Opinion: Should University be Free?

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

Illustrated by Sutthiya Lertyongphati

For a long time I’ve been of the opinion that any country that doesn’t offer university for free is basically doing only one thing – punishing people for trying to better themselves.

The UK seems to be an extreme example of how the state punishes those who work hard in life and do the ‘right’ things; and rewards those who drop-out of school and make bad choices in life.

Although this is a very simplistic analysis of the effects of the British welfare system, it’s also understandable why many people would feel this way.

Last week, a large-scale British government review of Higher Education was concluded and from that came a key recommendation: that university fees in the UK should be reduced to £7500 per year. They currently stand at around £9250 per year.

This recommendation doesn’t doesn’t go far enough, in my opinion.

Say, for instance, that you listen to your teachers in school, work hard and, despite all challenges that may come your way as a high-school student (domestic upheaval, working part time jobs, helping with the raising of siblings, etc.), you get good grades on your exams and go to uni (and get the recommended master’s degree, which employers now say is needed to get higher pay) – well, you’ll probably be saddled with debts in excess of £50,000, which you could be paying back well into your 60s.

Choose to drop-out of school and become unemployed, however, and here’s some benefits you can expect to receive:

Britain’s welfare system is so good that it even pays child benefit for almost anyone who raises a child in the UK. The current rate stands at £20.70 per week for an eldest or only child, and £13.70 per additional child.

All of this money, of course, comes from the taxpayer.

Whilst the intentions behind this system are that people who find themselves in difficult financial situations are helped out, some would argue that the system causes more problems than it solves.

Take Amber Rudd, the U.K. Work and Pensions Secretary, who admitted in February that it is the welfare state – created to prevent hunger and destitution – that is now actively causing it, with the shortcomings of the system responsible for increasing the number of Britons who are reliant on food banks to feed their families.

It’s the old ‘learned helplessness’ dogma in action, with devastating consequences. This pattern; of state welfare creating reliance and reinforcing the problem it’s intended to solve, has been noticed in other countries too. In a number of papers, including a large scale June 2008 American study in which the effects of “promoting employment and reducing dependenceon low-income children’s time-use was investigated, for instance, a positive correlation between parental employment and the achievement of low-income children was discovered.

Dependence vs rewards

But if dependence results in more misery for people, then why make students dependent on government grants for their university education?

That’s a good question, and for me I think it can be answered with the argument of rewards vs sanctions.

As teachers, we reward our students for good behaviour, effort and academic achievement, and we know from extensive research that rewards work better than sanctions when motivating students to achieve.

In other words, if you want a particular behavior to be repeated, then you reward that behaviour.

Whilst the British welfare system is designed to help those in need, it can be exploited rather easily. Take the hypothetical situation of a high school student who chooses to drop out of school and stay unemployed. That young person will probably be entitled to housing benefit, jobseeker’s and child benefit if his/her kids are involved too.

Stay in school and go to uni, however, and you’ll be rewarded with debt, and lots of it. You may even be paying off that debt well into later life.

I believe that if tax pounds were redirected from certain state benefits and funneled into higher education grants for struggling students (including living expenses), we would see a much greater motivation for children and young adults to work hard at school.

Conclusion

Any education system should reward those who put in the necessary time and effort to revise hard and pass their exams. I would argue that forcing students into astronomical amounts of debt is actually a form of punishment for making the ‘right’ choices in life.

Whilst there are ways around the system (my sister recently completed a degree with the Open University for example), one has to sacrifice considerable time to achieve the goal of getting a degree, debt free, in the UK. My sister was 26 when she graduated, for instance.

What are your thoughts? Please comment below.

3 Cool Education Apps to use in 2019

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

Technology is supposed to be helpful, but sometimes it makes me mad. When I can’t change the text color on a blog post because the iPad doesn’t support it, or when my PC auto-updates when all I want to do is switch it off, I find myself losing faith in the power of technology.

A bright light of hope was shone my way these past two days, however, when I attended an excellent Science JAWs (Job-alike Workshop) event at Harrow International School, Bangkok.

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Learning about EdTech with colleagues at Harrow International School, Bangkok, Thailand. I’m the one in the polo shirt ;-D

I had the chance to rigorously test out the apps I’m about to show you and, I can tell you: they really do make life easier (and they can do some cool things too!).

So here’s my list of what I believe to be the most useful apps I tested during this event. I’ll definitely be using them with my students and in my teaching. Enjoy!

1. Nearpod

Where you can get it and use it: App Store, Google Play, Microsoft Store, Chrome Web store and on the web at Nearpod.com

Cool Feature #1: You create a slideshow on Nearpod. Your kids login with a code that Nearpod generates (they don’t need to sign up, which saves tons of time) and, boom!: the slideshow will play on every student’s device. When the teacher changes a slide, then the slide will change on the kids’ screens.

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“An AMAZING Book!”

You can choose to show the slideshow on a front projector screen/smartboard, or simply walk around the class with your iPad or laptop as you’re instructing the kids.

Cool feature #2: Put polls, questions, quizzes, drawing tasks, videos, 3D objects, web links and audio segments into Nearpod presentations to make the experience fully ‘interactive’.

When I tested Nearpod at Harrow I thought it was super-cool because I could write an answer (as a student) and it would show on the front-screen as a sticky-note with everyone else’s. Chelsea Donaldson shows this excellent image of what I experienced over at her blog:

As you can see, other kids can click ‘like’ and can comment on the responses, making this an ultra-modern, ‘social-media’ style education tool.

Another feature I loved was ‘Draw it’. It’s similar to ‘collaborate’ (the feature above with the sticky-note answers), but this time the students either draw a picture or annotate a drawing you have shared.

I can see this being great for scientific diagrams and mathematical operations.

Students can use a stylus/Apple Pencil, their finger (if it’s a non-stylus tablet or phone they are using) or even a mouse to draw the picture. Once drawn, the pictures will show up on the teacher’s screen together, and this can be projected if the teacher wishes.

Cool feature 3: Virtual reality is embedded into Nearpod (and I need to learn a lot more about it!).

I don’t understand it fully yet, but Nearpod themselves say that over 450 ready-to-run VR lessons are ready on their platform, including college tours, mindfulness and meditation lessons and even tours of ancient China!

