10 Destructive Habits Every Teacher Should Avoid

An article by Richard James Rogers (Award-winning author of The Quick Guide to Classroom Management)Illustrated by Pop Sutthiya Lertyongphati.

In the quest to better ourselves on a daily basis we often consume self-help advice from places like YouTube, blogs and books. Most of this advice focusses on proactive things we should do to achieve success. With titles to choose from such as 4 Straight Forward Steps to Success and If You Commit to Yourself, Here’s What Will Happen, there’s certainly is no shortage of motivational and personal growth guidance out there.

Most of this self-help material, however, focusses on new things we should implement on a regular basis. Strategies that provide us with new things to do to improve productivity, health or wealth.

Many people use to-do lists to clarify priorities for the day, week or longer. How many of us, however, have thought to use not-to-do lists?

Few resources focus on what NOT to do, and this is a pity as such advice can often be the clearest and simplest to understand.

One video that really inspired me two weeks ago was 10 Habits You Should Stop Having with Ben Bergerson (embedded below):

This video resonated with me because of its simplicity, and my somewhat skewed opinion that it’s easier to stop myself doing destructive things than it is to implement a completely new habit. Perhaps I felt that I should stop doing destructive things first, and get used to that, before implementing some new strategies in my life.

So, let’s get right into how the past 14 days of trialing these 10 habit-stoppers went.

Habit Stopping Tip #1: Don’t hit the snooze button

This is something I’ve ashamedly preached about before, but in my daily life I’ve found it really difficult to implement. My warm bed entices me to climb back into it when my alarm goes off, and this is further compounded by an extreme feeling of tiredness for at least 10 minutes after waking (something that has gotten worse, I think, as I’ve grown older).

I managed to do this on 9 out of 14 days.

On those days that I did get right out of bed as soon as the alarm sounded, I found that I was in a much better mood during my teaching day (and in a state of better physical alertness) than on those days when I snoozed. I also found out that if I have an immediate ‘get out of bed’ ritual to follow, then I am much more likely to actually get out of bed. At the moment, that ritual involves switching off my alarm and immediately walking to the nearest 7-11 convenience store to buy coffee and breakfast – this acts as a kind of reward for not hitting snooze. If I were to snooze, then I probably wouldn’t have time for this.

As a result of not hitting the snooze button on 9 out of 14 days I was able to eat breakfast before school started, read over lesson plans and even avoid traffic because I left my home earlier, which brings me on to tip number 2…………

Habit Stopping Tip #2: Don’t get mad at traffic

Leaving home earlier (because I didn’t snooze) meant that there was less traffic to get mad at, so tip number one definitely rippled into tip number 2.

I have gotten mad at traffic many times in the past – and at my taxi driver for not driving fast enough; not turning quickly enough or even for going along a route I didn’t prefer. All of this mental complaining would put me in an angry frame of mind before my school day had even started.

“An AMAZING book for teachers!”

I managed to not complain at traffic for 14 out of the 14 days, and I found that I was in a better mood at school because of it.

Habit Stopping Tip #3: Don’t be late

This is one I’ve always advocated, and it’s significance will surely be obvious to the readers of this blog. When we’re late, then what we are saying is that ‘Your time is not valuable enough for me to be on-time’.

A good analogy I was once told is that if you had to turn up at a designated location to receive 10 million pounds in cash at 6am tomorrow, then you would certainly be there on-time, perhaps even arriving very early for this appointment.

We turn up early and on-time to those things we consider important enough to be punctual for. We therefore need to assign a high-level of importance to meetings, duties and any other activities/events that require us to be punctual.

Once again, tip number 1 (Don’t hit the snooze button) allows us to be on-time, every time.

Habit Stopping Tip #4: Don’t tolerate gossip

This is a principle I have (thankfully) had the sense to follow since day one of my teaching career, and I wrote about the devastating effects that gossip can have for teachers in my debut book, The Quick Guide to Classroom Management.

When we gossip, we show people that we cannot be trusted. Secretly, our coworkers are thinking “I can’t trust him – what if he gossips about me one day”. Gossip also circulates quickly, and so-called friends can very often be duplicitous: acting as ‘double-agents’ who pass on information to those who have been gossiped about.

Just don’t gossip – it’s that simple.

Not tolerating gossip takes this principle to another level – the advice being that if you hear gossip, then you should shut it down with, perhaps, a statement like “I don’t think it’s appropriate for this conversation to be happening”. This advanced-level step, however, requires bravery, and its consequences will depend on your workplace ethos and culture. You may just wish to take the easy way out by simply standing up and walking out of the room, or walking away from the gossip, whenever you hear it.

Habit Stopping Tip #5: Don’t watch the news

I found this one SO DIFFICULT to implement, and this really surprised me! By consciously attempting to stop myself from reading the news, I discovered that I often scroll through news websites because I’m simply bored. I’m hooked – and it was hard to break to this habit.

The idea behind this is that news is a distraction, and is very often biased anyway. The majority of the news we read is bad news, and most of it describes events that are beyond our control. Why waste our time and energy feeling sad about things we can’t change?

On those days that I stopped myself reading the news, I found myself with little else to distract me besides work. This increased my productivity.

Habit Stopping Tip #6: Don’t pass judgement

I’ve fallen out of the sky many times in my life. I started from nothing, and I know what it feels like to have nothing. I’m not trying to paint myself as someone special here – many people can relate, I’m sure. However, I try my best not to look down on people where possible because:

  • I never know the full story
  • I’m far from perfect myself
  • I know what it feels like to be inadequate – both in terms of skill and finances

Passing judgement is just another one of life’s energy drainers that we could all be better without.

