Adolescence: What Netflix’s Latest Drama Teaches Educators About the Manosphere, Misogyny and the Modern Teen

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 is illustrated by Pop Sutthiya Lertyongphati.

A full bibliography of sources cited in this blog post can be found at the end.

The Netflix miniseries Adolescence has sparked widespread acclaim for its gripping storytelling and innovative production. However, as an educator and school leader, I believe it also demands a more critical lens. While the series raises important issues such as online radicalisation and so-called toxic masculinity, it does so through a narrative that often paints men as aggressors and women as victims, with little room for nuance or balance. In reality, many boys today are grappling with a deep sense of confusion and disconnection, lacking positive male role models and meaningful guidance. Masculinity, when expressed through integrity, service, and courage, has an essential place in our communities. Rather than vilifying young men, we should be supporting them. Adolescence offers a powerful starting point for discussion. Yet, we must go further toward a more compassionate, realistic, and inclusive conversation about what it means to grow up male in today’s world.

The Plot That Sparked a National Conversation

Adolescence tells the fictional story of 13-year-old Jamie Miller, played by Owen Cooper, who is arrested for the alleged murder of his female classmate, Katie Leonard. Told in a real-time, one-shot format, the drama unfolds over the course of a single day per episode, immersing viewers in Jamie’s psychological descent and the influences that shape his world (Netflix Tudum, 2025). Having seen all episodes myself, I can definitely speak to the excellent cinematography that has taken place: even if I don’t agree with the way that the series portrays certain aspects of modern life in Britain (more on that, later).

The show features a cast led by Stephen Graham and Christine Tremarco, portraying Jamie’s parents, and uses tension and claustrophobia to magnify the real-life pressures facing today’s adolescents (IMDB, 2025). The technical execution alone earned it acclaim as a “technical masterpiece” (Forbes, 2025), but its societal relevance is what has elevated it to educational importance.

The Manosphere and Digital Misogyny

At the heart of Adolescence lies a chilling exposure of the ‘manosphere’, which is portrayed as a cluster of online spaces promoting extreme and often misogynistic interpretations of gender roles. Andrew Tate, a prominent and controversial figure in these circles, is not directly portrayed but looms large in the type of online content Jamie consumes (Business Insider, 2025).

The dangers of such content are not fictional. Many teens fall into these digital rabbit holes unknowingly, encountering ideologies that validate resentment, blame, and aggression. (Independent, 2025). These online narratives offer simple answers to complex emotions that can be devastating when internalised by teenagers.

British Government Response and the Role of Schools

In response to the show’s impact and the wider societal issues it reflects, UK Prime Minister Keir Starmer held a national summit on online safety, calling attention to the urgent need to combat the radicalisation of boys online (Sky News, 2025). Subsequently, the UK government has now partnered with Netflix to make the series freely available to all secondary schools across the country (Netflix, 2025).

Education leaders and safeguarding organisations, such as the Diana Award, have endorsed the show as a powerful tool to initiate difficult but necessary conversations around misogyny, online influence, and emotional wellbeing (Diana Award, 2025).

Classroom Applications and Resources for Teachers

For educators, Adolescence opens doors to a variety of curriculum-aligned conversations. Teachers can use the series as a gateway to:

  • Discussions about media literacy
  • Promoting respectful relationships and consent
  • Exploring the psychological impact of digital echo chambers
  • Examining the roles of empathy, family, and communication in teenage development

Organisations such as SecEd and Services for Education offer downloadable lesson plans and discussion guides (SecEd, 2025; Services for Education, 2025). See the bibliography at the end for links to these resources.

Critical Responses and Debates

Despite its success, Adolescence has not been without controversy. Some critics accused the show’s creators of “race-swapping” a story that echoed a real-life case. Co-creator Jack Thorne addressed these concerns, asserting that the series was entirely fictional and designed to address masculinity rather than race (Entertainment Weekly, 2025).

Others have raised concerns about the depiction of educators in the series. A piece from TES questioned why school staff were portrayed as unsympathetic or ineffective. While such portrayals may serve dramatic purposes, they also invite reflection on how schools can better support vulnerable students (TES Magazine, 2025). For educators outside of the UK, like myself, the series shines a light on challenges that UK teachers face on a daily basis, such as behaviour management, active engagement strategies (teachers are portrayed as showing videos to their classes a little too often, in my opinion) and safeguarding.