Now that sounds cool!

My thoughts about Nearpod

I like apps that are quick, useful and free/cheap to use.

Nearpod ticks all of those boxes.

The features that I tested which were super, super cool include:

  • Kids log in with a code and your presentation appears on their screens. When you change a slide, the slide changes on their devices!
  • You can put polls, drawing tasks and questions into your slides and it’s all fully interactive. Kids’ answers will appear on the projector screen for all to see (if you wish), or simply on the teacher’s screen (for private viewing).

I love this app and I look forward to using all of its features with my students.

2. Noteability

Where to get it: App Store, Mac App Store

Cool feature #1: Noteability has allowed me to make the most amazing notes and save tons of paper and paper-notebooks in the process. Just look at these beautiful notes I made during my Science JAWs training this weekend:

As you can see, you can select a wide variety of colors and make beautiful notes, Mind-Maps, concept-maps, flow charts, diagrams and more.

I use this feature of Noteability to:

  • Plan things in my daily life (such as my blog posts, my weekend plans, my fitness plans, etc)
  • Write shopping lists
  • Write lesson plans
  • Take notes in school meetings

Cool feature #2: Noteability allows you to annotate PDFs with the Apple Pencil. This is absolutely brilliant and has allowed me to annotate my IB Diploma Chemistry coursework (Internal Assessment) quickly and clearly before uploading the coursework to the IBIS system.

I can see this feature becoming really useful for schools that want to save paper and for teachers that want to annotate coursework, homework or classwork and then send it back to the student in some way (e.g. by e-mail, through Google Drive or through Google Classroom).

Take a look at this IB Chemistry coursework annotation I recently did with Noteability and the Apple Pencil:

Another way to use this feature is to get the kids to scan their classwork, homework or past-paper answers and then annotate each other’s work with the Apple Pencil. The teacher could also annotate it too:

Cool feature #3: Students can make revision notes, classnotes, homework assignments and submit work all through Noteability. Using the ‘split-screen’ mode on the iPad Pro they can even copy images and charts directly from a web-page they are reading at the same time:

For students, I can see Noteability being using in a range of creative ways:

  • Making revision notes
  • Annotating their own work, or each other’s
  • Creating assignments and presentations (Noteability allows users to copy content from the web seamlessly using ‘split-screen’ mode)
  • Making notes in class

There is the possibility that tablets may even replace traditional school notebooks in future too – removing the need for 11-year-old kids to carry really heavy bags around school all day (and this has already been linked to back problems).

My thoughts on Noteability

I mentioned this a few blog posts ago but I feel it’s worth a second shout-out.

I like this app because it has basically replaced all of my notebooks, and is an excellent planning, note-taking and annotation tool.

A big drawback of Noteability, at the time of writing, is that it is only compatible with iOS. Not all students use Apple devices, and schools won’t always fork-out money for them. However, I have found that my own personal investment in an iPad Pro, along with Noteability, has enchanced my life in many ways and has benefited some of my students as I have been able to annotate their work better than ever before.

3. Flipgrid

Where to get it and use it: Microsoft Store, App Store, Google Play Store and at flipgrid.com

Cool features: Flipgrid is a secure video-commenting/video-conferencing platform. Flipgrid’s mission is to “Empower student voice” and they’ve certainly achieved that with this app.

Basically, the teacher uploads a video of himself/herself asking a question, or posts a question, link, resource or video, and the students respond by taking videos of themselves responding to the material.

It’s super cool!

Once the students have uploaded their videos of themselves, other students can see them and watch them (and comment on them). They can even respond to videos with videos, so it really can get a discussion flowing!

Image courtesy of Flipgrid

Each video a student creates will receive feedback from other students and the class teacher, and the student who made the video can quickly see the feedback they’ve received.

I would recommend all tech-interested educators to check out Jess Bell’s guest blog post over at larryferlazzo.edublogs.org entitled ‘Getting Started with Flipgrid’.

My thoughts on Flipgrid

When I tested it this weekend at the conference it took me a while to figure out how to use it, and what its purpose was.

Once I’d signed up, however, the website directed me to lots of great help and resources. There’s a load of pre-made lessons and students can sign in with a simple pre-generated code (like Kahoot! and Nearpod) which saves tons of time.

Once you’ve signed up (it’s free) and you’re in on Flipgrid, your dashboard will look something like this:

As you can see: it has a very user-friendly interface.

Conclusion

EdTech is here, everyone, whether we like it or not.

I’m a big believer in using things that work: things that help. I don’t believe that technology can (or should) replace everything a teacher does traditionally (such as having a one-on-one conversation with a student), but I do believe that these apps I have mentioned have tremendous potential and should be capitalised on fully.

As always, please do be aware of how screen-time affects our students’ health (I wrote a blog-post about this here: Digital Disaster: Screen Time is Destroying Childrens’ Health). I wouldn’t advise that screens be used all lesson, every lesson, but we should use these apps at appropriate times to reinforce, teach and revise key concepts.

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The Four Rules of Praise

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

Illustrated by Pop Sutthiya Lertyongphati 

It’s a warm mid-summer day in muddy Swynnerton, England. I’m at an army base for Summer Camp. I’m a 15-year-old army cadet.

The Territorial Army had some of their boys in to inspire and help us. They needed a cadet to help with the radio and signals work during night exercises. I can’t remember if I volunteered or if I was chosen, but I very quickly found myself listening in on the radio transmissions, recording the call signs and messages in the log book and taking action where needed to pass on vital information about group movements and conditions, along with any emergencies.

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I loved it. It was ace!

I just immersed myself in the process and did the best job I could. I was told what to do by the T.A. lads and I just got on with it.

Later that night, they all shook my hand and told me I had done a good job.

The next day came and I was approached by my home platoon sergeant. I can still remember her words, two decades later: “Corporal Rogers I’m hearing brilliant things about you from the T.A. Keep it up! You’re doing Flint Platoon proud”.

That felt amazing, and it spurred me on to work harder.

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“An AMAZING Book!”