Habit Stopping Tip #7: Don’t eat and scroll…….

…………and don’t scroll at any social gathering, for that matter.

When I see couples or families at restaurants and coffee shops, and all they are doing is playing on devices, it makes me very sad (but also happy that I have a great relationship with someone in which this never happens). People are quickly losing the ability to interact physically, in my opinion.

The principle behind this habit-stopper is presence – we should be present in everything we do if we’re to get the most out of it. As I write this blog post, for example, I’ve mostly ‘gone dark’ – my phone is out of reach as I know that if I check it I’ll never get this blog post finished.

I’m more productive and present when I’m not on my phone, unless I’m using my phone for a specific purpose.

Habit stopping tip #8 – Don’t check e-mail before noon

Does this apply to teachers? I’m not sure.

E-mail has become an essential part of my job, but some would say it is yet another distraction. I’m still on-the-fence about this one, as important announcements often come to me by e-mail, and they often need to be acted upon quickly. Are there e-mails that I don’t need to check before noon? Probably. E-mail is evolving quickly into a messaging tool, however, and as teachers we are fast-approaching a stage where we need to be reachable at all times at work. GMail, for example, is becoming more skewed towards Google Hangouts and instant messaging. As workplace messaging technology evolves, teaching will surely evolve with it.

Habit Stopping Tip #9: Don’t leave dishes in the sink

I loved seeing how this particular habit affected my life. It was very powerful.

I am typical ‘dish-leaver’, and once I started to pro-actively wash dishes as soon as I used them I found myself also doing laundry right away; tidying up after myself right away; putting my work clothes in my wardrobe instead of over the back of a chair; putting old cosmetics’ bottles in the bin right away, and on and on it went.

My home became tidier more quickly – and less clutter at home meant an overall sense of happiness.

I highly recommend this tip.

Habit Stopping Tip #10: Don’t wait for perfect

In the video provided at the start of this blog post, Ben uses the phrase “Jump, and grow wings on the way down”. As a result of this one statement, I found myself going to the gym more often, despite being in not-so-perfect shape.

That’s got to be a good start, right?

Have you grown your wings yet, or are they still growing?

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8 Ways to Increase Lesson Clarity

An article by Richard James Rogers (Award-winning author of The Quick Guide to Classroom Management). Illustrated by Pop Sutthiya Lertyongphati.

Accompanying video:

Our lessons need to be clear in order for students to understand the subject content they are expected to learn. This is particularly important for older students who are preparing for exams, and who are therefore expected to memorize, understand and apply vast amounts of information.

An unclear teacher who presents information in a confusing way can be a source of dread for students who are expected to perform highly on end-of-unit tests and exams. A clear teacher, on the other hand, can make students feel confident, relaxed and comfortable with the learning process contained within each lesson.

The good news for us is that it is easy to make our lessons clearer with just a few, simple, proactive tweaks. In today’s blog post I offer my top eight suggestions for maximizing lesson clarity: all of which have been distilled from just over 16 years of experience. Within these paragraphs I will present the conclusions garnered from the many mistakes I have made in my teaching career, so that you don’t have to make those same mistakes yourself.

Lesson Clarity Tip #1: Share resources with your students in advance of each lesson

When we share instructional resources with our students in-advance of each lesson we provide an opportunity to read-ahead. And, of course, we should be encouraging our students to read-ahead before each lesson anyway, as this process will cement some foundational principles before greater detail is presented within each lesson itself.

Nowadays most teachers are competent in the use of Virtual Learning Environments (VLEs) such as Google Classroom, Firefly, Moodle and so on. However, one aspect of this digital realm that’s not fully exploited is the ability to upload PowerPoints, Google Slides, PDF summaries, worksheets and other resources in advance of each lesson.

One big challenge that this poses for teachers is that these resources actually need to be ready and stored somewhere, in an organized fashion, before they can be uploaded en masse. This problem becomes further compounded when syllabuses change, and resources need to be adapted accordingly.

Where possible, we should have a sequence of slideshows, worksheets, summaries and other resources mapped out for a course before the course begins. Then, when day one of the course starts, all of the resources needed for the entire course can be ready for students to access right away. At the moment, for example, all of my PowerPoints for my entire two year IB Diploma Chemistry course are uploaded on the students Google Classroom, and are classified on there by topic.

Advantages to us, as teachers, when we do this are:

  1. We don’t have to scramble to upload resources on the day of teaching. Our time can be better spent on other things.
  2. We don’t have to scramble to find resources on a USB drive or some kind of shared folder. The resources are all in one place, online, ready to go.
  3. Students can view the presentations, worksheets, PDF textbooks and other materials on their individual device screens in real-time, as the lesson is happening. This aids our instruction, reduces note-taking time for students and even saves paper for printing (students can view worksheets on their screens, without the need for a printed copy, for example).

Lesson Clarity Tip #2: Don’t put too much information on slides

  • Keep text large and clear.
  • Make diagrams and illustrations as large as possible (as large as the slide is perfect, where possible).
  • Avoid ‘crowding’ slides with too much information. A slide filled with paragraphs of small text can be very off-putting for students, not least because the the text can be difficult to read when it’s so small.
  • Keep information digestible – present material in bitesize chunks. Avoid presenting tons of information all at once.

Lesson Clarity Tip #3: Avoid irrelevant information

It can be tempting to bring-in content that’s indirectly related to the material we are presenting: often to provide an extra dimension of fun and interest to the subject. A good example I can think of from my experience is when I was teaching physics to young teenagers some years ago. The topic they were learning was entitled ‘Sound and Hearing’, and the students had to learn about sound waves, the Doppler Effect and how human ears work.

