How a TEFL Gap Year Will Benefit Your Future

You may be doing your TEFL course and teaching abroad as a ‘gap year’ before starting a career which you studied for at university. Many people will ask you ‘Why do you want to teach English abroad? Aside from a so-called year off, how will it benefit you?’. Today, I’ve invited Rose-Anne Turner, Admissions Director at Destination TEFL, to share her thoughts with us.

A year of teaching abroad can benefit you in number of ways:

You’ll gain confidence 

So many parts of this experience will help you to gain confidence – from travelling alone abroad to a new place, to experiencing new cultures, to doing something new, to learning to speak in front of people.

Your communication skills will improve

Techniques learnt on the course and practiced in the classroom thereafter, will improve your general communication skills. You will be far more aware of whether or not you have been understood, and will adjust the way you speak and listen to people in general. You will also become more confident speaking to large groups of people, as well as on a one-to-one basis.

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Your time management skills will improve

You’ll become the master of checklists! There’s nothing like leaving behind your materials and wasting all your hard work and effort to make you more organised! Carefully planning your lessons according to a time schedule will also be great practice for time management.

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You’ll become more aware of other cultures

As you’ve moved to another country and are teaching students who are not from your culture, you will become acutely aware of the differences between cultures, and the pitfalls of dealing with people from other cultures. These include misunderstandings, doing things in different ways, and knowing that what is acceptable in one culture, may not be so in another culture. In the corporate workplace one day, this will be a valuable asset to have, particularly in jobs where you’ll be dealing with international clients.

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Networking

You will make friends for life – after meeting people you would never have met back home. These could be your fellow classmates on the TEFL course, your fellow teachers while teaching, or neighbours and other locals, as well as your students. Having an international network of friends and past colleagues can also advance your career in ways you may never know – as you never know where the future may take you.

You’ll mature and grow as a person

All the challenges and hardships of living abroad will give you a tough skin and mature you in ways that staying at home in a familiar environment won’t do. Moving out of your parental home is testing enough for many young adults – but doing so in a different country really challenges!

Well there you have it. There are many more reasons to sail away from familiar shores, but these reasons are ones that you can proudly mention in interviews and cover letters. So what are you waiting for? 

If you’re thinking of getting a TEFL qualification and teaching overseas, then Destination TEFL can help you!

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Teaching Overseas for the First Time: Advice From Teachers

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management, The Power of Praise: Empowering Students Through Positive Feedback, 100 Awesome Online Learning Apps and The Rogers Pedagogical Planner: A Teacher’s Planner for Serious Professionals)

COVID-19 has clearly had a devastating effect on the aviation industry. With international travel brought to a virtual standstill, some airlines have found themselves laying off staff, downsizing and even going bankrupt

This is, of course, an unprecedented and horrific situation for the airline industry as a whole. In addition to this, restrictions on international travel have caused ripples to permeate throughout a wide variety of other industries: not least international education. Some effects that have been experienced by teachers (some of whom are my colleagues) are as follows:

  • Teachers who were appointed to roles overseas cannot leave their current country of residence to actually start their jobs.
  • Dependents, such as spouses and children, are often not able to move abroad with the appointed teacher as it’s difficult for many countries to get the necessary clearance and paperwork approved.
  • Teachers who were ‘on the fence’ about teaching overseas are now regretting the fact that they didn’t ‘take the plunge’ and move abroad sooner, as now their ability to travel has been restricted.

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That last bullet-point is an interesting one. It’s an ‘imaginary’ scenario based only on the anecdotal evidence I could currently acquire – a number of my readers have written to me to say that they regret not having made the decision to teach overseas sooner. 

Whilst I cannot be sure that this is a systemic or widespread regret that applies to the teaching profession as a whole, it is an understandable and logical emotional response to COVID-19 that we can consider. I imagine that when COVID-19 is ‘over’ (will it ever be really over?), and flight paths reopen, we will see a surge in applications for overseas teaching posts. 