Praise only works when it is used properly

The Army Cadets were an excellent model of good teaching. To be honest, I really think they turned my life around. I went from a shy, weak and rather timid boy to a confident and rather ambitious young man in the space of about three years, thanks to their help.

Giving feedback

I’m going to summarise what I’ve found to be the very best ways to use praise to empower and push our students forward. They worked for me when I was being taught as a kid, and they’ve worked for thousands of students that I’ve helped in my twelve years as a high school teacher.

Rule #1: Praise must be sincere

If you don’t mean it, then don’t say it. Kids are not easily tricked. Praise is only ever effective when the teacher saying the nice words of encouragement truly means it.

Rule #2: Praise must be specific

Does the student know exactly why they’ve done a great job? Does the student know what they did well?

Be specific. Here are some examples:

“Well done, John, for drawing your diagrams with a ruler. They look really neat and tidy, and I can tell that you’ve put time and effort into this work. I am very pleased. Keep it up”

“I’m so pleased with the excellent progress you have made this term, Rosie! Just look at these results: You’ve gone from a level 5 in test 1, then to a level 6 and now you’re working at a level 7. That’s very impressive, Thank you for your hard work and commitment”

Rule #3: Praise must be recorded and remembered by the teacher

Try keeping a professional intelligence journal.

woman-reading

I’ve written about the power of this technique before, but I’ll go through the process again for clarity.

Basically, at the start of every academic year you should purchase a new notebook. Make sure there are enough pages in it for every student. Every student gets a page.

On each page write down and record any significant interactions with the student. Record their birthdays, hobbies they have, times when they were praised, significant achievements in extra-curricular activities, etc.

Once this information has been recorded, it can be effectively reinforced (please see my post on subtle reinforcement for more info about this powerful technique).

Rule #4: Reinforce the praise at significant points in the future

Did you notice that my platoon sergeant praised me the next day? That was powerful, because she wasn’t actually there when I did the signals work, but someone had spoken with her.

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Praise must be collective if it is to be truly effective. When a student does a great piece of work, tell your colleagues and your line manager. Ask them to reinforce your praise by giving their own praise to the student.

Reinforcement should also be self-driven – remind your students of previous achievements in order to empower their momentum.

“I remember the excellent Chemistry student who built the atomic structure model in Term 1. She said ‘I’ll find a way to suspend the protons in the middle’. Jessica, you’ve already shown me what a hard-working, committed student you are. This is your moment to shine once again. Put your best effort into this, I believe in you. I know you can do this!”

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Can Sympathy and Empathy be Taught?

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

Illustrated by Pop Sutthiya Lertyongphati 

Today is a remarkable and unique day. The suspense and the emotion fills the air. It surrounds us. We can even taste it.

A daring and incredibly dangerous rescue mission has been given the green light to go ahead. Today is the day that Royal Thai Navy Seal divers will begin the attempt to rescue the 12 schoolboys and their 25-year-old coach who’ve been trapped in the Tham Luang cave complex, Chiang Rai, for two weeks.

Thai Cave Rescue
The boys and their coach inside the cave, accompanied by a Thai Navy Seal diver. Image courtesy of the Royal Thai Navy Seal Facebook page.

Being based in Bangkok, Thailand, I have a close association with Thai people from all walks of life. This event has truly gripped the nation, and the world.

Before I talk about today’s subject matter, I’d like to ask all of my readers to please join me and all Thai people by praying for the safe rescue of all 12 boys and their coach (and the safe return of the rescuers).

Humans are natural carers

This cave rescue in Thailand has given me a fresh perspective on the topic of empathy. It’s made me ask the question: do children really need to be taught how to care for one another?

The outpouring of help for these trapped boys and their coach has been truly inspirational. I won’t even begin to attempt to write a list of all of those who have helped because that list would be so huge it would take months, maybe years, to research and collate. But it has been remarkable. People from all over the world have literally sacrificed their time, money, health and energy to do everything possible to help these boys.

One man even sacrificed his life: Petty Officer Saman Gunan, who fell unconscious and died shortly after delivering oxygen tanks in the cave complex.

When times are at their worst, humans will do everything they can to help. Mr Saman Gunan is a true hero who selflessly did the best he could to help people who were in desperate need.

Surely this is our highest and most prized quality as humans – selflessness. Few people, however, are both incredibly brave and selfless, as Mr Gunan was.

He will forever be remembered, and missed.

Teaching kids to care

I personally believe that the vast majority of people are natural carers. We empathise naturally – it’s part of who we are.

Colorful classroom without student with board,books and globe - rendering

According to Samantha Rodman (Clinical Psychologist and Author), however, there are six keys ways in which we can teach kids empathy. This would seem important in a world where youngsters are being increasingly detached from physical interactions with one another by the barriers of mobile technology.

Materialism also doesn’t escape the jury’s verdict.

According to research conducted by psychologists at Northwestern University, materialism is socially destructive. It is associated with depression, anxiety and broken relationships.

jenga

To further compound this issue a more startling picture of human empathy is portrayed by the research conducted by Sara H. Konrath and colleagues of the University of Michigan at Ann Arbor and published in Personality and Social Psychology Review. Her team conducted a 30-year study between 1979 and 2009 and discovered that Emphatic Concern and Perspective Talking is declining rapidly in college students. 

Maybe we do need to teach kids how to care, after all. 

So what are the six ways to teach empathy?