In my youthful stupidity, however, I thought (for some bizarre reason) that it would be a good idea to teach the students about sign language. I thought that it would bring a bit of fun to the classroom and allow my learners to empathize with those in society who cannot hear properly. This proved to be a mistake on my part, however, as some students were confused about what exactly they needed to know for their upcoming test.

“Do we need to know about sign language for our test, Mr Rogers?” was a question I was asked.

The answer was no, of course. I had essentially wasted a good portion of teaching time bringing-in extra material that was unnecessary. That time could have been better spent reinforcing the foundational concepts needed to pass the test.

We must keep our lessons focused on the curriculum statements we are expected to teach. When we want to bring in topical information, then let’s do that after the students have learnt the main material. At the end of a recent physics lesson, for example, I played a short video of the recent Mars Perseverance Rover landing from NASA, as this was related to velocity, acceleration and distance (concepts we had been exploring in class). This NASA video didn’t form the main-body of the lesson, but was rather a short ‘treat’ for the students at the end of an hour of hard-work.

Lesson Clarity Tip #4: Always assign focused activities

Have you ever been in a rush at school and quickly found an online quiz or web-activity that relates to your topic, only to share it with your students and later find out that the activity wasn’t quit up-to-standard?

I’ve fallen into this trap many times in the past. I’ve assigned Quizlets, Wordwalls, Kahoot! activities and other online quizzes in a rush, only to later find the following errors:

  • Spelling, punctuation and grammar mistakes.
  • Content mistakes (in some cases).
  • Too much information (more than the students needed to know).
  • Too little information (not enough for the task to be substantial).
  • Irrelevant information (content that the students didn’t need to know).
  • Poor usability (problems with software interactivity and the user experience).

It’s vital that we check our third-party content thoroughly before we assign it to our students. This level of due process needs to be extended to offline resources, such as textbooks, too.

Lesson Clarity Tip #5: Speak loudly and clearly

We must avoid the following:

  • Mumbling.
  • Using colloquialisms that our students may not understand.
  • Speaking with an accent that may be unclear to some learners.

I quickly learnt the importance of the above three points when I moved to Thailand in 2008 to teach Chemistry at an international school. My students mostly had Thai as their first language, so I had to lose my thick North Wales accent (which even native English speakers would find difficult to understand at times) and I had to speak classical, textbook English. I’m “sound as a pound” became “I’m fine, thank you”, “That doesn’t quite cut the mustard” became “This work is not up-to-standard”, and so on.

We must ensure that our speech is clear and, just as importantly: loud. This latter point is of more importance now than ever before as teachers all over the world are wearing masks and visors when speaking. One thing that surprised me when I wore a visor to teach last summer was that my voice sounded louder to myself when I wore the visor, then when I took it off (due to vibrations and bone conduction).

Lesson Clarity Tip #6: Speak slowly

Our students need time to process information: especially when it is presented verbally. We must include pauses in our speech, and check for understanding along the way. It may be necessary to repeat key sentences a few times too, especially if the concept being explained is advanced, or technically challenging to understand.

Lesson Clarity Tip #7: Reinforce key words

Technical vocabulary feature prominently in official mark schemes, and are often the core components of a well-formulated answer to an exam-style question. Consider the following strategies:

  • Ask students to say key words when they appear in your lessons. In a recent chemistry lesson, for example, I said “Everyone say the word ‘resonance'”, after which the whole class said it. Forcefully getting students to articulate key words through deliberate speech can be a good way to prime the brain to remember those words when they are used in some thought process later on in the lesson.
  • Use exam-style questions and official mark schemes to show students just how important it is to write key words within an acceptable context during an exam.
  • Differentiate texts to make key words more digestible.
  • Encourage students to highlight key words in their notes along the way.

Lesson Clarity Tip #8: Use everyday language to explain advanced concepts (where possible)

Rephrasing sentences that contain subject-specific vocabulary can be a good way to help students understand the underlying concepts being taught. Here are some examples:

  • The train accelerated = the train sped up
  • The bond enthalpy of the C-C bond is…… = the energy contained within the C-C bond is…….
  • The dinner was sublime = the dinner was superb

We can prompt this process by repeating technical sentences in an everyday format, and we can ask our students “What does ___________ mean?”. This can lead to meaningful discussion that will serve to reinforce key words (Tip #7) and clarify the underlying theory of the lesson.

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

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Four tips to reignite your students’ interest in learning as they return to school

richardjamesrogers.com is the official blog of Richard James Rogers: high school Science teacher and award-winning author of The Quick Guide to Classroom Management. This blog post is illustrated by Pop Sutthiya Lertyongphati.

Is it possible to rekindle our students’ interest in their subjects and a generate a love of learning when they finally return to school? Jessica Robinson of The Speaking Polymath believes so, and today I’ve invited her to share some expert tips on how to get our learners stimulated, on-task and determined to succeed. Enjoy!

As the number of active Covid cases has started declining globally and the vaccination processes have begun, lockdowns and other restrictions are slowly being lifted in various countries. As a result, educational institutions have also started reopening and again blooming with students’ presence. Although it is immensely joyous for us teachers to have our students back with us in schools, somewhere in our minds, there is a distant alarm that tries to draw our attention towards some impending challenges which we are likely to face. The loss of our students’ interest in learning is a major one of those potential challenges. 

No doubt online learning has helped us keep the flow of education somehow uninterrupted during the pandemic, but it has also led to many students losing their sincerity towards studies. Now that our students are back with us in school, we have a vast new responsibility to reignite their learning interest. We have to direct our efforts only towards effective teaching and ensure that our students get back on track and start learning efficiently. Yes, I know it will be challenging, but believe me, we, the teachers, have all the willpower and enthusiasm required to reestablish our students’ curiosity for learning despite all the hardships. 