Class Q and A

In anticipation of this, I’ve conducted a rather unconventional experiment this week. As a teacher with 12 years of overseas teaching experience (11 years in Thailand, 1 year in China), I decided to post my top 5 suggestions/tips for teachers who are considering moving overseas to teach. I posted these tips in the popular Teachers in Thailand Facebook group, to see what kind of responses I would get. After a bit of distillation (tallying up the responses with the most likes), I’ve come up with a fairly comprehensive and balanced list of pre-teach-abroad tips for all budding globe-trotters (I hope!):

Rule #1: Try to learn the local language – even a few words will show others that you are trying and you’ll be respected all the more for it.

In some countries, of course, this won’t be necessary. If you’re a native English speaker moving to Singapore, Australia, America or the UK (or another English speaking country), then you may only have to learn some of the local colloquialisms and get used to some unusual dialect. However, if you move to a country like China, for example, it’s a whole different story. 

Sometimes, learning the local language is essential. When I worked in Chongqing, China; for example; very few people could understand English (Starbucks baristas tended to be the best speakers – so hats-off to them). I had to learn some Mandarin just to survive. Learning the local language does have other benefits, too, however:

  • Language and culture are often very closely intertwined. Learning the local language can help you to understand why the local people think the way they think. This can lead to better relationships, less frustration and more common-ground and mutual understanding.
  • When you at least try to use the local language, you are showing that you have some respect for the local people and the country in which you are a guest (more on that later). In my experience, this goes a long way to building trust with others (e.g. that hairdresser you have to see every week, or that bar tender you see on the occasional Friday night). People tend to admire you more if you show that you are willing to learn, and you don’t just expect everyone around you to speak your language and accommodate you.

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Teachers in Thailand Response

This rule was generally well-received. A noteworthy response that offers some extra-insight is given below (of course, remember that this is Thai-centric, but could be applied to any native language):

“I had the advantage of a thorough pre-field language training (it leads to some interesting conversations with Thai adults — like “how can my English get as good as your Thai” — but even if you have much less Thai than that it can still be a bridge-builder that can make your life easier — and fortunately, there are now FB groups designed specifically for foreigners trying to learn Thai. Take it easy, and you will gradually get better at it.”  – Edwin Zehner

Rule #2: Do not leave home because you are trying to run away from problems – finances, crime, family issues – get any of these issues resolved first before you move overseas (or your problems might travel with you).

I must admit that this was a tricky one for me to phrase correctly in one sentence, and it did receive a little bit of backlash in the Facebook group. Before I include a noteworthy response or two, I’d like to add an extract from my debut book, The Quick Guide to Classroom Management (final chapter), which goes into this a bit more:

Extract from THE QUICK GUIDE TO CLASSROOM MANAGEMENT

SECRET NUMBER 46: Your Problems May Follow You When You Fly Away

If your motivation to leave your home country revolves around personal
problems you have such as debt, a broken relationship or family
issues, then don’t assume that all of these problems are going to vanish
as soon as the landing gear hits the tarmac in your new city. Certain
problems, especially those concerning money, can actually be
exacerbated when you leave your home country. Here are my top tips
for making sure that a problem at home doesn’t become a nightmare
abroad:

