Using Google Apps in Teaching

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

Group work and independent study can now be greatly enhanced by technology. Google Suite has really opened up this space by pioneering the development of real-time collaboration via ICT. This week I’d like to share some tips on how to use Google’s super-cool tools in the classroom. 

The Google Suite of services involves a number of apps that students can use for group work, online learning and data processing. The most useful apps that I use in my daily teaching are:

  • Google Classroom: This is a place where the teacher can post assignments, upload resources (including links to websites, YouTube videos, PowerPoint presentations, Word documents, etc.) and post questions that the students can comment on. It has a very nice, user-friendly interface and is an absolute blessing when a teacher is absent from school – cover work can be uploaded with ease, and all students will have quick access to that work (and will even receive an e-mail notification every time something new is added to their Google Classroom by the teacher!). It’s a form of Virtual Learning Environment/VLE.
  • Google Slides: Imagine you’re in a group of 5 people, each working on the same slide presentation simultaneously on 5 different computers. You’re all editing the presentation in real time – that’s what Google Slides is, basically. It’s really powerful, and I’ve found that students never grow tired of working in groups to create beautiful presentations. Get your students to present the slides to the class when the project is done and you’ve ticked so many boxes – collaboration, using ICT to enhance learning, leadership skills, courage, and on and on we could go. Just make sure you’re walking around the classroom to check on the students as they are doing the work, and ask the group leader to ‘share’ the work with you (this involves clicking a button, and selecting the teacher’s school Gmail address to share it to).
  • Google Docs: This is similar to Google Slides, albeit with a slight difference: the students collaborate on a word-processed document in real time, rather than a slides presentation. It’s great for producing leaflets, infographics, reports, booklets, summaries and traditional ‘assignments’.
  • Google Sheets: As the name suggests, this is a spreadsheet application that the students can collaborate on in real-time, in groups. As a science teacher I find that this is perfect for data collection and processing as it can be used to generate graphs and charts. It’s also good for keeping lists (e.g. lists of revision websites).
  • Google Forms: Great for surveys and peer-assessment tasks. Students can create forms for other students to fill in, share these forms with their peers, receive responses and the software will even generate pie charts of the responses for quick analysis. It’s a fun way to use ICT to enhance learning, and a quick way to gather interesting data.
  • Google Sites: This is Google’s amazing website creation software. In a matter of a few clicks, students can create their own websites that are securely linked to the school’s G Suite server. I’ve just recently used Google Sites with my Grade 6 students to create ePortfolios. These ePortfolios act as online records/journals where the students can record their reflections on their work, school achievements, extra-curricular activities and photographs of schoolwork they are really proud of. At my school, we plan to use these ePortfolios as an ‘entire’ record, with students adding work to them throughout their time at school. It’s something meaningful that the students can take pride in, and spend significant time developing.

poll-everywhere

It’s not all sunshine and rainbows with Google Suite, however, and there a few things to watch out for:

  • When used extensively in a school, the whole suite involves frequent electronic communication between the teachers and students. This can be a little time-consuming, and one has to be careful that students (and you) are using the school’s official e-mail addresses (and, of course, Gmail works best). It’s very easy to inadvertently log in to your personal Gmail, and comment on a student’s Google Slides with it. You also must ensure that students have not created any Google Suite projects using their personal Gmail addresses, otherwise you could inadvertently send an e-mail or message from your school e-mail address to a student’s personal e-mail address.
  • When everyone in the school (students, teachers and admin) are using Gmail, it can be easy to e-mail the wrong person by mistake, especially when you’re in a rush. If you a have a student named Peter, and a colleague named Peter, for example, then if you’re not careful you could end up e-mailing a ‘teacher to teacher’ e-mail to a student. This requires vigilance and although educational technology seems to be gaining pace and speeding up, teachers really do need to slow down when using it to avoid making some silly mistakes.
  • Google Suite is easy to use, but it can be a bit daunting at first. Google does offer online training for teachers at a really low price, and if you pass the course you become a ‘Google Certified Educator’ (now that sounds cool!). Check out teachercenter.withgoogle.com for more information.