So, ardent teachers, let’s embark on this new mission with courage and gaiety. Now, here are four tips to support you in the mission of reigniting your students’ interest in learning as they get back to school.

#1: Gamifying the learning process

The first tip we have here is to gamify the learning process. It involves converting the learning process into play for the students. This tip works well! The reason is the same as is already in your mind that children of all age groups love playing. You ask them to play a game at any time; they are always ready! So, if you gamify learning for your students, you’ll take a big step of success towards reigniting their interest in learning. Now, you may be wondering how you can add the play element to studies? It will just need a little bit of searching the internet and thinking. To help make things more transparent, let us consider an example.

Suppose you are a Social Studies teacher and you have to make your students learn about the location of different countries on the world map. You can then search the internet for popular games to play with students and then find one such game that can help you gamify world map learning. One example is Pictionary

You can first help your students identify different countries’ outlines as depicted on the world map. You can then give them around 5 to 10 minutes to remember the outlines of different countries and move towards playing Pictionary with them. For this, you can divide your students into two or three groups. Turn by Turn, one group will draw the outline of a country on the board, and the rest two groups will discuss among themselves, guess and write the name of the respective country on a sheet of paper. The team which gives the maximum number of correct answers will win the game. 

This way, you can gamify the learning process and make studies interesting for them. This gamification technique will, over time, enhance your students’ academic performance.

#2: Making things appear more effortless

Simple and easy things always attract us more. This is because the nature of our mind is like that only. For example, if given a choice to solve a word puzzle or a mathematical problem, most of us are likely to go with the form one as most find mathematics problematic. If we go with this basic understanding of the human mind, students are likely to be more interested in learning more straightforward concepts than complex ones.

One effective way to reignite the students’ curiosity for learning is to make things appear more effortless.  For example, in the initial days after schools reopen, we can start teaching more straightforward concepts. Along with this, we cannot spend the entire session on teaching. Instead, we can teach for some time and then indulge in interacting with our students. This will help them feel relaxed and not much burdened. Further, assigning less and more comfortable homework can also motivate them to learn effectively. This is again because students are more likely to do their homework with sincerity when they find it easy. Later on, as the flow becomes continuous, we can teach complex concepts to our students.

#3: Extend regular appreciation and rewards to your students

Appreciation and recognition are two of the biggest motivation boosters. If you appreciate a student for his class performance, you motivate him to perform even better and kindle in the rest of the students a wish to be appreciated. This wish further inspires them to start paying more attention towards studies. 

Here we have another effective way to rekindle our students’ interest in learning and extend regular appreciation and rewards to them. Whenever a student appears to be attentive in class, submits his homework in time, or gives the right answers to the questions you pose in class and does anything like that, you can try to shower words of praise on him.

“An AMAZING book for teachers!”

Moreover, you can also give rewards to the most receptive students weekly or fortnightly. To find out the most receptive students, all you’ll have to do is ask some questions regarding what you have taught on a particular day in class. The students who give the maximum number of correct answers during the decided period, maybe weekly or fortnightly, will be eligible to receive the reward.

#4: Reconnecting with the students at an emotional level

Students are more likely to exhibit a greater interest in learning when their favorite teacher teaches them. This implies that our emotional bonding is also a factor that impacts their curiosity towards studies. As a long period of physical separation during the pandemic might have caused damage to our emotional connection with our students, we’ll have to reconnect with them. For this, we can do two critical things.

The first is to portray open and cordial body language. It includes having a smile on our face, a relaxed body posture without much stiffness, and covering up more space with hand gestures. When we have open body language, we are perceived as friendly. This brings our students closer to us and makes them feel more comfortable.

The second is to have regular interactions with them. We can try to spend 5 to 10 minutes on alternative days, having informal conversations with our students regarding life, the problems they are facing, their life stories, etc. Such conversations are useful in making a way to children’s hearts. You can also share your childhood stories with them. As you keep having these interactions with your students, they’ll develop a strong emotional connection with you over time. This connection will be of great help in rekindling their interest in learning. 

Conclusion

Our students might have lost their interest in learning while staying back in the comforting ambiance of their homes for such a long period. As they start coming back to school, we’ll have to direct our efforts to rekindle their interest in learning. Otherwise, we won’t teach effectively despite giving our best. Further, we can utilize the different tips given above to make our students curious about studying again. I wish you All the very best and a good time with your lovely students.

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

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Some Useful Self-Reflection Tools for Students and Teachers

richardjamesrogers.com is the official blog of Richard James Rogers: high school Science teacher and award-winning author of The Quick Guide to Classroom Management. This blog post is illustrated by Pop Sutthiya Lertyongphati.

Self-reflection can be a great way to maximize the progress and attainment of our students, but how exactly do we encourage this introspection? Are there some key tools that teachers can use to facilitate this process? Today, I’ve invited Martyn Kenneth (an international educator of 15+ years, educational consultant, tutor/coach, an author of children’s books and textbooks and the creator and host of ‘The Lights Out Podcast) to share his insights and tips for educators.

At the end of this blog post you will find a free pdf version of Martyn’s Self-Reflection journal for students. No sign-up required: just click and download.

We do not learn from experience… we learn from reflecting on experience.

John Dewey

Anyone who works in an IB school will have heard the word ‘reflection’ a thousand times. But in a world where learners’ schedules are being filled to bursting point with more ‘knowledge’ to be tested, are we sacrificing time that could be spent on reflecting on past experiences for time spent absorbing knowledge for the future?

