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Starting Out as an SLT Member: What I Learned from the Experts

Posted on by richardjamesrogers

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

Accompanying podcast episode:

Stepping into a senior leadership team (SLT) role for the first time can be both exhilarating and daunting. Recently, I was appointed as the Acting Head of Secondary at an international school in Thailand, and to gain deeper insights into the role, I reached out to SLT members in other schools for their best advice. Their responses provided me with invaluable lessons that I am now applying in my leadership journey.

1. SLT Isn’t as Powerful as It Seems

Many teachers assume that SLT has the final say in all matters, but in reality, leadership is often constrained by a Board of Governors, school owners, or a Board of Directors. These higher authorities set overarching policies, approve budgets, and have the last word on major decisions. SLT members must navigate these constraints while trying to implement the best possible strategies for students and staff.

2. Deadlines Matter More Than You Think

As teachers, we often view deadlines as an administrative requirement, but from an SLT perspective, meeting them is crucial for the school’s smooth operation. For instance, exam data must be submitted on time so that SLT can analyze results, track progress, and prepare official entries for exam boards. When one deadline is missed, it creates a domino effect, leading to further disruptions down the line.

3. Gossiping Teachers Are Known

While it may feel harmless to engage in workplace gossip, SLT is aware of staff who indulge in it. This kind of behavior can damage professional reputations and undermine trust within the school community. Maintaining professionalism in discussions about colleagues and policies is always the best approach. In fact, this is such an important issue that I wrote about it explicitly in my award-winning book (The Quick Guide to Classroom Management). I have also written a special blog post on the subject matter of gossiping, and its particularly harmful effects in a school setting, here.

4. Complainers Are Noticed

Constructive feedback is always welcomed, but chronic complainers do get noticed. A teacher who frequently complains without offering solutions can be perceived as negative, which doesn’t reflect well when SLT considers leadership potential or responsibilities. Handle day-to-day frustrations professionally, and you’ll soon be recognised as someone who is resilient, trustworthy and likeable.

5. SLT Work Extensively—Even During Holidays

Many assume SLT members simply delegate work, but in reality, they work tirelessly, often sacrificing their holidays to ensure the school runs smoothly. From recruitment to budget planning, from curriculum development to policy implementation, the workload is substantial and ongoing.

6. Awkward Conversations Are Necessary

No one enjoys difficult conversations, but SLT members have a responsibility to address issues such as poor performance, safeguarding concerns, and disciplinary actions. These conversations are rarely personal; they are about ensuring the highest standards for students and maintaining a professional working environment. If you find yourself sitting in a conversation like this, with an SLT member who feels the need to call you out about something, then read my advice on how best to deal with that, here (look for tip #3)

7. SLT Is Built on Trust

Senior leadership is a high-trust position. You don’t get there without demonstrating integrity, reliability, and a strong work ethic. Trust is the foundation of effective leadership, and once lost, it is difficult to regain.

8. SLT Members Communicate With Each Other

If you fall out with one SLT member, assume that others will be aware. Leadership teams function best when there is unity and transparency, meaning that significant issues, concerns, or conflicts are often discussed collectively.

9. Hard Work and Dedication Stand Out

One of the most reassuring pieces of advice I received was that SLT recognizes hard work. Dedicated, competent teachers who go above and beyond are always noticed, even if appreciation isn’t always vocalized. If you want to stand out for the right reasons, being consistent, reliable, and proactive is key.

10. SLT Looks at Patterns to Make Decisions

Leadership isn’t about making decisions based on isolated incidents. SLT analyzes trends in staff absences, exam performance, student behavior, and other key indicators to make informed decisions. Understanding this broader perspective helps in appreciating why certain policies and actions are taken.

Final Thoughts

Becoming a member of SLT is a journey filled with learning curves, challenges, and opportunities for growth. The advice I received highlights the importance of professionalism, trust, and diligence in leadership. As I navigate my new role, these insights serve as guiding principles, helping me to become a more effective and understanding leader.

To those stepping into leadership for the first time: embrace the learning process, build strong relationships, and remember that every decision you make has an impact beyond what is immediately visible. Leadership is not about power—it’s about responsibility, vision, and making a difference in the lives of students and staff.

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Building a Strong School Community: Lessons from Experience

Posted on by richardjamesrogers

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

In addition to writing this blog post for you today, I’ve also recorded a podcast episode on the same topic. You can listen to it here:

Creating a strong school community is one of the most vital yet often overlooked aspects of school leadership. Whether you are a senior leadership team (SLT) member, a school principal, a middle manager, or a frontline teacher balancing a full schedule, fostering a sense of belonging among students and staff is crucial for a thriving educational environment.

I have recently stepped into the role of Acting Head of Secondary at my international school in Thailand. After spending 20 years in the classroom teaching science, mathematics, and other subjects, this transition has been a profound learning experience. It has given me fresh insight into what makes a school function effectively and how community building is at the heart of it all.

A Tale of Two Schools: The Power of Community

Reflecting on my own school experience, I remember the stark contrast between my Record of Achievement celebrations and those of my friend from another school. My Roman Catholic school’s event was filled with singing, speeches, and a clear sense of togetherness. My friend’s event, in contrast, felt sterile and devoid of any real community spirit.

This comparison serves as a reminder: schools are not just places of academic instruction but communities where students, staff, and parents should feel connected. So, how can we, as educators, foster a strong sense of school community? Here are some key strategies.

#1: Meaningful and Well-Designed Assemblies

Assemblies, when planned thoughtfully, can be a powerful tool for community building. The key is to ensure they are engaging, purposeful, and inclusive. Here are some ways to make assemblies effective:

  • Showcase student achievements: In my first assembly as Acting Head of Secondary, I invited teachers to contribute to a Google Slides presentation featuring student work. Mathematics notes, science experiment photographs, coding projects, and sports achievements were all highlighted. This not only celebrated student success but also encouraged peer recognition.
  • Welcome new students: A simple introduction and round of applause for newcomers can make a world of difference in making them feel at home.
  • Incorporate student-led contributions: Allow students to share announcements, projects, or school events to give them a voice and foster engagement.
  • Share important updates: Assemblies are a great time to reinforce school values, rules, and upcoming events in a unified setting.
  • Keep a theme: Whether it’s perseverance, kindness, or academic excellence, having a clear message ensures assemblies are more than just announcements.

