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 atDestination 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.
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.
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.
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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COVID-19 has clearly had a devastating effect on the aviation industry. With international travel brought to a virtual standstill, some airlines have found themselveslaying off staff, downsizingand evengoing 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.
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.
In anticipation of this, I’ve conducted a rather unconventional experiment this week. As a teacher with 13 years of overseas teaching experience (12 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.
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:
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:
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.
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.
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.
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.
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.
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.
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.
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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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).
‘The List’: What do we need to be aware of?
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.
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!
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.
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!
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.
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?
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?
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 inonline learning
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.
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:
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 thisexcellent opinion piecein 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?
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?
According toAlfie 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:
Sense of belonging
Teacher’s ability to find joy and meaning in teaching
…….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).
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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I’m very happy to announce that my second-book, which has (to my shame) been in the pipeline for many years, has finally been published on the Amazon Kindle store. The paperback will be released in mid-September. If you click on the image below, it’ll take you directly to the Amazon sales page.
My new book is split into three sections:
The philosophy of praise (why praise is important and what its effects can be)
The mechanics of praise (how to actually implement the various tactics available)
Ways to accentuate the efficiency of praise (how to ensure that praise and feedback only takes up the time and effort that it needs to)
From the outset I make the point that praise in the form of marking provides acknowledgement for work completed. This is essential, as every student needs to know that their time and effort has been noticed, is being monitored and has been recognized.
The implication of this statement is that quick turn-around of work is necessary so that students understand the reasons behind their feedback, gain empowerment maximally and receive positive reinforcement of the skills, knowledge and concepts that they are currently learning in class.
Teachers (me included) can find it a challenge to provide high-quality feedback in a timely manner, however. This is where praise mechanics and efficiency come into play.
There are a number of techniques that teachers can employ to save time whilst providing excellent feedback. In this new book, you’ll find sections on:
The effective deployment of verbal feedback
Automated assessment – the use of software to test our students
You can purchase my book here if you’d like a good, deep exploration of of a variety of praise-based techniques. As a little teaser for you, however, I’d like to share a particularly powerful technique with you.
‘Diffusive’ and ‘Absorptive’ live – marking
Diffusive live-marking is when the teacher walks around the classroom when the kids are working on a a task, pen-in-hand, and marks student work in real-time (i.e. ‘diffusing’ through the students).
Absorptive live-marking is when the teacher sits at a designated point in the classroom and calls the students to his or her desk. one-at-a-time, and marks work in real-time (i.e. figuratively ‘absorbing’ the students).
Coupled with verbal feedback, both techniques can be incredibly powerful. If you train the students to write “Mr Rogers said that………….(insert feedback here)” in a different color on their work, then you allow the students to process your feedback on a very deep-level, and this builds long-term memory. Obviously, use your name instead of mine!
Eventually, students will remember key mistakes that are repeating in their work and they will act to rectify those (they won’t like writing the same things over and over again).
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My teenage years were brilliant, and one of the reasons for this is that I was involved in so many active clubs and hobbies. I was an army cadet, I did karate and I even tried hockey and acting for a short while.
The Extra-Curricular Activities I did as a kid shaped my character more than my lessons in school. I can say that with conviction.
In my ECAs I made new and lasting friendships and learnt cool skills (such as how to start a fire with potassium permanganate, and how to disarm an attacker with a pistol).
I still do karate to this day – it gave me self-discipline and the understanding that life can be painful; but instead of crying in a corner like a little wimp I need to man-up and fight back, and persevere through every storm that comes my way.
Yes: karate, and the Army Cadets, really taught me that.
Now, as a teacher, I warmly reflect on my childhood experiences and the enrichment that was brought to me through these extra dimensions in my life. I try, as best as I can, to offer modern and meaningful ECAs to my students in my current practice.
Why offer an ECA?
There are numerous benefits which compensate for the extra time it takes to run an ECA:
You get to build closer and more meaningful professional relationships with your students, and other students you might not teach
You become ‘that cool teacher‘ who goes the extra mile to run good clubs with the kids
You learn a few surprising things about the kids in your club – such as skills and abilities they have which you didn’t know about before
You will develop new skills along the way (e.g. I currently teach FinTech in one of my ECAs, which is a new area of knowledge that I’m learning about too)
You may change lives, literally. One of my former students 10 years ago attended a German language ECA that I ran. She’d never learnt German before, and absolutely loved the club. I later found out that she did a degree in German at university and now works as a translator here in Thailand.
