Originally posted December 2017. Updated December 2022.
The Christmas vacation is finally here. Many of us in the teaching profession can now look forward to a good couple of weeks of much-needed rest and recuperation.
Our students deserve a break too.
I agree that time spent with family and friends is an absolute essential right now, but I’m also mindful of the workload and duties that will hit me like a tornado when I return to school in January.
When it comes to school holidays, I always see them as time to ‘go at my own pace’. The way I see it, I have two choices:
Do nothing for the whole holiday and totally chill out, returning to the normal barrage of work that hits every teacher at the start of Term 2
Still have a holiday and some rest but do some little things to get a head-start on things before I return to school
I’ve always found that trying to do option 2 is the best, even if I don’t get through all of the ‘head-start’ work that I plan to do.
Is this an admission of failure before I even begin? Maybe, but here are my plans made as realistic as possible: meaning that I can have a rest and do around 50% (minimum) of these things too:
Requisitions and orders: I’m a Science Teacher, so I need to order chemicals and equipment for my lessons each week. This Christmas my first priority will be to get all of my requisitions done for each week of Term 2, ahead of time. This will save me many a long night when I get back to school, and will help me to plan ahead and reinforce my long-term curriculum mapping.
Termly review: Every Christmas I make it a priority to evaluate where I am at now, and where I want to be with my classes by the end of the term. This kind of self-analysis allows me to see where I’m behind and where I’m ahead and how to address those issues. This is really important for final-level exam classes as they must have covered the whole syllabus and have revised by the time the terminal exams come along.
Getting back to gym: I’ve been slacking off lately (I said this back in 2017 too!). No excuses this time. I’ve got every day free for a few weeks so I’ll be up early and out for a jog before hitting the weights later in the day.
Responding to student e-mails: Some students in my exam classes will be e-mailing me with questions about past-papers, coursework and subject-specific stuff. If I can help, then I will help. However, if not urgent, then I will deal with these queries when I am back at school.
Clothes: I’m running out of a few things (such as shirts that actually fit me!). Time for a wardrobe mini-makeover so that I continue to look half-decent at work.
Writing my next book: My first book was quite well-received, as was my second (The Power of Praise: Empowering Students Through Positive Feedback) so I’ve decided to have a go at writing another. Ten Techniques Every Teacher Needs to Know will explore the themes of classroom management and assessment to inform learning in even greater depth and breadth than my first book, and will build upon the fundamentals covered in one of my most popular blog posts. I see this as ‘downtime’ for me because I really love writing. Can I count this as ‘relaxation’?
Going back to karate: Another thing I’ve been putting off. Time to get a regular schedule set up.
Contacting people I should have contacted ages ago. Chasing up old leads and projects that I’ve allowed to slip.
Of course, as well as all of this I plan to enjoy my freedom in Thailand as much as possible. A trip to Pak Chong (where The Big Boss was filmed), along with my long-awaited visit to the Death Railway in Kanchanaburi (still haven’t done that yet – it needs to go on the list!).
How will you use your free-time this Christmas? Is it all one-big holiday or can you think of some small ways to make your life easier when you get back to school?
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It was a mid-spring morning in 1996. I was 13 years old enjoying Science class with one of my favourite teachers up on the top-floor lab at North Wales’ prestigious St. Richard Gwyn R.C. High School.
I loved Science. The feel of the lab, decorated with preserved samples in jars and colorful posters and periodic tables and famous Scientists on the walls, along with the cool gas taps and Bunsen burners that rested on each desk. This was my favorite part of the school.
Today’s lesson was special though, and I remember it for a very unexpected reason.
We were receiving back our Forces and Motion tests today. I loved getting my tests back, not least because I always revised really hard and was used to getting at least 75% on each one.
I always used to do two things whenever I got my tests back:
Check that the teacher had added up the scores correctly
Check how to improve my answers
On this particular day I had lost marks on a question that was phrased something like this: ‘If a rocket is travelling through space, what will happen to the rocket if all of the forces on it become balanced?’