#2: The Power of Collective Praise

One of my core beliefs, which I wrote about in The Quick Guide to Classroom Management, is: Praise must be collective in order to be effective. When a student excels, their achievement should not only be acknowledged by their subject teacher but also by their homeroom teacher, the head of secondary, and even their peers. This creates a culture where excellence is recognized and reinforced throughout the school.

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For example, when our school principal mentioned two students with exceptional artistic talent, I made sure to acknowledge them personally. This small act had a significant impact—it showed the students that their work mattered and was valued beyond the art department.

#3: School Events and Theme Days

Special events and theme days are excellent ways to foster school spirit. Here are some ideas:

  • Charity fundraising events: Simple initiatives like ‘own clothes days’ (or ‘mufti days’) where students donate to a cause can create a sense of collective purpose.
  • Student-led events: Science fairs, talent shows, or Model United Nations conferences encourage student participation and leadership.
  • Cultural or theme weeks: Mental health awareness, sustainability, or literature weeks can bring the community together around a shared focus.
  • Car boot sales or parent engagement days: Involving parents in school activities strengthens the home-school connection.

#4: Leveraging Your School’s Unique Identity

Every school has something that sets it apart. Whether your school specializes in science, the arts, environmental education, or mindfulness, use that unique aspect to create a shared sense of purpose.

For example, if your school is an eco-school, organizing sustainability projects, eco-friendly challenges, or themed assemblies around environmental responsibility can reinforce that identity while strengthening community ties.

#5: Effective Communication Through Newsletters and Social Media

Transparent and engaging communication is key to keeping the school community connected. Consider these approaches:

  • Weekly newsletters: Highlight student achievements, upcoming events, and important school updates. These can be distributed via email or through homeroom teachers.
  • Student announcements: Having homeroom teachers read daily or weekly notices fosters a more connected student body.
  • Social media engagement: Sharing photos of assemblies, student projects, and school events (with appropriate permissions) helps parents and the wider community stay involved.

#6: External Engagement: Speakers and Field Trips

Bringing in guest speakers or organizing field trips enhances learning while strengthening school-community links. Consider:

  • Guest speakers: Experts in various fields can provide students with valuable insights and inspiration.
  • Local partnerships: Universities, museums, and businesses often have programs that align with school curricula.
  • Community visits: Taking students to local cultural centers, science labs, or art galleries broadens their horizons and connects learning to the real world.

#7: Student Voice and Leadership Opportunities

Giving students a voice in school governance enhances their sense of belonging. A well-structured student council, for example, allows students to take ownership of initiatives, fostering leadership and community spirit.

Conclusion

Building a strong school community requires intentional effort from all members of the school—from leadership to classroom teachers, students, and parents. Assemblies, collective praise, school events, effective communication, and external engagement all contribute to a vibrant, inclusive environment where students feel valued and motivated.

If you found these insights useful or have your own strategies to share, feel free to reach out. And if you have a topic request for future blog posts, email me at info@richardjamesrogers.com. Let’s continue the conversation on building stronger, more connected school communities!

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Australia’s Social Media Ban for Under-16s: A Bold Step with Educational Benefits

Posted on by richardjamesrogers

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

Australia’s recent decision to implement a social media ban for under-16s has sparked heated debates. Whilst I, and many educators I am in contact with, are mainly pleased with this decision (as we can see the many benefits that the ban will have for children’s physical and mental health), the opposition remains large and vehement. People who are against the ban are mainly asserting that rights are being stripped away from children who have already had access to these devices; that children will be able to beat the system anyway using software like VPNs; and that regulation should have happened way back in the 90s, when the internet was first ‘let loose’ on the general public. John Roskam, Columnist at The Australian Financial Review, even went so far as to call the ban a “joke”.

From an educational perspective, however, I see this ban as a bold step toward safeguarding our students’ well-being. As educators, we are deeply invested in the holistic growth of our learners, and this move addresses several critical issues that have plagued young people in the digital age. Back in 2018, for example, I wrote a lengthy blog post that described the devasting effect that screen time was having on children’s health. Writing that blog post all of those years ago was an eye-opener for me, as I discovered that extensive and well-respected research had already shown that smartphone usage was causing, or correlating, with:

With respect to social media specifically, a research summary by the Telegraph stated that teenagers were spending “hours and hours” of free time scrolling through social media.

All of these negative effects of screen time were highlighted back in 2018, and even earlier in some cases. Things have gotten much worse since then, in my opinion. Perhaps the Australian Government have intervened too late, as some have already suggested, but isn’t being late better that than never doing anything?

What follows next are my thoughts on why this ban is, generally speaking, a good thing for the children of Australia.

Benefit of the Ban #1: Tackling Cyberbullying at Its Roots

Cyberbullying is an ever-present issue in schools. The anonymity and instant connectivity of social media have created an environment where hurtful comments and harmful behaviors can thrive. In my various roles over the years as a homeroom teacher, form tutor and in middle and senior management, I have seen firsthand the ways in which very young children sometimes use groups on social media to spread gossip and hateful posts about their peers. By restricting access for under-16s, this ban could significantly reduce the avenues for online harassment.

Imagine classrooms where students are less distracted by the emotional toll of negative online interactions. As educators, this gives us the opportunity to foster environments of respect and kindness without the shadow of digital cruelty hanging over our learners.

What Can Teachers Do?

We can use our curriculum time to reinforce positive communication skills in our classrooms. Role-playing exercises, restorative practices, collaboration tasks, and open discussions about empathy can help students build the tools they need for respectful interactions: both online and offline. A good PSHE curriculum can certainly facilitate this and hopefully prepare students for the world of social media when they are old enough to legally use it.