  1. Money: Think long and carefully about any debt-related or financial issues you have, and aim to resolve them before you board the plane. Many expatriates find it difficult to transfer funds back to their home country once they’re abroad, and this can have consequences in terms of meeting credit card and bill payment dates. You must ensure that you’ve inquired beforehand about the ways in which you can deal with your finances abroad, and you must remember to follow through. When one is residing in a foreign country, it can be easy to forget about the financial commitments you have in your home country. In the early stages, this can manifest as an awkward message or letter from your creditor, progressing to international criminal action if the issue is not dealt with. It might be a good idea for you to leave some savings in your native bank account which you can use to pay your bills and loans in the first few months of your new adventure. You may wish to get a trusted friend or family member back home to help you with this.
  2. Relationships: Don’t burn any bridges before you fly away. You may be travelling to an exotic new country to start a wonderful new chapter in your life, but you never know when circumstances may force you to return home to your native country. Try not to upset people before you leave, for example, by venting your pent-up grudges that you’ve had for years. You may also want to keep in touch with people at your old school as you may need to call upon them for advice, resources and help.
  3. Health: Try to bring all of your medical records with you when you travel, and have them deposited at the hospital you plan to use when you start at your new school. Whilst medical care provided overseas can be of an extremely high quality (especially when your school pays for private medical insurance as part of your package), it can be very difficult for doctors to suggest a suitable course of treatment if your exact medical history is unknown. If you end up spending a great deal of time teaching overseas, then you may find yourself moving
    from hospital to hospital, or even country to country! It is essential that you do not underestimate the importance of keeping your medical records safe, accessible and updated. Unfortunately, however, this is the one aspect of international teaching that is most overlooked by teachers.
  4. Crime: If you’ve committed any kind of serious criminal offence in your home country, then you almost certainly will not get a job at a reputable international school overseas. Most will require you to complete a criminal records check before you leave your home country but even if your school does not require this, you must still be upfront and honest about any criminal history you have. The ramifications for you can be severe if your school finds out about it later.
  5. Online: Clean up your online profile. Look at all of the social media channels you have, all of your blog posts, forum replies, comments and any other material you’ve submitted online. Also, remove anything that puts you in a bad light: international school managers are using ‘internet screening’ more and more often these days. Additionally, be very careful about who you connect with through social media, and never connect with current students. Whilst it’s important to keep in touch with your former students (through school-authorized alumni channels), you still have to be careful about what they can read about you, or from you, online. Your former students may be connected with your current students, and they can pass on information easily. You’ll also find that the student world of international teaching is just as small as the teacher world, and students in different international schools do communicate and connect with each other.

Q & A

I received some interesting responses about this in the Teachers in Thailand Facebook group:

“I do not agree with your point 2. We left SA because of a few of your nr 2 reasons and we soooo happy in Thailand!”

“Sometimes it’s impossible to resolve problems at home. Nonetheless you can be an effective teacher.”

I guess a balanced viewpoint on the issue is needed. A fresh start in a new country can offer you the chance to leave the past behind, and build a new future. My point, however, is that you should try to solve as many personal problems as you can before you move over. Avoid ‘burning bridges’ too – you never know when you might need to cross them again. 

Rule #3: Remember that you are a GUEST in a foreign country. Be respectful, and remember that for every action you undertake you will be scrutinized more excessively than the natives.

I’m not sure if being ‘scrutinized more than the natives” applies in EVERY country, but that’s certainly been my experience in Thailand and China – and that’s understandable. I am a foreigner. I have to be respectful of the local rules, culture and environment. 

I think it is important to realise that the world is an incredibly varied place. If you’ve lived your whole life in one country (as I did before moving out to Thailand in 2008) you’re going to find that your new home will be different in many ways. The most profound of these differences, however, is that people probably won’t even ‘think like you think’ on many issues. 

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Being understanding and accepting of the host culture and environment kind of comes with the job of being an international school teacher. If it gets too much for you, you can always move back home later (or to another country). 

Rule #4: Get as many qualifications as you can (and as much experience as you can) back home before moving out – it’ll all look good on your resume/CV and you’ll definitely use the skills and knowledge you’ve learnt.

International schools tend to have more difficulties recruiting specialists than, say, a domestic school in western country would. This, coupled with the fluid nature of international education (schools at different phases of development) means that you may be asked to teach subjects outside of your specialism. 

Before moving out, try to get skilled-up in anything pedagogical – accelerated learning techniques, Assessment for Learning, teaching ESL students in mainstream classrooms training, etc. The skills you learn on courses like these will definitely come-in handy when you teach overseas.

Online learning is, of course, great for this. There a large number of high-quality, inexpensive courses available on places like edX, Coursera and Udemy. You can also take my Classroom Management Fundamentals certificate course with UK Ed Academy.