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Smartphone Addiction is Destroying Children’s Lives

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

Related article: Digital Disaster: Screen Time is Destroying Children’s Health

I’ve been given three Year 7 Computer Studies classes to teach this academic year. It’s been really exciting, and really interesting to discover what 11-year-olds are learning about in this important subject these days. When I was in Year 7, for instance, I learnt how to create folders, spreadsheets, word-processed documents and databases on an even-then outdated Acorn desktop computer:

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The Acorn Archimedes A3020 desktop computer: What I was using in IT class when I was in Year 7 (Image courtesy of Martin Wichery at https://www.flickr.com/photos/mwichary/2190336806/)

Today, however, students are using tablets, notebooks and smartphones to learn about:

  • E-safety
  • Digital footprints
  • Cybersecurity
  • Online docs, sheets, slides and forms using Google Suite
  • Gaming addiction

That last bullet point: gaming addiction, has been really interesting to teach as a significant minority of my students are regular gamers on Fortnite and other platforms. As part of their course, I was required to show them this video which tells the story of a young boy whose life was almost destroyed by gaming addiction (very highly recommended):

In the story, the boy is given a gaming console by his dad, and his life basically spirals downwards until he is left homeless. It highlights the fact that online gaming can be really expensive, really addictive and very time-consuming. The effects on the character’s body, his hobbies and his schoolwork are all very cleverly portrayed. 

bean bags
Is he working, or gaming?

Gaming addiction is only a small part of a much larger and more pervasive problem in society, however. That problem is smartphone addiction, which has really gripped younger generations quickly, and was certainly not a problem 10 years ago. 

This week, BBC News released a shocking report entitled Smartphone ‘addiction’: Young people ‘panicky’ when denied mobiles:

smartphone addiction

The report summarizes a large study conducted by researchers at King’s College London. The research analysed 41 studies involving a whopping 42,000 young people, and was published in the journal BMC Psychiatry. It arrived at a surprising and worrying conclusion:

  • 23% of participants exhibited behaviors consistent with addiction, such as feeling anxiety when the phone was taken away, not being able to control the time they spent on smartphones and spending so much time on mobiles it encroached on other activities.

So smartphone addiction is officially ‘real’, and that should act as an immediate call-to-action for school leaders. 

As a teacher who has embraced technology for learning purposes for quite some time, I was quite the advocate for the use of smartphones in teaching. They can be used as clickers for online games like Kahoot!, and can be good alternatives when kids don’t have access to tablets or laptop computers. This research however, along with the World Health Organisation’s recent classification of gaming addiction as a mental health disorder has led me to reevaluate my stance. 

Perhaps it’s now time for schools to ban smartphones and online gaming completely?

Here is a snippet of what the World Health Organisation has to say about this new condition, Gaming Disorder:

 

Gaming disorder is defined in the 11th Revision of the International Classification of Diseases (ICD-11) as a pattern of gaming behavior (“digital-gaming” or “video-gaming”) characterized by impaired control over gaming, increasing priority given to gaming over other activities to the extent that gaming takes precedence over other interests and daily activities, and continuation or escalation of gaming despite the occurrence of negative consequences.

This, I believe, should lead all teachers to a logical question to ask: What can we do about it?

Here are my suggestions:

  • Ban smartphones in schools completely, unless written permission is given from a parent. In the case where written permission has been given, the smartphones must be locked away in a central location during the day and only returned to the student at the end of the school day (e.g. for the purposes of phoning home).
  • Invest in ICT systems that are non-intrusive and non-addictive (e.g. ICT labs). Classrooms could be fitted with notebooks/laptops integrated into classroom desks, or students could be asked to bring their own laptop/tablet to school each day.
  • Schools should have bookable sets of laptops or tablets for students to use, and school libraries should have suitable numbers of laptop and desktop computers for students to use. 