  1. Teach kids about emotions: Children need to know what emotions are, and how to identify them. Once kids have identified those emotions, they can then learn how to manage them. Progress in this area has been heavily fueled by the Mindfulness in Schools strategy, which teaches the importance of observing one’s thoughts and emotions, rather than reacting by reflex-action. Check out their website – it’s well worth a look!
  2. Read and watch TV with your children: I guess this could work in a parent-student, teacher-student and student-student dynamic. The key is to get the kids thinking about and discussing how the characters feel in different parts of the story. It still amazes me when I watch a movie in the cinema and people laugh when some character gets killed or something bad happens. Movies are strange entities because in some cases they play on human emotion positively by creating more empathy, but in some genres repeated watching can lead to desensitization. 
  3. After conflicts, have a reflection: This is a classic tried-and-tested technique, and it works well. “How do you think Sarah felt about what you said? How would you feel if someone said that about you?”. Getting young people to reflect on the emotional consequences of their actions can have profound, long-term effects on their character and personality.
  4. Set an example by resolving conflicts in your own life: Probably more applicable to parents than teachers, or teacher-parents, but well-worth mentioning. If you have an argument with your wife in front of your kids, for example, you must also make-up in front of them too. With your students in school, you could get them to shake hands after an argument and get them to say sorry to one another.
  5. Express feelings on behalf of those who cannot speak: Babies, pets and, in some cases, disabled people, cannot express their emotions verbally or through other means. Discuss with your students or children what the feelings of these individuals might be when the opportunity arises. 
  6. Be a good role-model of respect and decency: Show courtesy. Be respectful of people who have different opinions or beliefs than you do (unless those beliefs threaten life, health or safety – then you’ll have to take action in a sensible, emotionally-detached way). Let your students see you showing respect for those around you who may have a different religious belief system, or political opinion, than you do. It’s very sad to see politicians arguing on TV, for example, when they should show greater respect for one another. 

Conclusion

  • Research has shown that empathy is decreasing in young people
  • Materialism is associated with anxiety, depression and the breakdown of relationships
  • There is a case to be made for the rigorous and broad teaching of empathy to kids in schools
  • There are ways to deliberately teach empathy to children, and six have been identified here

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Digital Disaster: Screen Time is Destroying Childrens’ Health

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

Illustrated by Pop Sutthiya Lertyongphati 

It was 1988. I was five-years-old.

I wasn’t a particularly ‘good’ kid in early primary school. I tried to follow instructions, but things didn’t really ‘click’ for me until later in life. One day, however, I must have been a good student because my teacher rewarded me by letting me use the computer.

I was led by hand to a small room adjacent to the classroom. Nestled in the corner on a wheely truck was a BBC Micro computer. It came complete with a huge floppy disk drive and some kind of touch-pad which I didn’t understand how to use.

it integrated

It all looked very high-tech and cool to me.

For thirty minutes I was allowed to play vocabulary and maths games. The black screen whirled with green text and pong balls as I tried to solve the problems. The bleeps and 8-bit sounds were awesome.

Later that year my family would buy a far-superior computer and a legendary gaming console – the Atari 520 ST.

If I was lucky I’d get an hour to play on that computer each day. The games were aimed at kids and the themes were vivid and colourful. The Atari machine taught me hand-eye coordination and the basics of using a mouse, floppy disk drive and operating a basic computer. I think it also made me a bit of a dreamer and aided my imagination.

Double Dragon
‘Double Dragon’ – A game I used to play on the Atari 520 ST back in 1988

My life back then was very-much centred on the outdoors. The Atari was a nice addition to my life, but I still preferred running though streams and burying my toy cars in the garden.

Fast Forward to 2018

I can’t believe that thirty whole years have passed since 1988. My generation has seen so much change in such a short space of time.

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Some technological developments over the past three decades have been revolutionary and beneficial to mankind. The creation of the mainstream internet in 1993, for example, opened peoples’ homes, libraries, offices and schools to a whole new era of possibilities and opportunities in learning, business, entertainment, communication, research and e-commerce. 

Along with this sudden treasure trove have come some shocking and extreme societal changes which pose new challenges for all of us. 

sitting on the carpet

Take a report published by the Telegraph this week, for example. The headline is enough to stun any parent or teacher: 

Children spend up to 10 hours a day ‘mindlessly swiping’ their mobiles, study finds

The article summarizes the findings of technological research into what young people actually do online. It’s thought to be the first time that technology has been used to analyse the mobile-device usage habits of children.

The findings are alarming:

  • Behavior is compulsive, with young people typically spending no longer than one-minute looking at any particular page of content before swiping to something else
  • Social media takes up hours and hours of teenagers’ free time
  • Children from ‘low-income’ households seem more prone to compulsive use of social media than others
  • Many children in the study admitted to falling asleep at night whilst on their phones
  • Many children admitted that they felt that their compulsions were “mindless” and “pointless”, but felt compelled to use their smartphones on a near-constant basis anyway because there’s a feeling of incompleteness or ‘losing out’ when the phone is not being checked.
  • Some children in the study felt the need to check their phones whilst actually being interviewed by the research panel

In many cases, children are spending up to 12 hours on their phones per day! Take this shocking example for instance (quoted from the Telegraph article):

Typical was Olympia, aged 17, who in one 24-hour period spent 3.3 hours on Snapchat, 2.5 hours on Instagram, 2 hours on Face Time, 2.4 hours on What’s App and 1.8 hours on Safari – a total of 12 hours.

But I thought that technology was good for kids!

As teachers, we’ve pinned our colours to the ‘Technology Troop’ so much that as soon as people start speaking up about the dangers of widespread and pervasive technological encroachment into peoples’ lives they are often shunned; sometimes disgraced and can be seen as ‘old-fashioned’ or not ‘with the times’.

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I once remember a fashionable post and picture from a friend on LinkedIn in which he said “When faced with a steam-rolling technology you either become part of the steam-roller, or part of the road”.

I remember thinking ‘How about you just move out of the way of the steam-roller’?

It didn’t take long before the reflex-action barrage of indignation was fired my way.

But the dangers of compulsive and widespread association with our mobile devices are real – very real:

  • A Dutch study involving 10,000 participants in Rotterdam concluded that smartphones are causing nearsightedness in children. This has also been backed up by studies and observations in Canada, America and Ireland.
  • The Harvard T.H. Chan School of Public Health caused shockwaves in 2016 with the conclusion of its study: that smartphone and tablet use correlates strongly with obesity in teens. Similar findings have come from a number of respectable sources, including a massive, global joint study between Stanford University and the American National Institutes of Health which was concluded in 2015.
  • Sleep-deprivation is a common side-effect of smartphone and tablet addiction. Research from the Division of Cardiology at the University of California (San Francisco), for example, has found that the use of mobile devices near bedtime is connected with low-quality sleep. 

PC activity with mouse pen

Conclusion

As teachers and parents we are facing a global health crisis of epic proportions.

The dangers of excessive mobile-device usage are well-researched, fully-supported and very real. Also: ‘excessive’ has become the new ‘normal’.

