10 Ways in Which The Pandemic is Modernizing Education

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

Students and teachers the world over faced unprecedented challenges as the pandemic raged through its first and second waves. Staff and children were sent home (and back to school) on multiple occasions in many cases, and teaching methodologies had to undergo a massive revamp out of the sheer necessity to adapt to the immediate situation schools were (and, in some cases, still are) faced with. This ‘jolt’ of circumstance has changed education forever.

In today’s blog post I will explore the main ways in which I believe teaching and learning have changed, and what the implications are for students and teachers today. Readers should bear in-mind that this is an opinion piece, albeit based on my experience in the field as a high-school science teacher (at an international school) and my own research.

#1: Students have realized that traditional university education offers little return-on-investment

Coronavirus had a double-whammy effect on universities and colleges:

  • Students were sent home and had to learn online, raising questions about the effectiveness of instruction delivered at traditional lecture halls crammed with hundreds of students.
  • Overseas students stopped applying for courses in the UK and the United States in large numbers, and sought local alternatives.

These issues have been further compounded by the fact that a university degree no longer prepares a person for a lifelong career.

The Association of American Colleges and Universities (AACU), for example, surveyed about 400 employers and 613 college students about how prepared those students were to enter the professional world in 2015. Some key findings were:

  • 65 percent of the students surveyed felt their writing skills were strong enough for the professional world, but only 27 percent of employers felt the same way.
  • 55 percent of students felt they were well prepared to work with people in which they had little in-common, but only 18 percent of employers agreed.

You can download the AACU’s research paper as a pdf for free here.

The merits of a university-level education have been questioned for decades, and now that the pandemic has forced so-many to ‘learn from home’ we are experiencing a new realization that education needs to be modern and delivered in real-time. As a result, online courses are booming, and students are now quickly realizing that there are affordable, higher-quality alternatives to a traditional university degree.

#2: Practical skills training has gained in popularity

There are many skills that students can’t fully acquire via remote-learning:

  • Dangerous/specialized science experiments (e.g. dissections and chemical reactions)
  • Woodwork, metalwork, carpentry, plumbing and other vocational skills
  • Mechanical and electronic engineering and robotics
  • Specialized cookery

As a result, many schools focused heavily on practical-skills training when students returned to school after the first-wave subsided (in large part due to fear of losing this opportunity in the event of a second-wave, which many schools did actually experience later on). In my opinion, this has caused a renewed interest in the practical skills enrichment activities that are often non-compulsory, yet very useful, components of school courses. I believe that we will see schools incorporating more hands-on tasks and activities in the years to come as a product of this realization.

#3: High-quality online courses are booming

Remote-learning is all-the-rage right now, and the numbers are staggering:

  • According to a recent survey by China Youth Daily, more than 87 percent of Chinese parents have signed their children up for online tutoring sessions to enrich their education
  • Financing for education technology start-ups has more than doubled, rising to $12.58 billion worldwide in 2020 – up from $4.81 billion in 2019, according to a report from CB Insights

Students are becoming increasingly aware that short-certificate courses from high-quality providers like EdX and Udemy are not-only affordable, but will provide the very latest industry-leading, accredited information. This poses a big challenge for traditional schools that are somewhat stuck-in-the-past following syllabuses and curricula that are at least several years old. In my opinion, schools will need to adopt fluid schemes of work and modernize fast, so that students can learn relevant, current, topical information in a traditional classroom setting.

#4: EdTech used for remote-teaching is now being used in traditional classrooms

Video-conferencing skyrocketed during the pandemic:

  • Zoom’s sales in the last three months of 2020 were up 370% compared to the same period in 2019, hitting $882.5 million.
  • During the peak of the first wave of the pandemic, Google Meets was adding around 3 million users per day.

Schools are now using video-conferencing within the school buildings themselves for assemblies, staff-meetings, whole-school quizzes and even screen-share tasks (a newly realized application for many teachers).

Video-conferencing’s adoption will make teachers more accountable, in my opinion, as illness may not be accepted as a reason to miss meetings which can be accessed remotely from home (even if only audio is activated). Schools will also adopt new ways to allow students to showcase work in real-time, as the screen-share features offered by video-conferencing systems facilitate this process quickly and easily (especially as student-work becomes more and more digitized).