In my answer I had written: ‘The rocket will either continue travelling at a constant speed or will not move at all.’
Now, how do I remember this seemingly obscure moment in a sea of moments from high school, most of which I cannot recall? Well, that’s simple: My teacher came over and took the time and effort to verbally explain where I’d gone wrong.
I should have just written that the rocket will continue at a constant speed, not “or will not move at all”.
A one-to-one conversation that I’ll remember forever
This moment of personal, verbal feedback from my teacher was powerful and precious. Not only did it serve to maintain my momentum in Science learning, but it left me with visual impressions of the memory itself: My friends in the Science lab, the posters on the wall and even the sunlight shining over the glistening Dee Estuary which was visible from the Science lab windows.
This little story shows us the power of verbal feedback, and therefore the caution we should place on what we say to our students. Young girls and boys grow up to become men and women, and their teachers leave a number of impressions on them, some of which are permanent.
The trick is to ensure that the permanent impressions are useful, positive and productive: As was the case with my conversation with my teacher that day.
And not all impressions need to be verbal. Written feedback can be just as memorable.
Do you empower your students with the feedback you give?
Let’s now explore the fundamentals of effective student feedback that are easy to implement, and useful.
Peer Assess Properly – The Traditional Method
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 seem to come my way on a real-time, live-stream basis, and I soon found myself inundated with 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.
When students reflect on their work they develop a ‘growth mindset’
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.
Peer assessment saves you time and energy, and is effective
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 canalso 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.
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.
Experiment with automated assessment
I wrote a blog postabout the effective use of ICT in lessons some weeks back, and I mentioned the first time I came across MyiMaths.
It was back in 2013, and it totally transformed my work life.
Why? That’s simple. Students would go into the ICT lab, or use their laptops or tablets in class, and literally be taught mathematics by the computer! The program would even assess the work immediately, and differentiation wasn’t a problem because students could work through the tasks at their own individual pace. The benefits were enormous:
All of the students were focused and engaged
All of the students were challenged
The teacher had more time to spend with individuals working on specific problems
The content was relevant and stimulating
No behavior management issues as the students were all quietly working
No time was needed by the teacher for marking and assessment. The program did all that for you. All you had to do was collate the data.
Instructional software can provide quick and comprehensive feedback to students, with little involvement from the teacher
There are numerous instructional software programs on the market today that save the teacher lots of marking time, and provide the students with engaging material to learn from, Whilst I wouldn’t advocate using instructional software every lesson, it certainly can become a big and effective part of your teaching arsenal.
Give verbal feedback the right way
Verbal feedback is a great way to have a personal one-to-one conversation with a student. It can help you to address systemic, widespread issues (e.g. not writing down all of the steps in calculations) and it can be a great way to motivate each student.
However, many teachers are only going so far with verbal feedback and are not using it as the powerful tool it is.
Take this piece of KS3 Geography work for example:
Geography work from an 11 year old, shown to me on 21st June 2016
I received this work from a parent at dinner, who knew I was an educational author, on 21st June 2016.
You’ll undoubtedly have noticed the dates on the work: 1st December and 8th December 2015. I’m sure you’ll have shuddered upon the realization that this work hadn’t been marked in seven months! No peer-assessment, no self-assessment and no comments from the teacher. There aren’t even any ticks! Add this to the fact that this boy’s entire notebook was completely unmarked, just like this, and you can begin to understand why I nearly had palpitations in front of several avid noodle and rice connoisseurs!
When I asked the boy about why it wasn’t marked, he said that this teacher never marked worked, he just gave the occasional verbal feedback. My next obvious question was to ask what verbal feedback he’d received about this work. He said he
With teacher workloads increasing globally, this kind of approach is, unfortunately, not uncommon, However, verbal feedback need not be time-consuming and can be executed in a much better way than is seen here in this Geography work. Here are my tips:
1. Set your students a task to do and call each student one-by-one to have a chat about their work. Be strict with your timings – if you have a 40 minute lesson and 20 students in the class then keep each conversation to two minutes.
