • Use the learning games I’ve already mentioned (see above)
  • Have a task or activity displayed on the whiteboard for the kids to complete
  • Use the Learning Journals (see above) – these don’t just have to be recurring homework records – they can be used as recurring plenaries too. Get the students to write five bullet points of information about what they’ve learned in their learning journal at the end of every Wednesday class, for example. 

Q & A

#6 – Gather professional intelligence

A professional intelligence journal can send you from excellent to ‘superhero’ status, very quickly.

But guess how many teachers have even heard of ‘Professional Intelligence’? – Almost none. 

It works like this: Get a notebook or use a computer. Assign each page to one student (so if you have 200 students, then that’s 200 pages). Write non-confidential information on each page as the year progresses:

  • Birthdays (so that you can say ‘happy birthday’ on a kids birthday – a massive rapport-building strategy)
  • Hobbies and interests
  • Achievements
  • Goals, aspirations and dreams (e.g. which university the student wants to go to)

woman-reading

Use your professional intelligence to:

  • Strike up conversations with your students during lessons when activities are happening or even at impromptu times such as when you’re on duty or walking around school. This will show that you’re interested in their well-being and that you remember what they’ve said. Kids and young adults love being listened to and, deep-down, they all want to be recognised and admired for their skills and abilities. 
  • Inform your lesson planning by dividing the class into skills groups for activities, or even link the hobbies and interests of your kids to the content. 
  • Speak with students when they ‘slip-up’ or fall behind. I remember once having a one-to-one conversation with a 17-year-old boy who wanted to be a restaurant manager one day. His attitude and focus had been slipping in class, so I had a one-to-one chat with him. I reminded him of the dream and goal he once told me – that he wanted to be a restaurant manager. The effect was profound and deep, and he quickly put himself back on track. 

#7 – Use the legendary power of ‘Subtle Reinforcement’

Do you know what ‘Subtle Reinforcement’ is? If you do then give yourself a clap: you’re in an infinitesimally small minority.

Subtle Reinforcement is the technique of building up your students’ power to change anything in their lives through a stoic belief in themselves, and identification with the experiences that have built-up their character over time. 

There are 5 parts to Subtle Reinforcement:

  1. Remind students of who they areremember, and remind students of moments in life when they overcame setbacks because of character traits they possess: determination, resilience, tenacity, drive, empathy, etc.
  2. Remind students of their skills and achievementsthis is where Professional Intelligence can come in. Remind your students periodically of achievements they made months or even years ago. If you haven’t known them that long, then find out by speaking with your colleagues! Ask your students to describe their past achievements. Be interested – sometimes a short conversation can be life changing.
  3. Take the time to discuss progress – Live Marking can feed into this, but it doesn’t stop there. Be sure to have one-to-one discussions with your students regularly to discuss classwork, homework and just general well-being. When kids know that their teachers care, they start to care more about themselves and their work.
  4. Be the person you want your students to be: Be a role-model. Period. That means upholding decency and morality, and being professional at all times. Kids pick up subliminal cues all the time.
  5. Be therewe don’t have to give up hours and hours after school each night. However, if a kid excitedly hands you their homework on the corridor five days early and really wants you to look at it, then don’t dismiss that. Spend a lunchtime or two helping out kids who are struggling – it makes a huge difference.

I’ve made a video about ‘Subtle Reinforcement’ here:

This article that I wrote goes into more detail. 

#8 – Get automated

Use ICT to enhance learning positively, not negatively (yes, that’s possible).

Screen time is destroying children’s health: that’s a fact (see my article on the subject matter here). However, it’s not necessarily the length of time that’s causing the damage, it’s childrens’ compulsion to use a variety of addictive programs such as social media and online games that seems to be causing the problems (see this University of Michigan research here). 

When we use technology to train kids that computers can help you to learn (not just to post selfies and wefies) we do them a great service.

studying with com

Consider setting up Kahoot quizzes in class, doing a QR treasure hunt and even using subject-specific programs such as MyMaths and Educake. Programs like this will often teach and assess the students, taking lots of time and effort out of the teacher’s hands. 

#9 – Differentiation

This used to be a ‘buzzword’ in education. It’s still pretty important.

And, by the way: for those who now think that learning styles don’t exist – they still do. My 12 years of teaching experience have taught me that some kids like to build models to help them learn and others like watching YouTube videos and making notes.

Differentiation is when every student in a group has the same learning objectives, but a variety of methods are used by the teacher to get those kids to where they need to be.

My two favorite differentiation techniques are Learning Style Tables and Delegated Responsibility:

Learning Style Tables: This is such a great activity for engaging a wide variety of learners. The idea is that you produce the same information or lesson instructions via pictures, audio, in writing or in clues that need to be solved or through some some other style, such as tablet PCs linked to online simulations. Students can go to the table that best suits their learning style or you can direct them to one. This takes some preparation but it’s well worth it.

Delegated Responsibility: Allocate different tasks to different groups within a class, based upon ability levels. For example, when analyzing a poem a weaker group might be asked to ‘describe the meaning’, whilst a higher ability group might be asked to ‘suggest the ways in which form and structure emphasize the meaning’.

Here’s a short video I made about differentiation:

And here’s an article I wrote on the subject. 

#10 – Spatial Learning

Do you know what ‘Spatial Learning’ is? It’s very powerful.

Basically, you turn the kids into a model of the situation or concept you are trying to teach.

Teaching diffusion? – Turn the students into ‘molecules’ and get them to ‘spread out’ around the classroom.

Using surveys or bar charts? – Turn your students into a ‘human graph’ (see below).

Doing calculations? – Turn your students into ‘human numbers’.

Human graph and true or false

Human numbers

Here’s a short video I made about ‘Spatial Learning’:

And here’s an article I wrote about this topic. IMG_5938

cropped-facebook.png

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

6 Reasons Why Education is Important

richardjamesrogers.com is the official blog of Richard James Rogers: high school Science teacher and the award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know. This blog post is illustrated by Pop Sutthiya Lertyongphati.

We all understand the importance of developing ourselves professionally – whether that be by improving a particular set of teaching skills or by learning new ones. Sometimes, however, it’s important to go right back to the core fundamentals by considering why we do what we do in the first place. This week, I’ve invited Kat Sarmiento (content writer at Katreena’s Content Studio) to share her thoughts on why education is important in the first place.

Why is education important? To many of us, we learn the value of education from what the adults say. As children, not everyone understands why do we study, go to school, spend our free time with homework and learn. As we grow older, it becomes more and more necessary to receive the right level of education.

Learning is among the best habits of successful people. It creates future leaders, builds a polite society, and moves forward the future of humanity. If you or someone you know is questioning why they need to study, show this to them. Here are 6 reasons why education is important not only to you but for everyone.

#1: Education Teaches Independence

Education is not about learning random facts that you can’t use in real life. Whether you’re slaking your thirst for knowledge or you’re doing it for something more practical, education makes you independent. Early education molds you as a crucial, functioning member of society, no matter your age.

For younger children, education is there to teach them the basic skills necessary to survive society. For adolescents, proper education arms them with tools that can help them take advantage of opportunities. Higher learning like uni and post-grad demystifies the world further.

All these teach independence – from how the mechanics of how the body works to knowing what to do in a job. Independence is a matter of learning how to succeed after failure, how to protect yourself from opportunists, and how to deal with life in general. Life can be hard but education equips you with the right ways to make the most out of it.

#2: Education Provides More Employment Opportunities

With 7 billion people on Earth and around 330 million in the United States, finding a job is not easy. If you want a job that pays above the minimum wage, you usually need to have at least higher learning, if not more. Even at entry-level, you need to compete with hundreds of applicants vying for the same position.

Learning higher education, with the right teaching techniques, can give you the edge you need. You can differentiate yourself and fulfill a job demand within society. The world can never have too many data scientists, engineers, scientists, and more.

As you go and specialize even further, you expand your job opportunities and find more specific job opportunities. Depending on what you do, not only can you improve your chances of getting hired, you also stand out even further. Educate yourself, graduate, improve your skills, and get more qualifications to get ahead of the competition.