The Need for Nuance

Multiple commentators, including writers from The Guardian, stress the importance of addressing online safety in nuanced, evidence-based ways. Not every boy exposed to manosphere content becomes radicalised, and not every digital experience is harmful (The Guardian, 2025). Effective teaching and parental engagement remain the most powerful defences against dangerous ideologies.

A Call to Action?

More than just a fictional mini-series, Adolescence is (apparently) a wake-up call. It explores how easily young people can spiral when left unsupported (Harper’s Bazaar, 2025). Its release has catalysed national conversations, encouraged governmental policy shifts, and provided some educators with a compelling resource for classroom use, if they wish to use it.

For educators, the series offers a timely reminder: We are not only teaching subjects; we are guiding lives in an era where influence comes from both the classroom and the algorithm.

Final thoughts

As an educator with over two decades of classroom experience and a firm belief in the power of teachers to positively engineer a child’s future, I commend Adolescence for sparking a national conversation about the digital influences shaping our young people. However, while the show courageously tackles the rise of misogyny and online radicalisation, it misses a deeper and equally urgent reality. Boys today are crying out for positive identity formation, structure, and purpose. In casting men primarily as perpetrators and women as victims, the series presents a one-sided narrative that risks alienating the very demographic it seeks to help. Masculinity, when grounded in responsibility, courage, and empathy, plays a vital role in society. This is a message that is absent from the series but essential in any educational conversation about gender.

Let us not allow Adolescence to become another well-meaning yet unbalanced depiction of complex issues. Instead, educators should use it as a springboard for wider discussions. These should not only address the dangers of the manosphere but also highlight the value of healthy male role models, the pressures boys face, and the often invisible expectations placed upon them. From dangerous jobs to frontline rescue work, men continue to carry burdens that deserve recognition and not ridicule. As teachers, we must move beyond binary blame games and create classroom spaces that nurture all students, including boys, into becoming thoughtful, resilient, and compassionate individuals. That, after all, is the heart of great teaching.

Bibliography

AP News (2025) ‘Adolescence’ will be shown in schools across the UK to spark discussions about online misogyny. AP News. Available at: https://apnews.com/article/adolescence-netflix-starmer-social-media-children-smartphones-33b72293c431496e57c2ca16417a379d (Accessed: 5 April 2025).

BBC News (2025) Adolescence hard to watch as a dad, Starmer tells creators. Available at: https://www.bbc.com/news/articles/cx28neprdppo (Accessed: 7 April 2025).

Business Insider (2025) Netflix’s ‘Adolescence’ is about a boy who kills a girl in his class. Available at: https://www.businessinsider.com/adolescence-netflix-true-story-knife-crime-manosphere-andrew-tate-2025-3 (Accessed: 5 April 2025).

Diana Award (2025) The Netflix mini-series ‘Adolescence’ is a wake-up call. Available at: https://diana-award.org.uk/blog/the-netflix-mini-series-adolescence-is-a-wake-up-call (Accessed: 5 April 2025).

Entertainment Weekly (2025) ‘Adolescence’ co-creator responds to claims that Netflix series ‘race-swapped’ storyline. Available at: https://ew.com/adolescence-creator-responds-to-claims-that-series-race-swapped-storyline-11706011 (Accessed: 5 April 2025).

Forbes (2025) Were those ‘Adolescence’ episodes actually filmed in one take?. Available at: https://www.forbes.com/sites/paultassi/2025/03/18/were-those-adolescence-episodes-actually-filmed-in-one-take (Accessed: 5 April 2025).

Harper’s Bazaar (2025) ‘Adolescence’ Netflix true story explained. Available at: https://www.harpersbazaar.com/culture/film-tv/a64234421/adolescence-netflix-true-story-explained (Accessed: 5 April 2025).

Huffington Post UK (2025) Why ‘Adolescence’ should not be shown in schools. Available at: https://www.huffingtonpost.co.uk/entry/adolescence-should-not-be-shown-in-schools_uk_67ed946ce4b0b937ab8f6a92 (Accessed: 5 April 2025).

Independent (2025) How to talk to your children about ‘Adolescence’, incels and the manosphere. Available at: https://www.independent.co.uk/life-style/health-and-families/adolescence-andrew-tate-manosphere-how-to-talk-to-children-teens-b2726073.html (Accessed: 5 April 2025).