What kind of ECAs can we offer?
Good ECA types include:
Anything involving a sport (e.g. football, hockey, tennis, etc.)
Languages that aren’t offered in the normal curriculum
Anything practical and hands-on (e.g. robotics, cookery, Science experiments, etc.)
Exam and study support
I tend to go with things I’m interested in that will also be fun and useful for my students.
How can we offer ECAs if our skills are limited?
We don’t have to be experts in the things we want to offer as ECAs. In fact, some of the best clubs I’ve run have been dynamic classes in which I learnt new things with the kids.
Running an ECA can even be a good way for us to skill-up as teachers.
Take a club I’m running at the moment, for example: Platform Building and Money Management. Now, I don’t know an awful lot about these subjects, but I’m learning FinTech with the University of Hong Kong and I’m reading books to learn about digital marketing and personal finance. The good news is this – each week, when I learn something new in my studies, I can then pass this on to my students in the ECA.
It’s a great way to help me with my self-discipline in my learning, and it keeps my ECA modern and relevant. The kids love it!
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Youth is a time when so many things are happening, both positive and negative. Young people at high school are involved in a range of human-relationship dynamics which involve family, school, friends and the people associated with their hobbies or interests.
Humans are full of energy at this time, and the interconnections between the life of a student both inside and outside of the classroom create opportunities for us to channel this energy positively and:
• Build trust • Use humour within lessons • Create a sense of importance and empowerment in our students • Offer guidance and support to students with difficulties • Create an environment of cooperation and compliance • Encourage our students to formulate their own learning goals • Personalise our lessons
Becky was an experienced and well-liked teacher of secondary science. She got on very well with her students, and parents would often mention that they appreciated her ‘special attention’ to their children. She was liked by her colleagues, and she enjoyed her work.
One day, her physics student came to school with a broken arm in a plaster cast. Josh, a keen gymnast, mentioned that he had fallen very hard in a training session two days ago. Becky immediately knew that this was golden information for her lesson planning.
In Josh’s next physics lesson, Becky was teaching the class about forces and motion. As Josh entered the class, she presented him with a starter activity revolving around the forces that act upon a gymnast when taking off and landing on a springboard. She also asked Josh how he was doing (and she was sincere in asking). He said he was healing well, and Ms Becky mentioned that “We can use your experience to help the class today, would that be okay?”. Josh said “sure”.
After completing and peer assessing the starter worksheet, Ms Becky asked for Josh to tell the class what had happened to his arm. He gladly told his story, and Ms Becky asked for everyone to clap after he had finished. Using humour and good teaching practice, she said “So using Josh’s story to help you, what do you think one of today’s objectives could be”?
One student mentioned a funny comment about how you should always land on your feet and not on your arm like Josh did, which Ms Becky responded to with a smile and a giggle. After this, and with some prompting from their teacher, some students spoke about the importance of gravity in determining the force upon impact, and the speed of free fall.
At the end of a very interesting and varied lesson, Becky allowed her students the opportunity to sign Josh’s plaster cast, if they hadn’t done so already.
This example demonstrates the power that taking an interest in your students can have on the quality of a lesson.
Let’s examine what Becky did that made this lesson (and her rapport, or relationship with her students, so special):
• Becky used the hobby of her student to generate a lesson activity (the starter worksheet) • Becky shows a sincere care and concern for her student • Becky was genuinely interested in the life of her student outside of the classroom (as she was with all of her students) • Becky uses student experiences and ‘expertise’ to enhance the lesson content (she asks Josh to talk to the class about what had happened) • Becky is tasteful in her humour, and she makes sure that Josh is happy to share his story before she asks him to do so. • Becky rewarded the class for their good work by allowing them a few minutes at the end to sign Josh’s plaster cast. Not only did this subtly reveal her caring and ‘human’ nature, but it also bonded the class together as a whole.
It was the great John Steinbeck himself who said that “And, of course, people are only interested in themselves. If a story is not about the hearer he will not listen. And I here make a rule – a great and lasting story is about everyone or it will not last. The strange and foreign is not interesting – only the deeply personal and familiar”. If you and I are to build positive relationships with our students, then we need to try and make our lessons deeply personal and familiar, and show a genuine interest in our students.