The clear advantage of centralized ICT systems over studentowned devices in schools is control: school-owned devices can be set-up with gaming blockers, chat blockers and website filters. 

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I would suggest that the challenge of solving smartphone and gaming addiction (two separate, but related problems) is an urgent one, and will require:

  • Schools to work even more closely with parents, health professionals, ICT service providers and local governments.
  • Careful allocation of school budgets, with more money being funneled towards ICT systems that are usable, but safe. 

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Exciting New Online Course for Teachers!

UKEd-Acad

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

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

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

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

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

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

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

Course schedule: Flexible (work at your own pace)

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

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

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

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The Disconnect: How Over-Rewarding Fails Students

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

Illustrated by Sutthiya Lertyongphati

Reading time: 3 minutes

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

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

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

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

jenga

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

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

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

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

award

According to Alfie Kohn, author of Punished by Rewards: 

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

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

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

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

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

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

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

Conclusion

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

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A ‘Gender Neutral’ School Uniform – Mainstream Lunacy

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

Illustrated by Sutthiya Lertyongphati

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:

 

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:

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:

David Icke Sussex School Gender Neutral

The Daily Mail, a British mainstream newspaper, ran an article about this in 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. 

sitting on the carpet

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 this article 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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The Power of Praise: My Second Book

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

Illustrated by Sutthiya Lertyongphati

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. 

The Power of Praise

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.

jenga

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:

  • Peer-assessment
  • Self-assessment
  • The effective deployment of verbal feedback 
  • Automated assessment – the use of software to test our students 
  • Live marking
  • Many others

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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Curriculum Clarity: Making Things Clear for Students

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

Illustrated by Sutthiya Lertyongphati

Accompanying video:

Preparing resources for students can be a really massive job: especially when you have the responsibility of getting kids ready for external exams. 

They’ll need:

  • Presentations (usually a series of PowerPoints)
  • Worksheets
  • Homework
  • Exam-style questions
  • Practical activities (for Science, D.T. and other practical subjects)
  • Learning activities along the way to make things ‘fun’ and ‘engaging’

mess around in class

In the olden days I used to source a ton of stuff from the web and make some stuff from scratch. The problems this caused were as follows:

  • An inconsistent teaching method/approach for each topic 
  • Inconsistent format and detail of resources (some PPTs were excellent. others only skimmed the surface of the topic)
  • Inconsistent direction and focus of the class (i.e. the ‘road ahead’)

Kids need to be very clear about what they need to learn for their exams, and in what order/topic sequence. So please sit back and relax as I share my consistency-generating tips for exam-level students. 

The Power of Praise
Richard’s new Kindle book. Only $3.99

Share the syllabus with the students on day one 

This will really help to make the ‘road ahead’ clear. Some teachers like to make a ‘kid friendly’ version of the syllabus – using language that is more easily understandable. In my experience, however, I find that this isn’t generally necessary – syllabuses tend to be clear enough. 

In addition to sharing the syllabus, map out the sequence of topics you will teach for the year ahead and share this with your students too. Some more able and hard-working kids will definitely read ahead, and it’ll help prepare your students for end-of-unit tests too. 

snacking

Keep the format and detail of all PPTs the same

I realized the importance of this when I was lucky enough to find Merinda Sautel’s amazing IB Chemistry PPTs on the internet. 

Check them out if you want to really understand the importance of this aspect of Curriculum Clarity – her PPTs follow the same format and layout for each topic and are all detailed enough so that a complete course is created. 

IB Chemistry is split into distinct topics that follow the Course Guide – there’s a PPT at Mindy Sautel’s site for topics 2.1, 2.2, 3.1, 3.2, etc. Everything is sequenced and clear.