IMDB (2025) Adolescence (TV Mini-Series 2025). Available at: https://www.imdb.com/title/tt31806037 (Accessed: 5 April 2025).

Netflix Tudum (2025) Everything to Know About One-Shot Crime Drama ‘Adolescence’. Available at: https://www.netflix.com/tudum/articles/adolescence-cast-release-date-photos-news (Accessed: 5 April 2025).

Netflix (2025) Netflix makes ‘Adolescence’ available to all secondary schools across the UK. Available at: https://about.netflix.com/en/news/netflix-makes-adolescence-available-to-all-secondary-schools-across-the-uk (Accessed: 5 April 2025).

SecEd (2025) ‘Adolescence’: Resources to help teachers address themes in Netflix hit. Available at: https://www.sec-ed.co.uk/content/news/adolescence-resources-help-teachers-address-themes-netflix-hit (Accessed: 5 April 2025).

Services for Education (2025) Adolescence: What does it tell us and how can we respond?. Available at: https://www.servicesforeducation.co.uk/blog/safeguarding/adolescence-what-does-it-tell-us-and-how-can-we-respond (Accessed: 5 April 2025).

Sky News (2025) Keir Starmer hosts creators of Netflix’s ‘Adolescence’. Available at: https://news.sky.com/story/sir-keir-starmer-hosts-creators-of-hit-netflix-drama-adolescence-and-tells-them-hes-not-found-it-easy-viewing-13339287 (Accessed: 5 April 2025).

Slant Magazine (2025) Adolescence | TV Review. Available at: https://www.slantmagazine.com/tv/adolescence-review-netflix (Accessed: 5 April 2025).

TES Magazine (2025) Why does ‘Adolescence’ portray teachers so negatively?. Available at: https://www.tes.com/magazine/analysis/general/why-does-adolescence-tv-show-negative-about-teachers (Accessed: 5 April 2025).

The Guardian (2025) Adolescence review – the closest thing to TV perfection in decades. Available at: https://www.theguardian.com/tv-and-radio/2025/mar/13/adolescence-review-the-closest-thing-to-tv-perfection-in-decades (Accessed: 5 April 2025).

The Guardian (2025b) Online safety needs to be nuanced. Available at: https://www.theguardian.com/education/2025/mar/28/adolescence-was-hard-hitting-tv-but-online-safety-needs-to-be-nuanced (Accessed: 5 April 2025).

Time Magazine (2025) Netflix’s ‘Adolescence’ Explained. Available at: https://time.com/7267884/adolescence-netflix-explained (Accessed: 5 April 2025).

How Interleaving Works: Universal Strategies for Secondary School Classroom Practice

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 is illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

In my twenty years of teaching, I’ve come across numerous pedagogical techniques designed to boost student learning, but few have been as transformative as interleaving. This technique, backed by cognitive science, has the power to enhance long-term retention and application of knowledge: yet it remains underutilised in many secondary school classrooms. Today, I want to explore generalisable rules for interleaving (a structured approach that any secondary school teacher can apply) and one that, to my knowledge, has never been formally outlined before. Out of all of the blog posts I have written to-date, this one has taken me the largest amount of time to research, collate and delineate. I hope that secondary school teachers everywhere will find this guide to be highly practical and transformative. A full bibliography of the research I have cited can be found at the end of this article.

What is Interleaving?

Let’s begin by first exploring this fundamental question: What is Interleaving?

Interleaving is a cognitive learning strategy that involves mixing different topics or types of problems within a single learning session, as opposed to traditional blocked practice, where students focus on one topic at a time before moving on to the next. Research suggests that interleaving improves students’ ability to discriminate between problem types, enhances problem-solving skills, and leads to stronger long-term retention (Rohrer & Taylor, 2007). As many of my readers will remember from an earlier blog post of mine, problem-solving is often a key characteristic of lessons in which deep learning (as opposed to surface learning) takes place.

From my own experience, I first stumbled upon the power of interleaving when preparing my Year 11 students for their IGCSE Maths exams. Rather than structuring revision lessons in the typical topic-by-topic format, I began mixing algebra, geometry, and statistics problems within the same lesson. Initially, students found this challenging, but over time, their ability to recall and apply concepts in different contexts improved dramatically. This worked particularly well when students had finished several topics during their revision sessions, prior to me bringing it all together within interleaved lessons.