#3: Education Helps Us Connect

In many situations, those who don’t educate themselves are the ones who don’t understand other people. Education helps breed culture, and the lack of the former can result in an apparent lack of the latter. Education helps you understand people better, especially those who are different than you.

Education teaches you more about geography, history, and social sciences, which are crucial to know how to deal with multiple walks of life. Prejudices and discrimination according to race, gender orientation, physical ability, and more come from the lack of knowledge over many things that you learn at school.

The more we understand about the world and the people who are different than use, the better we can put ourselves in their shoes. It allows us to appreciate the good things about other cultures and help curb negative stereotypes that divide us as humans. We also learn more about our surroundings.

Education helps us empathize. It gives us a better understanding of the world and become better citizens of this world. It familiarizes things we don’t know and takes away potential prejudices we have towards them.

#4: Education Alleviates Poverty

Poverty is one of the most crippling social statuses in the world. It is painful for those stuck in it, as the lack of resources means a lack of nutrition and other essential needs too. To many, education is a luxury taken for granted but for many around the world, it is their ticket out of poverty.

As we said, proper education teaches you crucial life skills in a society that needs them. At the very least, reading, writing, and arithmetic teaches children to know how to deal with people. Each additional year of education can offer better education, better-paying jobs, and more ways to feed their families.

“An AMAZING Book!”

As we educate people, we also teach the future generation to be more discerning about their would-be leaders. People learn critical thinking skills necessary to help them make better decisions. This education, paired with the will to progress, can help people find better-paying jobs that can alleviate poverty.

#5: Education Breeds Confidence

One of the keys to getting further in life is being confident in everything that you do. Knowing your skills, what you bring to the table, what you can do, and what you can further learn can help you gain the confidence to succeed. Whether you have an art degree or a business background, education makes you confident with what you know.

To succeed, you need the confidence to look your uncertainties straight in the eye. It helps you overcome your fears, self-doubt, and crippling anxiety. Confidence also gives you the drive to start projects, show off their new ideas, and think outside the box.

Education can help breed confidence. As you learn more, the better you can express your thoughts and unveil your intellect. You can say yes to opportunities you believe you deserve and no to things that you don’t. Education breeds confidence, and the more you know, the fewer people can take advantage of you.

#6: Education Brings Equity

Education is one of the ultimate equalizers of the world. If you’re looking to simply be educated, it makes all opportunities more open to you, giving you a fair chance. If you’re looking to educate, you give other people a better chance to make the most out of their talents.

A world of knowledge is a world of equity. Everyone learns at different speeds – at various rates. Every person has a different starting point. Education can help get you and everyone else to the same finish line – success.

The Bottom Line

Whether it’s for yourself, your family, or other people, education is one of the most powerful weapons you can wield. The world is yours to take and you can uplift yourself and the people around you with the right education. You don’t have to be the next billionaire to see how valuable education can be.

Are you ready to learn? Educate yourself. Knowledge is the best foundation you can use to succeed in life. Even without selfless reasons, proper education can help all of us live in a better, more polite society.

Kat Sarmiento

Kat is a Molecular Biology Scientist turned Growth Marketing Scientist. During her free time, she loves to write articles that will bring delight, empower women, and spark the business mind. She loves to bake but unfortunately, baking doesn’t love her back. She has many things in her arsenal and writing is one of her passion projects.

The Many Benefits of Doing a Weekly Review

An article by Richard James Rogers (Award-winning author of The Quick Guide to Classroom Management)Illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast:

When I look back over the past 16 years of my life as a high school Science Teacher I realize that there are some foundational habits I have adopted which have led to my success in the classroom. Small things, done regularly, which snowball to create a massive impact over time.

One such habit is the Weekly Review.

Just this Sunday gone, as I was finally sitting down again at my favorite Bangkok Starbucks after lockdown restrictions were recently lifted, I realised that the time I was spending reading over my lesson plans was absolutely priceless. You see, a weekly review is just that: time spent reading over the week just gone, planning the week ahead and checking through assignments and work that may have been submitted electronically.

For me, I like to find a quiet place on a Sunday morning to do my Weekly Review – somewhere where I can focus and not be distracted. Some teachers reading this may scoff at the thought of giving up a sacred Sunday morning for school work – after all, this is my free time, right?

You may be surprised to learn, however, that this time I invest every Sunday morning is so valuable because it actually saves me a ton of headaches and stress in the ensuing week of teaching. For me, Sunday works well. For you, this might not be the case, and that’s fine! Choose a day and time that works for you each week, if you can – a free double lesson in your timetable may be suitable, for example.

One question you might now be asking is “Why is a weekly review so useful, anyway?”. Well, get ready because I’m about to describe four ways in which a weekly review can solve so many day-to-day teacher problems.

Weekly Review benefit #1: It allows me to see where I am with my classes, and think about the pace I’m going at

It’s so important to consistently look at where we’re at right now with our students, and where we need to go. Questions I ask myself during this part of the Weekly Review are:

  1. Are my students at the right place in the curriculum map? Am I behind schedule, or am I ahead of schedule?
  2. If my students are not where they should be in terms of topics covered to-date, then why is that?
  3. Am I going too slow, or do I need to speed up with this class?

Answering these three questions is so important: especially for exam-level classes who usually have a large amount of content to cover in a relatively short amount of time. Pacing is so important, in fact, that the Association for Supervision and Curriculum Development recently stated in an excellent 2020 article that:

There’s a correlation between effective pacing and student engagement, so it’s crucial to consider the speed at which you move through a lesson and the rate of delivery for different parts of the lesson. When pacing is too slow, students often become bored and disengaged. When it’s too fast, some may not grasp what’s being taught and get lost—or discouraged.

Craig Simmons, ASCD.org. Available at https://www.ascd.org/el/articles/pacing-lessons-for-optimal-learning

From this we see that the regular consideration of pace is crucial to not only ensuring that content is covered on-time, but also to ensuring that student engagement is maintained. For me, I need a weekly check-up when it comes to pace, and my Weekly Review works on this like a treat.

Weekly Review benefit #2: It allows me to see if I am lacking variety in my teaching

One of the very first things I learned on my PGCE teacher-training course way back in 2005 was that each and every lesson should contain a variety of activities. 16 years later, and I have come to the conclusion that this is true.

Students generally become disengaged and disinterested when the same types of activities are used over and over again. Whilst it may not be possible to include more that two or three types of activity within each individual lesson, it is possible to introduce variety over a series of lessons – such as those taught within a week. My Weekly Review allows me to answer the following key questions about variety:

  1. Have I been giving my students the same kinds of activities all week, or did I make my lessons varied and fun?
  2. What kinds of useful activities have my students not done yet, and would therefore benefit from next week?
  3. Which activities worked well, and could be repeated in the future? Which activities did not work well, and should be avoided next week?
  4. Did my students do too much writing or copying, and not enough active engagement? How could I fix this next week?
  5. Am I expecting too much from my students?
  6. Am I boring my students?
  7. Are my activities suitable and relevant?

Sometimes I think, as teachers, we all have our own favourite ‘menu’ of techniques that have consistently worked well for us time and time again. For me, for example, I use a lot of past-exam paper questions because I know that they are every effective at getting students familiar with key vocabulary and the rigors of the real exam. However, my personal list of favourite techniques is still fairly limited in scope, even after 16 years of refinement, and I recognise that I must go outside of my comfort zone again and again to try out new ideas, activities, apps and systems.

One tip I would recommend is to always write out brief lesson plans in a custom-made teachers’ planner each week, rather than relying on looking back through your week on Google Classroom, Moodle, Firefly, etc. When you have your whole week mapped-out on a double-page spread, it makes the Weekly Review process straightforward and efficient.

Weekly Review benefit #3: It allows me to see what student work is missing, and if students need to catch-up

I personally have always found it quite a challenge to assess or mark student work on a day-to-day basis. Instead, a dedicated weekly slot, such as my Weekly Review time, works wonders when it comes to managing my workload and stress levels. By checking through all of my assignments on Google Classroom, or any system I am using, I can see which students are behind with their work and which students are up-to-speed. Whilst it may be necessary to chase students up on the day an assignment is due in, the Weekly Review allows me to see which students have ‘slipped-through the net’, so to speak, and which students have still not submitted work despite being given a reminder.