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Some notable additions

“Make sure your social media accounts are private and that your profile pic is respectable. Recruiters often check you out on social media. Do an in-class or hybrid course. There is so much to be said for REAL PRACS with real students. Do an intro video if you can – either just introduction, or even better of you in the classroom showing your rapport with students. Be punctual for any interviews!” – Rose-Anne Turner, Founder of Destination TEFL

“Get someone to proofread your c.v and covering letter. The number of applications we get with poor punctuation and spelling mistakes…” – Kate Lloyd, Director of Studies at London School of English, Ukraine. Check out her website for teachers at What Kate and Kris Did.

“Expect things to go a bit wrong/unplanned from time to time but make sure you’re flexible and ok with that” – Stefan Hines, Secondary Science Teacher

Rule #5: Kinda linked to number 2: make sure you are going overseas for the right reasons – to inspire and help your students, to gain teaching experience and to gain a unique cultural experience. You’re not coming over to have a big, never-ending holiday, or to find a local boyfriend or girlfriend (although that last one might be a nice by-product).

This is quite an important one. If you don’t have the right mindset before you come out, then you could be in for quite a shock. 

International schools (and local public schools) tend to have very high professional standards. In addition to this, there often comes the added pressure of being expected to perform well. Thing about it: your school has most likely paid for your flight, immigration visa, work permit and maybe even housing and a competitive salary. You’ll be expected to measure-up. 

Have a holidays at holiday time. Experience the local culture and food all that good stuff, but remember that you must be just as professional at your job as you were back home. 

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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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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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Gender-Neutral Toilets in Schools: Some Research and Conclusions

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

Last week I wrote a short blog post about the issue of gender-neutral toilets, and how some schools in Australia and the UK are now forcing all students to use them. The reasoning that most schools give as to why these toilets need to be installed is that they are ‘inclusive’, and that they make transgender students feel more comfortable.

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Tremendous opposition to the introduction of gender-neutral toilets in schools has already been voiced by parents, students, local MPs and members of local communities. At Deanesfield Primary School in the UK, for example, parents launched a petition to remove the unisex toilets that were covertly installed over the summer vacation; with one main concern being that menstruating girls felt as though their privacy was being invaded. Many girls were refusing to go the toilet during the day and were at risk of picking up urinary-tract infections as a result. 

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“An AMAZING book!”

I made my opinions clear last week, and I still stand by them. I made the point that no school should impose new restrictions or radical changes on their students without first consulting with parents. This was a classic mistake made at Deanesfield, and it backfired dramatically (consequently, I did actually e-mail the school asking for an update on the situation but I have thus far received no response). I also questioned the underlying concept of a child being able consent to being ‘transgender’ (along with the surgery and puberty-blocking chemicals that go along with that), when that same child cannot consent to sexual activity, cannot drink alcohol, is not considered to be mature enough to vote and cannot legally drive.

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That blog post earned me some haters, with one transgender individual commenting on my Facebook posts with expletives, profanities and explicit prose. It didn’t go well for ‘them’, and that person was subsequently banned from the Teachers in Thailand Facebook group by the admin (and rightly so):

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Another happy customer!

So this is a very triggering topic, and rather than briefly summarize some of the more ‘popular’ stories by citing news articles,  I’d like to perform a brief investigation of some of the research that feeds into this topic. I won’t have time to cover absolutely everything, but I will provide a synopsis of some of the main findings.

The architectural approach

With privacy being cited as an issue for menstruating girls who are forced to use gender-neutral washrooms, one solution could be a functional one: change the architecture so that privacy is no longer invaded. 

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This is exactly the point that Sanders and Stryker make in Stalled – Gender Neutral Public Bathrooms [South Atlantic Quarterly (2016) 115 (4): 779–788. Duke University Press]. As a combined effort between a world-renowned architect (Sanders) and an LGBT professor of Gender and Women’s Studies (Stryker), this paper stands-out for it’s unique take on unisex bathrooms, with a suggested floor-plan included in the content (given below):

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Which areas would be on CCTV?