Keep homework and questions consistent and linked to the syllabus 

Maybe your syllabus is split into topics A,B,C and D with subtopics for each section. Do you have exam-style questions for topics A1, A2, A3, etc?

Organizing your questions by topic in this way will really build-up the subject knowledge that your students need to pass the final exam.

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A Back-to-School Checklist for Teachers

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

Illustrated by Sutthiya Lertyongphati

Accompanying video:

Getting back into the swing of things can be a challenge: especially after a long summer vacation. Our body clocks are normally out of sync and we’ve probably been taking life a bit easy for a while (and rightly so).

The new academic year pounces on us like a monkey from a tree. 

In order to be prepared for the craziness ahead I’ve devised a list of ten things to do prior to the first day back at school. Follow these magic tips and you’ll be energized, prepared and ahead of the game. 

Tip #1: Create a regular sleeping pattern

Get up at your normal ‘work day’ time each day for at least a week before school starts. This will calibrate your body clock so that it’s easier to get up when school begins.

It’ll be hard at first – if you’re like me then you’ll be exhausted at 6am. Just try it – force yourself to get used to getting up early. 

be enthusiastic

Tip #2: Set up a morning ritual 

Come up with a sequence of events that will inspire, empower and energize you each morning. For me, my morning routine looks like this:

  1. Get up at 4.30am
  2. Go to the gym (it opens at 5am)
  3. Work out at the gym
  4. Shower at the gym
  5. Have coffee and breakfast at the gym lounge
  6. Read over e-mails and lesson plans for the day ahead
  7. Leave the gym and be at school by 7am

Getting the hardest things done in the morning (e.g. exercising) is a very empowering way to start the day. This ritual of mine also serves to give me energy – I’m not rushing to school and I’m fully breakfasted, coffee’d-up and mentally prepared before the school day even starts!

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“An AMAZING Book!”

Tip #3: Read ahead

Whether you’re teaching the same subjects again this year, or if you’re teaching something totally new – it always helps to read ahead. 

Go over the textbook material, watch out for subtle syllabus changes and make sure you read over the material you’ll actually give to the kids (PPTs, worksheets, etc.).

woman-reading

Tip #4: Prepare ahead

Linked to reading ahead but involves the logistics of lesson delivery – make sure your resources are prepared.

Don’t forget – every teacher will be scrambling for the photocopier on the first day back. Prepare your paper resources in advance, or plan to do photocopying at ‘off-peak’ times (e.g. late after school one day).

Tip #5: Set personal targets

Is there anything that you could have done better last year?

If you’re a new teacher, then what are some life-challenges that have held you back in the past? Procrastination? Lack of organization?

We all have things that we could do better. Think about what those things are for you and write down a set of personal targets in your teacher’s planner. Read them every day.

One of my targets, for example, is not to set too much homework but to instead select homework that achieves my aims most efficiently. 

The Power of Praise
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Tip #6: Get to know your new students 

Spend time talking with your new students and take an interest in their hobbies, skills and attributes.

Look at previous school reports if possible and find out if any of your new students have any weaknesses in any subject or behavioral areas. Talk with members of staff at your school about ways to accommodate and target such needs if necessary.

I’ve written a separate blog post about getting to know your new students here (highly recommended).

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Tip #7: Contact key colleagues

You may be working very closely with certain individuals this year. Perhaps there’s a school event coming up after Christmas that will involve collaboration with a colleague.

Maybe you’re running an after-school club that requires assistance from another person. 

Find out who these ‘key colleagues’ are, and start reaching out to them early. Professional relationships between colleagues are built on trust and, crucially, time. 

Tip #8: Get your planning documents ready

These documents may include:

  • Schemes of Work
  • Curriculum Maps
  • Unit plans
  • Individual lesson plans in your teacher’s planner (the absolute minimum)

Here’s a video I made about efficient lesson planning which you may find helpful:

Tip #9: Prepare your marking schedule

Look at your new timetable, when you get it, and figure out:

  • When you’ll set homework and when you’ll collect it in (you may need to refer to your school’s homework timetable too)
  • When you’ll mark notebooks

Look at your free periods, after-school time and times when you’re not in-contact with the kids. Try to maximize on this time by getting a regular marking schedule in place. 