We have to look back to move forward. By this I mean we, as teachers and learners, have to purposefully set a time when we look back on our journey up to the present in order to set an intention for future goals and actions. Without this intention we cannot set a direction and without a direction there cannot be a destination. Or at least there cannot be a destination that is reached with precision, purpose and efficiency. It is this precision, purpose and efficiency that gets you further faster – milestone after milestone, chapter after chapter or page after page. And isn’t this what we all want for our students – for them to grow and develop to their full potential?

It wasn’t until I went from EAL teacher to IB PYP teacher that this word ‘reflection’ really hit home. I used to be a great believer in task-based learning (TBL) and would happily conclude that learning was happening in the classroom as a result of a run of tasks being completed in sequential order. I never used to schedule or plan-in time for reflecting on the tasks that have been completed.

“A BRILLIANT book for teachers”

The school where I work now utilizes the inquiry-based method with the PYP framework. If you look at any inquiry-based approach you will find that reflection usually sits at the center of the inquiry cycle (just Google ‘inquiry cycle). Not to say that task based learning lessons are ineffective: on the contrary they can be highly effective if they are consciously and intentionally used as a part of the inquiry cycle. But as a learning experience they are just one part of the puzzle. Reflection plays an equal if not more important role than the tasks themselves.

Reflection informs teaching and planning, too as it is only when we reflect that we can truly plan for success in the student.

An activity that I like to do with secondary students is related to having them reflect on what has happened through the week. It’s based on 6 initials.

M.E.N.D.T.G

It is a reflection based activity that asks students to write for a maximum of ten minutes about their week.

M – Memorable Moment

E – Emotions

N – News

D – Driving motivation

T – Time travel

G – Goals

I provide sentence stems to begin with such as:

M – The most memorable moment of my week was __________________________. This was memorable for me because _____________________.

E – A time this week when I felt very __________ (emotion)___________ was when _______________. This was caused by ______________

N – In the news this week I saw/read about__________. I was interested in this story because _____________

D – This week I have been motivated by __________. This has motivated me because _________________

T – If I travelled back to last class the thing I would change/do differently would be __________. Making this change would have made my week different by______________

G – My goal for the following week is ________________ To achieve this goal I will _____________.

[Optional – (I achieved/didn’t achieve my goal last week because_______)]

I have found that having learners do this exercise is really beneficial for everyone. It allows the teacher to find out more about his or her students, it can be a platform for deeper discussions and conversations, it is a quiet time at start of class to get learners focusing and ready and it can also be a time for setting and achieving small goals.

I had actually used another set of initials for a couple of years before changing to the MENDTG in the new year.

My previous reflection activity was:

B – The Best thing of the week for me was…

W – The Worst thing of the week for me was…

L – Something I learned this week was…

F – Something I failed at was…

G – This week I am grateful for…

G – My goal for the week ahead is...

As educators we now have to reflect on our practice and ask ourselves serious questions like: Am I teaching the best I can? Am I providing the best environment for learning to happen? And have I planned well enough with appropriate assessments that can be evidence to inform teaching and learning going forward?

I think our practice can change significantly if we think about the quote by Dewey and focus more attention on the recall of memory about a learning experience and less on the focus of information to be recalled at a later date.

Download Martyn’s free self-reflection journal for students as a pdf here (no sign-up required, just click and download):

Thoughts and reflections from Richard James Rogers:

Thank you, Martyn, for this detailed and useful article. I love both acronyms and the Reflective Journal that you’ve kindly shared with us all is a great tool. I will be sharing this with my colleagues at school and using it in my role as a form-tutor – I think it’s a great weekly exercise that can have a profound and positive effect on many students’ lives.

We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news. 

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What is The Best Way to Mark Student Work?

By Richard James Rogers, author of the award-winning book: The Quick Guide to Classroom Management

Accompanying video:

There are many ways in which teachers provide feedback on written work.
Some methods work well, but may involve a huge time-investment on the part of the teacher. Other methods provide deep, rich acknowledgement and constructive advice, whilst eating into ZERO hours of teacher free-time.

So, is there a ‘sliding scale’ of assessment methods that pitch effectiveness against inconvenience? Is there one method (or a select few) that is the ‘best’ overall?

In this blog post, I aim to answer these questions.


Traditional written feedback (taking the work home and scribbling penned comments all over it)


I’ve tried this method to death, and I almost died whilst trying! I used to be the ‘super-keen’ (but stupid) teacher who took piles of books and assignments home with me (at one point via train and taxi – a nightmare), and then spent hours and hours writing detailed comments on student work.

The results of this exercise in self-punishment (because that is exactly what it was) were the best illustration I could receive of this method’s ineffectiveness:

  • I couldn’t keep up: I was burning the midnight candle at both ends. I should have been relaxing at home, or pursuing my hobbies and interests, or spending quality time with my family. In contrast, I was miserable, tired and inactive on the hobby-front.
  • When the students got their books back, they read the comments, but they rarely acted on them (a crucial point).
  • I was carrying very heavy bags of books home: often not having time to mark them all, and then bringing those unmarked books back to school the next day (or a few days later). It was insanity.

In conclusion, traditional pen-and-paper marking takes a very long time, isn’t particularly effective, and can be very stressful. Another point of frustration regarding the issue of marking is that research on the topic (not surprisingly, in my honest opinion), is inconclusive. The so-called experts who spout their musings from ivory towers are still not sure about what makes marking effective. That, at least, was the main finding of the Education Endowment Foundation’s recent review on written marking.