Nowadays we do not need to take home piles and piles of notebooks home to mark like we did in the early days of teaching – we can check assignments submitted electronically and, I would suggest, use some of the Weekly Review time for marking and assessment. In addition, this time allows us to reward those students who are consistently putting forth good effort – perhaps by giving plus points, merits or whatever our school’s rewards’ system happens to be.

With students who are identified as being behind on their work, we can issue reminders or deploy sanctions in the ensuing week. In addition, if a whole class has been flagged as being behind on a task (sometimes we underestimate how long an activity can take), then that class can be given time to catch-up at some point the following week (if enough curriculum time is available – otherwise this can be set as homework).

Weekly Review benefit #4: It allows me to plan ahead intelligently

Planning ahead intelligently is not quite the same as just planning ahead. Based on the information gathered during the Weekly Review about the stages the students are at in their courses, the pace I’m going at, the level of variety I’m including in lessons and student status regarding missed work or partially complete assignments, I can now plan my week ahead with much better clarity and purpose than if I were not to consider all of these factors.

This is probably the main objective of the Weekly Review – the opportunity to figure out what I’m going to teach the following week (and how I’m going to do it). However, as I hope you’ve seen from the previous points raised, a lot of information must be gathered before effective planning can take place.

Based on my observations and communications over the past 16 years, I have come to the conclusion that there is still a significant minority of teachers in the profession who are planning lessons on a day-to-day basis. This holds especially true for trainee teachers and those who are new to teaching. I’ve been there myself – life gets busy and often we can fall into a ‘survival’ mode of teaching whereby we only focus on short-term goals and getting through the day ahead. This strategy, however, is not only inefficient – it’s stressful and ineffective. Students undoubtedly suffer when the teacher doesn’t plan ahead intelligently: considering long-term and medium-term goals, as lessons are never as optimal as they could be when real thought, time, effort and professional intelligence have gone into the planning process.

Planning ahead intelligently via the Weekly Review process has had a dramatic and positive effect on my teaching over time:

  • I start each day in a much better frame of mind than when my week of teaching has not been planned intelligently.
  • I can set work via electronic means in a much more timely manner: often scheduling assignments in advance (with Google Classroom, for example, assignments can be scheduled to post at any point in future). This leaves me free to just turn up and deliver great lessons without the hassle and stress of setting assignments, posting materials and creating announcements on a daily basis.
  • I feel much more confident every day when I’ve done a Weekly Review, as my resources, ideas, activities and direction are already mapped-out fully.

Conclusion

A comprehensive Weekly Review allows us, as teachers, to:

  1. Check whether we’re on-schedule, behind-schedule or ahead of schedule with different classes.
  2. Consider our pacing.
  3. Evaluate the level of variety and stimulation we are providing to our students within our lessons.
  4. Figure out what student work is missing, and who needs to catch up.
  5. Plan ahead intelligently.
  6. Act on those plans, and review everything again the following week.

I’ll finish by stating a key principle of teaching that I was taught on my PGCE course at Bangor University way back in 2005: Be a reflective practitioner. A Weekly Review is an excellent way to do just that.

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

richard-rogers-online

7 Effective Ways to Cultivate Student Resilience in the Classroom

richardjamesrogers.com is the official blog of Richard James Rogers: high school Science teacher and award-winning author of The Quick Guide to Classroom Management. This blog post is illustrated by Pop Sutthiya Lertyongphati.

Resilience is defined by the Cambridge Dictionary as “the ability to be happy, successful, etc. again after something difficult or bad has happened”. Resilience is an important life-skill for children to acquire whilst at school. Reach Out Australia, for example, states that “When students feel like the outcome won’t affect them negatively, they are more likely to try new and more challenging things in the classroom. Being able to learn from mistakes and challenges in a place where they feel supported and encouraged will build their confidence, self-belief and resilience. Today, I’ve invited Jessica Robinson, educational writer at The Speaking Polymath, to write this excellent blog post describing seven ways to cultivate student resilience in the classroom. Enjoy!

“When we learn how to become resilient, we learn how to embrace the beautifully broad spectrum of the human experience.”

Jaeda Dewalt

Life is a beautiful adventure that has its ups and downs. Unexpected things happen in this world and within moments your life turns upside down. Take the example of the pandemic: one day, suddenly, we got to know about a virus that had infected masses of people in China and within days the virus spread to multiple countries of the world. It caused wide-scale casualties, governments imposed lockdowns and the sad ‘new normal’ began.

Sudden events that happen in life can make you realize how important it is to be resilient. If we are resilient, we can withstand the storms that come our way and emerge victorious. During our days in quarantine, as I spent this trying time with my kids who were feeling anxious, I realized that the pandemic is a big challenge, especially for children. They are facing such difficulties at a very young age in their lives. This experience motivated me to start cultivating resilience in my kids. Every day, I make them engage in different activities that can empower their resilience. Watching them become emotionally and mentally stronger has motivated me to also work on cultivating student resilience in the classroom.

Here, I am going to share some effective strategies that have helped me turn my kids into more resilient beings. I have started using these strategies with my students too and I hope that you’ll also use them to help your students cultivate strong resilience.

#1: Make children engage in activities that challenge them physically

This is one of the best ways that have helped me cultivate resilience in my kids. Anything that challenges them physically, helps them gain confidence in themselves, their abilities, and their body. This self-confidence gives them the strength to bear difficulties in life with courage. So, you should try to make your students engage in activities that challenge them physically. You can make them play new games that require more physical as well as mental efforts and help them develop confidence in their physical and mental capabilities. As far as I am concerned, I make my students participate in different kinds of races to challenge their physical capabilities and scavenger hunts with challenging quizzes to help them develop confidence in their mental capabilities. Moreover, I also tell them to not compete with each other but strive to become a better version of themselves. Believe me, this tactic really works.

#2: Help them inculcate confident and influential body language

Do you know that your body language and your feelings are interconnected? Yes, this is true. That is why, whenever you are sad, you sit or stand with a hunched back, look down and your smile fades away. This is an example of how your emotions impact your body language. In the same way, your body language also impacts your emotions. You can use this connection between emotions and body language to help your students become more resilient. You can help them learn body language techniques to regulate their emotions. For example, power posing in a confident way can help your students face challenges with courage. To know more about power posing and the benefits of influential body language, you can watch the Ted Talk by Amy Cuddy. Further, you can also read different books and watch videos on Body Language to help your students inculcate confident and influential body language.

#3: Make them engage in creative pursuits

According to one study published by Colin G. Deyoung and Paul J. Silvia in the Journal of Positive Psychology, creativity encourages positive emotions that can unlock our inner resources for dealing with stress and uncertainty. This implies that we can help kids develop a strong resilience in an interesting way by making them engage in creative pursuits. If a child loves painting, you can let him express his creative self through painting for some time every day. If a child loves dancing, you can let him express his creative endeavors through dancing. By engaging in their favorite creative pursuits, your students will develop strong resilience over time. Along with this, they’ll also become happier and calmer versions of themselves which will ultimately help them become more resilient in life.

#4: Create a gratitude ritual and practice it together

‘Gratitude’, we have heard this word a lot and we have also received the advice to express gratitude from many influential people. But, we often feel that expressing gratitude cannot do us enough good as it is a very simple practice. We think that we need to look for something better and so on. But, believe me, we have been wrong whenever we have thought this way. I have seen tremendous positive changes in myself and my kids by following a gratitude ritual for the past two months regularly. We are happier, more optimistic, and therefore, more resilient too. Moreover, research also shows that gratitude can help us rewire our brains towards positivity. So, you should try to create a gratitude ritual and practice it with your students. A simple gratitude ritual is to write down three things that you are grateful for every day. You can try this one or create your own gratitude ritual.