#5: Schools are appreciating the need for kids to catch-up

Gaps in knowledge and misconceptions acquired during the remote-learning phase are surfacing quickly as students return to classrooms. This is generating a renewed interest in traditional pedagogical techniques such as accelerated learning and differentiation. Another positive is that many teachers are realizing further the importance of pace, and how students often have to have information presented in a number of ways, multiple times, before it is truly embedded. These discoveries will challenge schools to adopt the very-best instructional techniques and offer catch-up camps and classes for students who fall behind, long after the pandemic is over. This may provide school teachers with extra sources of income, as well as offering students the enrichment they need to succeed.

The problems presented by students needing to catch-up are not easy to solve, however. The British government’s recent programme to help pupils who missed school to catch up may not be reaching the most disadvantaged children, according to a recent report by the National Audit Office. The issues here seem to relate to tutoring not being provided in the first place to disadvantaged children, as opposed to any flaws in the methodologies being used [BBC News]. Schools will therefore need to ensure that attendance for catch-up courses is being monitored, along with the methodologies being executed.

#6: Terminal examinations have lost some of their credibility

Many exam-boards have cancelled examinations for the 2020/2021 academic year, as was the case last year. Grades have been assigned on the basis of teacher-predictions and coursework, and I believe that this has caused many students to question the validity of terminal examinations as an effective assessment tool. This shift in thought has also rippled into the online-learning market, which is gaining in popularity due to the very fact that terminal examinations are often absent from key course assessment components. Qualifications and certificates that are awarded on the basis of a student’s portfolio of achievements (such as course assignments) are gaining respect and kudos, and I foresee this trend continuing well-into the future.

#7: Students and teachers have become more tech-savvy

Classwork, homework, coursework and exams are being assigned, completed and assessed by evermore creative means. Students have had to learn to how to use specific learning apps out of necessity, and teachers have benefitted from automated assessment systems such as Google Forms, Educake, MyMaths, Lexia Learning and others. If the pandemic has had only one positive effect on education, then it is this: computer literacy has improved across the board.

This emergence of teaching and learning software and disruptive EdTech systems is not all sunshine and rainbows, however. It threatens to destroy the very fabric of conventional teaching. It is not inconceivable, for example, to foresee human teachers being fully replaced with software, droids and surveillance systems within a decade from now (easily). The main takeaway for teachers, in my opinion, is this: skill-up in EdTech, coding and computer science fast – we may be out of a job if we don’t.

This gradual erosion of a teacher’s role from ‘sage on a stage’ to ‘guide on the side’, and perhaps even one day to ‘chieftaincy to see with infrequency’, is something I’ve written about before. I’ve also made a video about this very subject matter which I’ve embedded below.

#8: More support is being made available for staff and student mental-health and wellbeing

The pandemic has had a devastating effect on staff and student mental health. Reuters, for example, surveyed school districts across America in February 2021 to assess the mental health impacts of school shutdowns. These districts serve more than 2.2 million students. Of the 74 districts that responded, 74% reported multiple indicators of increased mental health stresses among students. More than 50% reported rises in mental health referrals and counseling. [Yahoo News].

One positive of this is that school leaders are recognizing that staff and student well-being matters, and that can only be a good thing. Schools would do well to recruit counselors to assist with student referrals. and staff workload should be monitored closely. Happy teachers make happy students, and downtime gives teachers time to plan better lessons.

#9: The dangers of excessive screen-time and gaming addiction have been highlighted

I’ve written about the dangers of screen-time before, and we must not forget that an EdTech revolution brings with it some nasty realities, highlighted by one expansive report:

  • On-screen behavior is often 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

The supervision of students whilst using EdTech is going to become a bigger and bigger issue as we move forward as educators. How many times, for example, have you walked around the classroom during some student-centered online activity to find students abruptly switching/closing some gaming/chat screens? I know I have, on much more than one occasion.