Benefit of the Ban #2: Protecting Reputations for the Long Haul

We’ve all seen it: students impulsively sharing photos, videos, or comments that seem funny or harmless in the moment but have lasting consequences. Social media has no “undo” button when it comes to reputations. Posts made in teenage years can resurface in adulthood, often causing embarrassment or even career challenges. Even teachers, the people that society respects and values so highly, can get caught up in the ‘free-spirited’ looseness of social media, posting content that can, and has, destroyed many careers.

By limiting access to social media, this ban gives students the chance to mature and develop better judgment before stepping into a world where every post becomes a permanent record. It’s an opportunity to teach our students about digital footprints and responsible digital citizenship. I, for example, use my Instagram and Facebook profiles to showcase this blog, my workshops and the professional content I produce. When social media is viewed as a ‘reputation builder’, it really can become quite powerful. In my case, it has even made me ‘Google Famous’ (see below):

What Can Teachers Do?

Integrate lessons on media literacy and online reputation management into your curriculum. Help students understand the weight of their online actions through scenarios, case studies, and class discussions. By equipping them with this knowledge now, they’ll be better prepared to navigate social media responsibly when the time comes.

Benefit of the Ban #3: Promoting Positive Body Image

Social media platforms are notorious for promoting unrealistic beauty standards. Algorithms often amplify content that emphasizes perfection, leading young people to compare themselves to heavily edited and curated images. This can contribute to anxiety, low self-esteem, and even eating disorders.

With this ban, we have a unique opportunity to reframe how our students see themselves. They can spend more time building self-confidence based on real-life achievements, relationships, and personal growth, rather than striving to meet unattainable online ideals.

What Can Teachers Do?

Encourage classroom activities that build self-esteem. Art projects that celebrate individuality, storytelling sessions where students share what they value about themselves, or even health lessons on media manipulation can help counteract the negative effects of social media. I’ve written a separate blog post on how teachers can build student self-confidence, here.

Supporting Students Through the Transition

Of course, this ban doesn’t come without challenges. Students who’ve grown up with social media may struggle to adjust. As educators, we are perfectly placed to guide them through this change with empathy and proactive strategies.

  • Encourage Offline Connections: Create opportunities for students to engage in collaborative projects, clubs, and team-building activities.
  • Focus on Digital Alternatives: Introduce educational platforms like Google Classroom, Seneca, or Desmos Classroom to show students the constructive ways technology can be used.
  • Model Responsible Technology Use: Be transparent about how you use technology as a professional tool, demonstrating balance and intentionality.

A Golden Opportunity for Education

While the social media ban for under-16s is a bold move, I see it as a gift for educators. It’s a chance to reclaim our students’ attention, nurture their self-esteem, and equip them with the tools they need for a healthier, more mindful relationship with technology.

Whilst the opposition to the ban remains strong, I see the ban as passing a cost/benefit analysis: the benefits outweigh the costs.

What are your thoughts on the ban? Let’s continue the conversation in the comments!

Bibliography and recommended further reading

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How I Use SEL in My High School Lessons (And How You Can Too!)

Posted on by richardjamesrogers

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

Accompanying podcast episode:

As high school teachers, we know that our students need more than just academic knowledge to thrive. They need tools to manage their emotions, build relationships (isn’t this so crucial in business?), and make thoughtful decisions. Social Emotional Learning (SEL) gives them these tools and helps us, as teachers, create classrooms where students feel supported, engaged, and ready to succeed.

In my classroom, SEL forms an integral part of each lesson’s structure and delivery, and today I’m sharing ten practical ways you can integrate it into your teaching too!

What is SEL?

At its core, SEL equips students with five essential skills:

  • Self-awareness – Understanding their emotions, strengths, and areas for growth (target-setting, which is something teachers have been doing for decades to assist with academic goal setting, can certainly help with this too).
  • Self-management – Managing stress (note: teachers need this too!), setting goals, and staying motivated.
  • Social awareness – Showing empathy and valuing others’ perspectives (collaboration through group projects is a good way to facilitate this, provided there is a reflection on the interpersonal skills developed).
  • Relationship skills – Building meaningful connections and resolving conflicts.
  • Responsible decision-making – Making thoughtful, ethical choices.

A handy phrase that helps me to remember this list is “Three S’s and Two R’s”

When these skills are taught alongside academic content, students not only perform better in school but also develop confidence and resilience: character traits that will help them navigate various challenges throughout life.

10 Ways to Bring SEL Into Your Classroom

Here are some strategies I use that you can easily apply to your teaching:

1. Start with Emotional Check-Ins

Take a few moments at the start of class to check in with your students. A simple prompt like, “How are you feeling today?” using mood meters or sticky notes fosters self-awareness and helps you connect with your students on a deeper level. In my debut book, The Quick Guide to Classroom Management, I emphasize the importance of having ‘check-in’ conversations with your students on a regular basis (even as you are on duty, or walking around the corridor, for example). These are perfect for a homeroom/tutor group team-building activity. Any non-confidential information that you gather from such conversations (e.g. students’ hobbies and interests, life events, music preferences, etc.) is called ‘Professional Intelligence’, and it can be used to inform your teaching/interventions.

2. Facilitate Collaborative Projects

Group work is a great opportunity to practice relationship skills. Assign roles to each team member—such as leader, timekeeper, or presenter—to teach accountability and effective communication.

3. Introduce Mindfulness Practices

Short mindfulness exercises, like guided breathing, a mindful body scan, or a moment of silence, can help students manage stress and refocus their energy. These work wonders before a test or during a busy day. In my experience, these work best if they are deployed on a regular basis, rather than ad hoc, as there will be some initial awkwardness on the part of the students when they first try these exercises. Regular practice, and a class culture of acceptance and a recognition of the importance of mindfulness practices, are needed in order for the techniques to be truly effective.

If you’re new to mindfulness (as many teachers are), or if you’re struggling to come up with ideas for mindfulness activities, then this blog by American University contains lots of good information.