Mention the points for improvement and use sincere praise to address the good points about the work. Ask the student to reflect on the work too.
Once the conversation is over, write ‘VF’ on the work, and ask the student to make improvements to it. Agree on a time to collect it in again so that you can glance over the improvements.
As you can see, this simple three step approach to verbal feedback generates a much more productive use of time than simply having a chat with the student. Action has to be taken after the discussion, and this places the responsibility of learning solely in the hands of the student, which is where it should be.
Be specific in your comments
Sometimes it is appropriate to collect student work and scribble your comments on it with a colored pen. When you do this, make sure your comments are specific and positive, Take a look at these examples, which all serve to empower the student:
A piece of IBDP Biology homework. Comments are designed to empower and motivate the student, and address areas of weaknessAn end of semester test. Comments refer to specific progress made, and areas that require further attention.This piece of work was sent as a photograph via Skype. The teacher has added word-processed comments and an encouraging smiley.
Peer Assess Properly – The Technological Method
A growing trend that is proving popular with teachers is to use Google forms in the peer assessment process. I wrote about this in my book, and I’ve included the extracts here:
A good form for students will look something like this:
There are many alternatives to using Google forms. For example, you may wish to create a form via your school’s VLE, or even get the students to send each other their work through e-mail or a chat application (although this will remove anonymity). Either way, peer assessment with technology will save you time and provide your students with quick, detailed feedback.
Make sure students improve their work
A common theme you may have spotted in this week’s blog post is that of improvement. Students should always improve the work that’s been marked or assessed. This serves two purposes:
The student will get into the habit of giving their best effort each time. After all, a great first attempt means less effort needed in the improvement phase
The process of improving a piece of work serves to firmly cement concepts in the subconscious mind of the student, aiding memory and retention
Don’t forget to use rubrics, mark schemes and comments – students can’t possibly improve their work without these.
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Updated: October 2022 (Originally posted May 2017)
I received a message from a very stressed out Newly Qualified Teacher a few weeks ago. It pertains to a problem that many educators face: dealing with homework. When I told her that I was planning to write an article about this very issue, she agreed to share her message with all my readers:
Dear Richard. I’m about to finish my first year in teaching and I’m really ashamed to admit that I haven’t been able to mark my students’ homework on time each week. In fact, I’ve set so much homework that it has just piled up and piled up over the course of this year, to the point where I now have a literal mountain to deal with! I’m kind of hoping that most of my students will forget that I have their work, and this seems to be happening as some of it is months old. I’m so stressed out! How can I make sure that this never, ever happens again?! – G
A letter from a stressed-out NQT. Are you facing similar challenges?
Being overwhelmed with marking, particularly that caused by homework, is a common problem for new and experienced teachers alike. In this article, I’ll examine the best ways to design and organise homework, as well as ways to avoid being bogged down and ‘up to your eyeballs’ in paperwork. If you would like an audio version of my strategies, then please listen to this excellent UKEdChat podcast (highly recommended for anyone who wants to get better at assigning and organizing homework)here.
An AMAZING book! A must read for all teachers!
Consideration #1: Homework is not pointless
It’s really important to make this point from the outset. A number of articles have come out in recent years causing us to question the merits of setting homework. At one point, this mindset became so mainstream that I remember sitting-in on a departmental meeting in which a number of teachers suggested that we shouldn’t set homework at all, as it is totally pointless!
This might be a nice excuse to use to avoid some paperwork and marking, but unfortunately it’s not true at all.
In my experience, homework is only pointless if the kids never ever receive feedback, or if the homework doesn’t relate to anything on the curriculum. Then, of course, their time has been wasted.