The Science Behind Interleaving

Cognitive scientists suggest that interleaving works because it forces students to retrieve and apply knowledge in varied contexts, preventing passive learning and improving memory consolidation (Bjork & Bjork, 2011). A landmark study by Pan et al. (2019) found that interleaved practice led to better exam performance in secondary school students, particularly in subjects like mathematics and science where problem-solving skills are crucial.

Generalisable Rules for Interleaving in Secondary School Classrooms

Despite its effectiveness, interleaving can be difficult to implement without a structured approach. Based on research and my own classroom experiences, I propose the following generalisable rules for effective interleaving in secondary education:

#1: Mix, Don’t Isolate

Traditionally, subjects are taught in blocks, but interleaving requires deliberately mixing topics within lessons or across study sessions. For example:

  • In a Maths lesson, combine algebra, probability, and geometry problems instead of teaching them separately.
  • In Science, integrate questions on biology, chemistry, and physics in practice exercises.
  • In English, interleave different types of writing tasks (e.g. descriptive writing, persuasive essays, and analytical responses) within the same lesson.

In my experience, I have found that interleaving works best if you can connect the separate topics in some way, or if the topics themselves are closely related. In certain cases, project work in groups can lend itself well to interleaved exploration, provided that source material has been directly taught beforehand.

#2: Vary the Practice

Students should not only mix topics but also engage in different types of questions and formats. This can be achieved through:

  • Interleaved homework: Assign practice problems from multiple topics rather than focusing on just one.
  • Mixed-question assessments: Instead of unit-based tests, include questions from previous topics to reinforce cumulative learning. If you really must use unit tests, then try to include interleaved questions, or at least some questions that assess knowledge gained in previous units.
  • Diverse activities: Use a combination of retrieval tasks, discussion-based learning, and problem-solving exercises.

#3: Space it Out

Interleaving is most effective when combined with spaced practice (also known as distributed practice), where content is revisited periodically rather than crammed in one session. This can be structured as follows:

  • Weekly review sessions that incorporate topics from the past month.
  • Do Now tasks at the beginning of lessons that include mixed-topic retrieval questions. Live-quiz apps can be utilised if you wish to incorporate a more lively, competitive and upbeat way of implementing these.
  • Revision timetables that revisit concepts in a cyclic manner.
  • Learning journals that are filled in, and checked, on a regular basis.

For more information about the Spaced Practice Effect, and how to implement it (beyond the advice I have given in this blog post), then check out this excellent guide by Benjamin Keep.

#4: Scaffold the Difficulty

Interleaving is challenging, and students often find it frustrating at first. To ease them into it:

  • Start with low-stakes quizzes that mix concepts gradually.
  • Provide worked examples before asking students to attempt mixed questions.
  • Allow for collaborative problem-solving before independent practice.

Scaffolding is an interesting and distinct domain of pedagogy in its own right and must not be ignored when designing an interleaved curriculum. Within a lesson, or sequence of lessons, my suggestion for good implementation would be as follows:

  1. Provide a quick starter: Use the Three As if you like, or these great starter activities.
  2. Use direct instruction, starting easy then gradually increasing the level of ‘cognitive load‘. Unfortunately, direct instruction has been tarnished with a bad reputation in recent years due to the move towards ‘student-centered’ learning, exploration and phrases such as ” Don’t be a ‘sage on a stage'” and “Don’t ‘spoon feed’ the students” being bandied around school staff rooms (I’ve heard them all!). However, the research suggests that direct instruction, especially when the teacher is mindful of Dual Coding strategies, has a significant and positive effect on learning outcomes.
  3. Go through interleaved worked examples.
  4. Allow students to work in small groups to complete mixed questions.
  5. Provide opportunities for independent practice.

#5: Explicitly Teach the Strategy

Students often resist interleaving because it feels harder than traditional blocked practice. However, just as with metacognitive strategies, we should be encouraging our learners to think about how they think. It’s crucial to explain:

  • Why it works: Share kid-friendly summaries of research evidence on its benefits (use this blog post if you wish).
  • How it mimics real-world application: In exams and real life, problems don’t come in neatly organised sets. If you are able to, then provide past-paper questions to demonstrate the fact that the students will be assessed, one day, in an interleaved way.
  • How to use it independently: Encourage students to interleave their own revision by mixing topics in flashcards, self-quizzes, and study sessions.