4. Encourage Journaling

Journaling allows students to reflect on their emotions and experiences in a personal, non-judgmental way. It’s a simple activity that promotes self-awareness and emotional regulation. This can be done in the traditional way, using personal notebooks, or online (e.g. via systems like Google Sites or Docs).

Make sure you make the journaling interactive in some way. You may wish to allow students to form ‘buddy groups’ with others they are comfortable sharing their emotions with or initiate some kind of ‘anonymous disclosure’ activity (e.g. students fill in an anonymous Google Form with reflections, or write something on a piece of paper, and the teacher reads responses to the class).

I’ve written a very popular blog post about Learning Journals here (feel free to adapt these ideas to SEL journaling too).

5. Practice Conflict Resolution

Present scenarios or real-life conflicts and guide students in resolving them through role-playing. This builds empathy, social awareness, and decision-making skills.

Edutopia have written this brilliant article on using role-play as a SEL teaching tool. I highly recommend that all teachers read this, as it contains ideas that are highly practical and actionable.

6. Celebrate Cultural Diversity

Create space for students to share their backgrounds, traditions, or interests. Whether it’s through classroom discussions, projects, or celebrations, this fosters social awareness and inclusion. Whilst diverse classrooms do sometimes come with unique challenges for the subject teacher, they also offer tremendous opportunities for team-building and cultural awareness.

7. Focus on Goal-Setting

Help students set and track SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound). This activity encourages self-management and shows them how to turn aspirations into action. This can be done within individual subject areas, or as a more holistic PSHE, homeroom or mentoring activity.

8. Create a Peer Mentorship Program

Pair older students with younger ones in a mentorship program. Mentors build leadership and empathy, while mentees gain guidance and support—everyone wins! Such a programme will probably require some training for the mentors initially, and ground rules should definitely be established, but when organized and monitored properly this can be a very rewarding programme for individual students who need support.

I’ve written a separate blog post about executive coaching strategies here. Whilst that blog post is primarily aimed at adults who mentor adults, much of the material is applicable to secondary school mentoring scenarios too.

9. Build Gratitude Practices

Incorporate simple activities like gratitude walls or weekly affirmations. These encourage optimism, build confidence, and create a positive classroom environment.

Colorin Colorado have written this great article that outlines fifteen ideas for incorporating gratitude practices into your classroom.

10. Make SEL Part of Your Subject Lessons

Infuse SEL into your curriculum by highlighting its connections to your subject. For example:

  • In English, analyze a character’s emotional growth.
  • In History, discuss ethical dilemmas faced by historical figures.
  • In Science, explore the societal impact of discoveries or technologies.

This approach shows students that SEL is not just an add-on—it’s essential to real-world problem-solving.

Can you think of some ways to incorporate SEL into your subject area? Please feel free to comment below.

Why I Love Using SEL

Incorporating SEL into my classroom has transformed the way I teach and the way my students learn. They’re more engaged, more resilient, and more empathetic toward each other. I’ve seen firsthand how these small, intentional practices can create a big impact. The only frustration that I sometimes have with SEL practices, however, is that it can take quite a considerable length of time before the classroom teacher sees the fruits of their labour. This time-investment, however, is worth it in my opinion.

I encourage you to try some of these strategies in your classroom and see the difference SEL can make. Have you already used SEL in your teaching? I’d love to hear your experiences in the comments below—let’s grow together! 😊

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

10 Festive Activities to Use in Your High School Classroom

Posted on by richardjamesrogers

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

With the holiday season approaching, it’s a great time to add some festive flair to the classroom. A little Christmas cheer can go a long way in boosting motivation, engagement, and excitement while keeping learning on track. In today’s blog post, I will describe ten fun and educational Christmas-themed activities to bring the season to life in your high school classroom. So, put on your Santa hat, hang up your stockings, put your feet up, sip a mug of hot chocolate and enjoy today’s article!

#1: Get Creative with Christmas Writing Prompts 🎄

Nothing sparks creativity quite like a holiday story! Give students some festive writing prompts, such as:

  • “Tell the story of Christmas from the perspective of an ornament.”
  • “Describe a winter holiday in a futuristic, dystopian world.”

These prompts let students flex their storytelling skills while channeling the spirit of the season. Encourage them to share their stories with the class or display them around the room for a festive reading gallery. Journal Buddies has a great website containing 54 Christmas writing prompts that you may wish to use.

#2: Dive Into Holiday Economics 💰

Even if mathematics or economics is not your subject specialism, bringing numeracy into your lessons will help with your students holistic development. With this in mind, it’s important to note that the Christmas season provides a fascinating case study for economics/mathematics/numeracy lessons. Ask students to research topics like the impact of holiday spending on the economy, or the marketing strategies of big brands during the holiday season. For example, they might explore the rise in spending on Black Friday vs. Christmas Eve or compare global holiday traditions and their economic impact. This kind of activity makes economics relevant and relatable by connecting it to topics that students may already find intriguing.

This brilliant article by University of Lincoln lecturers, Davina Bird and Jane Charlesworth, explores how historical economic philosophers, such as Adam Smith and John Stuart Mill, might view modern Christmas spending habits. Articles like this could be used as great resources for group Google Slides presentations in your PSHE lessons, for example.

#3: Crack Some Christmas Mathematics Puzzles 🎅

Add some holiday fun to maths with Christmas-themed puzzles and codebreaking activities. Students can calculate the cost of each gift in “The Twelve Days of Christmas” (hello, multiplication and percentages!) or decode holiday-themed messages through basic cryptography. These activities make math hands-on and festive, giving students a fresh perspective on how math applies to real-world (and holiday!) scenarios.

A great resource for Christmas codebreaking activities is Christmas Unplugged Coding Activities for Kids by ourfamilycode.com. The site contains eight brilliant activities that help students to develop their logical reasoning and problem-solving skills, whilst utilizing Christmas themes. It’s well worth a visit!