I’ll always remember one school I worked at where all of the teachers had set summer homework for their students. Piles and piles of homework were set, including big, thick booklets full of past-papers. Guess what happened when those students returned to school the next academic year; many of the teachers had changed, and the work was piled up in an empty classroom and never marked. What a tragedy!
We’ll explore some ways in which we can give feedback in a timely manner today, as well as ways in which we can design our homework properly.
Consideration #2: Think carefully about the purpose of each piece of homework you set
This is crucial. Ideally, all homework should fall into one of four categories:
To review concepts covered in class
To prepare students for new content they will cover in class
To prepare students for examinations (e.g. with exam-style questions, revision tasks and past-papers)
A combination of two or three of the above
If the homework you are setting does not fall into these categories then you are wasting both your time and the students’ time by setting it.
Consideration #3: Think carefully about how much time the students will need to complete each piece of homework
Homework affects whole families, not just the kids you teach
This is an important consideration. Put yourself in the students’ shoes. Is this homework too demanding, or too easy for them? Will they actually have enough time to complete it? Is your deadline reasonable?
Consideration #4: How much self-study or research will your students have to do to complete your work? Where will they get their information from?
If the piece of work you are setting involves preparation for content or skills soon to be covered in class, then your students might have to do some research. Is the level of self-study you are asking of your students reasonable? Are they old enough, and mature enough to be able to find this information on their own? If not, then you may need to give some tips on which websites, textbooks or other material to look at.
Consideration #5: Can you mark this work?
This is such an important consideration, but can be overlooked by so many teachers who are in a rush.
Think carefully: if you’re setting a booklet of past-paper questions for ‘AS’ – Level students, then how is it going to be marked? Crucially, how will the students receive feedback on this work? And remember: homework really is pointless if students don’t get any feedback.
Be honest with yourself. If you honestly don’t have enough time to mark such large pieces of work, then it’s much better to set smaller, manageable assignments. At least that way your students will get some feedback, which will be useful to them.
Also, don’t try and do everything yourself when it comes to marking. Use peer-assessment, self-assessment and even automated assessment (such as that found on instructional software) on a regular basis. Be careful though – make sure you at least collect in your peer-assessed and self-assessed assignments afterwards just to be sure that all students have done it, and so that you can glance over for any mistakes. Students can be sneaky when they know that the teacher is trusting them with self-assessment each week by simply providing the answers to the work.
Another good tip is to spend some time on the weekend planning your homework for the week ahead. What exactly will you set, and when, to allow you enough time to mark everything? How can you set decent homework that’s not too big to mark? An hour spent planning this on a Saturday is much better than four hours cramming in a marking marathon on a Sunday because you didn’t think ahead.
Consideration #6: Are you organised enough?
Not to sound patronizing, but are you, really?
If you’re a primary school teacher then you’ll be collecting in assignments relating to different subject areas each week. If you’re working in the high school, then you’ll you’ll be collecting in work from potentially more than a hundred students on a regular basis.
You need to have some kind of filing system in place for all of this work. Maybe a set of draws? Folders? Trays? Electronic folders?
One strategy that absolutely works for me is that I get all of my students to complete their homework on loose sheets of paper, not their notebooks. Why? Because if they do it in their notebooks, and I haven’t had time to mark their work by the very next lesson, then it’s a nightmare having to give back notebooks again and collect them in continuously.
With loose paper its easy. I collect it in, and put each group’s assignments in a set of trays. I have one set of trays for work collected in, and one set for work that is marked. It stops me from losing students’ work and losing my sanity at the same time! The students then glue the work into their notebooks afterwards.
In addition to organizing my paperwork, I also organise my time. I use every Saturday morning for marking, which really saves me lots of headaches during the week. Do you set aside a fixed slot each week to do your marking?
Summary
Think carefully about the purpose of each piece of work you set
Don’t set work that will take the students too long, or too little time, to complete
Think carefully about the demands of any research that students will have to do. Maybe you need to point them in the right direction?
Use a variety of assessment strategies to mark student work. Don’t make assignments so big that you just don’t have time to make them.