#5: Help them build meaningful social connections

The American Psychological Association wrote in its resilience report, “Many studies show that the primary factor in resilience is having caring and supportive relationships within and outside the family.” When you have supportive relationships in your life, you feel safe and protected. You know that there are always people you can count on whenever you get faced with any problems in life. This knowingness gives you the strength to withstand the challenges that come in your life. This implies that we can help our students build strong resilience by encouraging them to cultivate meaningful social relationships with others. We can help our students build strong friendships with each other and cultivate good relationships with us as well as other people from the school staff. This way, we can teach our students to form meaningful connections with people and boost their resilience.

#6: Make them engage in healthy risk-taking

The development of self-confidence is crucial for us to cultivate strong resilience. You can help your students become self-confident by making them engage in healthy risk-taking. For example, if your students are afraid of dogs, you can bring a little puppy and encourage them to play with it. No doubt, they’ll feel a little afraid in the beginning but then, after playing safely with the puppy, their confidence level in their abilities to take risks will increase. As a result, they’ll cultivate a strong resilience over time.

#7: Teach them some coping mechanisms to calm themselves under overwhelming situations

If you have the ability to help yourself calm down even under challenging times, you naturally have strong resilience. You feel confident about yourself and know that you can handle yourself even in difficult situations. So, you can help your students develop a strong resilience by teaching them some coping mechanisms to calm themselves under overwhelming situations. Belly breathing, focusing on the sounds that are happening around us, and feeling deeply are some simple coping mechanisms that help us calm our nervous system under challenging situations. Furthermore, you can watch YouTube videos to learn about belly breathing and then you can teach this calming technique to your students.

The pandemic has taught us that we should help children develop a strong resilience right from their childhood. It is only in the presence of a strong resilience that they can face any challenges that life throws at them and emerge victoriously. Furthermore, as teachers, we can help our students cultivate a strong resilience through the different ways mentioned above. Now, I wish you all the best, and may your efforts to help your students develop a strong resilience bear fruits.

An ardent writer, Jessica Robinson, works for ‘The Speaking Polymath’. She uses this platform to weave her magical words into powerful strands of content and share with her readers.

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

5 Smart Benefits of Using The Pomodoro Technique in Teaching

richardjamesrogers.com is the official blog of Richard James Rogers: high school Science teacher and award-winning author of The Quick Guide to Classroom Management. This blog post is illustrated by Pop Sutthiya Lertyongphati.

Have you heard of the Pomodoro Technique, and how it can be applied to your lessons? I hadn’t – that is until I invited Jessica Robinson, educational writer at The Speaking Polymath, to write this excellent blog post for us today. Enjoy, because you’re in for a treat!

I am of the strong belief that time management is complementary to classroom management. Having said that, teachers have to be on the top of their time management game at all times. I am of the opinion that how we, teachers, manage classroom time directly correlates with our students’ success. This is why a lot of educators are interested in exploring various time management tips for teachers. Besides, education is evolving at a swift pace in this digital age. This paradigm shift calls for greater innovation and outside-the-box thinking on the part of teachers.

In the ultimate sense, the success of every time management strategy depends on how well a teacher executes it. I have seen some of the simplest techniques producing great outcomes because of meticulous execution. On the other hand, I have seen some of the most popular classroom management tactics failing in the absence of planning and implementation. However, the bottom line is that we need to keep discovering new ideas for classroom management. Also, these ideas have to be relevant to the new dynamics of education and remote learning.

One excellent classroom management strategy I have discovered is the Pomodoro Technique. The Pomodoro Technique is basically a time management technique. But like I mentioned above, smart time management facilitates intelligible classroom management. The application of this strategy in teaching is still unexplored to a great extent. It is rather a strategy that finds greater application in the corporate world. That does not mean we cannot use it in teaching!

I have been using this technique in teaching for more than a year now. What is noteworthy is that it has always inspired great outcomes. This is an innovative approach in teaching that I would recommend to all teachers. Do you struggle to manage your time and drive positive changes in the classroom? If you do, this outside-the-box technique can be the perfect solution. There are multifaceted benefits of using the Pomodoro Technique for teachers as well as students. Before I shed light on that, it is vital that we understand what Pomodoro Technique is and how it works.

What is the Pomodoro Technique of time management?

Let me make it clear that the Pomodoro Technique is not an innovation of the contemporary world. In fact, this methodology of time management was discovered in the 1980s by Francesco Cirillo. The crux of this methodology lies in breaking down work or tasks into short bursts of 25 minutes each. These spans of 25 minutes are separated by short breaks of 5 minutes. To use it to the best effect, a timer is used to keep track of time. Are you thinking about how this technique is beneficial for teachers? Let us find out how it can be a breakthrough addition to your teaching and classroom management strategies.

Advantages of using the Pomodoro Technique in teaching

#1: It can facilitate short-term goals in the classroom

As I see it, the short goals of classroom management are of utmost importance. The Pomodoro Technique gives you the perfect opportunity to set short-term goals in the classroom. In fact, you can set one goal each for every Pomodoro session. In this way, one classroom session can be divided into multiple short-term goals. 

These goals can relate to classroom management or academic objectives for students. In this way, the culmination of short-term goals can lead to the efficient accomplishment of larger objectives of classroom management. It can make learning more wholesome for students. Furthermore, it can help you in drawing more productivity in your teaching. I personally feel that this technique incredibly adds to my work efficiency. I am sure it will work wonders for you as well. Worth a try for sure!

#2: It promotes better student engagement

It is critical for teachers to evolve student engagement and active learning strategies in a continuous manner. Teachers need to look for creative ideas to keep students engaged, be it in remote learning or a traditional classroom. Having said that, I think the Pomodoro Technique is quite a creative way of driving high student engagement.

The first reason why it is a great way to engage students is that it does not make students feel worn out. They know they will get a short break after a twenty-five-minute span. Hence, they can dedicate complete diligence and motivation to their learning in those twenty-five minutes. It helps them sustain their learning motivation more effectively. Moreover, in those short breaks between consecutive Pomodoro sessions, you can initiate interactive classroom discussions. These discussions can be about anything and everything in the world. In fact, these discussions can be a great opportunity for students to express themselves and rejuvenate their minds. Also, these breaks can be utilized for feedback sharing and clearing doubts to further add to student engagement.

#3: It paves the way for better stress management

Teaching is a stressful and draining job which is the reason why this profession has high turnover. As much as we love to teach students, be a part of their journeys, and lead them to success, stress keeps pulling us down. In my experience, teachers are as successful as their stress management skills. For me, it is a prerequisite for all teachers. When teachers are not able to manage their stress, they face burnout situations. More than the impacts on their careers, it affects students’ learning as teachers begin to disengage.

The best thing about the Pomodoro Technique is that it has a great scope for teachers’ stress management as well. In the short breaks between two Pomodoro sessions, teachers can relax and feel at ease. Short sessions of twenty-five minutes with a five-minute break after each session is a fair deal, isn’t it? Of course, long teaching sessions and a typical workday can make us feel exhausted and stressed. But doing it the Pomodoro way is a great escape from stressful and burnout situations. It will give you enough breaks to remain sane and reboot before the next session. It will help you in keeping the classroom environment positive and help you manage workload better. Having said that, it can prove to be an amazing stress management tip for teachers. 

#4: It can be a perfect time management model for students

By using the Pomodoro Technique for classroom management, teachers can model a great time management strategy for students. The students can learn about the working of this technique and implement it in their homework sessions or while preparing for exams. In this way, students can meet their learning objectives better and make classroom management easier for teachers.

I have seen students take a lot of interest in this technique. They feel that it is a perfect way to support their learning objectives. Also, it can help them to keep mental or physical fatigue at bay. Effective time management and stress management are as vital for students as for teachers. So, when your students learn this effective technique from you, they can use it to their advantage. The Pomodoro Technique can be a great way for students to enhance their productivity, academic results, and time management skills.