#4: Secret Santa Book Swap 📚

Spread the gift of reading by organizing a Secret Santa-style book exchange. Each student brings in a book they’ve read and loved, wrapped and labeled with hints instead of a title. Students then choose a book “blindly” based on the hints alone. This activity adds a fun surprise element and might just introduce students to new genres they hadn’t considered before. This may be something that you wish to get the school librarian involved in, too.

#5: Chemistry of Gingerbread Baking Experiment 🧪

Who says chemistry can’t be delicious? Use gingerbread or holiday cookies to teach students about the Maillard reaction (the browning that occurs in baking). Discuss how different ingredients interact and cause chemical reactions. If possible, take it a step further by baking in class: nothing says “hands-on learning” like a classroom that smells of gingerbread!

If you’re keen to do the gingerbread thing with your students, then Science Sparks have created this page that has clear instructions, printouts and loads of ideas. Check it out!

#6: Christmas Traditions Around the World 🌎

Bring global awareness to your holiday festivities with a “Christmas Around the World” presentation project. Assign each student (or group) a country and have them research how it celebrates Christmas or similar winter holidays. Students can share unique customs, foods, and music with the class, providing everyone with a glimpse into different cultures while developing research and presentation skills.

History.com has produced this brilliant site that covers Christmas traditions in fourteen different locations. Perhaps you could use Wheel of Names to assign a country from this list to each group of students?

#7: DIY Christmas Ornaments 🎨

Combine art and science by having students design and make ornaments based on physics concepts like balance and center of gravity. For example, they can make hanging decorations that are symmetrically weighted or create ornaments that stay upright through clever balancing. It’s a creative way to bring physics to life, and you’ll get some unique classroom decorations out of it, too!

Sitter.co.uk have come up with this brilliant blog post that outlines fifteen types of Christmas decorations that kids can make in the classroom, or at home. My personal favourite are the homemade snow globes (number 7).

#8: Historical Christmas Debate 🎤

This is a great one for your Model United Nations club, PSHE, History, English or Drama lessons.

Dive into the origins of Christmas traditions with a lively classroom debate. Students can research topics like “Has Christmas become too commercialized?” or “What are the true origins of Santa Claus?” Not only does this get students talking, but it also encourages critical thinking and research. Plus, debates are a fun way to mix things up and get everyone involved.

ESL Kids Games have got a webpage up that provides some ideas, and instructions, for such a debate.

#9: Christmas Movie Analysis 🍿

Why not bring some holiday classics into the classroom? Choose a Christmas movie or episode of a series and analyze its themes, characters, or symbolism. A Christmas Carol could be an interesting choice, or something like Home Alone for a more contemporary twist. You could even discuss the impact of holiday movies on popular culture. This activity helps students apply literary analysis to popular media, making the skills they’re learning more accessible and relatable.

Marisa Lascala at goodhousekeeping.com has complied an excellent list of 74 Christmas movies that are suitable for kids (i.e., not Die Hard!). Check it out!

#10: A Classroom Charity Project 🤝

Finally, what better way to celebrate the season of giving than with a classroom charity project? Organize a drive to collect canned goods, clothing, or toys for a local shelter. Alternatively, students could make holiday cards for a nursing home or even bake treats to sell, donating the proceeds to a cause they choose. A holiday charity project fosters empathy, encourages teamwork, and shows students the impact they can have on their community.

If you’re struggling to find local charities to donate to, then fear not: Whit Hunter at betterworld.org has written this great piece that provides step-by-step instructions and tools to help you find local organizations that are working with the needy.

Conclusion

These ten activities will bring the spirit of the season into the classroom, creating a festive environment where students can learn, share, and grow together. Whether you’re tackling mathematics problems, analyzing movies, or baking gingerbread, a dash of holiday cheer can make the classroom a magical place. 🎄

Recommended further reading

Encouraging Creativity in the Classroom: Essential Tips for Teachers
Using Google Apps in Teaching
5 Ways to Use The School Library With Your Students

10 Rookie Blunders New High School Teachers Make (and How to Avoid Them!)

Posted on by richardjamesrogers

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

Starting your teaching career is an exciting adventure, but it can also feel overwhelming. When I first starting teaching high school science back in 2005, for example, I soon found myself struggling to succeed at (what I see today as) basic tasks, such as marking, lesson planning and managing behaviour. So many aspects of the job were completely new to me, despite the limited teaching experience I gained from the Army Cadet Force as a teenager. I even found it difficult to think straight with so many students making requests and needing attention at the same time. Even writing basic sentences on the classroom whiteboard, in a large and tidy format so that the students could read the words clearly, was a challenge for me at first!

The reassuring news is that every teacher makes mistakes – it’s part of the learning process. To give you a head start, here are ten of the most common rookie blunders new high school teachers make (and, that I have made at some point on my journey!), along with some friendly advice on how to avoid them!

1. Doing Too Much Marking

Marking mountains of work is a fast track to burnout. Many new teachers feel they need to mark everything in detail, but that’s not sustainable! Start exploring alternatives like peer assessment, self-assessment, verbal feedback or even automated tools like online quizzes. You could also try live marking during class, where you give immediate feedback as students work. This not only saves time but also boosts student understanding.

2. Trying to Be Too Friendly with Students

It’s natural to want to be liked by your students, but remember: you’re their teacher, not their buddy. Building rapport is important, but you still need to maintain a professional distance. Being too friendly can blur the lines, making it difficult to manage behavior or assert authority. Keep your role clear, and your students will respect you more in the long run.

3. Inappropriate Use of Social Media

We live in a digital world, and social media can be a fun way to share ideas, but it’s important to be cautious. Avoid posting anything that could reflect poorly on you, your school, or the profession. It’s always better to keep your personal and professional online presence separate. Remember: once it’s online, it’s forever!

4. Oversharing with Colleagues

It’s great to get to know your colleagues, but be mindful of what you share, especially in the early days. Oversharing personal information can blur professional boundaries and lead to awkward situations. Keep conversations friendly, but professional – save your deeper personal stories for your friends outside of work.