Make sure you have some kind of filing system in place, so that you don’t lose work.
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I have always loved mathematics, but I’ve not always been ‘good’ at maths. I got a grade A for GCSE Mathematics when I was 16 years old (a grade I worked really, really hard for) but I struggled with mathematics at ‘AS’ and ‘A’ – Level (the UK’s pre-university qualifications).
“An AMAZING Book!”
It just so happened that mathematics wasn’t a subject I needed as a prerequisite for my university course anyway. So, in a sense, I committed the cardinal sin of thinking that it ‘didn’t matter’. I was planning to study molecular biology at university, and my admissions tutors were mainly interested in my biology and chemistry grades.
I achieved my goal of going to uni and doing my PGCE in order to become a fully qualified Science teacher in 2006. I was happy for several years, but my failure to complete my mathematics education at school kept gnawing at me like an annoying itch. I needed to do something about it.
I decided to complete the Certificate in Mathematics course with the Open University in 2009, after three years of being a full-time science teacher. This course covered everything in my ‘A’-Level syllabus with some extra, university-level topics thrown in. It was challenging and offered me just what I needed: closure. As a distance-learning course, it also offered me the chance to study and work as a teacher at the same time.
As I started studying the course and handing in assignments (which had to be snail mailed to the UK – I was living in Thailand at the time), I began to realise how much I had become disconnected from the student experience as a teacher. It had been around three years since I had ever studied anything seriously, and this mathematics course was teaching me how difficult it was to:
Meet deadlines
Seek help when in doubt
Have the self-discipline needed to study at a regular time-slot each day
These skills were, of course, things I had to do whilst completing my degree course and schooling earlier in life, but it had been a few years since I had been immersed in serious study like this. I was slowly losing empathy for my students: that was until this course gave me a wake-up call.
Another big thing I took from this experience was just how stressful it can be to prepare for a difficult exam (and to complete it). I had to fly to the UK to take the end of course mathematics exam (a three hour beast), and along with the intense revision that came in the few days running up to the exam I had the misfortune of not sleeping so well the night before the big day. And then, once sat down and actually completing the paper, three hours felt like it went by in an instant.
I guess I’m trying to make a number of points in this trip down Memory Lane – namely that by immersing ourselves in the ‘student experience’ we can, as teachers:
Regain, or enhance, our true understanding of just how many hurdles await our students on their race to the exam finish-line.
Learn new skills and concepts that can be applied to our roles as classroom managers, leaders and ‘purveyors’ of specialist knowledge.
Build self-discipline, and pass on the lessons learned to our students in our roles as mentors, homeroom teachers, form tutors and coaches.
One final point to stress is that, whilst we can study almost any subject we want via online platforms like EdX and Coursera these days, it’s also important that we take the time to thoroughly reflect on a regular basis. Keeping a journal of things we’ve done well, and things we messed up, can be a great way to have a written record to read over when we want to celebrate successes and remind ourselves of lessons we have learned on our journeys as educators. This video I made a few years ago goes into this in more detail:
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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.
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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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 inonline learning
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.
We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news.
Accompanying podcast episode (audio version of this blog post, read by Richard):
Last week I wrote a shortblog postabout 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.
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, parentslaunched a petitionto 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.
“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.
Thatblog postearned me some haters, with one individual commenting on my Facebook posts with expletives, profanities and explicit prose. That person was subsequently banned from the Teachers in Thailand Facebook group by the admin (and rightly so):
Another happy customer!
So this is a very triggering topic, and rather than briefly summarize some of the more fashionable 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.
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):
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 thatless than 2%of American children identify as being transgender. In addition to this, it’s confusing to consider 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’ washrooms. Vica-versa if you are biologically a female. But is the solution really as simple as that?
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 and being forced to choose which washroom to enter. I thought I was consciously making a choice to enter the men’s!
“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”
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
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).
1970sAmerica: 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 of2001, 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.