You may also want to think about:

Don’t forget – your weekends belong to you. Don’t use those for marking (I recommend) – life is too precious. 

Giving feedback

Tip #10 – Get your clothing sorted

Don’t under-estimate the importance of this. We don’t need to break the bank and splurge on a new wardrobe every year, but we do need to:

  • Make sure we look presentable
  • Make sure our clothes are in good condition

Think about:

  • Making repairs to old clothes (three of my suit jackets needed buttons replacing this summer, for example)
  • Shoes – I like to have a few pairs so that they last longer. When I’ve worn the same pair of shoes every day for a year they’ve tended to wear out quickly.
  • Socks – they get holes in them and the elastic can fail
  • Dry cleaning – some of my ties and suits really needed a good dry-clean this summerIMG_5938richard-rogers-online

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Can Progress be ‘Engineered’ from the Start?

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management). 

Illustrated by Sutthiya Lertyongphati

Video accompanying this article:

The events in this article are based on actual occurrences. The names and, in some instances, the genders of individuals have been changed to protect the individuals’ privacy.

He walked into my room not really knowing what to expect. It was half-way through lunchtime and I had asked him to meet with me to discuss his grades in Chemistry. 

David was an infamous Year 10 (15-year-old) student at our school. He had somewhat of an undisputed reputation for being ‘lazy’: not really caring about his studies, being untidy in his classwork and generally under-performing in tests and assessments.

a guy sitting

I wanted to talk with David because I’d noticed a decrease in his grades on two end-of-unit assessments. He’d taken a cognitive test at the beginning of the academic year to determine his predicted grade: a C. However, on his first assessment he achieved a grade D, and on his second he dropped down to a grade E. 

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“An AMAZING Book!”

At this stage most teachers would have simply recorded the grades, reported to parents (e.g. in the school’s scheduled reporting cycle or at a parent-consultation afternoon), and just left it at that. After all, David was under-performing across the board; so there wasn’t really any pressure for me to ‘fix’ things, right? Almost all of his other teachers were reporting the same kinds of problems. If they were having trouble with him, then it was normal for me to experience those same problems. 

Giving feedback

I had an issue with seeing the situation this way, however. It bugged me that my default mindset was to ‘give up’ on David because this was ‘who he is’. I just didn’t like it. I tried to fix things. 

“Hi David. Thank you for coming. This is just going to be a quick chat because I don’t want to take up too much of your time. Tell me: why do you think I’ve asked to see you today?”

“Err, because I’m doing badly in Chemistry.”

“I wouldn’t quite put it that way, but I do want to talk with you about your grades, yes.”

“Okay”

“Do you remember what grade you got on your first test this year?”

“Yeah, a grade D I think.”

“That’s right, and a grade E on your latest test. Now, tell me: do you think these grades really reflect the best you can can get?”

“No, sir”

“That’s correct, David. The answer is ‘no’. I know that you can do much, much better than this. I have seen your strengths in Chemistry, especially during that titration experiment we did. Do you remember that?”

“Yes”

“You got some great results in that didn’t you?”

“Yes, sir”

“So. I’ve seen how good you can be. I also know about your cool project in D.T.  – Mr Reynolds told me about it.”

“Oh, really?”

“Yes, and I went to see it too. It’s a fine piece of work, David.”

“Thank you”

“So, how can we solve this, David. What do we need to do to get you a better grade in Chemistry?”

“I need to study harder.”

“Yes, David. Study more frequently for these tests. What resources can you use to help you?”

“My book, the notes on Google Classroom. my textbook.”

“Yes, David, and you know that you can always come and see me for help, don’t you?”

