Online Learning: A Risk-Assessment List for Teachers

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management, The Power of Praise: Empowering Students Through Positive Feedback and 100 Awesome Online Learning Apps)

Accompanying video:

Teaching online can be a very productive and worthwhile experience for both the teachers and students involved. However, at this time of widespread school closures due to COVID19, many teachers have had to quickly adapt their skills to teaching online without full knowledge of the heightened risks involved. 

This blog post aims to educate teachers everywhere about the things we can do to protect ourselves when teaching online. I believe that this list is so important that I’ve included it in my upcoming book for teachers: 100 Awesome Online Learning Apps (Release date: 8th April 2020 on Amazon globally). 

100 Awesome Final Cover
Available on Amazon from 8th April 2020 onwards

‘The List’: What do we need to be aware of? 

  1. Anything we say or do online can be recorded, stored, edited and forwarded without our knowledge. Google Hangouts Meets, for example, can be set to autonomously record your meetings and auto-generate a transcript of what was spoken and by whom. We must keep every interaction with our students professional and clean. The same high standards of personal conduct that are expected of us in the classroom apply even more when we are teaching online.
  2. Know when your camera and microphone are switched on. When you start doing video conferencing for the first time, you might inadvertently set your students on a task after a live stream video briefing and then proceed to make a coffee; yawn and stretch in front of the camera; or even chat casually about how messed-up life is with your spouse who’s also working from home. Be careful. This is a very easy trap to fall into (I’ve come close to doing this myself on several occasions!). Make sure your camera AND MICROPHONE are switched off when you no longer need to engage with your students in real-time. In addition, be equally aware of video conferencing apps that can auto-generate captions. If you switch your camera off, but fail to switch off your microphone, then that next YouTube video that contains expletives and blares out of your mobile phone will not only be audible to your students, but captions may even appear on their screens!
  3. Parents will watch you teach, so be prepared for that. In my experience, many students like to switch off their cameras towards the beginning of a lesson and, unbeknownst to you, a parent could be watching. This places us, as teachers, under even greater pressure to deliver high-quality lessons than when we are snug and comfortable in our respective classrooms. Be professional and keep standards high. If we aim to be clear, caring and professional, then our students and their parents will respect and appreciate our efforts all the more for it.
  4. Be aware of chat features that are built into apps. These can contain casual emojis that one can choose to use; but we must be careful not to chat casually with any student (even by adding emojis to our messages). Keep all communication conducted through integrated chat as professional as you would in the classroom. I expand on this advice in a separate blog post (How Should Teachers Behave on Social Media?). This section is well-worth a read if you want to see some real examples of teachers who lost everything because of their lack of alertness to this point!
  5. If you are not sure about an app’s appropriateness for use, then check with your school’s Senior Leadership Team or your line manager. Some schools like to keep all their prescribed online learning apps under the control of their domain (e.g. schools that use Google Classroom and Gmail may prefer to use Google Hangouts Meets as their video conferencing system, as opposed to Zoom). A great story that illustrates this point is a slight blunder that a former colleague of mine made several years ago. Knowing that Flipgrid was a popular video-exchange system used by many American schools, she recommended it to her colleagues in an upcoming collaborative teacher-training session. However, the school’s head of ICT followed up on that training session by e-mailing all the secondary teachers to tell them not to use Flipgrid – because it wasn’t a system under direct control of the school.
  6. Check student well-being on a regular basis. When students work from home they can feel lonely, extremely bored and anxious. At this very moment, for example, as I write this prose; the novel coronavirus pandemic has snared much of the world’s population with fear and confusion. This fear and confusion is certainly being felt to varying degrees by many of the students I currently teach. Check that your students are having regular breaks and are sticking to a routine. E-mail parents of the students you are responsible for to find out how things are going. Recommend any tips you can for working from home productively and maintaining a personal sense of happiness and wellness. Share any tips that your school counselor or Student Welfare Officer sends out. When interacting on a video-call, check how your students look and feel. Are they dressed properly? Are they tired or stressed-out? Are there any student-wellbeing issues that come to your attention? Is the technology working correctly for your students?
  7. Effective online teaching requires effective technology. This can be a challenge when using old hardware or software (or both) and when internet connections are slow. We must adapt: no matter what it takes. Set work via e-mail if video conferencing is not an option. Experiment with using the apps listed in my book (100 Awesome Online Learning Apps) on your phone if you don’t have a tablet or notebook/laptop. Figure out how your device’s integrated microphone works if you don’t have a headset. Go through the apps in this book that seem appealing and test the efficiency of each when setting tasks through the technology that’s available to you. Check-up on your students regularly – do they have the technology required to access and complete the tasks you are setting?