Building rapport begins and ends with showing a sincere, professional attentiveness to our students and if we are to be good classroom managers, then the first thing we must do is establish a good rapport with our kids.
I was very excited when I handed my homework to her. I was 16-years-old and a very keen GCSE Science student.
That piece of Chemistry homework took me ages to complete – a good few hours if I remember correctly. I really tried hard to write the displacement reactions neatly and clearly, and in a different colour to the explanations.
I knew my Chemistry teacher would be impressed, and I really wanted to impress her. I think that as a teacher almost two-decades later, I am mindful of the fact that my students look-up to me, and they want to impress me.
That gives me a huge task (I won’t say ‘burden’, because it’s not a burden): the task of being responsible and caring enough to give my students the feedback they deserve, in a timely manner.
I waited weeks and weeks for that Chemistry homework to get back to me. Finally I summoned up enough courage to ask her where it was.
“Oh, I am sorry, Richard. I completely forgot about it. I’ll get it back to you pronto.”
She was honest, and I respected her for that. When it did finally get back to me, she added to the written feedback (which I can’t fully remember, if I’m honest) with “Richard, I could tell that you put a lot of time and effort into that work.”
That felt good.
Juggling many things at once
Looking back on those bright and happy days as a teenager I can now see what my Chemistry teacher was suffering with – she was clearly very busy with a number of different things and my homework was low on her list of priorities at that time.
I don’t blame her or condemn her for that at all.
I’ve found myself in the same situation many times in the past, and it was all because I wasn’t organised. Here are the key mistakes I would make in my first ten years (yes, ten – it was slow learning curve!) of teaching:
I would give homework to different classes on random days each week. So, for example, Year 8 Science would get homework on a Monday one week, then on a Tuesday the week after, then maybe on a Thursday the week after that.
Since I was setting homework on random days each week, I would receive it back randomly too. This would mean that I would have ‘cluster’ days when I would get back, say, four classes of homework in a single day.
The net effect was that I couldn’t mark it as quickly or as effectively as I really wanted to, and on some days I would stay at school very late to mark it all
So, what’s the solution to all of this chaos? Well, today, I can very happily say to you that I no longer have problems with marking and returning homework. In fact, I’m almost astonished to say that it has even become an enjoyable process!
So what are these four strategies? Let’s explore them together now.
Strategy #1: Create and implement a homework setting, marking and returningtimetable
Sounds obvious doesn’t it? It wasn’t obvious to me for a very long time (granted: I am slow at learning certain things!).
Many schools will have a homework ‘timetable’ in place, but this normally only extends to the setting of homework. Even if you follow that timetable, you still need a schedule in place for the marking and returning of that homework.
And that’s another point I must make: if your school has a homework timetable in place, then please follow it! I know I’ve been very relaxed about this at certain points in my career, but I now realize that that strategy didn’t help me or my students: they would find themselves overwhelmed with homework on certain days because their teachers didn’t follow the timetable.
Here is my current setting, marking, receiving and returning timetable:
Feel free to download and enlarge the above picture and share it with colleagues if you wish.
Strategy #2: Use Learning Journals
Learning Journals are a form of ‘recurring’ homework and are very powerful because:
They quickly build routines into your students’ lives
They reinforce the importance of constant revision, reflection and reviewing of work done in class
The are cumulative, and provide a record of the work done by the student to-date
They provide an excellent revision resource prior to exams
Students receive quick, effective feedback
Students can customize the work using their own styles, colours and sequence of revision. They even get to purchase their own ‘special’ notebook for this, making the experience uniquely personal.
So, how do we implement a ‘Learning Journals system’? Here are the steps I suggest:
Students purchase their own ‘special’ notebook. A school notebook can be given to students who can’t afford this/don’t want to buy their own.
Students fill their learning journals with revision notes, past-paper questions, Mind-Maps®, summaries and exam-preparation work. Students do this every week. A page from Pop’s Learning Journal (one of the first students I piloted this technique with about 9 years ago) is given below.