#5: It assists in improvised classroom planning

With the Pomodoro Technique, you can plan your classroom sessions in a better way. You can break down the lesson plans into smaller sessions to inspire maximum concentration among students. I feel that this technique has empowered me to plan classroom sessions and activities in a much smarter way. I can break down a big lesson into smaller bursts using the Pomodoro Technique. This ensures that students learn in an effective and conducive way. Otherwise, long sessions may be exhausting for them with the little accomplishment of the learning objectives.

This is why I suggest that this is a great way to facilitate improvised classroom planning. Teachers can plan the curriculum in an organized manner. Also, by breaking down a classroom session into small spells, a teacher can plan for adding various learning dimensions. You can make every classroom session far more worthwhile with this excellent technique from the 1980s.

Can you think of any more ways in which the Pomodoro Technique can be added to teaching proficiency? Teaching is the right balance of effective time management and also patience. For me, the significance of patience in teaching is immense. In the new age of digital learning, you have to keep adding diverse teaching methodologies to your capabilities. But time management and patience will always be the foundation of excelling in teaching. Given that, the Pomodoro Technique can be a vital and valuable addition to your teaching style. With this technique, you can drive positive outcomes in your career as well as for your students.

An ardent writer, Jessica Robinson, works for ‘The Speaking Polymath’. She uses this platform to weave her magical words into powerful strands of content and share with her readers.

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

richard-rogers-online

Using props in the ESL classroom to keep your students engaged

Illustrated by Pop Sutthiya Lertyongphati.

Sometimes, the simplest of materials can offer the greatest opportunities for creative exploration. This week, I’ve invited Rose-Anne Turner of Destination TEFL to share her expert tips on how to use everyday items as stimulating props within your lessons.

In our last blog post, we discussed using technology in the classroom to engage your students. Oftentimes, this just isn’t possible, and we need to look at other low cost and easy to source props for the classroom that not only get the students involved, but create a fun learning environment for the teacher and students.

Here we have a few suggestions that you can easily pick up in a $1 store (20 baht shop for those of you in Thailand!) and how to use them successfully in the classroom.

Balls: The options are endless here! Those cheap plastic ball-pit balls can be used for so many different games. They can also be used as a way to pair or group students for groupwork (put the coloured balls in a black plastic bag, the students pull out a ball and join the group with the same colour balls). You can also use a ball to throw at a ‘dart board’ drawn on the whiteboard to allocate points to questions answered correctly. The games for using balls in the classroom are endless! Just make sure to use lightweight ones so you don’t end up with broken windows…

Plastic fly swotters: This is one of our all-time favourite props at Destination TEFL. A great go-to game for a consolidation activity is ‘slam’. The teacher splits the class into two teams and calls up two students at a time to the board, one from each team. Flashcards with images from the words learnt in the lesson are stuck to the board (lower level students, just 2 words to choose from, higher level, you can put up more options). When the teacher calls out the word, the two students have to ‘slam’ the correct flashcard. The one who slams the correct card first is the winner and gets a point for their team. For more advanced students, this could be changed into a grammar exercise: put parts of speech words to the board such as noun, proposition etc. Call out a word and the student who slams the correct part of speech is the winner. We have had equal success with slam across all age levels, from kindergarten to adult lessons. Warning: you’ll need a pacemaker activity to calm down the class afterwards as the noise and excitement level can become quite high!

Funny hats and glasses or puppets: Sometimes students are shy to speak. If they take on another ‘persona’ in the form of a puppet or dress up, then it can encourage them to participate in a fun way with a speaking activity, as they are not being themselves but the character of the puppet or prop.

Stickers or ink stamps: children respond well to the positive reinforcement of receiving a ‘reward’ for correct work or even just participation. They love being able to show their parents a sticker of praise in their workbook or even on their hand. TIP: stickers can get expensive for a teacher, but a rubber stamp with an inkpad is a cheap way of rewarding students.

“An AWESOME book!”

Dice: These can be used in so many ways. Here are a few examples: Use it for dividing students into groups – you land on a 4 and you divide the class into groups of 4. Or students roll the dice and line up in order of the number they rolled. When answering questions, students roll the dice to determine which question to answer. Think of 6 topics, students roll the dice to determine which topic they will speak on for quick oral practice.

Scrabble tiles: Again, the opportunities to use this simple prop are endless. Use them to line up students (in alphabetical or reverse alphabetical order) after the students pick a tile from a bag. Use them to group students according to letters selected, or in groups according to vowel and consonant. Select a category (perhaps topics you have recently covered in class) and students take turn to draw letters and name a word from the category which starts with that letter (you can remove any letters that won’t work for a topic). Let teams draw 10 letters each, and they should come up with as many English words with those letters in a specific time.

Beanbag or soft toy: Use this to throw to the students to determine who will be next in answering a question or participating in the task. Rather than the teacher always being the one to throw the toy, give them a chance to throw it to the next student after answering the question or drilling the word. This keeps them on their toes as they don’t know who will be called on next, as you are not going by order of seating.

Ball of string: a length of string or rope can be used in so many ways. Use it to line up students as a timeline to teach tenses (they can peg words to the string in order of tense). Use it as a ‘washing line’ activity. Students pick the words of a sentence out of a bag and need to peg it to the line in the correct word order. Have two washing lines and two teams so that there’s a winning team based on time and accuracy. 

Remember that for all games, there MUST be a purpose. The purpose for the teacher is for the students to learn and practice the language by playing the consolidation activity or production game. The purpose for the student is to complete the task or win the game. A game or activity that has no outcome or result (usually in the form of a winner) will not be as engaging for your students. Do keep games and outcomes age appropriate. For example, at kindergarten level, we don’t want to focus on winning quite as much, with participation being the main goal at that level.

What props do you use in your ESL classroom?

Guest blog written for Richard James Rogers by Rose-Anne Turner – Destination TEFL

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

Using Technology in Your ESL Classroom

It’s a common known fact that the youth of today are naturally drawn to technology and we are far more likely to hold their attention by using it, rather than just traditional teaching methods. We can argue the point about the ill effects of too much ‘screen time’ until the cows come home – but perhaps a better saying would be ‘if you can’t beat them, join them!. This week, I’ve invited Rose-Anne Turner at Destination TEFL to share her tips for using technology in the ESL classroom.

Not all teachers will be lucky enough to teach in schools that have access to technology, but if you do, use it! Perhaps only the teacher has access (TV, projector, interactive whiteboard) or perhaps the entire class has access (tablets, computers, phones). Either way, if you can, do try to incorporate technology into your lessons, as you will be connecting with your students on their level – and perhaps learn a thing or two yourself. Another good reason to add tech to your teaching skills is because at any moment, classes may need to go virtual due to the pandemic, and you’ll then be best prepared to present interactive and engaging lessons to your tech savvy students.

Here are some ideas on how to use technology in the ESL classroom:

  • If all your students have access to a device, we highly recommend using Google Classroom as a great way to hand information and assignments to your students and for them to hand back completed tasks. This is a FREE resource.
  • AnswerGarden is a new minimalistic feedback tool. Use it for real time audience participation, online brainstorming and classroom feedback. This free resource has several different users, including classroom, conference and corporate audiences, creative teams, online crowds, and mind-mappers.
  • Scribbl is an online version of Pictionary, which is a great way to get your students speaking as they guess what is being drawn online by a classmate.
  • Educaplay is a great free online platform for teachers to make quizzes, word searches, matching columns, crossword puzzles and more.
  • If only the teacher has access to a TV or projector, then using short and simple films, YouTube videos, etc. will engage your students and you could use this as listening and comprehension exercise. If you don’t have access to a TV, then an audio played from your phone with a blue tooth speaker would be a good compromise. Podcasts can work for this too. It’s good for students to hear other voices and accents, and not just that of their teacher.
  • Most students have access to a phone, and can download the free Memrise app. It offers several languages including of course, English, and students can go up in levels as they progress with their language skills, challenge each other and hear the language spoken by native speakers with different accents. There is a paid version, but the free version offers more than enough to get them going.
  • ePals is an online version of the old-school pen pals we had as kids. This is a great way for students to practice their English with another ESL student somewhere else in the world. Students can select an ePal of a similar age and level.
  • Use free blogging sites for your higher level students to practice their writing skills. Blog settings can be set to private where only those with a password can access it, for instance the teacher and their classmates. Classmates can utilise the comments section of the blog.
  • In the same way, the teacher could connect with another ESL class, perhaps in another country and have the students chat to other students over Skype, Zoom or other video chat platforms to practice their speaking skills.
  • Khan Academy is a fantastic free learning platform (financed by donations) with login options at both student and teacher level. Students can learn and progress and teachers can monitor their progress. If you are teaching more than just English, Khan Academy also covers many other subjects including mathematics, science, humanities, coding, SAT and other test preparation, and more. It’s very interactive, and has video tutorials, exercises and more.
  • Try using interactive games like Kahoot, where students use their phones to log in and answer questions under timed conditions. Questions appear on the classroom TV, or whiteboard and scores are then displayed on a screen. You’ll find hundreds of quizzes on the site, many aimed at ESL learners or you can even create your own.