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100 Awesome Online Learning Apps (Release date: 8th April on Amazon Globally)

Release date: Wednesday 8th April 2020 on Amazon Globally [ISBN 979-8629490937]

Great news!: My GAME-CHANGING book, 100 Awesome Online Learning Apps, is now LIVE on Amazon. Copies can be ordered here: https://www.amazon.com/dp/B086PSMYRN/

The book covers:

1. Not-so-obvious things to be aware of when doing online learning
2. A big list of 100 Awesome Apps with suggestions for their use in online learning

100 Awesome Final Cover

Book description

2020 marked a definitive year in the world of teaching. For the first time in history, teachers and schools all around the world were forced to quickly apply their skills to online learning as a result of widespread school closures in the wake of the novel coronavirus pandemic. This book is timely and long-awaited, and meets the needs of educators who are required to deliver high-quality teaching via online apps and platforms. This book takes the reader through 100 tried-and-tested online learning platforms, with suggestions as to how each one could be used to enhance teaching or assessment. As a high-school science teacher and a Google Certified Educator himself, Mr Richard James Rogers has first-hand experience of using each platform and speaks from a wealth of involvement rather than from a lofty and disconnected position in elite academia. This is a practical book for those who want to make a difference in their students’ lives, no matter how volatile local circumstances may be.

About the Author

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Richard James Rogers is the globally acclaimed author of The Quick Guide to Classroom Management: 45 Secrets that all High School Students Need to Know. As a Google Certified Educator, he utilizes a wide-variety of educational technology in his day job as an IBDP chemistry teacher at an international school in Bangkok, Thailand. Richard actively writes about all issues related to teaching at his weekly blog: richardjamesrogers.com

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Online Learning: How to Create an Amazing Nearpod Lesson

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

One of my favorite apps to use for online learning is Nearpod. It’s fun to use, it’s free (but there is a very cool premium version if you want to really up your game) and it’s very effective.

If you’ve never made a Nearpod lesson before, then this video I made today talks you through the different steps (and shows you the amazing end-result!):

Nearpod overview

Where you can get it and use it: App Store, Google Play Store, Microsoft Store, Chrome Web store and on the web at Nearpod.com

Cool Feature #1: You create a slideshow on Nearpod. Your kids login with a code that Nearpod generates (they don’t need to sign up, which saves tons of time) and, boom!: the slideshow will play on every student’s device. When the teacher changes a slide, then the slide will change on the kids’ screens.

You can choose to show the slideshow on a front projector screen/smartboard, or simply walk around the class with your iPad or laptop as you’re instructing the kids.

Cool feature #2: Put polls, questions, quizzes, drawing tasks, videos, 3D objects, web links and audio segments into Nearpod presentations to make the experience fully ‘interactive’.

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When I tested Nearpod at Harrow I thought it was super-cool because I could write an answer (as a student) and it would show on the front-screen as a sticky-note with everyone else’s. Chelsea Donaldson shows this excellent image of what I experienced over at her blog:

As you can see, other kids can click ‘like’ and can comment on the responses, making this an ultra-modern, ‘social-media’ style education tool.

Another feature I loved was ‘Draw it’. It’s similar to ‘collaborate’ (the feature above with the sticky-note answers), but this time the students either draw a picture or annotate a drawing you have shared.

I can see this being great for scientific diagrams and mathematical operations.

Students can use a stylus/Apple Pencil, their finger (if it’s a non-stylus tablet or phone they are using) or even a mouse to draw the picture. Once drawn, the pictures will show up on the teacher’s screen together, and this can be projected if the teacher wishes.

Cool feature 3: Virtual reality is embedded into Nearpod (and I need to learn a lot more about it!).

I don’t understand it fully yet, but Nearpod themselves say that over 450 ready-to-run VR lessons are ready on their platform, including college tours, mindfulness and meditation lessons and even tours of ancient China!

Now that sounds cool!

My thoughts about Nearpod

I like apps that are quick, useful and free/cheap to use.

Nearpod ticks all of those boxes.

The features that I tested which were super, super cool include:

  • Kids log in with a code and your presentation appears on their screens. When you change a slide, the slide changes on their devices!
  • You can put polls, drawing tasks and questions into your slides and it’s all fully interactive. Kids’ answers will appear on the projector screen for all to see (if you wish), or simply on the teacher’s screen (for private viewing).

I love this app and so do my students.