If we do not take action now, when this problem is in it’s relative infancy, then who’s imagination can predict the problems that are waiting to manifest?

We must no longer subscribe to the notion that technology is amazing and that anyone who criticizes or questions its value in an educational setting is to be shunned or belittled. There are legitimate reasons for being concerned about the encroachment of screen time into childrens’ lives. 

Next week, I’ll be exploring ways in which adults can reduce the screen time of their children and students. We all must help. We all must take action now. 

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Don’t Be A ‘Mediocre’ Teacher

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

Illustrated by Pop Sutthiya Lertyongphati 

They stood at the front of the audience: seemingly ready to dazzle us all. They were all 18 years old and in the final term of high school. I was much younger then too – 26 years old and in my third year of teaching.

It was a Biology revision presentation. I’d invited my colleague to come along to watch (also a Biology teacher).

The presenters began their talk.

When it was over, I needed to take a paracetamol tablet. I was rather perplexed.

I let my colleague chirp in with some feedback first, thinking she would cover most of the points I wanted to raise.

“A great presentation. I loved the level of detail and research. Well done”

That was it?

studying with com

Now I found myself clenching my fist. I thought back to the late 90s when my dad received a ‘stress reliever’ doll one Christmas. It was basically a squishy, red, head-shaped rubbery thing in a pot that you could squeeze when you got a bit mad. It was joke gift of course: designed to cause a giggle or two; but I wished I had one right now.

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“An AMAZING book!”

“Mr. Rogers. What are your thoughts?” Asks my colleague.

After a barrage of questions which the students responded to with nervous looks and blank stares, I decided to give my merciless, but honest, feedback:

“Whilst I agree with my colleague that your research skills were good, there are still a few issues I’d like to address.

I’ll start with the negatives, then share my thoughts on what, if anything, was positive. All of you were reading directly off the slides and not making eye-contact with the audience. We can all read, so your method of presentation was not only boring but it was also patronizing. There was too much text on each slide. The material had not been properly referenced and the images you did use, though few, were of very low quality. You also superficially skimmed the surface of the topic, and didn’t even touch on issues such as splicing, introns and transposable elements.

On the positive side, you showed us all that you are very good at copying and pasting. You were also able to describe some of the concepts in some detail.

Please speak with me tomorrow morning during registration so that we can arrange a time to do this again”

Giving feedback

The ‘respect’ factor

Unfortunately, many of us in the teaching profession have been conditioned to dish out praise all day long for the most minuscule of things. A kid hands in a complete dog’s dinner of a homework and it’s “Well done for handing this in on time. Meeting deadlines is important”. 

I could go on with the spectrum of ‘non-confrontational’, politically correct garbage that I was conditioned to spew for another 1000 words, but I think that would be tedious.

I used to be one of those ‘praise everything’ teachers. Guess what I found out:

  • Praise only works when it is sincere
  • Praise only works when it recognises significant, meaningful achievements that have taken some work to accomplish
  • Praise is extra effective when preceded (NOT followed by) points for improvement

And guess what else I’ve found out – students respect us more when we are honest. They respect us when we tell them that they need to improve. They respect us when we are vigilant.

Explaining

Lots of research supports these findings. Here are two good examples:

  • A 2016 summary by Vanderbilt University found that praise works well when it is behavior-specific, and that a ratio of 4 praise statements to one reprimand works well for improving performance (if 4 praise statements are available for the work being assessed). Here are some examples of language changes we can make to turn praise into a kind of ‘disguised reprimand’ or ‘behavior enforcer”:
BSP Vanderbilt
Behavior Specific Praise. Courtesy of Vanderbilt University, 2016. See the publication entitled ‘Behavior Specific Praise in the Classroom’. Tennessee Behavior Supports Project.

Whilst this table is useful, I think it’s important to remember that reprimands must be specific and direct. “We don’t take other people’s property, because that causes suffering to another person. When you’re older, you can also get into big trouble with the police for that. You’ll need to write a letter of apology to Simon for what you did.”

  • A 2015 blog post by Brian Gatens at the University of Portland made the point that when teachers show honesty and compassion, they build trust with their students. Compassion doesn’t mean making kids feel good all the time – it means letting them know when they’ve under-performed, and caring enough to do something about it! It also involves celebrating and recognising significant progress, performance and attainment.

‘Mediocre’ Versus ‘Vigilant’

Here are some statements I’ve come up with which sum up the ‘Mediocre’ teacher, versus the ‘Vigilant’ teacher. I don’t mean to offend anyone here – I was once the Mediocre Teacher. I share my findings as a means of self-reflection for all of us. I still get a bit ‘mediocre’ at times, but at least I’m aware of how to spot that now:

  • Mediocre teachers record attainment and progress. Vigilant teachers record attainment and progress, quickly identify under-performance and then intervene to improve that.
  • Mediocre teachers praise the smallest of things. Vigilant teachers reserve their praise for significant, meaningful displays of effort, attainment and progress.
  • Mediocre teachers sometimes bring up points for improvement with their students. Vigilant teachers leave ‘no stone unturned’, and relentlessly monitor their students’ weaknesses and do the best they can to improve those.
  • Mediocre teachers don’t feel the need to be a ‘role-model’ for their students. Vigilant teachers understand that their words, actions and subliminal cues will act as points of reference for their students for many years to come.
  • Mediocre teachers mark their students work. Vigilant teachers provide feedback that’s meaningful and specific. 

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Subtle Reinforcement: Techniques to Gradually Build Confidence and Character in our Students

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

Illustrated by Pop Sutthiya Lertyongphati 

He pulled me aside at the end of class as we were getting ready to go home. I had tremendous respect for my sensei, and his words, though few, always hit-home hard.

“You a look a mess, Richard. Why isn’t your gi ironed”

“My mum didn’t have time to iron it today”

“Your mum shouldn’t have to iron it for you. What are you: a man or a weasel? Take responsibility for your own life. Iron your own flippin’ gi and make sure you look tidy next lesson!”

A ‘gi’ is a karate suit, just in case you didn’t know. It’s made typically of heavy cotton drill and it’s plain white. Easy to get dirty; hard to clean. Even harder to iron.