Students bring their Learning Journals to class on an assigned day each week. For this academic year, my IGCSE students bring their Learning Journals to me on a Thursday, and my IBDP kids bring them on a Friday (this spreads-out my marking a bit and matches the kids’ timetables)
Students sign on a big sheet on the wall when they hand-in their Learning Journals (please see below). Please note that the following image is one year old (sorry). I now collect in my journals on a Thursday and Friday, not a Monday like it says in the photo:
I put one and only one post-it note of feedback into each learning journal each week. This keeps my feedback focused on what’s most relevant to the student, and it ensures that I don’t spend too much of my free-time marking piles of work. Please see the example below:
The process repeats itself every week, providing a clear and productive routine for myself and my students
In addition to this, I’ve turned my Learning Journals into a ‘live-marking’ recurring feedback system: I mark them in class, with the students. It means that I lose no free time, and I am able to give one-to-one feedback to each student that is meaningful and specific.
Strategy #3: Live marking
‘Live’ marking is an incredibly powerful feedback technique, but it is rarely used effectively in the teaching profession. However, with just a few tweaks our daily routines, that can change.
I’ve made a quick video that outlines the technique of ‘Live-marking’ below:
I have personally wasted so much of my free time both at school and at home marking student work. Many late nights; many lost weekends. All for nothing.
Well, not completely for nothing – at least now I’ve seen sense and can pass on my experiences to you so that you don’t go through the same pain.
You see, I now know that feedback only works if it is relevant, specific and somewhat emotional. How do we achieve this? – we must mark student work with the students. They have to be involved too.
As soon as I started doing these things, my impact skyrocketed:
Simply walk around the classroom with a colored pen in hand. Tick, flick and mark student work as you walk around.
For larger pieces of work, set the kids on a task and call the students to your desk one at a time. Sit with the student and discuss the work, adding written comments in front of the student along the way. Use praise effectively and remember – praise only works if it is sincere, specific and collective (tell your colleagues and get them to praise the student too).
Use peer-assessment and self-assessment, but don’t do this for everything. Students still need to receive acknowledgement from their teacher.
I’ve written a useful article about peer and self-assessment techniqueshere. Some general advice on giving feedback can be foundhere.
Here’s a video I made about the Four Rules of Praise:
Strategy #4: Self and peer assessment
I first learnt the power of peer assessment back in 2008, when I had just moved to Thailand.
As a keen young teacher with two years of UK teaching experience, I found myself teaching students who were all very keen to do their best. Homework assignments and classwork seemed to come my way on a real-time, live-stream basis, and I soon found myself inundated with lots of work to mark.
At first I tried the traditional methods of using a green or red pen to write lengthy comments on each piece of work. I had learned from my training in Assessment for Learning in the UK that written comments that help the student to improve were much better than a letter grade or a score followed by a ‘Well Done’. I’d learnt about the ‘two stars and wish rule’ where I’d write two positive things about the work and then one item or target for improvement.
These ideas were great in theory, but I found that my weekends became shorter and shorter as I tried to write effective comments on every piece of work that came in. I was spending less and less time doing the hobbies I enjoyed, and I became quite the old grouch.
I finally expressed my concerns in the staff room one day and a colleague of mine said “You should do more peer assessment”. She was right.
I instantly started getting my students to mark their own work, and reflect upon it, and the results were astounding: My weekends became ‘me time’ again, and students seemed to learn better than they would from receiving my comments teh traditional way.
As I continued to develop my skills in assigning proper peer-assessment, I discovered that I was sometimes making some catastrophic errors. I refined my strategy over the years, and came up with this six-step system:
Step 1: Make sure that the work you set has an official mark scheme or set of model answers associated with it. There’s nothing worse than trying to ‘guess’ the best answers along the way as you’re trying to get the kids to assess the work. Make your own mark scheme if necessary, but make sure the answers are clear.
Step 2: When it comes time for the kids to assess the work, ask them to swap their work with someone else in the class. Alternatively, if this doesn’t work for your particular class, then collect the work in and redistribute it.
Step 3: Ask each student to get a colored pen ready to mark with. Red and green are good. You may wish to have a set of special ‘marking pens’ somewhere in class that the kids can use whenever they mark each others’ work.
Step 4: Print the official mark scheme and give a copy to each student. This has the advantage of providing a permanent copy for each student to keep, and allows you time to help students as they mark. Projecting the answers onto a screen can also work, but you may find that students cannot see and that you may have to scroll through at a pace that’s not suitable for every student. Printing a copy, or sharing it on the schools VLE so that students can access it via a tablet or laptop, is best.
Step 5: Make it very clear that students should tick the answer if it’s correct, and make full corrections if it is wrong. The mere act of writing out the model answer onto the work being marked will reinforce the concepts into the subconscious mind of the student doing the marking.