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Using Google Apps in Teaching

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

Group work and independent study can now be greatly enhanced by technology. Google Suite has really opened up this space by pioneering the development of real-time collaboration via ICT. This week I’d like to share some tips on how to use Google’s super-cool tools in the classroom. 

The Google Suite of services involves a number of apps that students can use for group work, online learning and data processing. The most useful apps that I use in my daily teaching are:

  • Google Classroom: This is a place where the teacher can post assignments, upload resources (including links to websites, YouTube videos, PowerPoint presentations, Word documents, etc.) and post questions that the students can comment on. It has a very nice, user-friendly interface and is an absolute blessing when a teacher is absent from school – cover work can be uploaded with ease, and all students will have quick access to that work (and will even receive an e-mail notification every time something new is added to their Google Classroom by the teacher!). It’s a form of Virtual Learning Environment/VLE.

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“An AMAZING book!”

  • Google Meets: This is a truly amazing video conferencing platform that’s so easy to use. Basically, you go to https://meet.google.com/_meet and type in a nickname for your meeting. Click ‘join meeting’ and you’ll get a link. Share the link with your students (e.g. through Google Classroom) and, hey presto, you’ll hear some ‘ping’ sounds and students will join your meeting. Cool features include captions (as you and your students talk, you’ll see auto-generated subtitles on-screen) and screen-share (allowing you to share a window with your students – great for explanations). I’ve also beta-tested Google Meets with my iPad Pro and this is where it gets really exciting – you can share your sketch pad and draw things for for every student to see, in real-time! Just brilliant! Check it out!

tablet activity

  • Google Slides: Imagine 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).

Q & A

  • 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 my school, we plan to use these ePortfolios 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.

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Things to be aware of

It’s not all sunshine and rainbows with Google Suite, however, and there a few things to watch out for:

  • When used extensively in a school, the whole suite involves frequent electronic communication between the teachers and students. This can be a little time-consuming, and one has to be careful that students (and you) are using the school’s official e-mail addresses (and, of course, Gmail works best). It’s very easy to inadvertently log in to your personal Gmail, and comment on a student’s Google Slides with it. You also must ensure that students have not created any Google Suite projects using their personal Gmail addresses, otherwise you could inadvertently send an e-mail or message from your school e-mail address to a student’s personal e-mail address.
  • When everyone in the school (students, teachers and admin) are using Gmail, it can be easy to e-mail the wrong person by mistake, especially when you’re in a rush. If you a have a student named Peter, and a colleague named Peter, for example, then if you’re not careful you could end up e-mailing a ‘teacher to teacher’ e-mail to a student. This requires vigilance and although educational technology seems to be gaining pace and speeding up, teachers really do need to slow down when using it to avoid making some silly mistakes.
  • Google Suite is easy to use, but it can be a bit daunting at first. Google does offer online training for teachers at a really low price, and if you pass the course you become a ‘Google Certified Educator’ (now that sounds cool!). Check out teachercenter.withgoogle.com for more information.

Accompanying videos (Highly recommended if you want to improve your online teaching skills):

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Top 5 Apps for Online Learning/Remote Learning (Coronavirus School Closures)

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

In today’s video I list and describe my top 5 apps for remote learning (all beta tested with my students for efficiency, engagement and user interface). In the video, I describe:

  1. Google Meets
  2. Nearpod
  3. Google Sites
  4. Kahoot!
  5. Flipgrid

Watch the video here:

Tip: Jump to the end of this article for questions I’ve received (plus answers) on these apps.

In addition to the above video, I highly recommend that you watch my ‘sequel’ to this, which goes through welfare, safeguarding and practical issues you’ll need to deal with when doing online learning (includes some not-so-obvious things to consider):

Your questions answered

Question about Nearpod from Mirian (via Facebook):

Sorry to ask but Nearpod seems to be really useful. Is it an app I have to download or a webpage? Because I logged in but then I couldn’t create my lessons or it didn’t generate a code for my students. Probably I didn’t do things properly 😕

Answer:

It’s a website. You’ll need to create an account, upload a slide presentation (as a pdf – just click ‘save as’ on your ppt and convert to a pdf.). Once your slide show is uploaded and saved (Nearpod will ask you to choose the subject and age level), you then need to click on ‘Live Lesson’. This will generate a code. Share the code with your students and you are good to go.