“Yes, sir”

“Good man. You must get a grade C on your next test in 4 weeks time. That’s your target, okay?”

“Okay”

“I believe in you, David. I know you can do this!”

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I shake David’s hand as though we’d concluded a business negotiation. Wheels have been set in motion. 

This conversation empowers David in a number of ways:

  • I draw upon his genuine success in D.T. and his good work in the Chemistry experiment. This kind of knowledge is called ‘Professional Intelligence‘ and is crucial for engaging our students on a deep, emotional level (which is where the real change needs to take place).
  • I give David a specific target to achieve. This focuses his mind on where to go next. I’ll have to reinforce this target over the next four weeks, as his next test approaches. 
  • I tell David that I believe in him and, because I do actually believe in him, my tone of voice conveys that I’m telling the truth and not just making it up.
  • David is prompted to state the resources he can use to help his revision. This makes our conversation more memorable for him, and I assure him that he can always come and see me for help – this final part portrays me as an approachable, helpful person who’s not angry with David –  just concerned about him. 

studying with com

Of course, this conversation is not where my influence ends. We have a whole four weeks until David’s next test, so it’s important for me to reinforce my message and my belief in him as the four weeks proceed:

  • Almost every time we have a Chemistry class together, I walk over to David’s desk and utter a few quiet words to him: “How’s the revision for the next test going?”, “Don’t forget to come and see me if you need help with your revision”, “I’ve uploaded some great resources onto Google Classroom that you can use for your revision”, etc.
  • When I see him around school (e.g. if I’m on duty or walking around the corridors, or at the canteen), I take the time to have quick chats with him. I ask him how he’s doing. I pass on any good news I’ve heard from other teachers (one of the Four Rules of Praise). 
  • I constantly remind David that he’s going to get a good score in this next test. I remind him of his grade C target. I remind him that I believe in him.
  • I look especially hard for positives to praise in our lessons. The smallest piece of progress in homework or classwork; anything that’s good. I want him to feel empowered. 

This process: of paying close attention to a student and reinforcing our belief in them and their targets for the future, is aptly named ‘Subtle Reinforcement‘: we subtly reinforce the student’s sense of self-worth and purpose.

The test day comes and David scores 68% – a grade C (and two marks away from a B).

This is not a fairly-tale. It’s a real story, and I’ve had many experiences like this during my teaching career. These experiences have led me to come to a significant conclusion: that teachers can effectively engineer the progress they want to see in their students. 

be enthusiastic

This means that we actually have tremendous power over how our students fare at school. It’s a shame that few realise this power. 

T.I.P.S. : A four-step method to engineer progress 

Step 1: Track progress. Look for patterns in grades. Keep a spreadsheet of scores. 

Step 2: Intervene when grades slip. Have a short conversation with the student in which you use……..

Step 3: Professional Intelligence: Gather and use knowledge about the students’ past achievements, achievements in other subject areas and skills used outside of school to praise the student and remind him/her of the ability that he/she naturally possesses. Talk with other teachers to gather this intelligence if needs be. Couple this with…..

Step 4: Subtle Reinforcement: Be on-the-ball and remind your student regularly what his/her target is. Introduce new resources and offer your time to help. Remind him/her about a test that’s coming up and how you believe in their ability to get a good score. Praise small steps of progress along the way, or any positive work in your subject area. 

You can read more about Subtle Reinforcement here. Some info on Professional Intelligence gathering can be found here

TIPS RICHARD JAMES ROGERS

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Dealing With Stress as a Teacher

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management). 

Illustrated by Sutthiya Lertyongphati

Teaching is definitely a stressful job. In fact, a February 2019 study by England’s National Foundation for Education Research found that 20% of teachers feel tense about their job most or all of the time, compared with 13% of those working in similar professions. Additionally, as if that wasn’t startling enough, a recent Organisation for Economic Cooperation and Development (OECD) survey found that teachers in England have one of the highest workloads in the world. 

