Tag: Assessment as Learning

How to Maintain High Energy Levels as a Teacher

Posted on by richardjamesrogers

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

Accompanying podcast episode:

In the classroom, we are expected to be entertainers, facilitators and imparters of knowledge. This requires high amounts of energy on our part, every single day. Maintaining energy levels is no easy task for a teacher – it involves dealing with challenges outside of school, along with facing the obstacles that present themselves to us inside the classroom. Being a high-energy teacher requires a whole-life overhaul, and in this blog post I’ll tell you exactly how to make it happen!

Deal with what’s outside the classroom first

I think I owe it to my readers to be as brutally honest as possible – you deserve to know the truth. And the truth about what makes a teacher have high enough energy to cope with a day of teaching is often not presented in teacher-training courses, books or even through the official social media accounts of top influencers in this space.

The top voices in this space will often not discuss the personal stuff outside of school that affects teachers’ energy levels.

The truth is that if you have dilemmas going on outside of school, then that is going to cause you to bring your worries, anxieties, stress and negative thoughts into the classroom. Whilst so many teachers are covering up their personal woes with a cheerful face and the facade of fake enthusiasm, that act can only go on for so long before burnout happens. We MUST deal with our external issues first, and they typically include:

  1. Money: credit card debt, poor finances, the cost-of-living crisis and a general feeling of living ‘paycheck to paycheck’ can be one of the biggest energy drainers out there. Everyone’s financial situation is different, but we all share one common challenge – we must deal with our money issues, and we all CAN deal with our money issues. Newsflash – your school is not going to bail you out of this, and throwing more money at a problem (especially in the form of loans) is only a way of temporarily holding back the waters of catastrophe before the damn bursts! Seek help. Learn money management. Cut down on luxuries. Keep track of what you’re spending. We should all aim to have at least ONE YEAR’S salary in the bank – imagine how energized you would feel in that situation! A good book I recommend for starting on this journey is The Richest Man in Babylon by George Clason.
  2. Relationships – toxic people lead to toxic emotions. Toxic emotions lead to poor teaching. It really is that simple, unfortunately. Where possible, avoid people who deflate you, and surround yourself with people who uplift you. A good place to start if you’re navigating a challenging relationship is this great article by HelpGuide.org.
  3. Health – the inevitable burden of ageing is that it becomes more difficult to maintain a healthy body and mind as we get older- yet the state of your physiology is a CRUCIAL factor in determining your energy levels for the day. Monitor the food you eat – what energizes you? What tires you? These days I unfortunately have to skip lunch – lunch makes me drowsy in the afternoon, and skipping lunch also acts as good way to help me maintain a healthy weight. Only you know your own personal health issues, and only you are responsible for your body. In short – take care of yourself. Seek medical advice and help if you’re unsure about any health issue you are noticing within yourself. SLEEP PROPERLY – the best preparation for a day of a teaching will always be a good night’s sleep.
  4. Logistics: Are you travelling for an hour every day in dense traffic to get to school? That’s going to affect your mood. Are you waking up, ironing your clothes that morning and rushing out of the house, only to arrive at school in the nick of time? Maybe you need to set up a morning ritual that lets you get everything done. Look at all of the ‘systems’ you’ve got going on in life and see if you can streamline things.
Check out my award-winning book on Amazon!

Then….deal with what’s happening at school

When life outside of school is good, and you have a significant financial cushion should things go wrong, that’s going to be the best energizer you can have. Beyond that, however, there are things inside school that we can control to some extent:

  1. Plan every lesson really well: Time invested in planning ALWAYS pays dividends in terms of your energy and enthusiasm when teaching. Read more, here.
  2. Learn strategies for managing student behavior, if that’s an issue. This blog post is a great place to start.
  3. Stressed out due to marking load, lesson issues, conflicts with your boss or other things? Deal with it all professionally. This blog post outlines some strategies.
  4. Ask for help from your colleagues – they are often the best experts on whatever issue you are facing. Learn how to do this, here.
  5. Consider utilizing more live marking, peer-assessment, self-assessment and automated assessment strategies. You find that this drastically reduces your marking load, which will naturally lead to a boost in energy levels.
Don’t be afraid to seek help from your colleagues.

Conclusion

Teaching is such a people-centered profession that our entire holistic state – mental, emotional, physical and personal – all feed into our energy levels. Most teacher-training providers do not discuss the personal stuff – i.e. what’s going on in your life outside of school. However, this ‘domain’ of existence must be expertly managed if you want to be a highly energetic teacher. Deal with what’s going on at home first, then focus more on what’s going on at school. You’ll be amazed at the transformation that ensues!

Navigating Assessment: A Teacher’s Guide to AFL, AOL, and AAL

Posted on by richardjamesrogers

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

Like what you see? 🎯 Check out my shop for unique merchandise and products that support this blog. Every purchase helps me keep creating content you love. – Richard

As we embark on our (hopefully) fulfilling journey of shaping young minds and fostering a love for learning, it’s crucial to navigate the realm of assessments with a clear understanding of the three fundamental pillars: Assessment for Learning (AFL), Assessment of Learning (AOL), and Assessment as Learning (AAL). These three components not only guide our teaching practices but also play a pivotal role in student growth and achievement.

Assessment for Learning (AFL)

Imagine a classroom as a dynamic ecosystem where both teachers and students are co-creators of knowledge. That’s the essence of Assessment for Learning (AFL). In this approach, assessments are viewed as tools for understanding where students are in their learning journey, identifying misconceptions, and tailoring instruction accordingly.