I have made a video describing how to create an awesome, free Nearpod lesson here:

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

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

UPDATED 17TH MARCH 2020

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

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

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

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

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Priority 1: Protecting the student and staff body from infection

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

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

  • Transmission can occur from person to person, usually after close contact with an infected patient through droplet transmission. This is why it is important to stay more than 1 meter (3 feet) away from a person who is sick. (World Health Organisation)
  • Current estimates of the incubation period range from 1-14 days with a median estimate of 5 days (World Health Organisation)
  • At the time of writing (March 17th), official confirmed cases globally stand at 185,067 infected with 7330 total deaths and 80,236 official recoveries (Johns Hopkins)

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

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

  1. Develop, or review, the school’s emergency operations plan. Review strategies for reducing the spread of disease and establish mechanisms for ongoing communication with staff, students, volunteers, families, and the community. Collaborate with local health departments and other relevant partners.
  2. It is advised that students, staff, parents and guardians, are excluded from sites if they are showing symptoms of COVID-19 or have been in contact with someone with COVID-19 in the last 14 days.
  3. When possible, regular health checks (e.g., temperature and respiratory symptom screening on arrival at school) of students, staff, and visitors. Those who are symptomatic should be excluded. For students experiencing homelessness, use your current procedures to ensure their safety.
  4. Older adults and individuals with underlying medical conditions that are at increased risk of serious COVID-19 are encouraged not to come to the child care and food service setting (including employees).
  5. Practice social distancing (i.e., limit contact of people within 6 feet from each other).
  6. Provide adequate supplies for good hygiene, including clean and functional handwashing stations, soap, paper towels, and alcohol‐based hand sanitizer.
  7. Follow environmental cleaning guidelines from the U.S. Centers for Disease Control and Prevention (CDC) are followed (e.g., clean and disinfect high touch surfaces daily or more frequently).
  8. Plan ways to care for students and staff who become sick and separate them from students and staff who are well. Use face masks as needed should this occur. Staff should go home immediately if they become sick. Contact the student’s parent or guardian immediately if they show symptoms of COVID-19.

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

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

The Online Learning Journal [A suggestion for schools]

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

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

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

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

You can read more about this method at my blog post here. I also made an accompanying video:

I’ve done some recent research with my own students about which online learning platforms work and my findings are given below (please share this image far and wide):

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

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

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

References and Sources

  1. World Health Organisation Q&A on Coronaviruses [https://www.who.int/news-room/q-a-detail/q-a-coronaviruses]
  2. Johns Hopkins University Interactive Map of COVID-19 Cases [https://gisanddata.maps.arcgis.com/apps/opsdashboard/index.html#/bda7594740fd40299423467b48e9ecf6]
  3. Washington State Department of Health: School Resources for Novel Coronavirus [https://www.doh.wa.gov/Emergencies/Coronavirus/Schools?fbclid=IwAR1N5BPyPXKhK-aCTQqEnYSsVca3QzjY5ejuHgc-vm6v-U4YsrG7er_gsng]
  4. Online Learning That Actually Works! Richard James Rogers [https://richardjamesrogers.com/2020/03/17/online-learning-that-actually-works/]

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What is ‘Meaningful Praise’?

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

I’ve been an advocate for the use of praise as a student empowerment tool for a very long time. After drafting the The Four Rules of Praise back in 2018, I wrote my second book, The Power of Praise: Empowering Students Through Positive Feedback, with the aim being to provide the teaching profession with a concise, practical manual on how to create long-lasting student-drive and motivation through meaningful praise. 

As a reminder, and for those who are new to my work, The Four Rules of Praise are as follows:

  • Praise must be sincere.
  • Praise must be specific.
  • Praise must be recorded and remembered by the teacher.
  • Praise must be reinforced at significant points in the future.

…….and, as an optional (but powerful) extra:

  • Praise must be collective in order to be effective (ask colleagues and parents to reinforce the praise you’ve given to a student).

The Four Rules can be remembered using the acronym S.S.R.R. – Sincere, Specific, Remembered and Reinforced. 

To conclude today’s blog post, I’ve made a YouTube video that summarizes my thoughts on what meaningful praise means. In essence, I make the point that all of our praise must connect with our students on a deep, emotional level

You can watch today’s video here:

 

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My Top Three Tips for Teachers

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

Accompanying Video:

I like it when colleagues share golden nuggets of hard-earned information: things that took a long time to figure out. Things that really work and are easy to implement.

If you could list only three things that would maximize a teacher’s impact in the classroom, then what would those three things be? 

The aim of today’s blog post is for me to share my three top tips with the whole world – in the hope that those reading this will implement my suggestions. 

The Power of Praise
“Simply Brilliant!” – Readers’ Favorite

So, without further-a-do and without a lengthy CPD lesson plan that would be impossible to implement in real-life, let’s take a deep-dive into some easy-to-implement strategies that offer maximum return-on-investment.