5. Not Pacing Lessons According to Long-Term Plans

Pacing is one of the trickiest things to get right. New teachers often get caught up in the moment, spending too much time on early topics and falling behind on their curriculum goals. It’s important to balance the desire to be thorough with the need to stick to long-term plans. Keep an eye on your timeline and adjust your lessons to stay on track.

6. Being Too Lenient with Grading

Being too kind with your grades can do more harm than good. New teachers sometimes grade work too generously, not realizing that they aren’t preparing their students for the higher standards of external exams. Make sure your grading reflects the rigor of official exam boards so students get used to working at the correct level.

7. Relying on Quickly Sourced Content from the Internet

The internet is a treasure trove of resources, but not everything online is classroom-ready. Some teachers fall into the trap of quickly grabbing videos, slides, or worksheets without checking them thoroughly. Always preview your resources before using them in class to ensure they’re accurate, appropriate, and aligned with your lesson goals.

8. Not Preparing Marking Schemes

Without a clear marking scheme, grading assessments can become a time-consuming nightmare. Having a well-prepared scheme not only saves you hours but also ensures consistency and fairness across all students. It’s worth the extra effort upfront to develop marking rubrics and criteria that make assessment straightforward and manageable.

9. Making Promises You Can’t Keep

As a new teacher, you want to impress your students, but making promises you can’t keep – like grading a mountain of work in just a few days – will quickly erode their trust. Be realistic with your deadlines and commitments. It’s always better to under-promise and over-deliver than the other way around!

10. Engaging in Gossip

Gossip can be tempting in any workplace, but in a school environment, it’s especially toxic. Avoid conversations that focus on negative chatter about colleagues, students, or policies. Instead, foster positive, professional relationships. Being a person of integrity will earn you respect from your peers and create a healthier working environment generally.

Recommended further reading

Peer or Self-Assessment? Benefits and Challenges
Using Verbal Feedback: The Ugly Truth
5 Awesome Live Quiz Apps You Can Use in The Classroom
5 Efficient Marking and Assessment Strategies
Effective Feedback: The Catalyst of Student Progress
Maintaining Professional Distance as a High School Teacher: Ten Essential Guidelines
Behaviour Management Basics
How Should Teachers Behave on Social Media?
Falling Behind Your Teaching Schedule: Prevention and Cures
5 Ways to Use Past-Exam Papers With Your Students
The ‘Four Pillars’ of Time-Saving Marking
Working With Colleagues: The Gossip Mill Produces Toxic Flour

What is Dual Coding?

Posted on by richardjamesrogers

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

Accompanying podcast episode:

As educators, we’re always on the lookout for strategies that can enhance our students’ understanding and retention of information. One such strategy that has gained significant attention in recent years is dual coding. But what exactly is dual coding, and how can it be applied in our classrooms to make a tangible difference? Drawing from my own experiences since I started teaching Science and Maths in 2006, let’s dive into the concept and its practical application.

Dual coding in one sentence

Combine good visuals with good verbals, and combine good verbals with good visuals.

Dual coding fundamentals

Dual coding is the process of combining verbal and visual information to improve learning. The idea is simple: when students are presented with both words and images that complement each other, they are more likely to understand and remember the material. This approach taps into the brain’s ability to process visual and verbal information through separate channels, creating a more robust memory trace.

The main thing that educators misunderstand about dual coding is that it’s ‘something we do all the the time as teachers’. But is this really true? How often do we slow down and take the time to pair a good visual with a clear verbal description?

Why dual coding works

From my experience, dual coding works because it leverages the strengths of both visual and verbal memory. When I first started teaching, I noticed that some students struggled to grasp complex concepts through words alone. It wasn’t until I began incorporating diagrams, flowcharts, and other visual aids that I saw a noticeable improvement in their understanding. For instance, explaining the water cycle in a science lesson became much more effective when I paired my explanation with a simple, clear diagram that illustrated the process. In mathematics, verbally describing each stage of a long calculation slowly, as I wrote the steps or delineated schematics, tended to help students understand the operations they had to follow better than if I just wrote the method without commentary.

Dual coding also reduces the cognitive load on students. When information is presented in both visual and verbal formats (and is presented slowly), students don’t have to work as hard to understand the content. This allows them to focus more on processing and retaining the information rather than trying to decode what’s being said or shown. In my maths classes, using visual representations of problems (like number lines or geometric figures) has helped students better understand abstract concepts, leading to more successful problem-solving.

Practical Tips for Using Dual Coding in the Classroom

  • Combine Text with Images: Start by integrating simple visuals with your explanations. For example, when teaching trigonometry, pair each formula with a corresponding triangle diagram. This helps students see the connection between the abstract formula and its practical application.
  • Use Flowcharts and Diagrams: When covering processes or sequences, such as the steps in solving an algebraic equation, use flowcharts to visually represent each step. This not only helps students follow along but also allows them to see the logical progression of the solution.
  • Encourage Students to Create Their Own Visuals: Involve your students in the dual coding process by having them create their own diagrams or sketches. This could be as simple as drawing a quick sketch to represent a concept or creating a more detailed Mind Map® of a topic. I’ve found that when students take ownership of the visuals, their understanding deepens.

My Experience with Dual Coding

One of the most memorable successes I’ve had with dual coding was when teaching a particularly challenging topic in physics: electromagnetic induction. Despite my best efforts to explain it verbally, many students were still confused. I decided to create a step-by-step visual guide that illustrated the process of induction, from the movement of the conductor through the magnetic field to the generation of current. The combination of this visual guide with my verbal explanation transformed the lesson. Students who had previously been disengaged suddenly became more confident, asking questions and even helping their peers understand the concept.

In another instance, while teaching a maths class on probability, I used tree diagrams alongside verbal explanations. The visual representation of different outcomes made the concept much clearer, and students were better able to tackle complex problems involving multiple stages of probability.