But I wanted to win my sensei’s approval. I wanted to ‘be a man’ and take responsibility for my own karate, my own personal dress and personal presentation.

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Short conversations

It’s funny when I think about it now, but that short conversation with my sensei totally changed my life. It felt like I’d gone down a peg or two in his sight and opinion.

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I worked harder than ever before to train and to be the ‘perfect’ student: My gi was freshly washed and ironed every time (I asked my mum not to help – I was 11 years old and my sensei wanted me to ‘man up’). 

Years later, when I went to a local karate shop to buy a new karate suit, I happened to bump into my old sensei there that same day. 

“Richard, it’s flippin’ great to see you!”

“Me too, how you doing”

“I’m good. You still training?”

“Yeah I joined a Shotokan Club at uni”

“That’s flippin’ great. You know, I remember the kid who didn’t iron his gi and was very clumsy. Remember that conversation we had in the changing rooms that day?”

“Wow! Yes, sure. I remember you telling me off”

“Haha, yes. Well, I noticed a massive difference in you after that day. I was sorry to lose you when you left for uni – you were the best brown belt in the dojo”

Wow!!!

Clay class

That felt good. The fact that my old sensei remembered me, and remembered our conversation. That he genuinely took an interest in me – that was inspirational.

It reminded me of who I was, which brings me to my first tip of Subtle Reinforcement.

Subtle reinforcement tip 1: Remind your students of who they are

This is different to reminding students of their achievements – it involves reminding students of their character.

As an NQT I was full of enthusiasm, as we all are. I wanted to change the world ‘one student at a time’.

Suddenly, my chance came like a clap of thunder.

Walking down the corridor one day I passed one of my Science students. He was looking very depressed, and divulged to me that his girlfriend had just dumped him.

High five

“John, I know how you’re feeling right now. Trust me, I’ve been there. But see this as your baptism by fire. This is the moment where you realise how strong you are. This is the moment where you gain back control and focus on what you’ve been letting slide in your life. It’s her loss and your gain – now you have more time to perfect your BMX biking and become the best geographer in the whole school”

We part as men – his fist punches mine in a sign of solidarity. The lighting begins to fork in his soul. Already his mind is tuned in to my words. Already he starts to fight back.

He comes to class extra early, and gives 110% to each lesson. There’s a renewed respect for me as his teacher – he knows that I actually care. 

Five months later his final exams are approaching and he’s getting stressed out. I ask him how his revision is going.

“To be honest, sir, it’s going badly. I’m just so stressed with it all”

To which I reciprocate: “I remember the man who who didn’t let life beat him down when his girlfriend decided to walk away. I remember the man who achieved grade As and Bs across the board and impressed everyone in school with his complete turnaround.”

Then I lower my voice.

“I remember the man who came second place in the BMX  showdown at Westminster Park” 

“You know about that?”

“Your mum told me”

He walks away trying his best to hide a grin that cannot be hidden. He remembers who he is. He remembers how all it took was a change of focus to create vastly different results in his life.

He went on to get 96% in his End of Year Science exam: the highest in his year group.

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Reminding our students of who they are renews their faith in themselves. This can have a dramatic impact on their lives.

Subtle Reinforcement tip 2: Remind your students of their skills and achievements

We sometimes fall into the trap of thinking that the skills and achievements that students display outside of our subject areas are not relevant to us.

Nothing could be further from the truth.

Benjamin was struggling in Science class. He found experimental work difficult because his fine motor skills were limited. His Special Educational Needs also affected his retention of written information in class. 

I started an ECA at school one year – website design. It was a very simple and easy ECA – the kids picked topics they loved and basically made websites about them. Each week they would update their content and share what they had done with the group.

Benjamin signed up for that ECA and absolutely took to it like a duck to water. I was actually quite surprised – his website was by far the best in the class. He just happened to have a ‘knack’ for it. 

Chapter 5 - drones and hacking

After the Christmas break I gave Benjamin a unique task:

“Benjamin – you are now my class Online Learning Chief. This is an important responsibility which I have not handed out lightly”

“Wow. Me? Why?”

“Because you are brilliant at web design. I’ve seen your great images on your site. I remember your portfolio of Minecraft tactics that you wrote in such a comprehensive way. From now on, I want you to do all of your homework online. When you’ve built up your website to a sufficient quantity, we’ll share it with the rest of the class as a revision resource. Deal?”

“Wow. Deal”

I follow through. For once in his school life, Benjamin actually gets recognised for something valuable. This wasn’t a participation medal for turning up on Sports Day. This was recognition of something significant that Benjamin actually possesses.

He goes on to raise his achievement by two grades that year – from an E to a C. This amounts to his biggest step-up in progress he has made in school, ever. 

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By reminding our students of their skills and achievements, we offer them solutions to daily problems. In a similar mission to that of differentiation, we aim to inspire the inner genius through methods that appeal to each student’s learning style.

Subtle Reinforcement Tip 3: Take the time to discuss progress

A quick two minute chat is all it takes. Bring the student to your computer and show him his grades for the year thus far.

Use this to congratulate or to offer advice for improvement.

This shows each student that you are ‘on the ball’: that you are alert to their progress and that you care about their grades. 

This approach is guaranteed to have positive outcomes, if dealt with in the mood of ‘passing on information’ rather than dishing out criticism. 

Subtle Reinforcement Tip 4: Be the person you want your students to be

This is the part of the article where I must try my best not to sound like a patronizing ignoramus. I’ll have a go.

Kids notice things about us. 

They notice the things we do, the way we look and the things we say, even when not spoken directly to the students who are listening.

Drawing upon our own life experiences can be a great way to get our students focussed on the right path.

The Science teacher who pulls out his vitamin box to show the students his daily supplementation for good health – this teacher is ‘living’ the subject. 

The maths teacher who takes part in World Maths Day along with the students shows that maths is fun – not just something for kids to do.

The P.E. teacher who genuinely stays in shape by hitting the gym a few times per week sets an excellent example for her students to follow, and respect. 

I want the very best for my students, but if my mouth is saying one thing whilst I do the exact opposite then I’ll end up becoming a laughing stock. 

That’s not a good place to be.