Step 6: Let the students give the work back. Collect it in at the end of the lesson so that you can glance through and check that everyone has peer-assessed properly. If anyone hasn’t, then make them do it again.
Once work has been peer-assessed, you can sit down with individual students and have ‘progress conversations’ designed to pin point areas of weakness and highlight areas of strength
You have to be quite organised with this method (e.g. making sure you print the mark schemes on time). However, this will save you loads of time and will definitely help the kids to learn properly.
Not surprisingly, self-assessment has similar perks to that of peer-assessment. This great overviewby the University of Sydney advocates for the wide-use of self-assessment with students for the following key reasons:
It encourages student involvement and participation, so it’s great for students who normally find group activities or active class-tasks a little uncomfortable
When used in conjunction with group work it can be a great way to assess one’s personal role and contribution in the group experience and learning process
Academic appraisals aside, I’ve found from my own personal experience that both self and peer-assessment are absolutely invaluable to the modern practitioner. They save you oodles of time as a teacher and students learn so much from each process.
There are a number of different ways that self and peer-assessment can be used in the classroom. My experience has taught me (the hard way!) that the following tasks work really well:
Making corrections to tests and assessments: When any important test or assessment comes up, I don’t think it is appropriate to have students marking these themselves. They’ll get it wrong, even with a mark scheme to use, and will be overly generous on themselves and their peers (unless they’ve been trained for a period of time). However, a great activity is to mark the tests yourself, then give the tests back to the students along with a printed or online mark scheme. The students could then use a coloured pen to make full and detailed corrections to their test papers. You could turn this into an AfL exercise, with students writing down the question numbers they got wrong on the whiteboard, or on an anonymous piece of paper. You could then go through these questions afterwards to clear up common misconceptions. If you run a regular Learning Journals system (as I currently do), then students could write down the questions and the model answers in their Learning Journals. This causes very deep-learning to take place and is great for building long-term memory!
Assessing homework, classwork and regular assignments: A great time-saver for teachers. Just make sure the kids have access to the model answers. Don’t forget to collect the work in too – you need to know that the kids actually did the work you asked them to do.
Past-papers: Exam-level students really need to become familiar with the official mark schemes provided by exam boards. They need to become comfortable with key vocabulary, language and command terms. Provide exam-level students with regular past-papers to do as homework. Provide mark schemes too, so that they can self and peer-assess their work in class later. For older students (e.g. ‘AS’ – Level, SAT and IBDP learners) I’ll sometimes give them past papers and mark schemes to take home. Their task is to complete the past-papers under timed conditions and mark them using the mark schemes. The student then hands me the papers completed and marked (this is essential – I need to know that they have completed the assignment). I then check the papers for common misconceptions and target those in class.
Technological means: There a number of ways in which technology can assist in the peer and self-assessment process. Google forms are great; as are online quizzes provided by trusted third parties (e.g. BBC Bitesize and MyiMaths) and online quizzes that teachers can build by themselves (e.g. Quizlets). Make use of these and others (e.g. Kahoot– great for getting kids to use their mobile devices), as they are really interactive and can offer a nice break from traditional methods.
Stategy #5: Make use of ‘Intangibles’
Intangibles are those pieces of work which aren’t really marked, but are still really important. They count as homework, but they save you time because no feedback (or only limited feedback) is needed.
Revising for tests and quizzes
‘Reading ahead’ prior to starting a new topic
Completing a group presentation using software like Google® Slides (presumably, the kids would stand-up and present the presentation in class, allowing you to give real-time feedback verbally to them, in the moment)
Automated systems, such as Educake, MyMaths and Lexia. Computer programmes like these assess the work for the students, saving you time. You may, however, wish to follow-up by keeping records and sharing some verbal feedback with your students.
Make homework a powerful and enjoyable process of providing high-quality feedback and learning opportunities for your students. Implement the following strategies today!:
Create a homework marking, setting, receiving and returning timetable for yourself, and stick to it!
Create a Learning Journals system – this will build routines and get your students into the habit of reviewing, customizing and summarizing their work on a regular basis
Try ‘Live-marking’: it’s such a powerful technique and it saves you so much time!
Use peer-assessment and self-assessment – why mark things yourself if the students can do it (and they’ll learn more from the process)?
Make use of intangibles, but don’t overuse them
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