Final thoughts

Dual coding is a powerful tool in the educator’s toolkit, one that can make a significant difference in how students process and retain information. By combining verbal explanations with visual aids, we can cater to different learning needs, reduce cognitive load, and make our lessons more engaging and effective.

As I reflect on my teaching journey since 2006, I can confidently say that dual coding has been a game-changer in my classroom. I encourage you to experiment with it in your own teaching practice. The results might just surprise you!

Maintaining Professional Distance as a High School Teacher: Ten Essential Guidelines

Posted on by richardjamesrogers

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

As teachers, we often form strong connections with our students as we guide them on their learning journeys. This can be incredibly rewarding for us – we gain much joy from helping our students to improve. However, it’s essential to maintain a professional distance to ensure that our relationships with students remain appropriate and conducive to learning. The following ten guidelines, adapted from research by Willing and Haney (1994), provide a framework for maintaining this balance. Please note that William and Haney’s research was aimed at ABE (Adult Basic Education) teachers, so I have attempted to back-extrapolate the guidance to cover high-school teaching.

Before we begin

An important note on context before we start – the guidelines described in today’s blog post are exactly that – general principles to consider. ALWAYS follow your school’s official guidance regarding professional distance – and if you’re not sure about what the expectations are for a particular scenario, then seek advice from a member of your school’s senior leadership team.

Rule #1: Know Your Own Vulnerabilities

Understanding your own personal “shadows”; unmet needs, motivations, and expectations; is crucial. As teachers, we often enjoy the appreciation we receive from students, but it’s important to avoid crossing the line into a co-dependent relationship. Recognizing this helps ensure that your role remains that of an educator, not a confidant. Whilst our students may wish to divulge sensitive information to us, it’s important that this information is passed on to the appointed safeguarding individuals in your organization in a professional manner (more on this later).

Rule #2: Understand the Temporary Nature of the Relationship

Teaching is a temporary relationship. While it’s easy to feel close to students, allowing them to perceive you as a friend can imply a level of commitment that neither party is prepared to uphold. This understanding helps in setting clear boundaries from the outset. In addition to this, the teaching role requires there to be a level of authority present within the classroom – and that authority belongs in the hands of the teacher. It is difficult to exercise a level of authority when students perceive you as a ‘friend’. We are not our students’ friends – we are their educators, and that means our focus must be on maximizing our students’ attainment and progress, and not on anything else.

Rule #3: Know Professional Standards for Behaviour

Familiarize yourself with your institution’s guidelines for out-of-class interactions with students. These rules are in place to protect both you and your students, ensuring that all interactions remain professional.

If you are someone who is designing a child safeguarding policy for your school, or if you’re seeking extra guidance, then you should definitely familiarize yourself with national and international guidelines. Some useful documents are linked below:

Please note that these resources may be updated at any time, so make sure you are accessing the latest versions of the guidance.

Rule #4: Be Mindful of Your Communication

The way we communicate, through touch, language, or self-disclosure, sends messages to students. What might seem like a harmless gesture, or a casual conversation, can be misinterpreted, potentially blurring professional boundaries.

In the context of a high school teaching scenario, self-disclosure on the part of the teacher can be damaging – not least because it leads to excessive familiarity, which we should aim to avoid. Some forms of disclosure, such as describing the study habits and techniques we successfully implemented when we were students, may potentially be helpful to our learners – so, of course, there are levels to this! Revealing a personal story of pain and tragedy, however, may be not an appropriate activity for a lesson.

Seek official school guidance on the matter. In addition, when describing useful scenarios that involve a level of storytelling to students, you may wish to precede the description with….

  • Some people experience/find that…………………………..
  • In my experience, students who perform well do these things……………………..
  • I once knew someone who…………………………

Keeping stories in a kind of ‘third person’ context can help to maintain professional distance.

In terms of touch, it is essential that you adhere to your school’s Code of Conduct and guidance. In the majority of high-school scenarios, touch should NEVER be initiated by the teacher unless:

  1. There is an educational purpose to the physical contact, such as adjusting body posture in a physical activity (e.g. adjusting a student’s stance in a martial arts lesson), music lesson (e.g. holding a violin bow correctly), art activity (e.g. holding a paintbrush correctly) or other scenarios. ALWAYS ask the students’ permission before initiating the physical contact and double-check with your school’s senior leadership team before beginning the course.
  2. There’s an essential Health and Safety purpose, such as rescuing a child from drowning, administering first aid, preventing an accident (e.g. in science class) or other scenarios.

Rule #5: Express Clear Expectations

Clearly outline the time boundaries, the learning process, and what is expected from both you and your students. This helps in establishing a professional relationship where everyone knows their roles and responsibilities.

You may to consider giving your students some time to create a class list of expectations that everyone will agree to follow. In my experience, students will often approach this with maturity and will come up with sensible suggestions, such as….

  • We will raise our hands if we have questions, and we will not shout out.
  • We will not play on our phones in class, and we will ask for permission to use our phones if we need to.
  • We will complete our homework on time.
  • We will be punctual to class.

It may be useful to bring out this list from time to time during the academic year to remind the students of the rules and expectations they have come up with.

Rule #6: Consider Students’ Perceptions of Interaction

Recognize that students may interpret personal information sharing or familiar language as signs of a personal relationship. Understanding this helps you maintain a professional distance.

Rule #7: Be Aware of Cultural Differences

Cultural expectations regarding interactions between teachers and students can vary widely. What may seem normal in one culture could be inappropriate in another. Being culturally sensitive helps in maintaining professional relationships.

Rule #8: Use Names Appropriately

The use of first names or nicknames can unintentionally create a sense of intimacy, especially when it comes to how students are expected to address their teachers. Be mindful of how you address students too, as this can affect the professional nature of your relationship. Only use the students’ official names as recorded in the school register and double-check with a senior teacher if a student requests to be addressed by a different name. Check your school’s guidance on how students should address teachers, too.

Rule #9: Dress Professionally

Your attire sends messages about how seriously you take your role. Dressing too casually can give the impression that the educational process is not important, while overly provocative clothing can cause discomfort in diverse cultural settings.