The solution may be a technological one – allow students to connect only through LAN or school WIFI and filter/monitor usage. Another solution may be surveillance systems inside classrooms, or perhaps even mandating that screens be always visible to the teacher (e.g. by having students sit in rows with their screens facing the teacher’s desk). There are obvious pros and cons to each of these proposals, and the decisions made will depend strongly on school culture and individual course/student aims.

#10: The pandemic pointed anew to blatant inequalities of income

Students in low-income areas have had to contend with less access to school counselors, technology and the training needed to access said technology. Some school districts in various countries around the world have responded by shipping laptops to schools and individual students.

As teaching continues to digitize, the needs of low-income students will continue to grow. Schools will need to address these issues, and that may put financial strain on districts and education authorities. Eventually, we may even see technology investment being pitted against the salaries of human teachers, and this will make our need to compete more immediate. As teachers, we are no longer fighting for jobs with each other – we’re contending with educational technology that threatens to completely replace us.

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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?

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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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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My Top 5 Tips – From an NQT During a Pandemic

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.

We’re facing tough times as teachers during a pandemic right now. In today’s exclusive guest blog post, Tayla Elson (who’s a UK-based Newly Qualified Teacher and Blogger) shares her tips for succeeding as an educator during Covid. Enjoy!

Hey! My name is Tayla and I was asked my Richard to write a short piece on teaching from the NQT standpoint. It is not my full intention to write from a pandemic standpoint, but as someone who lost half of my training year to Lockdown 1, barely survived face to face teaching in Lockdown 2 and is now teaching online during Lockdown 3 – it’s all I’ve really got. And it’s been hard. So, I wanted to used this time to give you my top tips, from a realistic standpoint. We haven’t got the privilege right now to talk inspirational classrooms and a roaming classroom presence so I’m going to try and be a bit more practical and honest. 

#1: Remember how you got here. Just like your peers you trained hard to get here, and no one trained for this, and we’re doing the best we can. A year on, it is easy to forget that we are all living through a crisis, we cannot be expected to work and live ‘as normal’ right now. So, stop feeling guilty that you’re not.

#2: Be Creative. This is probably one of the hardest things, both right now whilst we are teaching online, but also when you’re faced with a really difficult group. It always feels safer to teach in a simpler, easier way, but often times it is when I have been a bit more creative and daring that it has paid off the most. Teach in a way that gets you excited, especially with the groups that are the hardest to teach. Smile, show them you care.

#3: Teach the basics. It almost feels criminal to add this as a tip as it is something I have only just (stupidly) realised for myself, but I wanted to include it in case, like me, you just had no idea. We are there to teach our students, we often know our subject well, and of course we know we need to teach students how to behave. But after focusing on how to improve my behaviour management, a book highlighted something pretty obvious to me. We need to teach students what good behaviour looks like. For some students, they simply do not know what it looks like, so how can we expect them to just do it when we ask? So, I have included this in the list, teach them the basics. This will be my sole focus when we return to face to face teaching. The basics. Right from the start, the simplest of actions. That’s something they really don’t teach you in your training year.

“An AMAZING Book!”

#4: This is a career. Remember what this job really is, no one is expecting you to become an amazing teacher in your first year. That’s why they say it is the hardest teaching year. Comparison is the thief of joy. I often find myself comparing my own teaching abilities to those around me, those that have behaviour management in the palm of their hand, those that are organised beyond belief and those that have simply been in the school for a much longer time. THESE THINGS WILL COME. They just take time; this career is not a quick fix – accept it and work hard to improve in the long run.

#5: Breathe. If you’ve made it this far through the blog post without breathing, then I really suggest you take a deep breath right now! Some days will be hard, some days will be so hard you cry after your first lesson of the day, or you cry at home wondering what the heck you are doing trying to be a teacher. And yes, I am totally speaking from personal experience. This job is hard. But we’re all here for a reason, so just breathe through it and keep turning up. And remember: we are living through a global crisis, this is not normal. No-one is expecting you to work as it is.

So, if you’ve made it this far (and taken that deep breath we talked about) then I would like to thank you! Thanks for taking the time to listen to the panic-stricken reality of a very much bewildered NQT. I am currently an NQT at a secondary school in Worcestershire, teaching Geography as my subject specialism as well as some History to year 7. I write on my own blog, which you may have guessed is more ramblings, and tweet sometimes too.