The experts are not teaching in the classrooms on a daily basis like me, and most of my readers. The EEF might not know what makes marking effective, but I and other experienced educators do.

Peer and Self-Assessment

This saves the teacher tons of time (because the marking is done in class), but students will nearly always pick up misconceptions along the way and the work may need to be double-checked by the teacher afterwards anyway.

I use peer and self-assessment a lot, and to make my life easier I always provide a written mark scheme for each student to use. I also encourage students to come to my desk and ask for clarity if they are not sure how many marks to award for a response.

Absorptive live-marking: Calling the students to your desk, one at a
time and marking the work in front of each student

Mark the work WITH each student

Where possible, this is best form of marking/feedback to use. It ticks so many boxes:


• It doesn’t eat into your free-time, because you can do it whilst the students are completing a task in class
• You can provide verbal feedback and written feedback at the same time
• You can ask the students to write down what you said afterwards (saving you further time, and forcing the students to process your feedback)
• It’s a great rapport-builder


You can read more about live marking
here.

A final note on Automated Assessment: Using software for assessment purposes

Automated assessment systems are still in their infancy, but do work really well with multiple choice questions and any test involving a sequence of steps that need to be completed (e.g. the Google Certified Educator exam, or a Data Science Jupyter Notebooks assessment).

I’ve written a detailed blog post comparing the benefits and disadvantages of both peer and self-assessment here.

Automated systems should form a part of our everyday marking strategy, as they save us time and allow rapid (often instantaneous) feedback to occur.

Automated systems will get better as we enter the 2020s (a decade in which, I believe, teaching will become almost completely computerized). We are told to embrace technology as teachers, but most of us do not consider the possibility that AI, robotics, edtech software and surveillance systems may one day replace us.

You don’t have to pay a surveillance system a salary. A software program only requires a subscription fee and updates to run properly. A robot does exactly what it’s told to do: no water cooler gossip at break time, no risk of sexual harassment, no inefficiency in completing daily duties. All of these advantages make the automation of teaching a lucrative and tempting prospect for governments and astute entrepreneurs.

My message to teachers is this: Use automated assessment, but recognize the need to skill-up fast. When teaching becomes fully automated, you want to be the person designing the edtech software, or facilitating it’s deployment. You don’t want to be the person who is replaced by tech because you don’t have the skills to adapt.

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Good Teachers Are Also Good Students

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

Accompanying video:

I have always loved mathematics, but I’ve not always been ‘good’ at maths. I got a grade A for GCSE Mathematics when I was 16 years old (a grade I worked really, really hard for) but I struggled with mathematics at ‘AS’ and ‘A’ – Level (the UK’s pre-university qualifications). 

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“An AMAZING Book!”

It just so happened that mathematics wasn’t a subject I needed as a prerequisite for my university course anyway. So, in a sense, I committed the cardinal sin of thinking that it ‘didn’t matter’. I was planning to study molecular biology at university, and my admissions tutors were mainly interested in my biology and chemistry grades.

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I achieved my goal of going to uni and doing my PGCE in order to become a fully qualified Science teacher in 2006. I was happy for several years, but my failure to complete my mathematics education at school kept gnawing at me like an annoying itch. I needed to do something about it. 

I decided to complete the Certificate in Mathematics course with the Open University in 2009, after three years of being a full-time science teacher. This course covered everything in my ‘A’-Level syllabus with some extra, university-level topics thrown in. It was challenging and offered me just what I needed: closure. As a distance-learning course, it also offered me the chance to study and work as a teacher at the same time. 

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As I started studying the course and handing in assignments (which had to be snail mailed to the UK  – I was living in Thailand at the time), I began to realise how much I had become disconnected from the student experience as a teacher. It had been around three years since I had ever studied anything seriously, and this mathematics course was teaching me how difficult it was to:

  • Meet deadlines
  • Seek help when in doubt
  • Have the self-discipline needed to study at a regular time-slot each day

These skills were, of course, things I had to do whilst completing my degree course and schooling earlier in life, but it had been a few years since I had been immersed in serious study like this. I was slowly losing empathy for my students: that was until this course gave me a wake-up call. 

Another big thing I took from this experience was just how stressful it can be to prepare for a difficult exam (and to complete it). I had to fly to the UK to take the end of course mathematics exam (a three hour beast), and along with the intense revision that came in the few days running up to the exam I had the misfortune of not sleeping so well the night before the big day. And then, once sat down and actually completing the paper, three hours felt like it went by in an instant.

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I guess I’m trying to make a number of points in this trip down Memory Lane – namely that by immersing ourselves in the ‘student experience’ we can, as teachers:

  • Regain, or enhance, our true understanding of just how many hurdles await our students on their race to the exam finish-line.
  • Learn new skills and concepts that can be applied to our roles as classroom managers, leaders and ‘purveyors’ of specialist knowledge.
  • Build self-discipline, and pass on the lessons learned to our students in our roles as mentors, homeroom teachers, form tutors and coaches.

One final point to stress is that, whilst we can study almost any subject we want via online platforms like EdX and Coursera these days, it’s also important that we take the time to thoroughly reflect on a regular basis. Keeping a journal of things we’ve done well, and things we messed up, can be a great way to have a written record to read over when we want to celebrate successes and remind ourselves of lessons we have learned on our journeys as educators. This video I made a few years ago goes into this in more detail:

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Online Learning: A Risk-Assessment List for Teachers

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management, The Power of Praise: Empowering Students Through Positive Feedback and 100 Awesome Online Learning Apps)

Accompanying video:

Teaching online can be a very productive and worthwhile experience for both the teachers and students involved. However, at this time of widespread school closures due to COVID19, many teachers have had to quickly adapt their skills to teaching online without full knowledge of the heightened risks involved. 