My conclusion: I have a number of issues with the architectural approach proposed by Sanders and Stryker:

  • The design still includes an area outside the cubicles where boys and girls have to mix and mingle. I think this removes the ‘communal’ factor of bathrooms, as girls and boys do like to use toilet areas for chatting and socializing with their own gender. I’m still not sure if menstruating girls would be happy mingling with boys outside the cubicle areas. 
  • Massive investment would be needed to change current girls’/boys’ washrooms in schools to the communal format shown above (for most schools). This investment seems superfluous to needs when one considers that less than 2% of American children identify as being transgender. In addition to this, it seems illogical that transgender students cannot use current boys/girls washrooms. If you are biologically a boy, but you officially identify as a girl, then you could use the girls’ bathrooms. Vica-versa if you are biologically a female [more on this later].

Public space is not a neutral space(?)

According to Kyla Bender-Baird, gender-segregated bathrooms are the result of “technologies of disciplinary power, upholding the gender binary by forcing people to choose between men’s and women’s rooms”

That’s some profound statement! I had no idea that I was being powerfully controlled by being forced to choose which washroom to enter. I thought I was consciously making a choice to enter the men’s! 

Kyla is a sociologist at the CUNY Graduate Center in New York. Writing in Gender, Place & Culture: A Journal of Feminist Geography (Volume 23 2016, Issue 7) she states:

The resulting lack of safe access to public restrooms is an everyday reality for those who fall outside of gender binary norms. Faced with a built environment that denies their existence and facilitates gender policing, I argue that trans and gender non-conforming people sometimes engage in situational docility. Bodies are adjusted to comply with the cardinal rule of gender – to be readable at a glance – which is often due to safety concerns. Changing the structure of bathrooms to be gender inclusive and/or neutral may decrease gender policing in bathrooms and the need for this situational docility, allowing trans and gender non-conforming people to pee in peace”

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It seems as though Kyla supports the functional/architectural approach then – advocating for the creation of washrooms that are built in such a way that anyone can use them.

My conclusion: I don’t agree with Kyla on her point that gender-segregated washrooms were invented as a human-control system (the official history certainly doesn’t support this).

One thing I will say in Kyla’s defense is that if an architectural solution is found that is cost-effective and satisfies the needs of the majority (men and women – that’s binary men and women who do not wish to change their gender), whilst also meeting the needs of the tiny minority (transgender individuals), then that could be a way forward. 

Potty Politics and the Ladies’ Sanitary Association

An interesting paper from the University of Massachusetts, Amhurst [The Restroom Revolution: Unisex toilets and campus politics] gave the timeline leading up to the gender-segregated toilets we have today. Here’s a brief summary:

  • 1905: First women’s bathroom installed in London after a tremendous effort and fight by the Ladies’ Sanitary Association and similar organisations, along with support from the famous George Bernard Shaw [This really surprised me, I have to say. I thought that women’s restrooms were a thing long before 1905]. 
  • 1970s America: Court cases were still being fought over the segregation of black and white toilet facilities. Prior to this early ‘toilet-integration’ period, blacks and whites couldn’t drink from the same fountains or use the same toilet facilities. [Note from me: I think this was a humiliating and disgraceful period in human history. The fact that fully conscious adults penned policy to the effect of segregating toilets on basis of race is frightening and baffling to me]. 
  • In the Autumn of 2001, several students gathered at the Stonewall Center (an LGBT educational resource center at the University of Massachusetts). They formed a special group to work on transgender issues on campus. Their efforts eventually resulted in gender-neutral restrooms being installed on campus through their ‘Restroom Revolution’, and they also succeeded in bringing transgender, ‘gender-queer ‘and ‘gender non-conforming’ issues into the limelight on campus. 

gender neautral toilet

Key takeaways from this paper are the very revealing opinions of both the Restroom Revolution advocates (a mix of gender non-conformists and ‘allies’ – straight people sympathetic to their cause) and their opposition.

In December 2001, the Stonewall students wrote a proposal to university administrators in which they stated: 

“As gender variant people, we encounter discrimination in our daily lives. The most pressing matter, however, is our use of the bathrooms in the residence halls in which we live. . . . We are often subjecting ourselves to severe discomfort, verbal and physical harassment, and a general fear of who we will encounter and what they will say or do based on their assumption of our identities.”