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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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:
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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 atinfo@richardjamesrogers.com
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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:
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: Ameta-analysis of 96 different studiesconducted 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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There are few issues that come up in education that literally enrage me. This issue, however, has done exactly that.
Browsing through my twitter feeds last week I came across this:
Hats off to the girls at a Sussex secondary school who are refusing to comply with new rules requiring them to wear ‘gender neutral’ uniforms. The gates were closed on them because – shock, horror – they want to continue wearing skirts! All power to them! pic.twitter.com/wwikWo6l53
Paul’s original tweet contained video footage showing schoolgirls being refused entry into their school because – shocking as it sounds – they wanted to wear skirts! The police were even there enforcing this idiocy.
The lunatics are well-and-truly running the asylum in the UK.
Sussex Police made this statement via Twitter:
Hi Richard. We have explained ourselves, but it’s not been reported by some media. We weren’t called to the school, we were aware in advance and attended to facilitate peaceful and safe protest. We had no part in the decision process of who was or was not admitted to the school.
I’m not surprised that the original video was taken down. It caused an uproar on social media. David Icke, for example, describes his view on this event perfectly with this meme:
The Daily Mail, a British mainstream newspaper, ranan article about thisin which they stated:
Police and teachers have been criticised for locking school gates to schoolchildren who protested a new ‘gender neutral’ uniform policy this morning, leaving pupils to wander the streets of a Sussex town.
Angry pupils and parents protested outside the gates of Priory School in Lewes over the clothing policy for the new school year.
But teachers and Sussex Police officers locked the gates on pupils and refused admittance to girls in skirts – and according to one eyewitness officers were actually involved in selecting which students could enter and which would be barred.
He said: ‘It was like they were bouncers – they waved some through and stopped others.’
Police acting like ‘bouncers’ to stop skirt-wearing girls entering school? This certainly contradicts the official explanation given by Sussex Police.
This story also makes a few points perfectly clear:
The school is more concerned about pushing its leftist, pansy, wimpy and idiotic agenda than ensuring that proper teaching and learning takes place
Safeguarding is clearly not a priority at Priory School – they’d rather let teenagers roam the streets than let them enter school (for no good reason, I may add)
Good Morning Britain even picked up the story, and ran a short scoop on September 9th. You can watch some of the students and parents tell their side of the story here:
The school’s official response
The Priory School sent this official press statement to me via e-mail:
Priory School uniform is designed to be a practical uniform which encourages students to be ready to focus on their school work and activities. Our uniform also helps us to dilute the status placed on expensive clothes or labels and challenge the belief that we are defined by what we wear. Instead, we encourage individual beliefs, ideas, passions and wellbeing and an ethos of camaraderie that is reflected in this shared experience.
We believe that a uniform worn without modification is the best way to ensure equality. We do not want children feeling vulnerable and stressed by the pressure they feel to wear or own the latest trend or status symbol.
Priory school is not unusual in having a trousers as the uniform item for all students. There are at least 40 other schools which have a similar uniform requirement. Our core purpose remains the quality of teaching and learning and we aim to achieve this by maximising the time spent on planning, delivering and evaluating the quality of provision.
At what point do we say ENOUGH IS ENOUGH?
It’s about time that teachers everywhere rose up and spoke out, and took action, against malevolent individuals and organisations that wish to enforce their agenda on our students and our children. My concern is this – what’s next? Gender neutral uniforms for teachers? Imprisonment for criticizing the policy of a school or local authority (such as me writing this blog post, for example)? Compulsory lessons for kids on how they should ‘question their gender constantly’ and how they might not ‘really be a boy or a girl’? (That last one is already happening in some schools, by the way).
No more. I’m not tolerating this lunacy anymore.
A call to action
I would like to encourage my readers everywhere, please, to share this article with others in order to spread awareness of what is happening in some UK schools. Comment on thisarticle and let’s get the discussion going. When people take action in large numbers to spread awareness then real change can happen.
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