The COVID-19 pandemic has demonstrated why online and virtual education should be an essential part of teaching and learning. By integrating technology into existing curricula, as opposed to using it solely as a crisis-management tool, teachers can embrace online learning as a powerful educational tool. Using technology and online learning platforms in the classroom can not only increase student engagement, but also help teachers improve their lesson plans, and facilitate personalised learning. At the same time, you are preparing your students for 21st-century skills in the workplace. If you are not actively using technology in your classroom, you are going to be left behind.

Do you have any classroom technology tips to share?

Guest blog written for Richard Rogers by Rose-Anne Turner – Destination TEFL

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

Using Group Work in Your ESL Classroom

Group work may take a little more planning as a teacher, but the benefits are clearly visible, if utilised correctly. The purpose of doing group work is to build confidence, give learners a less threatening environment to express themselves in, learn from peers, and build community.

Often the dilemma facing a teacher who would like to try group work is how best to group their students. Here are some tips from the academic director and trainers at Destination TEFL:

A mixed level class could be put into groups of the same ability, and the same task gets adapted to suit the different group levels – in other words the activity is scaled up or down according to ability. The class feels that they are all doing the same task, however those students who are more advanced are challenged with an activity that is upscaled to their level, and those of a lower level can still participate and improve their skills. Alternatively, the teacher could purposely put mixed levels together, so that stronger students can help more challenged students as we learn well from peers, and peer teaching helps to reinforce a concept for the student teaching it to their peers.

For group work, good classroom management skills do come into play. The teacher needs to ensure that everyone is participating. In the classroom, it’s good to mix up activities with a combination of group work, pair work and individual tasks, as it reflects real life and prepares the students for a work environment where they will sometimes have to work individually as well as in teams.

For group work a pyramid activity can work well, where students do the task individually and then pair up and reach a consensus, and then the teacher puts pairs together into groups. Each time the task is repeated until it is the whole class. This allows students to recycle and reuse the taught language over and over, building their confidence.

In our culture lesson, we set up stations around the classroom with mini articles on aspects of Asian culture. Trainees spend 30 seconds at each station to match a title to an article. There is then another round where they spend 3 minutes at each station to answer more specific questions about the article and the aspect of culture it refers to. Then in groups they create their own presentation on a culture topic and the task sheet as a group.  Then they do it as a listening skills lesson where the group reads their summary, presenting it to the class and the rest of the class answers questions.

Here are some suggestions on how to repair and regroup students in order to mix them up:

‘Mingle-mingle’ gets students out of their seats and interacting using one of the following ideas below. During this time, encourage them to use English, rather than their home language. Choose an idea based on your class’s age and language level.

  • Uno cards – each student gets a card, and they look for the person with the card that added to theirs equals 10.
  • Puzzle pieces – they look for the person/people whose pieces complete their puzzle
  • Collocations – each person has half a collocation daily/newspaper, sports/arena, etc.
  • Verbs – each person has either the V1, V2 or V3 of the same base verb and they have to find the other people who complete the set.
  • Chocolates – each person gets a chocolate and they find others with the same chocolate. Stickers or ink stamps work well too.
  • Colours/Shapes/Animals/Emotions – each student is given a coloured square and they need to find the other people with the same colour, shape, animal, etc.
  • Parts of Speech – each person is given either the name of a part of speech or the part of speech and they have to find their match.
  • Tenses – same as with parts of speech but with the tense name and an example sentence.

Some fun ideas to get students lining up for an activity – line up based on:

  • Mobile phone battery percentage
  • Birthday
  • How far they live from school
  • How many of something they have, or have done that day (steps walked today, coins in your pocket, cups of coffee had today, etc)

We do hope that you will try to incorporate more group and pair work into your lessons. A little more effort on your part will reap rewards both on a learning and fun level.

Guest post written by Rose-Anne Turner, admissions director, Destination TEFL – with input from Kathryn Webb, Academic Director and the trainers at Destination TEFL.

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

richard-rogers-online

10 Groupwork Activities That Can Be Applied to Any Subject Area

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

Illustrated by Pop Sutthiya Lertyongphati.

When students work together on a task/project that is well-planned and carefully executed, a number of incredible things happen:

It is very important to stress again, however, that group tasks must be very well-planned, otherwise they can “frustrate students and instructors and feel like a waste of time” [University of Waterloo].

So, the next question has to be ‘What types of group activities are most effective, and, ideally, won’t cost me too much planning time as a teacher?’. Well, I’ve got some good news for you – I’m going to pretty much answer that question in today’s blog post. As a high school Chemistry teacher, I’ve had the opportunity to try and test a large number of group-based activities over the past 16 years. What I present here will be my distillation of the top ten that work the best.

#1: Podcasting

Podcasts are all the rage at the moment, and have been for some time. In addition, forecasts by eMarketer, Grand View Research, and many others predict huge growth in this sphere for at least the next several years, and probably much longer.

In other words, the industry is literally booming, and getting our students involved in podcasting provides not only a creative output for their research projects, but also equips them with valuable key skills.

As a podcaster myself, I’m delighted to bring some excellent news to teachers and schools everywhere (garnered from lots of personal experience): podcasting is very easy, and virtually free to do.

Here are the steps that I personally suggest students should follow:

Step 1: Record the audio on any device available – a mobile phone, laptop computer, tablet, etc.

Step 2: Save the file somewhere. A .wav or .mp3 is perfect

Step 3: Download Audacity – it’s free sound engineering software that is just literally awesome (I use it myself for my podcast).

Step 4: Import and manipulate the sound file in Audacity (Hint: For podcasts, set Loudness Normalization to -18.0 LUFS, as this will make the voices of the students nice and clear – to do that, just select the audio, then go to Effect > Loudness Normalization, and keep the check mark the box that says ‘Treat mono as dual mono’).

Step 5: Export and save the file. I suggest exporting as an mp3, rather than a .wav, in order to compress the size of the file dramatically. Sound quality is not affected by this.

Once the sound file has been exported and saved locally, the students can then send that to the teacher in any way that seems appropriate – via e-mail, Google Classroom, uploading to YouTube (which requires another process that the students will have to learn), etc.

#2: Create a short lesson that contains some kind of practical element

Ironically, research shows that one of the best ways to learn something is to teach the topic that you have to learn. So, quite simply, ask your groups of students to prepare a lesson which they must teach to the whole class. To spice things up, the students could build a model, demonstrate an experiment, pass objects around the class or do anything that stimulates touch, smell, and, maybe, taste.

Allowing students to have some creative freedom over how they deliver the lesson should lead to some very interesting and entertaining moments.