The statistics themselves are worrying enough – that’s one-in-five teachers in England carrying a burden of worry and stress on a regular basis.

As a teacher myself, I have certainly had my fair share of work-related stress over the past 14 years. Some of the problems I encountered were the result of self-sabotage and inexperience, and some were beyond my control.

Whatever the causes of your stress are, there are effective ways to deal with them and I’d like to share what I’ve found to be the best ways to do just that.

Stress Tip #1 – When your lessons are not going well

This is often a result of poor or rushed lesson-planning and is normally avoidable. I have fallen into this trap many times in my career – using my ‘free periods’ to write rough lesson plans or spending a few minutes before a lesson to think about what I’ll actually do.

chatting in class

Sometimes this works. Sometimes it causes problems.

Take the time to spend a whole morning or afternoon each week to plan a week’s worth of lessons (I use my Sunday mornings for it). Get a good teacher’s planner and think about:

  • The starter activities you will use (read this blog post about starter activities). Make sure you plan for your lessons to begin promptly (this blog post about a prompt start will help).
  • Where the kids will sit at different points during the lesson. Will they need their books at all times? Do you need a seating plan so that ‘problem’ students are not sat next to each other?
  • Breaking up the lesson into ‘chunks’ – variety is key if you want your lessons to be engaging and ‘fun’. Read my blog post about learning games you can use here.
  • Syllabus content you will cover – with some classes you’ll have a lot of content to get through in a short space of time. Get your PowerPoints, presentations, quizzes, and other resources ready well in-advance of these kinds of lessons. You might also want to read my blog post about keeping up with your teaching schedule here.

 

Stress Tip #2 – When you have too much marking to do

Marking tends to come in ‘waves’ in teaching: There are times of the academic year when you’ve just got normal, regular homework and classwork to mark; and there are times when high-intensity marking hits us like a bolt of lightning. For example:

  • When a ‘work scrutiny’ comes up and a line-manager wants to see your class notebooks
  • When you have a load of end-of-unit tests or exam papers to mark
  • When parents’ evenings/parents’ consultations come up and you need to mark a lot of work so that you have some good points to discuss in the meetings

work overload

Marking can be a big-problem for teachers, but again: it’s easily avoidable when a little bit of time is spent planning in-advance:

  • In your weekly planning, think of peer and self-assessment techniques you can use to quickly deal with homework and classwork. Read my blog post on peer and self-assessment here.
  • Use the technique of ‘Live Marking’ to keep those notebooks up-to-date. Live-marking is basically when you either call the students to your desk one-at-a-time and mark their work in front of them, or you walk around the classroom with a pen in-hand and mark student notebooks in ‘real time’. Read my blog post about ‘Live-marking’ here.
  • Take a deep breath and plan your time – if you find yourself with a tonne of exam papers to mark within 48 hours (I’ve been there), then the first thing you must do is sit somewhere quiet and plan your time for an hour. Think about your targets – which papers need to be marked by when? Should some papers be marked before others? Is it possible, or appropriate, to use peer/self-assessment for some exam papers?
  • Try using stamps and stickers – they’ll save you some writing time
  • Make sure you’ve got a set of model answers ready for your kids – this will save you writing out the correct answers for the kids by hand in their books (never do that, by the way).

Marking work

Stress Tip #3: When you’re in trouble with your boss over something

One of the main causes of stress for teachers, I believe, is that we are held to a far-higher professional standard than those in most other professions. As ‘role-models’, we have to be extra careful about:

being-told-off

We do need to be mindful of these things on a daily basis, but even then we may make mistakes. If you are called to a meeting with your boss over something, then don’t panic! Take a deep breath and think about your side of the story and the facts of the matter at hand.

In your discussion, focus on:

  • Solutions to what’s happened (‘How can we solve this?’ should be your mentality).
  • If you’ve done something wrong, then admit it. Covering something up will only cause more problems later on.
  • If you feel that you’ve been unfairly treated then speak with a union representative or a lawyer before making any big decisions (e.g. choosing to resign).