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Top Tip Number 1: Get up early!

Getting up and out of bed well-before school starts is a habit that has paid me massive dividends in my career as a high-school teacher. Getting up early allows me to:

  1. Read over my lesson plans for the day ahead.
  2. Take my time in the morning and not rush, which puts me in a good mood.
  3. Have breakfast and some coffee – helping me to be biochemically and physiologically ready for the day ahead (a subject matter which is not discussed enough in the teaching profession, in my personal opinion).
  4. Get clear about any meetings or events I have to attend.
  5. Do a little bit of exercise – giving me a good energy boost and a feeling of accomplishment before my day even starts!
  6. Read over any topics I am unfamiliar with – giving me the confidence I need to deliver all of the content I need to.
  7. Leave home on-time, and get to school on time.

Getting up early is a really basic skill but few adults ever really master it. I must admit that for me personally it took years to get into a good ‘waking-up routine’. Once I had built-up momentum, however (through tremendous and painful self-discipline), the benefits came quickly. I was in a better mood at the start of each day and my lesson delivery improved dramatically. 

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Top Tip Number 2: Plan lessons well in-advance

Time invested in lesson-planning always pays dividends. By waking up early on a Sunday morning to plan my week-ahead, I find that I can get really clear about:

  1. The topics I’ll be covering.
  2. The activities I need to do.
  3. Any resources that I need to upload to my school’s virtual learning environment (Google Classroom, in my case).
  4. The logistics of each lesson (where students will sit, where they will move during activities, etc.).
  5. Any homework I need to set and collect in.
  6. When I’m going to mark work.
  7. Any meetings or events I need to attend in the coming week.
  8. Any reading-ahead that I need to do.
  9. Any printing that I need to do.

I don’t believe in planning lesson-by-lesson too far into the future: plans may change as time goes by (e.g. I may get through more material than planned on any particular lesson). However, I believe that a week’s worth of planning, in advance, is highly appropriate and beneficial. 

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Top Tip Number 3: Use ‘Live-Marking’

‘Live-Marking’ is basically a way of providing feedback to students in real-time (saving you a ton of after-school and weekend marking). There are two main live-marking strategies:

Strategy 1: Diffusive Live-Marking

This is really simple:

  1. Set a task for your students to complete (it could be a Google Slides presentation, a worksheet to complete, some questions from their textbook to do, etc.)
  2. When a few minutes have passed, ‘diffuse’ through the classroom by walking around with a marking pen in hand (I use a red pen). 
  3. Mark student work in real-time, as they are doing it. Of course – reinforce your written comments with verbal feedback (and you can even write ‘verbal feedback given’ or ‘VF’ on the work).

Hey presto – you just saved yourself an hour or so of after-school marking time!

Strategy 2: Absorptive Live-Marking

In this scenario, one can imagine the teacher being like a ‘sponge’ that ‘absorbs’ the students: instead of walking around the classroom to mark work in ‘real-time’, you sit at your desk (or at a designated ‘consultation point’ in the room) and call the students to your desk one-at-a-time. 

Q & A

Same result – you just saved yourself a ton of after-school marking time. 

Which is better – absorptive or diffusive live-marking?

In my personal opinion, both forms of marking have their place. 

Diffusive live-marking can actually double-up as an excellent behavior management technique – when you walk around the classroom and check work in real-time, pockets of low-level disruption tend to fade away because of the teacher’s proximity. The disadvantage of diffusive live-marking is that it can be difficult to stand behind, or to the side, of a student and mark work on a crowded desk. 

I tend to use absorptive live-marking more than diffusive as I am lucky enough to work in a school where the overwhelming majority of the students are very well-behaved. This means that I can call them to my desk one-at-a-time and the class will still stay on-task. A big advantage of the absorptive method is that I can give more detailed and personal feedback to each student and I have my whole desk-space to neatly mark the work on. 

Here’s a video I made about live-marking (very highly recommended):

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Quaden Bayles: The Untold Truth?

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

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

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

 

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

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

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

The Power of Praise
“Simply Brilliant!” – Readers’ Favorite

Three concerns about this story

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

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

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

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

“This is the effects that bullying has”

“This is what bullying does”

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

You can watch the original video here:

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

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

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

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

#2: Has the school been contacted?

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

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

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

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

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

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

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

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

I have contacted the principal of Carina State School, Ms. Bond, via e-mail to request an official response. Should I receive such a response, then I’ll post that response here. 

#3: Where is the child’s father?

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

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

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

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

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

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