#3: Cloud Computing

This is one area of education where Google really has the monopoly – and understandably so in my opinion. Their tools for students are second-to-none. Book the schools ICT lab, iPads/laptops or allow students to use their own devices in the following ways:

  • Google SlidesImagine you’re in a group of 5 people, each working on the same slide presentation simultaneously on 5 different computers. You’re all editing the presentation in real time – that’s what Google Slides is, basically. It’s really powerful, and I’ve found that students never grow tired of working in groups to create beautiful presentations. Get your students to present the slides to the class when the project is done and you’ve ticked so many boxes – collaboration, using ICT to enhance learning, leadership skills, courage, and on and on we could go. Just make sure you’re walking around the classroom to check on the students as they are doing the work, and ask the group leader to ‘share’ the work with you (this involves clicking a button, and selecting the teacher’s school Gmail address to share it to).
  • Google Docs: This is similar to Google Slides, albeit with a slight difference: the students collaborate on a word-processed document in real time, rather than a slides presentation. It’s great for producing leaflets, infographics, reports, booklets, summaries and traditional ‘assignments’.
  • Google Sheets: As the name suggests, this is a spreadsheet application that the students can collaborate on in real-time, in groups. As a science teacher I find that this is perfect for data collection and processing as it can be used to generate graphs and charts. It’s also good for keeping lists (e.g. lists of revision websites).
  • Google Forms: Great for surveys and peer-assessment tasks. Students can create forms for other students to fill in, share these forms with their peers, receive responses and the software will even generate pie charts of the responses for quick analysis. It’s a fun way to use ICT to enhance learning, and a quick way to gather interesting data.
  • New Google Sites: This is Google’s amazing website creation software. In a matter of a few clicks, students can create their own websites that are securely linked to the school’s G Suite server. I’ve just recently used Google Sites with my Year 7 students to create ePortfolios. These ePortfolios act as online records/journals where the students can record their reflections on their work, school achievements, extra-curricular activities and photographs of schoolwork they are really proud of. At many schools, these ePortfolios act as an ‘entire’ record, with students adding work to them throughout their time at school. It’s something meaningful that the students can take pride in, and spend significant time developing.

I’ve written a separate blog post about using Google Apps in teaching which you can find here.

#4: Create a Quiz

Quizzes can be a really fun way to test student knowledge, and when done via a group-creation project they can be much less stressful for students than traditional testing. Furthermore, there are a number of great, free multiple choice and graphic quiz creation tools available on the web:

  • Kahoot!: Students can create an account (Attention: Make sure the students use their school e-mail address for safety) and then create a great multiple choice quiz. Always specify the number of questions you’d like the students to create. When ready, the group can present the Kahoot! to the class, and the students watching/playing will use their mobile devices as multiple choice ‘clickers’. The software comes with music (so use your classroom sound system, if you have one) and shows a running student ranking after each question. It’s great fun, and I’ve never known a student to dislike using Kahoot!.
  • Quizlet: This comes in the form of virtual flashcards that the students create (e.g. key word on one side, definition on the other), but the fun starts with Quizlet Live. Basically, when the group has finished making their Quizlet, they activate Quizlet Live which automatically puts all the students into new groups to compete with each other. Again, music and a main screen showing the real-time progress of each team make for a very lively, active classroom experience.
Quizlet Live teacher screen (showing real-time group progress) and student screens [Courtesy of teachwithtech.com]
  • Wordwall: This app allows students to be more spatial in their quiz creations – offering word-matching, category brainstorms, rank orders and many more activities. You can read more about the wide-range of tasks that students can create with Wordwall here.

Can you think of any others? Please do feel free to comment in the comment box below this blog post.

#5: Marketplace activity

In a marketplace activity, the following steps are followed:

  • Step 1: Students are placed into small groups and given material to learn. They could spend perhaps ten minutes learning about one aspect of the topic you’re teaching (each group can learn a different aspect/sub-topic, or each group can learn the same sub-topic).
  • Step 2: One person from each group goes to another group to teach them what they have learned.
  • Step 3: This ‘designated teacher’ also gets taught by the group.
  • Step 4: The assigned person goes back to their original group and teaches them what they have learned

I have drawn a diagram of the process below (if my handwriting is too small to see on your screen, then please feel free to download the image and zoom in):

You can read more about marketplace activities here.

#6: Model building

Get your students to build things. Materials like plastic bottles, bottlecaps, cardboard, coloured paper, plasticine/modelling clay, straws, shoeboxes and old rope can all be used creatively by students to make models of the concepts they are studying. I’ve used this technique across my teaching in Science to get students to create everything from atomic models to makeshift ‘eco gardens’. Here’s a model atom that one of my IGCSE Chemistry students made out of rudimentary materials a few years ago:

#7: Making videos and stop motion animations

Movies and stop-motion animations are fun projects which can really encourage students to approach a problem from creative perspective. The result? – Memory of the concept is greatly enhanced when compared with traditional teaching methods.

Stop-motion animations do take a long time, and are more suited to processes and systems (e.g. DNA replication, corrie formation, steps in differential calculus, etc.), whereas movies have a wider-range of applications.

You can find out more about how to make a stop-motion animation at this great ACMI webpage here. The students will need everyday objects and inexpensive materials (e.g. modeling clay, coloured paper, straws, etc.) and someone in the group will need to ‘film’ the project. Due to the high-amount of thought and planning involved, stop-motion animations are best suited to complex topics, as the level of thought and immersion needed by the group will lead to useful long-term memory of the concepts.

#8: Create a news report

A suitable example might be a group of three students being assigned the task of creating a news report about a chemical explosion. One student might be the best at art, and could be assigned to produce the graphics. One student might be great at verbal communication in front of an audience, and could be the ‘news anchor’. One student might understand chemical calculations really well, and could provide the script for the news anchor for that particular part of the task.

Students can get really creative with news reports, as nowadays there are so many ways in which they are done:

  • Webpages (e.g. created using New Google Sites)
  • Audio reports (e.g. for podcasting or internet radio)
  • Video reports (e.g. for standard terrestrial TV, internet TV or a Vlog)
  • Social media posts (If you go for this, then ask the students to compile an array of posts – one for IG, one for Facebook, one for Twitter, etc. – and make sure they link to a webpage the students have created)
  • Print media (e.g. a newspaper, magazine article, newsletter, etc.)

This works great when you can provide the groups with a menu, like the one above, from which they can choose what to create.

#9: Create a puzzle booklet

The beauty of this task is that it is both fun and lends itself really well to delegation – one person can create a crossword, one person a word search, one person a fill-in-the-blanks, etc.

Another great thing about puzzle-building is that there are literally tons of free, puzzle building websites out there. Check these out:

#10: Create a classroom display

A warm, inviting classroom that’s colorful, fresh and light can really benefit your students. In fact, expansive research published by the University of Salford shown that well-designed classrooms can improve learning progress in primary school pupils by up to 16%.

This was the first time that clear evidence of the effect of the physical classroom environment on learning was established.

Oftentimes, teachers are stuck with the classrooms they are given. If your furniture is old, natural light is bad or the air-conditioning isn’t perfect, then it’s tough luck. One thing we can change, however, is the quality of our displays. Other aspects of the classroom environment can also be adjusted alongside this (See my article about this here: The Starbucks Protocol), so don’t neglect that side of the equation either.

So what are the best ways that we can create beautiful classroom displays? Good news – I’ve written a whole, separate blog post this very topic (with examples and instructions) here.

cropped-facebook.png

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

richard-rogers-online
img_5938

Teaching About Gender: Some Information to Consider

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

Illustrated by Pop Sutthiya Lertyongphati.

The topic of gender, and how children should be taught about it (and if they should be taught about it at all), has become a delicate, controversial and highly-provocative topic. Any writer who dares to even touch on this topic today is doomed to receive a barrage of hatred from people who come from a wide range of diverse backgrounds.

I know this, because I myself have been on the receiving end of that hatred on more than a couple of occasions in the past.

After writing and publishing a blog post entitled Gender-Neutral Toilets in Schools: Some Research and Conclusions (which I thought was a pretty balanced and fair synopsis of some of the most pertinent research and history on this issue) I received nasty messages on social media, hateful reviews of my books on Goodreads and Amazon (by people who hadn’t even read the books) and even messages to family members and friends who had shown the audacity to like, or comment, on one or more of my photos or posts. This was my virtual ‘second-wave’ of acrimony: I had received my first after publishing On Gender Neutral Toilets in Schools.

For a community that claims to celebrate diversity, a small (but significant) minority of 2SLGBTQIA+ individuals do themselves and their cause no favors by showing complete intolerance to diversity of opinion.