I know that this is not a nice subject to talk about, but unfortunately it’s one that does come up. Protect yourself and your reputation, do your best everyday and just let life roll – some things are just beyond our control.

always learn

Another thing, by the way, is that absolutely everyone makes mistakes. I know that’s cliched, but it is true. Keep a written record of the mistakes you’ve made in life somewhere, and read over it on a weekly basis at least. When people tell us to ‘learn from our mistakes’, they can sometimes miss the fact that in order to learn from mistakes we have to remember those mistakes. Keeping a record and consistently reading over it is a good way to do this.

Stress tip #4: When student behavior is poor

It takes time and experience to build up our skills as good ‘behavior managers’.

Things to bear in mind are:

  • ‘Boring’ lessons can cause some kids to play up. Try to introduce a variety of activities into your lessons if possible, and be vigilant in watching your students carefully during practical activities, computer-based work and group work.
  • Praise, when used effectively and with sincerity, can be one of the most powerful behavior management tools out there. Read my blog post about The Four Rules of Praise here, and take the time to watch my video below:

  • Good behavior management can only really be achieved with a long-term strategy: effective lesson planning, good use of praise, fair and consistent use of sanctions if necessary and good use of ‘professional intelligence’ to reinforce our students’ sense of self-worth and character. Read my blog post on Subtle Reinforcement here.

Q & A

There are many facets to being a good behavior manager, but it basically all comes down to the relationship, or ‘rapport’, that you build with your students. Please read my blog posts on building rapport and behavior management.

Stress tip #5: When a colleague doesn’t like you (or is causing problems)

When you begin to have a positive effect on your students and you gain a reputation as a ‘good teacher’, you may create some enemies. Some of your colleagues may not like you simply because you are ‘better’ than they are.

Chapter 7 - gossiping

You need to be careful in these situations. Here are my tips:

  • Control your speech at all times when in the presence of your colleagues. Off-the-cuff remarks like “I’m behind with my marking” or “I got totally wasted on Friday night” can be used against you by conniving and jealous colleagues who want to secure your destruction.
  • Don’t gossip, and don’t associate with gossips. Gossips are notorious for being negative and untrustworthy. Just don’t do it. If you’re asked directly or prompted to gossip about a colleague, for example, you can respond with a “I don’t think I should talk about that” or even a “I don’t like to gossip about people”.
  • If a colleague is genuinely causing problems for you, then make a record of all interactions with that person (hand-written if necessary). Speak with your line-manager about it and ask for suggestions. It’s much better to tackle this issue in a professional way from the outset, rather than submitting a formal complaint when the problem has gotten out-of-hand.
  • If appropriate, speak with the colleague you are having issues with. You may wish to ask a third person to attend as a witness. Be polite. Be respectful. Show that you are the mature person in this scenario.
  • Keep all discussions with colleagues academic in nature. Try not to discuss politics or ‘touchy issues’ in society (e.g. Brexit, 2SLGBT+ rights, third-wave feminism, etc.). We live in a time, unfortunately, in which people can be easily ‘triggered’ by an alternative view you might have that challenges their perception of the world. Feel free to discuss this stuff with close friends or family outside of work, but don’t make the mistake of believing that your colleagues are your friends – they’re not. Your colleagues are the people you work with, and all interactions with them need to be professional in nature. If something is not related to your work or the curriculum, then you don’t need to discuss it. It’s that simple.

Conclusion

Teachers today are more stressed than we have ever been in history. Relax, plan-ahead, deal with issues head-on and don’t worry.

Two books I highly recommend for consistent worriers are given below:

How to Stop Worrying and Start Living’ by Dale Carnegie (click on the image to buy the book):

carnegie worrying.jpg

The Power of Now, by Eckhart Tolle (click on the image to buy the book):

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