Olaf Aprans, a writer for the Minuteman (an on-campus student publication), expressed his strong opposition by questioning the foundational motives behind the Restroom Revolution: 

“The most probable motive for the Restroom Revolution is not the
need or want of transgender bathrooms, it is the desire for attention. Transgender students have been using gender-specific bathrooms for years without any complaints. Why the sudden outcry for transgender bathrooms? The answer is easy, the activists behind this movement are using a petty issue like bathrooms as a medium to throw their lifestyles in the face of every-day students”

Biological identity, supported by irrefutable genetic evidence, is also cited by the paper as one of the modes of opposition: 

“There are only two things that make me a man and they are my X chromosome and my Y chromosome. . . . People have the right to feel that they should not be the gender that God gave them. . . . However, the fact that some people do not live in reality or that some wish reality were not true, does not entitle them to a special
bathroom in a public university”

My overall conclusions

  • The concerns that transgender individuals have about their personal security and comfort when using restrooms seem legitimate. However, the concerns of women who do not wish to share washrooms with men are equally legitimate [and as we saw from the UMass article, women fought very hard for the right to have their own restrooms in the first place]. The issue of ‘washrooms for all’ seems to me to be a classic example of an old conundrum – that you can’t please everyone. We can, however, aim to please the majority. The minority will have to adapt. 
  • An architectural solution may be viable, but its application needs to be consistent (and this will require excellent international collaboration). It also needs to be cost-effective, and provide suitable privacy for everyone. I can’t see how this can be done, even when one applies Sanders’ and Stryker’s design, without invasive CCTV systems in place. 
  • An architectural solution may work in a shopping mall or other public place, but I’m not sure if it’s a feasible solution for a school. Children are not as mature as adults, and issues such as bullying, up-skirting, inappropriate use of smartphones, silly and disruptive behaviour, etc. are difficult to police in a gender-neutral facility without invasive CCTV systems, some form of staffed duty or an open communal space that removes comfort, rather than adds to it. 

I will end by saying that schools would be well-advised to avoid forcing all of their students to use gender-neutral toilets. The variables one has to deal with in such scenarios are immense and difficult to police/control. If needs be, provide adequate male, female and gender-neutral toilets so that students can at least make choices that feel right for them.

 

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Cognitive Sandwiching: A Method for Teaching Difficult Topics

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

Illustrated by Sutthiya Lertyongphati

Memory is the residue of thought

 – Daniel Willingham

This is one of my favorite pedagogical quotes and I’ve found it to be 100% accurate over the years. 

As an International Baccalaureate Diploma chemistry teacher at an international school, I often have to teach topics to my students that are really, really difficult. Furthermore, the students will be examined on these topics at some point in the future, and those grades really mean something: the students will be using them to apply to study at universities all around the world. 

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“An AMAZING Book!”

A key question I often ask myself is how can I get my students to think deeply about the topics they are learning, so that they remember enough details to get excellent grades on their exams?

it integrated

I’ve tried lots of different methods over the years, but I think I’ve finally nailed-down a system that works with every difficult topic I teach:

  • Explore
  • Question
  • Teach
  • Test

Hopefully you’ll see that this is a system that can be applied to your subject area/teaching context too. 

Step 1: Explore (Thinking Intensity 2)

Provide the stuff you want the students to learn in multiple formats. Some that you may wish to use could be:

  • Online videos
  • Websites
  • Simulations
  • Textbooks
  • Podcasts
  • Magazine entries
  • Revision guides

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Get the students to work in groups or pairs to produce some kind of creative, collaborative output. Examples include:

  • Create a Google Slides presentation about…..
  • Create a stop-motion animation about……
  • Create a large infographic about…….
  • Create a digital animation about…..

At the end of this exploration step, the students should present their work to the class in some form. This simple act of articulating what they have learned will cause deep-thinking (and therefore, memory) to take place. 

Step 2: Question (Thinking Intensity 3)

Give the students a series of exam-style, challenging questions on the topic to complete under timed conditions. The students can work together on this if you wish, and may use the resources they have for help. 