AFL is about ongoing, formative assessments that provide real-time feedback to both teachers and students. It’s not just about grades; it’s about fostering a growth mindset and creating a supportive environment where mistakes are viewed as stepping stones to success. Through quizzes, discussions, and other formative assessments, AFL helps us make timely instructional adjustments, ensuring that no student is left behind.

Some effective examples of AFL activities include:

  • Formative Quizzes: Create short quizzes or assessments that students can take during or after a lesson to gauge their understanding of key concepts. Use the results to identify areas that may need further clarification or reinforcement.
  • Peer Feedback Sessions: Organize peer review sessions where students provide feedback on each other’s work. This not only helps in assessing the quality of their work but also encourages collaboration and the development of critical evaluation skills.
  • Think-Pair-Share: Pose a question or present a scenario, and have students think about it individually first. Then, they pair up with a classmate to discuss their thoughts before sharing with the larger group. This encourages individual reflection and collaborative learning.
  • Exit Tickets: Use exit tickets as a quick assessment tool at the end of a lesson. Ask students to answer a few questions or solve a problem related to the day’s lesson. This provides immediate feedback on their comprehension and helps in adjusting future instruction based on identified needs.
  • Concept Mapping: Have students create concept maps to visually represent the relationships between different ideas or topics. This not only assesses their understanding of the material but also helps them organize and connect information in a meaningful way.

Assessment of Learning (AOL)

Assessment of Learning (AOL), often referred to as summative assessment, is what most of us are familiar with – the end-of-unit tests, final projects, or standardized exams. AOL is like taking a snapshot of what students have learned over a specific period. While AFL informs our day-to-day teaching, AOL provides a comprehensive overview of student achievement and allows for accountability at a broader level.

As teachers, AOL helps us evaluate the effectiveness of our instructional strategies and curriculum. It provides valuable insights into the strengths and areas that may need improvement. While it’s essential for reporting and grading purposes, AOL is most impactful when combined with AFL, creating a holistic approach to assessment.

Examples of AOL activities include:

  • Traditional Exams: Standardized written assessments that test a student’s knowledge and understanding of the material. This can include multiple-choice questions, short answers, essays, or a combination of these formats.
  • Project-Based Assignments: Tasks that require students to apply what they have learned in a creative or practical way. This could involve research projects, presentations, or hands-on activities that demonstrate their understanding of the subject matter.
  • Peer Assessment: Involving students in evaluating the work of their peers. This can be done through group projects, presentations, or other collaborative activities where students provide constructive feedback on each other’s performance.
  • Case Studies: Real-world scenarios or problems presented to students, requiring them to analyze, synthesize information, and apply their knowledge to propose solutions. Case studies encourage critical thinking and the application of theoretical concepts to practical situations.
  • Performance-Based Assessments: Tasks that assess a student’s ability to apply their knowledge and skills in real-world situations. This could include simulations, role-playing exercises, or any activity that requires students to demonstrate their competencies in a practical context. Performance-based assessments provide a more hands-on approach to evaluating learning outcomes.

Assessment As Learning

Now, let’s delve into the transformative power of Assessment as Learning (AAL). This approach is all about empowering students to take an active role in their own learning process. AAL encourages self-reflection, goal-setting, and metacognition, turning assessment into a journey of personal growth.

In an AAL environment, students become partners in the assessment process. They learn to monitor their progress, set learning goals, and reflect on their strengths and areas for improvement. By engaging in regular self-assessment, students develop a deeper understanding of their preferred learning modalities and strategies and become lifelong learners who take ownership of their education.

Some great examples of AAL activities include:

  • Self-Reflection Journals: Students regularly write reflections on their learning experiences, identifying strengths, weaknesses, and areas for improvement. This encourages metacognition and self-awareness. In my personal opinion, journaling really holds the key to transforming secondary education and should be much more widely practiced than it is presently. I have written an entire blog post outlining how to implement journaling in your subject area, here.
  • Learning Logs or Blogs: A continuous record where students document their learning journey, including challenges faced, new insights gained, and connections made with prior knowledge. This ongoing process helps them track their progress. Sometimes these are called ‘e-portfolios’, and Google Sites lends itself very well to this process.
  • Graphic Organisers: Students create visual representations of their understanding of a topic by connecting concepts and relationships. This not only reinforces learning but also allows them to see how different pieces of information fit together. An even better way to do concept mapping is to upgrade to Mind Mapping (a distinct process created by the late Dr Tony Buzan, with whom I was very lucky to enjoy a video call with several years ago). I’ve written an entire blog post about ways to organise information, which includes Mind Mapping, here.
  • Peer Teaching or Tutoring: Students take turns teaching a concept or skill to their peers. This not only reinforces their own understanding but also provides an opportunity to receive feedback and correct misconceptions. From an AAL perspective, this works best when both the ‘deliverer’ and the ‘receiver’ have already grasped the fundamentals of the topic being taught.
  • Goal Setting and Monitoring: Students set personal learning goals, breaking them down into smaller, achievable targets. They regularly assess their progress toward these goals, adjusting strategies if needed. This encourages a sense of ownership and motivation in their learning journey. Again, I believe this is best facilitated by the journaling process.

Striking a balance

While each of these assessment approaches has its unique role, the magic happens when we strike a balance between them. AFL guides our daily interactions with students, AOL provides a snapshot of their overall achievement, and AAL empowers them to become active participants in their learning journey.

So, fellow teachers, let’s embrace the ABCs of assessment with open arms. Let’s use Assessment for Learning to inform our teaching, Assessment of Learning to measure overall achievement, and Assessment as Learning to empower our students. Together, we can create classrooms where learning is a collaborative adventure, and assessment is a compass guiding us toward success.

Happy teaching!

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