This leads me to today’s gargantuan mission: to describe what the published evidence states about what should actually be taught about gender in schools, and then (in the coming weeks and onwards) when and how it should be taught. I know that the hate will come to me by reflex-action by some individuals who won’t even read this far. All I can say is bring it on: we all show our true, ‘rainbow’ colours through our actions.

With that out of the way, let’s begin.

What should we be teaching children about gender?

Before we can even begin to answer that question, we need to answer a question that is much more fundamental: What is gender?

Growing up as a primary school kid in the 80s was a fairly simple experience with regards to this issue, and the question of what gender was didn’t need to be asked (or so it seemed). My school friends were boys and girls, and nothing else. Boys looked and acted differently to girls. My parents and the adults I encountered in society were men and women – and they were all very easy to distinguish as such.

I guess what I’m saying is that the data from my life experience provided everything I needed to know about gender: There were boys, girls, men and women. Nothing else (or so it appeared).

Today, however, that assumption – that gender is binary, is thought by many to be inaccurate. Former elementary school principal Anthony Ciuffo sums up his awakening to this knowledge eloquently: in a recent ASCD report:

Perhaps the most important lesson we gleaned from our immersion in the literature was the idea that gender is not the binary concept (where someone is either a girl or a boy) that most of us have grown up believing it to be.

Anthony Ciuffo, 2019. Rethinking Conventions: Keeping Gender-Diverse Students Safe. ASCD.

This central, bold premise is rather a big one. I wanted to find out where Ciuffo was getting his information from. As a molecular biology graduate this statement made some sense to me initially: Humans have 23 pairs of chromosomes, with the only distinguishing feature between most males and females at the chromosomal level being that one of those pairs consists of an X and Y chromosome for males, whereas a woman has an X and X chromosome in that position within the karyotype (a karyotype is essentially a list of all of the chromosome pairs). Some rare exceptions to this rule do happen, however (some of which I was surprised to learn about during the course of my research for this blog post):

  • Klinefelter syndrome (XXY biological males)
  • Chapelle syndrome (XX biological males – described as an ‘intersex’ condition)
  • XYY males
  • Turner syndrome (biological females who have one X chromosome missing, or partially missing)
  • Triple X syndrome (biological females who have three X chromosomes)
  • Swyer syndrome (biological females who have the XY chromosome pair, normally present in biological males)

The fact that these ‘syndromes’/conditions/possibilities exist in the first place should surprise most people who assume that gender is binary – even the biological evidence suggests that numerous exceptions to that premise exist. This raises more questions:

  1. How many gender-affecting situations at the genetic-molecular level are we not aware of?
  2. To what extent do chromosomal arrangements actually affect gender?

That last question is a pertinent one that humanity will soon have to really get to grips with, as both anecdotal and empirical evidence suggests that that the ‘full story’ of gender is by no means determined by genetics alone. Take Sasha Komarova (a Russian model) for example: she has Swyer syndrome (XY), yet she would most certainly identify as a female (and many would argue a very attractive one, at that). At the chromosomal level she ‘should’ be a male, but the physical reality that has manifested is a female body.

Research-based evidence that supports the notion that genetics have a role to play in a wide-range of gender expressions is mounting by the year:

  • In September of 2019, the largest-ever genome-wide-association study of same-gender sexuality was published in the very well-respected journal, Science. The primary finding was that multiple genes are significantly associated with engaging in same-gender sexual behavior (Diamond, Lisa. 2021)
  • A large literature review by Polderman et al, 2018, came to this significant conclusion: “Based on the data reviewed, we hypothesize that gender identity is a multifactorial complex trait with a heritable polygenic component. We argue that increasing the awareness of the biological diversity underlying gender identity development is relevant to all domains of social, medical, and neuroscience research and foundational for reducing health disparities and promoting human-rights protections for gender minorities“.

Conclusion

One can only conclude from the karyotypic and genetic evidence that gender may not be binary after all, and that other chromosomal/gene-loci/genetic-molecular arrangements may exist that lead to a gender expression that does not match the binary that we’ve mostly grown up to believe is true. In fact, to hold steadfast the central dogma that gender is exclusively a binary phenomenon is not only old-fashioned, but it’s plain wrong according to the scientific evidence we have at present.

Next week

Next week I will explore gender from a brain chemistry and hormonal profile perspective. Following that, I will explore what should be taught to children, and at what stages in their development it should be taught.

Bibliography and references

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

richard-rogers-online

How to Develop a Passion for Reading in our Students

Written by Richard James Rogers (Award-winning author of The Quick Guide to Classroom Management)Illustrated by Pop Sutthiya Lertyongphati.

Accompanying video/podcast:

The ability to read is possibly the most important skill that students should master whilst at school. It is so important, in fact, that a simple Google search of the phrase “The importance of reading for students” brings up hundreds of millions of hits (around 717 million at the time of writing this article, to be exact).

Do your students love to read?

There are numerous benefits of reading: for adults and children alike. I could choose to spend the rest of this article describing those benefits, but I fear that I would be preaching to the converted. As teachers, we already know that reading is important. I hope you will permit me, however, to at least include my favourite quote about reading from one of my favourite actors:

For reading: there have been gazillions of people that have lived before all of us. There’s no new problem you could have–with your parents, with school, with a bully. There’s no new problem that someone hasn’t already had and written about it in a book.

Will Smith

So, we know that our students must learn to read. However, what’s equally important is that our students learn to love reading. And this is what I want to explore with you today: How do we get our students, or our children, to enjoy reading? How do we prevent reading from becoming a laborious, dull part of their schooling and instead turn it into to a relaxing and, dare I say it, exciting past-time?

Tip #1: Turn reading into a collaborative task (with a creative output)

Reading is all-to-often seen as a solitary activity, which is most unfortunate. Set up times, or clubs, where students can read to each other and perhaps generate some kind of creative output – perhaps building a model of what they’ve read (Design Technology), calculating and mapping the frequency of different words (Mathematics) or even creating the costumes the characters might be wearing (Textiles). When reading becomes an active process, students realize that there’s actually a lot of ‘juice’ one can squeeze from a book, or even a short segment of text.

Perhaps you could couple collaborative reading with a technological task too – such as creating a Minecraft landscape of the setting for the story, or even setting up a Google Site online journal of learning.

My award-winning book for teachers is a popular choice for teacher book clubs.

The possibilities for collaboration in reading, coupled with creative outputs, really are limited only by one’s imagination. In fact, you may wish to ‘crowdsource’ ideas from the children themselves, perhaps by using a worksheet/prompt like the one below:

Could this be a tool to help your students read collaboratively?

If you like the above tool, then you can download it as a pdf here.

#2: Host reading and reading-related competitions and events

Some ideas to consider are:

  • Celebrate World Book Day by allowing students to come into school dressed as their favourite book characters. Perhaps offer special prizes for the best costumes, or even run a fashion show on the day. Award plus points/merits/whatever your school’s ‘reward tokens’ are for students who bring in their favourite books on the day.
  • Invite a local author to come into school to talk about their work. As an author myself, I know for a fact that the author will love the opportunity to gain some exposure, and if you ask politely you may even get some free, signed books for school out of it.
  • Run book clubs or events by genre – specialization can generate more interest in reading. Have a day for self-help books, one for non-fiction, one for animals – anything that the students are interested in.
  • Take the students to a reading-related place, such as a local library or actual location from a book. Students will often be unaware that these places exist in the first place, and their discovery may set in-motion some profound changes that result in a love of reading. My primary school took me to my local library as child, for example, and that place became my study-hangout in my teens. I just loved being surrounded by all of those books. It’s a feeling that’s very unique.

#3: Read with your students, and to your students, with passion

Get involved in all of the activities listed above. Join the collaboration groups, for example, even if only for 10 minutes at a time. Read topical news articles, extracts from books, quotes of the day or any materials that provide positive messages for students. Have a sign outside your door that tells students what you are reading at that time.

Bottom line – get stuck in yourself! Never underestimate the subliminal messages that students pick up on when they see us model positive behaviors.

Further reading (no pun intended):

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

richard-rogers-online