When the time-limit is over, provide the model answers (and make sure you actually have model answers available). Students can go through these answers via peer-assessment, self-assessment or even automated assessment (in the case of online teaching systems, like MyMaths and Educake).

Discussing homework

As a teacher, I also like to go through any particularly difficult questions with the students so as to clear up any misconceptions. This is especially true if, for example, nobody in the class can do question 2. 

Step 3: Teach (Thinking Intensity 1)

This acts as an incredibly useful review for students after what has been an intense exploration and self-assessment of stuff that was, essentially, self-taught (with a bit of help from the teacher).

Go through the key points of the topic traditionally, perhaps using a slide-based presentation, video, animation or even notes written and explained on the whiteboard.

Make use of a few learning games to spice things up a bit, especially if key vocabulary needs to be learned. Spend time going through common misconceptions: those things that students get wrong year-after-year. 

Step 4: Test (Thinking Intensity 4)

Test the content covered using the most difficult questions you can find. Don’t go beyond the syllabus or above what’s been taught (obviously), but use past-paper questions that really do get the students to apply what they’ve learned to unusual contexts. 

Prior to the test, you might want to provide questions of similar difficulty (with model answers provided) for the students to go through at home. 

chatting in class

Make sure you go through the test afterwards too. Provide the mark scheme and make it really clear where, and how, marks have been lost.

Fluctuations

By fluctuating the intensity of thinking in this way (2,3,1,4) we’re exercising the brain in a similar way to how we exercise the body – gradual increases in intensity, followed by rest, followed by higher intensity. 

I’ve found that this model works really well for getting students to understand really difficult topics. 

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Exciting New Online Course for Teachers!

UKEd-Acad

The Fundamentals of Classroom Management: An online course designed by Richard James Rogers in Partnership with UKEd Academy 

I’m very excited to announce that I’ve been busy building an online course that covers all of the fundamental concepts in my widely acclaimed debut book: The Quick Guide to Classroom Management, in partnership with my good friends at UKEd Academy. Details are given below:

Course link: https://uked.academy/product/cmf/

Price: £30.00 (which includes a copy of my book) or £20.00 if you’ve already got a copy of my book (you’ll have to enter a discount code found within the book)

Launch date: October 21st 2019 (but you can start the course at anytime)

End of course certificate?Yes, endorsed by UKEd Academy and Richard James Rogers 

Course structure: Videos, quizzes, study notes, reflections and activities

Course schedule: Flexible (work at your own pace)

After successful completion of this course you’ll earn a certificate that will look very impressive on your C.V. and you will gain lots of knowledge, new techniques, tools and skills.  

I look forward to mentoring and guiding you through the key concepts that make an excellent teacher, well, excellent!

If you have any questions at all about this exciting course, then please e-mail me at info@richardjamesrogers.com

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The Disconnect: How Over-Rewarding Fails Students

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

Illustrated by Sutthiya Lertyongphati

Reading time: 3 minutes

A dangerous culture has quietly found its way into a large number of American and British schools in the past decade. Like a wolf in sheep’s clothing that seems pretty on the surface but harbors malice within; over-rewarding continues to take hold like a malignancy to this day. 

Betty Berdan was an American high-school junior at the time of writing this excellent opinion piece in the New York Times. She eloquently summarizes her thoughts on over-rewarding as follows:

Like many other kids my age, I grew up receiving trophy after trophy, medal after medal, ribbon after ribbon for every sports season, science fair and spelling bee I participated in. Today the dozens of trophies, ribbons and medals sit in a corner of my room, collecting dust. They do not mean much to me because I know that identical awards sit in other children’s rooms all over town and probably in millions of other homes across the country.

Rewarding kids with trophies, medals and certificates for absolutely everything they do, including participation in a sports event, seems harmless at first glance: what’s wrong with encouraging kids to take part, right? 

jenga

My thoughts on this are simple: the real-world doesn’t reward mediocrity, and if school’s are designed to prepare kids for the real world, then they shouldn’t be rewarding mediocrity either. 

Your boss doesn’t give you a pay-raise or certificate for turning up to a meeting: it’s a basic expectation. You don’t get instant recognition and brand awareness for starting an online business: you have to slog your guts out and make it happen.