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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From the Classroom to the Exam Room: A Guide for IB 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.

Exam-level students have a lot on their plates. They have to learn, revise and articulate information effectively whilst potentially dealing with exam-stress and the challenge of adapting to the different instructional styles of their teachers. This week, I’ve invited Maria Goncharova from TutorYou to describe how teachers can help IB students prepare for their exams.

The International Baccalaureate is a demanding yet effective educational path designed to prepare students for their desired academic career. The unique structure of the IB programme provides an interdisciplinary approach to learning while allowing the students to focus on subjects they are passionate about. Furthermore, its combination of numerous learning methods and assignments hones the students’ research, writing and critical thinking skills to optimize their performance both academically and professionally.

Despite the many beneficial aspects of the 2-year programme, IB students face numerous challenges due to the rigorous schedule and high requirements. This is why tutoring and academic counselling services such as TutorYou exist to facilitate the exam process and prepare students as well as possible. With over 6 years of experience in supporting IB students and helping them maximise their academic potential, we share some of our top tips on how to prepare students for the IB exams and entry into university.

  1. Efficient scheduling

Apart from demonstrating the importance of timeliness and organization to your students, maintaining a specified and realistic schedule can significantly ease the stress of covering the -often vast- syllabi for IB topics. In fact, doing so will facilitate multiple aspects of your work, as it will allow you to easily implement changes in the syllabi and ensure time is sufficient for an extensive review of the topic before the exams. Also, a comprehensive schedule lets you account for the (almost inevitable) extensions and delays and avoid last minute hiccups before the exam period. Lastly, you are giving yourself time to correct students’ past papers and perform mock exams to ensure they are as prepared as possible. Imparting this way of thinking to students can also be done with the help of a private tutor, who is most able to conform with the schedule of an individual student. TutorYou offers such support through our accomplished tutors, who have finished IB themselves and can accommodate both in-person and online tutoring sessions.

2. Periodically Reviewing Past Topics

A common mistake of IB students and teachers alike is not consistently reviewing past topics, leading to a scramble for last-minute revision and possibly re-learning an entire topic. Studies show that information is best retained in long-term memory when it is revisited multiple times in increasingly longer intervals of time. As such, it is excellent practice to periodically examine students on past topics through topic-specific quizzes or larger revision tests. Another solution given the considerable academic load students face is introducing review sessions throughout the academic year. They don’t necessarily have to be done during school hours, and can perhaps be offered optionally to students. Finally, occasional assignments based on past topics can ensure that students do not forget all the information they have previously worked hard to maintain.

All these methods are equally useful for the final exams and for the students to slowly learn to tackle the university system, which features much larger bodies of information in a shorter amount of time. If a teacher has limited time for review because of the length of the syllabus, TutorYou offers both in-person and online tutoring on any IB subject from former IB students.

3. Exam practice

As mentioned in both previous points, staying on track with the entirety of the syllabus of any given topic is the key for students to succeed in their exams and prepare for the workload they will face in the continuation of their academic career. Providing the students with past papers will allow them to simultaneously revise the topics and familiarize themselves with the mode of examination and the different papers it comprises of.

“An AMAZING Book!”

It is advisable to focus on this kind of assignment in the period leading up to the exams instead of overloading the students with work. This is because practical revision allows them to identify their weak points and focus on the topics they need most assistance with.

4. Support individual students

Not all students are the same. Some students may need some more support for exam preparation and the process of applying to universities. As is evident from the afore-mentioned points, the job of a teacher in the IB is equally challenging to that of students, since they are required to multi-task and ensure every single student is prepared for the exam. Services like Tutor You are specifically designed to support the work done at school, by giving students a little extra push and assisting them to bridge the gap between school and university life. Contact TutorYou today for more information on one-to-one tutoring and university application support!

Learn more at tutoryou.eu or email support@tutoryou.eu for additional information or enquiries.

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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The Importance of Body Language in Teaching

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.

Effective communication between teachers and their students is crucial for effective learning to take place, but how many of us are aware of how our subliminal cues via body language are interpreted and processed? What are some key non-verbal strategies that teachers can use with students? Today, I’ve invited Jessica Robinson, educational writer at The Speaking Polymath, to share her insights and tips for educators.