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Student Reinforcement Tip 5: Be there when they need you to be there

My IB Chemistry students were an amazing cohort of hard-working individuals. 

They needed my help a lot though.

It was not uncommon for random students to turn up at my room at lunch times and after school to seek help with questions, homework and coursework.

I could have chosen the easy option and made myself unavailable – I would certainly have gained more time and less work that way. But what’s the point in living like that?

I wanted my students to do well. I was happy to help when I could. 

There was a limit, of course, and they knew that. I wasn’t prepared to stay all night and help them – I had a life of my own too. But I was prepared to stay for a significant and suitable amount of time to help them out when needed.

The results were profound – they worked harder, enjoyed the subject more and made better progress. 

To be honest, I also felt a sense of satisfaction too. To me that’s the best reward of teaching – the knowledge that you’ve touched someone else’s heart. The knowledge that you’ve really made a difference. 

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The Effective Use of Detentions

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

Illustrated by Pop Sutthiya Lertyongphati 

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 opened his laptop and started playing around, again. I hadn’t quite noticed until I’d gotten the rest of this Year 7 class to get their books open and start completing the questions that were on the whiteboard.

It took a good five minutes for them all to settle down.

They’d just been learning about the human body in the best way I could think of: They took apart a life-sized model of a human female (filled with plastic, life-sized organs) and completely rebuilt it.

It had gotten them quite excited; especially the boys, who thought that the mammary glands inside a female breast were completely hilarious!

The class then had to cut and stick a paper human body together – organs included. But he was taking too long.

mess around in class

Christopher was a happy and talkative kid, but his work-rate was slow. On two occasions that lesson I walked over to his desk to help out and remind him to speed up, as everyone else was ahead of where he was. He should have been able to get that work done quickly. He had no Special Educational Needs and his English proficiency had increased so much in three months that he had graduated from the E.L.D. programme.

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The only thing slowing him down was his chattiness.

I should have moved him sooner in the lesson – my mistake. 15  minutes before the end of the class I moved him to the front to sit next to me, where he couldn’t chat with friends and be distracted.

It wasn’t enough time.

I pondered the idea of giving him a detention. Break-time was straight after this lesson, so it would be easy for me to keep him behind for ten minutes to get that work done. 

The concept and purpose of detentions

Before we can fully understand how to use detentions effectively, we must first remind ourselves of what detentions are and, therefore, what their purpose should be. 

A detention is a period of time that is purposefully taken away from a student’s extra-curricular or non-curricular time. It may involve a teacher-supervised activity during a morning break, lunch or after school. 

Detentions are given to students for a wide-variety of reasons; some of which are more logical than others. Reasons for detentions (starting with the most logical and useful) can include:

  • Failure to complete homework or classwork
  • Poor attendance
  • Persistent lateness/lack of punctuality
  • Disruption to class activities through poor behaviour
  • Receiving a certain, set number of ‘warnings’ or ‘demerits’

Christopher’s case as an example to follow

The most logical and useful way to use detentions is time-for-time: time not spent completing homework or classwork should be compensated by time spent on detention.

Colorful classroom without student with board,books and globe - rendering

In Christopher’s case I decided to give the break-time detention. Here are the reasons for my choice:

  1. The Science lesson ended at break-time, so it was convenient for me to keep him behind in my class (I didn’t have the problem of, say, giving him a lunchtime detention for the next day and then having to remember that he is coming and maybe chase him up if he doesn’t come along). 
  2. Christopher would be exchanging his breaktime for time spent completing his classwork. He must do this, as he will fall behind if he doesn’t.
  3. The detention serves as a reinforcement of the teacher’s authority, and a stern reminder that a poor work-ethic just won’t be tolerated. It turns out that after only two such break-time detentions, Christopher pulled up his socks and began working at a reasonable pace during lessons. 

General tips for detentions that will save you many problems

Every detention must attempt to address or solve the problem that it was given for.

Consider the following:

  • Detentions eat up the teacher’s time as well as the students, so we really should only be giving out detentions when it is absolutely necessary (as in Christopher’s case above)
  • For homework that’s not done on time: call the perpetrating student or students to your desk for a quick one-to-one discussion at the end of class, or during a class activity. Express your disappointment, and why meeting deadlines is important. Relate it to the world of work, for example “If I didn’t write your reports on time, what would happen to me? That’s right, I’d be in big trouble”. Allow the students an extra day or so to get the work done. No need for conflict, no need to spend your precious lunch time giving a detention.
  • If students still don’t hand in the homework even after extending a deadline, then it is necessary to give a detention. CRUCIALLY, however, the purpose of the detention MUST be to complete that homework. Print the sheet again if necessary, provide the necessary resources and get the student to complete the work. This makes the detention less confrontational and reinforces the reason why it was given in the first place. 
  • The same goes for classwork: give students the chance to take their books home and complete classwork if it isn’t done on-time in class. Persistent slow work-rates in class, if not caused by reasonable circumstances (such as Special Educational Needs), should be met with detentions that allow the student to catch up. In almost every case you’ll find that the students will cotton-on to the fact that they can’t get away with distraction and laziness in class, and they’ll soon improve. For those that don’t improve even after focused detentions, further action will be needed and may involve parents and senior/middle management. 
  • For poor behaviour, detentions need to be planned and crafted really well. Remember: the detention should attempt to address or solve the problem that it was given for. I remember a couple of years back when two boys got involved in a bit of a scuffle in the science lab. It wasn’t anything major, but one kid said a nasty word to the other and that kid decided to punch his mate in the arm quite hard. As a Science Teacher, this is something I must absolutely nip-in-the-bud because safety in the lab is paramount, and kids just can’t scuffle or fight in there: period. I gave them both a detention for the next day at 1pm. They came, and I spent the time explaining to them why their behavior was unacceptable. They wrote letters of apology to me and each other, and left the detention understanding exactly why I had taken their time away from them. I didn’t have a problem with them again.
  • Lessons that end at break times work well for giving detentions if necessary, as you can easily retain the students when the bell rings. If you do assign detentions for the next day or at a later time, then pencil those into your diary – this will serve both as a useful reminder and as a record of who’ve you’ve given detentions to and how often. 