This blog post aims to educate teachers everywhere about the things we can do to protect ourselves when teaching online. I believe that this list is so important that I’ve included it in my upcoming book for teachers: 100 Awesome Online Learning Apps (Release date: 8th April 2020 on Amazon globally). 

100 Awesome Final Cover
Available on Amazon from 8th April 2020 onwards

‘The List’: What do we need to be aware of? 

  1. Anything we say or do online can be recorded, stored, edited and forwarded without our knowledge. Google Hangouts Meets, for example, can be set to autonomously record your meetings and auto-generate a transcript of what was spoken and by whom. We must keep every interaction with our students professional and clean. The same high standards of personal conduct that are expected of us in the classroom apply even more when we are teaching online.
  2. Know when your camera and microphone are switched on. When you start doing video conferencing for the first time, you might inadvertently set your students on a task after a live stream video briefing and then proceed to make a coffee; yawn and stretch in front of the camera; or even chat casually about how messed-up life is with your spouse who’s also working from home. Be careful. This is a very easy trap to fall into (I’ve come close to doing this myself on several occasions!). Make sure your camera AND MICROPHONE are switched off when you no longer need to engage with your students in real-time. In addition, be equally aware of video conferencing apps that can auto-generate captions. If you switch your camera off, but fail to switch off your microphone, then that next YouTube video that contains expletives and blares out of your mobile phone will not only be audible to your students, but captions may even appear on their screens!
  3. Parents will watch you teach, so be prepared for that. In my experience, many students like to switch off their cameras towards the beginning of a lesson and, unbeknownst to you, a parent could be watching. This places us, as teachers, under even greater pressure to deliver high-quality lessons than when we are snug and comfortable in our respective classrooms. Be professional and keep standards high. If we aim to be clear, caring and professional, then our students and their parents will respect and appreciate our efforts all the more for it.
  4. Be aware of chat features that are built into apps. These can contain casual emojis that one can choose to use; but we must be careful not to chat casually with any student (even by adding emojis to our messages). Keep all communication conducted through integrated chat as professional as you would in the classroom. I expand on this advice in a separate blog post (How Should Teachers Behave on Social Media?). This section is well-worth a read if you want to see some real examples of teachers who lost everything because of their lack of alertness to this point!
  5. If you are not sure about an app’s appropriateness for use, then check with your school’s Senior Leadership Team or your line manager. Some schools like to keep all their prescribed online learning apps under the control of their domain (e.g. schools that use Google Classroom and Gmail may prefer to use Google Hangouts Meets as their video conferencing system, as opposed to Zoom). A great story that illustrates this point is a slight blunder that a former colleague of mine made several years ago. Knowing that Flipgrid was a popular video-exchange system used by many American schools, she recommended it to her colleagues in an upcoming collaborative teacher-training session. However, the school’s head of ICT followed up on that training session by e-mailing all the secondary teachers to tell them not to use Flipgrid – because it wasn’t a system under direct control of the school.
  6. Check student well-being on a regular basis. When students work from home they can feel lonely, extremely bored and anxious. At this very moment, for example, as I write this prose; the novel coronavirus pandemic has snared much of the world’s population with fear and confusion. This fear and confusion is certainly being felt to varying degrees by many of the students I currently teach. Check that your students are having regular breaks and are sticking to a routine. E-mail parents of the students you are responsible for to find out how things are going. Recommend any tips you can for working from home productively and maintaining a personal sense of happiness and wellness. Share any tips that your school counselor or Student Welfare Officer sends out. When interacting on a video-call, check how your students look and feel. Are they dressed properly? Are they tired or stressed-out? Are there any student-wellbeing issues that come to your attention? Is the technology working correctly for your students?
  7. Effective online teaching requires effective technology. This can be a challenge when using old hardware or software (or both) and when internet connections are slow. We must adapt: no matter what it takes. Set work via e-mail if video conferencing is not an option. Experiment with using the apps listed in my book (100 Awesome Online Learning Apps) on your phone if you don’t have a tablet or notebook/laptop. Figure out how your device’s integrated microphone works if you don’t have a headset. Go through the apps in this book that seem appealing and test the efficiency of each when setting tasks through the technology that’s available to you. Check-up on your students regularly – do they have the technology required to access and complete the tasks you are setting?

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100 Awesome Online Learning Apps (Release date: 8th April on Amazon Globally)

Release date: Wednesday 8th April 2020 on Amazon Globally [ISBN 979-8629490937]

Great news!: My GAME-CHANGING book, 100 Awesome Online Learning Apps, is now LIVE on Amazon. Copies can be ordered here: https://www.amazon.com/dp/B086PSMYRN/

The book covers:

1. Not-so-obvious things to be aware of when doing online learning
2. A big list of 100 Awesome Apps with suggestions for their use in online learning

100 Awesome Final Cover

Book description

2020 marked a definitive year in the world of teaching. For the first time in history, teachers and schools all around the world were forced to quickly apply their skills to online learning as a result of widespread school closures in the wake of the novel coronavirus pandemic. This book is timely and long-awaited, and meets the needs of educators who are required to deliver high-quality teaching via online apps and platforms. This book takes the reader through 100 tried-and-tested online learning platforms, with suggestions as to how each one could be used to enhance teaching or assessment. As a high-school science teacher and a Google Certified Educator himself, Mr Richard James Rogers has first-hand experience of using each platform and speaks from a wealth of involvement rather than from a lofty and disconnected position in elite academia. This is a practical book for those who want to make a difference in their students’ lives, no matter how volatile local circumstances may be.