Teaching is a profession that requires effective communication. Only through effective communication you can teach well and help your students learn excellently. Now, communication becomes effective only when there is a perfect blend of verbal and non-verbal means of communication. With non-verbal means like facial expressions, body postures, hand gestures, and verbal messages become clear and better understandable. For example, if someone asks you which direction should he go in to find the washrooms, and you say- right. Then, he will take a second to think and then start moving in the right direction. But, if you say right and point in the right direction, he’ll immediately start moving in the right direction, even without thinking for a second. This is how magical the effect of non-verbal means of communication is.

After coming across the significance of non-verbal means of communication, let us discuss the importance of body language in teaching. Body language is the superset of the different non-verbal means of communication like facial expressions, hand gestures, and body postures. This implies that all the hand gestures, facial expressions, and body postures we make come under body language. Now let’s proceed to discuss the importance of body language in teaching.

  1. Influential body language helps in classroom management:

When you portray persuasive body language, you naturally captivate your students’ attention. When your students are attentive in class, their mind is engrossed in learning. As a result, they don’t engage in mischief, and your classroom becomes well managed. So, one of the most significant benefits of portraying clear body language is that it makes classroom management more straightforward for you.

“An AMAZING book for teachers!”
  1. Your body language impacts the energy level of your students:

Imagine meeting someone having a high energy level who uses powerful hand gestures and facial expressions while interacting with you. How do you feel? Your answer will most likely be one of the following terms- energetic, attentive, and enthusiastic. Isn’t it? Whatever it is, it is undoubtedly positive. This implies that a person with powerful and animated body language positively impacts your energy level. From this, we can conclude that our body language has a significant impact on the people around us. If you portray energetic body language in class, your students will most likely start feeling energetic and studying well. This makes it crucial for every teacher to teach powerful body language.

  1. Your body language impacts your relationships with your students:

Have you ever experienced that you feel more comfortable around some people and slightly uncomfortable around others, even when you have just met them for the first time? I’m sure that you have because almost all of us feel so in the presence of different people. Now, if we explore why does it happen that some people make us feel comfortable while others don’t? The answer to this question is their body language.

When we look at people, the first thing we notice about them is their body language. If someone has a closed body language like doesn’t have a smiling face or relaxed body posture, we get an impression that the person isn’t friendly. As a result, we start feeling uncomfortable. This implies that our body language impacts our relationships with others. If you have an open and relaxed body language, your students will consider you friendly and loving. As a result, they’ll get inclined towards you and develop good relationships with you. When you have good relationships with your students, they naturally pay more attention in class, heed your advice, and teaching them gets more straightforward for you.

  1. The use of supportive body language with verbal instructions helps in increasing students’ attention in class:

When you accompany your verbal instructions with suitable hand gestures, facial expressions, and body postures, your students are likely to be more attentive in class. For example, if you say look towards the left and your students aren’t listening attentively but blankly looking at you, chances are they’ll not respond. But, if you accompany your words with your finger pointing towards the left, your students are more likely to start looking towards the left. This is simply because even when they are not actively listening to you, they look at you. This way, body language helps increase your students’ attention in class.

  1. Influential body language enhances your confidence level:

When students become too noisy and don’t listen to us, we start feeling disheartened. Then, the loop of disappointment begins, and we start questioning our abilities as a teacher. Although we feel as if we are on the verge of breaking, we also know that we cannot give up as we are teachers in our inner world. Under such circumstances, your body language can help you feel better and regain your confidence. Then, you can again start directing your efforts to quieten your students.

You can question how body language can help you increase your confidence level? Let me answer this question for you with the help of an example. When we feel afraid, our body contracts a bit. Have you ever felt that? I’m sure you have, as it is our body’s natural reaction to fear. On the contrary, when you are happy, your body expands. You feel lighter, isn’t it? This is because your emotion impacts your body language and vice versa is also true. So, whenever you feel that your confidence level is getting low, you can make some simple changes in your body language to replenish it. Now, what changes can you make? It is effortless; just try covering more space, like standing in a relaxed manner, with your arms spread out. This will give your brain a signal that your body is comfortable and everything is okay. As a result, your confidence level will increase, and you can then try to quieten your students again.