Recurring work 

I’m a massive believer in the power of recurring work and journaling, and have written about it in detail here and here

Learning journals are just great for giving regular recurring feedback and for consolidating and reviewing cumulative knowledge gained throughout an academic year. But did you know that Learning Journals save you many a supervised detention too?

Many schools provide homework timetables for students and teachers to follow. With the very best of intentions, these timetables aim to distribute student and teacher workload evenly and fairly. However, they can prove difficult to follow when units include different intensities of work, and when school events get in the way.

That’s where Learning Journals come in!reading

Set Learning Journals as homework each week. The basic idea is that students buy their own notebook and fill it with colorful revision notes on a weekly basis (although they can be done online too: through Google Sites, for example). Perhaps your Year 10 class could hand-in their learning journals in every Wednesday, and collect them from you (with feedback written inside, see the articles cited above) every Friday. By setting up a register of collection that the students sign, you can easily see who hasn’t handed in their journal that week.

Then……follow the guidelines given above for dealing with late or un-submitted homework. You’ll find that after a few weeks of initiating Learning Journals you’ll get a near 100% hand-in rate, because the students are really clear about what is expected each week, because it is a recurring homework. 

Whole school considerations

Many schools adopt a popular (but massively problematic) ‘mass-detention’ system of some sort, which works something like this:

  1. The student receives the requisite number of ‘warnings’ in a particular lesson which lead to a break or lunch time detention being given
  2. The student is sent to a room with other students from the school who’ve also received detentions
  3. Teachers supervise the ‘detention room’ on a rotating basis, thereby (in theory), sharing the workload across the staff body
  4. The students are given generic tasks to do during the detention time, which may include filling in a form, completing homework or in the very worst cases just sitting still and being quiet for twenty minutes or so.

The problem with systems like this is that they are not personal to the students receiving the detentions. They do not follow the ‘golden rule’: that detentions should address or solve the problem that they were given for.

What’s much more effective in the long-term is to trust individual teachers to administer their own detentions. Perhaps provide a quick training session based on good practice (feel free to use this article if you wish), and allow the teachers to then use their judgement to decide when and how detentions should be given.

Conclusion

Student detentions are only effective when they have the ‘personal touch’. When detentions address the original issue by allowing more time to complete homework or classwork, or allow for a one-on-one discussion about behaviour, the following magical things happen:

  • The detention is given from a standpoint of care and concern, not confrontation and aggression
  • Students realise the reason why the detention was given as this reason is reinforced by the activities given during the time of the detention
  • Students improve. It’s that simple. Mass detention systems rarely work because they don’t pinpoint the personal reasons behind why the student is under-performing. Detentions with the ‘personal touch’ cause students to realise their errors and most, if not all, will improve in a short space of time. 

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A Teacher’s Christmas Holiday

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

Illustrated by Pop Sutthiya Lertyongphati 

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.

jenga

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 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:

  1. 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
  2. Still have a holiday and some rest but do some little things to make my work more productive when I get back
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“An AMAZING book! 5 stars!”

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.

 

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. 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. 
  • 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, so I’ve decided to have a go at writing my second. Classroom Genius: Top Teaching Tips will explore the themes of classroom management and assessment to inform learning in even greater depth and breadth than my first book. 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.

on the bike

Of course, as well as all of this I plan to enjoy my freedom in Thailand as much as possible. A trip to the beach is compulsory, 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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Don’t miss the Christmas Giveaway for 2017! From 25th – 29th December, Richard’s book will be free to download on the Amazon Kindle store globally. Merry Christmas and enjoy (and tell your friends)!

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Developing Independent Learning Skills: Teaching Our Students to Teach Themselves

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

Illustrated by Pop Sutthiya Lertyongphati 

The ability to learn independently is a key aspirational skill of all of our students; or at least it should be.

Not only do our top students need to learn how to study independantly when they get to university, but all of our students need to be prepared for careers that may not yet exist.

Empower students through marking

When you first meet your advanced learners, or when they are starting out on their ‘independent learning training’, empower them with encouraging comments on their work.

Take this recent example of mine for instance:

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“Excellent advice!”

This work is from a final year IBDP student. She’s done a good job of finding and filtering relevant information by herself. I’ve praised the things she’s done well, and offered tips on how to extend her research.

Over time, the amount of written comments I give on this kind of project work/research will definitely decrease. This is only needed in the initial stages.

For her next piece of work, peer assessment and some verbal feedback from me may be all that she needs to be encouraged to keep on track and continue to improve.

Design project work with a creative outcome in mind

Here are some ideas for group and individual projects:

  • Create an infographic about a particular topic, to be displayed on the classroom wall
  • Create a class presentation, perhaps on Google slides, to be presented to the class at some future date
  • Create a website summary of a topic
  • Build a model or a demo to show the class
  • Create a dramatized play/news report about a topic
  • Create a song/rap
  • Create a stop-motion animation of a process
  • Create a spatial Learning activity (kids might need some training for this one: see my blog post here for help)
  • Create a leaflet or brochure, to be distributed to another class or Year group (cooperate with other teachers on this one – perhaps a leaflet exchange is a good idea)

Can you think of more to add to the list?

Use Imaginative Evaluation

When people think of an ‘evaluation’ they’re often drawn to their early memories of their Science lessons at school.

In those kinds of evaluations students have to decide what worked well, what didn’t work well and what changes could be made to methods and equipment to make the experiment better next time.

With Imaginative Evaluation, students use their ingenuity to think of what they could do better if there were no limitations in terms of equipment, time, resources and technology.

In an attempt to create the innovators of tomorrow, Imaginative Evaluation aims to get kids thinking about what technology, currently not available, that they would invent to solve the problem they’re facing.

This excerpt from my book shows a planning and evaluation form that can be used with any assignment, in any subject, to encourage Imaginative Evaluation:

Slide1

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Build things

Get your students to build what they are learning in some way. You don’t need fancy equipment: straws, bottle caps, crumpled paper, cardboard, paints and even plastic bottles can all be mashed and mangled together by students to create amazing models.

I’ve used this technique across my teaching in Science to get students to create everything from atomic models (a recent example is given below) to makeshift ‘eco gardens’.

Can you think of times where you could use this technique in your curriculum area?

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