Interleaving in Action: My Experience

When I first implemented interleaving, I noticed initial pushback from students. They were used to structured, predictable learning sequences and found interleaved practice to be more demanding. However, after just a few weeks, their ability to transfer knowledge across topics improved significantly. By the time mock exams arrived, they were better equipped to handle unfamiliar questions and apply concepts in novel ways.

For example, in my IBDP Maths AI class several years ago, I introduced interleaved problem sets that combined differentiation, probability, and trigonometry in a single assignment. Students initially struggled but later reported that the varied practice helped them identify links between topics: a crucial skill for higher-order problem-solving.

Final Thoughts: A Call to Action

Interleaving is a powerful, research-backed technique that every secondary school teacher should consider. While it may require a shift in lesson planning, the long-term benefits in terms of deep learning, retention, and problem-solving ability are well worth the effort.

In my book, The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know, I discuss how structuring lessons effectively can have a profound impact on student outcomes. Implementing interleaving is just one example of how thoughtful classroom strategies can positively engineer student success.

What are your thoughts on interleaving? Have you tried it in your classroom? Let me know in the comments!

Bibliography

We welcome you to join the Richard James Rogers online community. Check out our official Facebook Page, Instagram and Podcast for regular updates.

Responding Thoughtfully When Students Ask About Controversial Topics: The Example of Bonnie Blue

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 is illustrated by Pop Sutthiya Lertyongphati.

When students unexpectedly bring up sensitive or controversial topics in class—such as questions about Bonnie Blue (a British adult content creator who recently became wildly infamous due to provocative activities and public notoriety), or other ignominious public figures, such as Andrew Tate—teachers may feel unprepared. How should we respond when children ask about such material?

Though we, as educators, would not actively introduce such subjects, it’s important to handle spontaneous student inquiries with care, professionalism, and purpose. What follows next are some strategies that everyday teachers can use to navigate these delicate moments.

1. Stay Calm and Neutral

Maintain a neutral stance and avoid expressing personal opinions. Calmly acknowledge the student’s question and remind the class of the need for respectful, considerate dialogue. Remaining calm sets a professional tone and models appropriate behavior for students (CRLT, n.d.)

2. Redirect the Conversation Appropriately

Gently steer the conversation back toward educational content. If a student asks about Bonnie Blue or a similar figure, briefly acknowledge their query without elaborating unnecessarily. You might say, “That’s a topic many people are discussing right now. Let’s focus on how we critically assess information we see online” (Harvard Graduate School of Education, 2022).

3. Emphasize Media Literacy and Critical Thinking

Use the opportunity to reinforce skills in media literacy and critical thinking. Rather than discussing Bonnie Blue or other notorious personalities specifically, guide students to analyze why certain figures gain media attention and how sensationalism affects public perception. This approach transforms the conversation into a meaningful lesson (Teen Vogue, 2021).

4. Provide General, Balanced Context

If students persist in questions, offer balanced and minimal factual context without explicit details. Briefly mention that certain individuals become well-known due to controversial behaviors or statements, and then emphasize the importance of understanding sources, biases, and responsible online behavior (The Choices Program, n.d.).

5. Protect Classroom Boundaries

Reaffirm classroom boundaries by reminding students about appropriate topics for school discussion. Clarify that while curiosity is natural, certain topics—especially those involving mature content—should be addressed with parents or caregivers outside of the school environment (Yale Poorvu Center for Teaching and Learning, n.d.).

6. Reflect Privately if Necessary

Consider following up privately with students who show persistent interest. A private conversation can clarify misunderstandings, address potential concerns, and allow teachers to provide guidance within an appropriate and supportive framework (Harvard Graduate School of Education, 2022).

Closing thoughts

By thoughtfully and tactfully handling unexpected student questions about controversial topics like Bonnie Blue, teachers can maintain a respectful classroom atmosphere and foster important life skills in media literacy and critical thinking.


References

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.

We welcome you to join the Richard James Rogers online community. Check out our official Facebook Page, Instagram and Podcast for regular updates.

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.

Click on the image above to purchase!

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!

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. 

Check out my books, and bring them with you everywhere!

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

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. 

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