Your body language can help you teach better and more effectively. The same has been illustrated by the importance of body language in teaching, as described above. So, you can enhance your teaching skills by simply improvising your body language. Now, wishing you All the best and have happy teaching.

An ardent writer, Jessica Robinson, works forThe Speaking Polymath’. She uses this platform to weave her magical words into powerful strands of content and share with her readers.

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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Back To School After Christmas: Teacher Survival Guide

[UPDATED 30th December 2020]

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

Illustrated by Pop Sutthiya Lertyongphati 

Firstly, may I say Happy New Year to all of my readers! May I wish you and your families a happy and successful 2021. May we all learn from the past, regret nothing (we can’t change it), and use our experiences to inform our decisions this year. Good luck to everyone!

sit n talk

I managed to squeeze in a 4-day trip to Phuket, Thailand (highly recommended) over this Christmas vacation. Beaches were mostly abandoned due to the devastation of the tourism industry caused by Covid-19. However, I was lucky enough to be able to ride a jet ski, paddle a canoe, fly through zip lines at Hanuman World and even visit Phuket old town. This was a much-needed break from (new) normality, and provided a great chance for me to relax, reflect and gain some inspiration for my writing.

2020 has certainly been eventful for me. One of my articles (Ten Techniques Every Teacher Needs to Know) reached 42,000 views! This is, by far, my post popular blog post of all time: dwarfing the second-most popular (7 Starter Activities for PGCE Students and Newly Qualified Students) by a whopping 25,066 views at the time of writing. This disparity has not gone unnoticed, and I am currently writing my fifth book which will be a deeper explanation and exploration of the Ten Techniques (Should I call them the ‘Golden Ten’?).

Thank you so, so much to all of my followers and fans – your support keeps me going despite the obstacles of life that we all face (and 2020 has really been a tumultuous year for teachers – read Dr Andreas Economou’s recent blog post entitled ‘A Teacher’s Reflections on 2020‘ for more on this, along with some great tips for 2021). 

I’m truly humbled and honored to be able to help so many teachers with my writing. I don’t always get it spot on, and I’m never perfect, but I do try to offer ideas that are easy to implement and quick to put into action in the classroom. 

Keep following my blog and social media channels (such as Facebook, Twitter and Instagram) for future book giveaways, Amazon promo codes (for discounts on my books) and the future release of my podcast for teachers (updates will follow)

Back to school after Christmas

Let’s go through a few checklist items for primary and secondary teachers: top priorities upon returning to school.

Secondary School Teachers

  • Mock exams: Make sure papers are printed and ready and are easy to read and that the rules, length of the paper and space for candidate details are clearly displayed on the front page
  • Have you already prepared the mark schemes for your mocks? Get those done ASAP because both you and your students will need those model answers for assessment and reflection.
  • Termly plan: for your own personal use. Do you know where you are up to and where you are going? Are you ahead or behind schedule with your teaching? Have you planned in adjustments? 
  • Personal targets: Is there anything you could have done better last term? For me, my marking of student notebooks was regular but I know it could have been better. My target for this term is to get a good weekly marking schedule in place so that I can provide my students with even more regular feedback to inspire and motivate them (and to plan ahead when I know that school events are going to affect my personal marking schedule). Want to improve your teaching skills? Check out this great book list on Amazon. 
  • Coursework: Do you know all of the deadlines? When will it be sent off for moderation/marking? What do you need to do to make the process as helpful to the assessor as possible? Are your students clear about what’s expected?
  • Revision: Term 2 will move like a steam train. Before you know it, your kids will be sitting their final exams. Have you worked revision time into your schedule? Maybe some after-school sessions will work for you?
  • Take a look at the primary school teacher list below: some things apply to us too. 