Unfortunately, whilst the issue of teacher dress codes was pretty much cut-and-dry in the twentieth century and earlier, it has become quite a controversial topic to discuss in recent years. I think it is useful to remind ourselves that, as teachers, we are representing the process of education (not just our own personal fashion preferences) through the way that we choose to dress.

Case in Point: An Anchorage District teacher was put on administrative leave after posting a clip of herself in the classroom, on X. The clip was shared by the hugely popular Libs of Tik Tok account, and the teacher in question received much criticism online due to the way she was dressed at school. You can read the full story, here. You may also wish to read my blog post which contains guidance on how teachers should behave on social media, here.

Rule #10: Know Referral Resources

Familiarize yourself with resources available for student referral and how to guide students to them. This helps in addressing students’ issues without becoming personally involved in their problems. For example, you may be lucky enough to have a school counselor employed on-site that you can refer students to. If not, then look into official partnerships the school has with local agencies and professionals.

Conclusion

By following these guidelines, we can maintain a healthy balance between being approachable and upholding the professional standards necessary for effective teaching. It’s about fostering a positive learning environment while protecting both yourself and your students from unwanted issues.

Bibliography

Willing, D.C., & Haney, H. (1994). Maintaining “Professional Distance”: A Dilemma for the ABE Teacher. Developments, 10(4), 6-7. Available at: https://files.eric.ed.gov/fulltext/ED372265.pdf (Accessed: 18 August 2024).

Alaska Daily News (2024) Anchorage teacher put on administrative leave after post by prominent right-wing social media account. Available at: https://www.adn.com/alaska-news/education/2024/03/07/anchorage-teacher-put-on-administrative-leave-after-post-by-prominent-right-wing-social-media-account/ (Accessed: 18 August 2024).

Three Ways to Boost Your Classroom Confidence as a Teacher

Posted on by richardjamesrogers

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

Accompanying podcast episode:

One of the biggest factors that will determine your effectiveness in the classroom as a teacher will be your confidence in front of your students. Your students can only have faith in you if you have faith in yourself.

In today’s blog post, I will go through the top three actions you can take to immediately boost your classroom confidence as a teacher. These tips will prove to be equally useful for both trainee teachers and more experienced educators. Let’s get started!

#1: Know the topic you are teaching REALLY well

By far the best way to boost your confidence in the classroom, or even in any public presentation you will give (e.g. at a talk, seminar or assembly) is to have excellent subject knowledge.

This does NOT mean that you must have a master’s degree or a PhD to be an excellent teacher (on the contrary, some research even indicates that gaining an advanced degree has no effect on a teacher’s overall effectiveness). What it does mean, however, is you must read ahead, you must understand all of the content you are delivering to your students, and you must thoroughly understand how you will use the resources you have selected. Consider enacting the following action steps:

  1. Read over the lesson material before you deliver the lesson. Do NOT assume that, just because you have a degree in this subject area or because you have taught the lesson a few times previously, that you will automatically understand all of the content. It can often be quite surprising just how much you may have forgotten when you read over the lesson materials again.
  2. Never provide resources that involve questioning (e.g. worksheets and live quizzes), if the model answers are not available. Also, make sure you have read over the model answers to such questions and that you understand those answers really well.
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Subject knowledge is the ultimate confidence booster because it allows you to walk into a lesson knowing the ins and outs of what you will teach. Knowing the topic really well also prepares you for any questions the students may have on the content, and also provides you with the skills you need to provide your students with exam-style practice (never neglect that, too).

#2: Plan EVERY lesson thoroughly

Even if you have been teaching full time for twenty years (as I have), you must still go through the process of planning each and every lesson. This does not mean that you need to write a full A4 lesson plan for every class, like you did when you were a trainee. What it does mean, however, is that you should know the ‘running order’ of activities for every lesson you deliver. A good lesson should include the following:

  • A quick starter activity (see this link for ideas)
  • Between 1 and 3 activities that make up the body of the lesson
  • A quick plenary that summarizes what was covered (see this link for ideas)

I recommend using EdTech where possible for any part of your lesson. Live quiz apps are really good, as are shared collaborative whiteboards like Miro and G Suite tools.

Research tells us that lessons that are planned are almost always more effective than those that are not. For me personally, I simply use a teacher’s planner (see this link for the planner I created that you can purchase) and I include a few bullet points of notes for each lesson. I also do a weekly review, so that I know where I am at and where I need to go next. You can read about my top lesson planning tips at this very popular blog post.

#3: Utilize Professional Intelligence

What is ‘Professional Intelligence’ you might ask? Well, put simply, it is professional knowledge that you have gathered about your students. The kind of information you should acquire includes, at a minimum:

  • Student names – these can take a while to remember, even for the most seasoned educators among us. Consider utilizing live quiz apps in your first few lessons – these will help you to quickly identify the students’ preferred names.
  • Which students work well together and which students should be kept apart – this information can be gathered by simply talking with colleagues and line managers about the students before you meet them, or you can gather this information firsthand by trying out a few group games and activities.
  • Any students with Additional Learning Needs/Special Educational Needs in the class – make sure you have read their Individual Education Plans (if available), spoken with the Special Educational Needs Coordinator (or the equivalent person in your school) and check out this blog post for tips on helping such students.

You may also want to gather non-confidential information about your students, such as hobbies and interests, as this may help you to create lessons that are tailored to student preferences. Also, don’t forget to check on the running order of school events – some students may need to leave class early, for example, to attend some kind of school event (e.g., orchestra practice) – have you planned for that?

Conclusion

Every teacher must exhibit confidence in the classroom in order to deliver an effective lesson. Much of this will come from experience, but even the most seasoned educators must enact three main action items before any lesson begins:

  • Read ahead and understand the topic you will be teaching
  • Plan every lesson, even if that just involves writing a few bullet points that go through the running order of activities
  • Gathered (and thought about how to utilize) professional intelligence