About the Author

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Richard James Rogers is the globally acclaimed author of The Quick Guide to Classroom Management: 45 Secrets that all High School Students Need to Know. As a Google Certified Educator, he utilizes a wide-variety of educational technology in his day job as an IBDP chemistry teacher at an international school in Bangkok, Thailand. Richard actively writes about all issues related to teaching at his weekly blog: richardjamesrogers.com

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My Top Three Tips for Teachers

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

Accompanying Video:

I like it when colleagues share golden nuggets of hard-earned information: things that took a long time to figure out. Things that really work and are easy to implement.

If you could list only three things that would maximize a teacher’s impact in the classroom, then what would those three things be? 

The aim of today’s blog post is for me to share my three top tips with the whole world – in the hope that those reading this will implement my suggestions. 

The Power of Praise
“Simply Brilliant!” – Readers’ Favorite

So, without further-a-do and without a lengthy CPD lesson plan that would be impossible to implement in real-life, let’s take a deep-dive into some easy-to-implement strategies that offer maximum return-on-investment.

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Top Tip Number 1: Get up early!

Getting up and out of bed well-before school starts is a habit that has paid me massive dividends in my career as a high-school teacher. Getting up early allows me to:

  1. Read over my lesson plans for the day ahead.
  2. Take my time in the morning and not rush, which puts me in a good mood.
  3. Have breakfast and some coffee – helping me to be biochemically and physiologically ready for the day ahead (a subject matter which is not discussed enough in the teaching profession, in my personal opinion).
  4. Get clear about any meetings or events I have to attend.
  5. Do a little bit of exercise – giving me a good energy boost and a feeling of accomplishment before my day even starts!
  6. Read over any topics I am unfamiliar with – giving me the confidence I need to deliver all of the content I need to.
  7. Leave home on-time, and get to school on time.

Getting up early is a really basic skill but few adults ever really master it. I must admit that for me personally it took years to get into a good ‘waking-up routine’. Once I had built-up momentum, however (through tremendous and painful self-discipline), the benefits came quickly. I was in a better mood at the start of each day and my lesson delivery improved dramatically. 

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Top Tip Number 2: Plan lessons well in-advance

Time invested in lesson-planning always pays dividends. By waking up early on a Sunday morning to plan my week-ahead, I find that I can get really clear about:

  1. The topics I’ll be covering.
  2. The activities I need to do.
  3. Any resources that I need to upload to my school’s virtual learning environment (Google Classroom, in my case).
  4. The logistics of each lesson (where students will sit, where they will move during activities, etc.).
  5. Any homework I need to set and collect in.
  6. When I’m going to mark work.
  7. Any meetings or events I need to attend in the coming week.
  8. Any reading-ahead that I need to do.
  9. Any printing that I need to do.

I don’t believe in planning lesson-by-lesson too far into the future: plans may change as time goes by (e.g. I may get through more material than planned on any particular lesson). However, I believe that a week’s worth of planning, in advance, is highly appropriate and beneficial. 

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Top Tip Number 3: Use ‘Live-Marking’

‘Live-Marking’ is basically a way of providing feedback to students in real-time (saving you a ton of after-school and weekend marking). There are two main live-marking strategies:

Strategy 1: Diffusive Live-Marking

This is really simple:

  1. Set a task for your students to complete (it could be a Google Slides presentation, a worksheet to complete, some questions from their textbook to do, etc.)
  2. When a few minutes have passed, ‘diffuse’ through the classroom by walking around with a marking pen in hand (I use a red pen). 
  3. Mark student work in real-time, as they are doing it. Of course – reinforce your written comments with verbal feedback (and you can even write ‘verbal feedback given’ or ‘VF’ on the work).

Hey presto – you just saved yourself an hour or so of after-school marking time!

Strategy 2: Absorptive Live-Marking

In this scenario, one can imagine the teacher being like a ‘sponge’ that ‘absorbs’ the students: instead of walking around the classroom to mark work in ‘real-time’, you sit at your desk (or at a designated ‘consultation point’ in the room) and call the students to your desk one-at-a-time. 

Q & A

Same result – you just saved yourself a ton of after-school marking time. 

Which is better – absorptive or diffusive live-marking?

In my personal opinion, both forms of marking have their place. 

Diffusive live-marking can actually double-up as an excellent behavior management technique – when you walk around the classroom and check work in real-time, pockets of low-level disruption tend to fade away because of the teacher’s proximity. The disadvantage of diffusive live-marking is that it can be difficult to stand behind, or to the side, of a student and mark work on a crowded desk. 

I tend to use absorptive live-marking more than diffusive as I am lucky enough to work in a school where the overwhelming majority of the students are very well-behaved. This means that I can call them to my desk one-at-a-time and the class will still stay on-task. A big advantage of the absorptive method is that I can give more detailed and personal feedback to each student and I have my whole desk-space to neatly mark the work on. 

Here’s a video I made about live-marking (very highly recommended):

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Gender-Neutral Toilets in Schools: Some Research and Conclusions

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

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

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

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“An AMAZING book!”

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

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That blog post earned me some haters, with one individual commenting on my Facebook posts with expletives, profanities and explicit prose. That person was subsequently banned from the Teachers in Thailand Facebook group by the admin (and rightly so):

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Another happy customer!

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

The architectural approach

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

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

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Which areas would be on CCTV?

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

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

Public space is not a neutral space(?)

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

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

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

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

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

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

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

Potty Politics and the Ladies’ Sanitary Association

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

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

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

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

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

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

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

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

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

My overall conclusions

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

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

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