Primary School Teachers

I might need your comments and help with this one, as I’m not a primary specialist. However, after some careful research, the consensus seems to be that you should be focused on the following:

Start easy. Don’t overwhelm your kids. Many of them will have been waking up late in their pyjamas over Christmas. Starting the day with a printable worksheet reviewing 10 maths problems they’ve covered since September wont go down too well. Try the following open ended tasks to ease them in:

  • Blank paper to colour and draw on
  • Morning boxes to explore (unifix cubes, pattern blocks, play dough, lego, etc.)
  • Journaling
  • Drawing or writing about Winter break
  • Puzzles
  • “Make a list” (For example: Make a list of as many Christmas words as you can think of. Draw or write the words on your paper.)
  • Create a “Welcome Back” greeting card for a friend

I have to give credit to Christina Decarbo for these excellent ideas here. This article of hers is filled with great after-Christmas tips for primary teachers. It’s well worth a visit! 

alphabetic mat

Get organised. Plan your outfit –  for me that involves a lot of washing and ironing so all the better to start now! Pack your teacher bag. Clean out any remnants of holiday treats. You may find that the bottom of your teacher bag is pretty much coated in glitter from sweet cards from students and candy that escaped from cookies on the last day before break. It’s time to avoid an ant infestation! Plan and pack your meals and snacks for the first week and be sure to go to bed early.

Expect the worst. Some kids will be late. Some will not turn up for a few days. Some will forget things – they’re getting back into the swing of things too. Be prepared, Have extra pens and materials on hand for kids who forget stuff. Maybe plan for kids who forget their packed lunch. 

Once again – I can’t take credit for these last two ideas. This article at the Happy Teacher Happy Kids blog is filled with great advice for surviving the first few weeks back after Winter. 

Have a great second term everyone! Don’t forget to comment below or contact me if you have any questions or comments – your feedback is my lifeblood! 

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A Teacher’s Reflections on 2020: The Year of the Coronavirus

2020 has been an unforgettable year for the teaching profession. In many countries around the world schools were closed and teachers had to quickly adapt their knowledge and skills to deliver effective lessons remotely. Today, I’ve invited Dr Andreas Economou, Head of Science at The American International School in Cyprus, to share his reflections on 2020, along with some suggestions for teachers as we enter the New Year.

2020 is now gone, and what a year this has been. If you spent some time in social media looking through education/teacher dedicated accounts, you would have been exposed to the perception of the hive mind in this particular year. The consensus is that it was mostly doom and gloom. 2020 was “the worst”, and you will be reminded of the lockdown, all the issues of remote teaching such as the staring at blank screens in the chat rooms, the chronic student absenteeism, the lax in assessment and so on. But, there are those voices that point out that this was in-fact a great year because “we did it”. We all became online instructors overnight. We managed to persevere and provide the best, under the circumstances, education we could, and this should be celebrated.

In a way, perception is key. One of my favorite authors, Nikos Kazantzakis has stated “Since we cannot change reality, let us change the eyes that see reality” and these words cannot ring truer this year. Both cases described above about 2020 are true. It’s the way that you perceive reality that can make 2020 “the best” or “the worst”.

If we take this a step further, consider, how important is your own perception about your surroundings, and most importantly about your students?

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Setting high expectations signals to your students that you perceive them as able, intelligent and smart. Giving hard tests and challenging assignments signals the same. The opposite, easy tests, low expectations or half-backed lectures instead of a well-planned lesson signals to your learners that you perceive them as less able. And this perception, both by the educator as well as the learners is important. Anyone who has taught an “Honors” vs a “Standard” class in the same year can attest to that. The labeling of the classes as such is a self-fulfilling prophecy because the students perceive themselves more or less able because of it.

So how do we set high expectations? If you are a seasoned teacher, you already know that that this is a delicate issue. Setting the bar too high can lead to disappointment and disengagement. You need to make sure that you know your learners and set the bar a little bit higher day by day. Just enough, so when a student “fails” to clear the bar, he/she feels not disgruntled but instead convinced that they know exactly what they need to do to clear it in the future. And remember to cheer them for doing so. And keep on going.

Will your kids like you for this? Yes, and no. They will dislike every step of it. They are going to dislike the work you put them through, they are going to dislike the feedback demanding more of them, but in the end, when they realize how much they have learned and accomplished, then they will like you. And maybe, along the way, they will also realize the value of perception themselves.

Have a great 2021 every one. Let’s make it a good one!

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