The world is cruel, but it’s especially cruel to high-school graduates who’ve been babied right the way through their schooling and come out the other side believing that they’re entitled to everything: that they’ll receive recognition for doing the bare-minimum. 

Some teachers may feel that rewarding everyone, but keeping ‘special rewards for winners’ is a good way to go. But what benefits can be extrapolated from removing first, second and third place prizes at a sporting event, or even removing winner’s trophies completely?

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According to Alfie Kohn, author of Punished by Rewards: 

A key takeaway here is that awards aren’t bad just because the losers are disappointed; everyone (including the winners) ultimately lose when schooling is turned into a scramble to defeat one’s peers

Really, Alfie? So awards are bad because losers and winners feel bitter? I think school culture has got a lot do with that. In school’s where students are encouraged to celebrate each other’s achievements, and aspire to do their best, overall achievement and attainment increases.  A massive study by the University of East Tennessee, for example, found that classroom celebrations of achievement enhanced:

  • Group solidarity
  • Sense of belonging
  • Teacher’s ability to find joy and meaning in teaching

I don’t see much about bitterness there, Alfie. 

Here’s another one I pulled-up: A meta-analysis of 96 different studies conducted by researchers at the University of Alberta found that (look at the last sentence especially):

…….reward does not decrease intrinsic motivation. When interaction effects are examined, findings show that verbal praise produces an increase in intrinsic motivation. The only negative effect appears when expected tangible rewards are given to individuals simply for doing a task.

This confirms what teachers have known for years (at least those with brains in their heads): that awards have no value when they are given to everyone, but have lots of value when they have to be earned. This coincides with the Four Rules of Praise that I wrote about in 2018 (supporting video below). 

Conclusion

Teaching profession, some words of wisdom: Awards and rewards only work to improve motivation, attainment and achievement when the students have had to earn them. Foster a school culture of collective celebration when students achieve success (such as using awards assemblies), and articulate the skills and qualities needed to achieve success to those students who sit and watch the winners, hopefully with smiles on their face and pride in knowing that one of their own made it happen, and they can too. 

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Digitizing the Learning Experience: EdTech 101

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

Illustrated by Sutthiya Lertyongphati

A number of interesting trends in the automation and computerization of education have taken place in the past twelve months. These innovations build on the tech boom seen after the dot .com crisis recovery in the early 2000s and include:

  • Coding
  • Online learning
  • Robotics and AI
  • Cloud computing
  • Smart devices and the Internet of Things
  • FinTech
  • Data Logging
  • Adaptable ‘Smart Spaces’

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To put all of this into context one only has to look as far back as last week’s edition of the Economist. Page 11 presents a daunting synopsis of the digital web we find ourselves in via an article aptly entitled A Planetary Panopticon [print edition]:

In a world in which more things are computerized, more companies will come to resemble computer firms. In expensive, high-tech industries, where the economics of the IoT have made sense for decades, the results of this are already visible. Rolls-Royce, a big British maker of jet engines, launched its “Power by the Hour” service in 1962, offering to maintain and repair it’s engines for a fixed cost per hour. It’s digital transformation began in earnest in 2002, built around the ability to do continuous, real-time monitoring of its products.

The article goes on to describe how:

  • Data is becoming the new currency of developed countries (and even some developing ones, such as China, which has basically already become a cashless society)
  • Surveillance is set to become more pervasive as firms set-out to monitor consumer behavior more closely in an effort to improve products, services and marketing strategies
  • Smart-tech companies will become ever-more protective of their data: a valuable commodity. Apple, for example, “is famously unwilling to allow its customers to have broken iPhones repaired anywhere except in its own shops, going so far as to use software updates to disable replacement touchscreens installed by cheaper, third-party fixers.”

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I would even go so far as to say that teachers, everywhere, need to skill-up in computer science quickly, or else we could find ourselves out of a job! I talk about this in my video below:

From the perspective of helping our students make the ‘digital transition’, I’ve written two blog posts with some tips here: 

You may also want to check out these great blogs and websites:

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