You may be doing your TEFL course and teaching abroad as a ‘gap year’ before starting a career which you studied for at university. Many people will ask you ‘Why do you want to teach English abroad? Aside from a so-called year off, how will it benefit you?’. Today, I’ve invited Rose-Anne Turner, Admissions Director atDestination TEFL, to share her thoughts with us.
A year of teaching abroad can benefit you in number of ways:
You’ll gain confidence
So many parts of this experience will help you to gain confidence – from travelling alone abroad to a new place, to experiencing new cultures, to doing something new, to learning to speak in front of people.
Your communication skills will improve
Techniques learnt on the course and practiced in the classroom thereafter, will improve your general communication skills. You will be far more aware of whether or not you have been understood, and will adjust the way you speak and listen to people in general. You will also become more confident speaking to large groups of people, as well as on a one-to-one basis.
Your time management skills will improve
You’ll become the master of checklists! There’s nothing like leaving behind your materials and wasting all your hard work and effort to make you more organised! Carefully planning your lessons according to a time schedule will also be great practice for time management.
You’ll become more aware of other cultures
As you’ve moved to another country and are teaching students who are not from your culture, you will become acutely aware of the differences between cultures, and the pitfalls of dealing with people from other cultures. These include misunderstandings, doing things in different ways, and knowing that what is acceptable in one culture, may not be so in another culture. In the corporate workplace one day, this will be a valuable asset to have, particularly in jobs where you’ll be dealing with international clients.
Networking
You will make friends for life – after meeting people you would never have met back home. These could be your fellow classmates on the TEFL course, your fellow teachers while teaching, or neighbours and other locals, as well as your students. Having an international network of friends and past colleagues can also advance your career in ways you may never know – as you never know where the future may take you.
You’ll mature and grow as a person
All the challenges and hardships of living abroad will give you a tough skin and mature you in ways that staying at home in a familiar environment won’t do. Moving out of your parental home is testing enough for many young adults – but doing so in a different country really challenges!
Well there you have it. There are many more reasons to sail away from familiar shores, but these reasons are ones that you can proudly mention in interviews and cover letters. So what are you waiting for?
If you’re thinking of getting a TEFL qualification and teaching overseas, then Destination TEFL can help you!
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COVID-19 has clearly had a devastating effect on the aviation industry. With international travel brought to a virtual standstill, some airlines have found themselveslaying off staff, downsizingand evengoing bankrupt.
This is, of course, an unprecedented and horrific situation for the airline industry as a whole. In addition to this, restrictions on international travel have caused ripples to permeate throughout a wide variety of other industries: not least international education. Some effects that have been experienced by teachers (some of whom are my colleagues) are as follows:
Teachers who were appointed to roles overseas cannot leave their current country of residence to actually start their jobs.
Dependents, such as spouses and children, are often not able to move abroad with the appointed teacher as it’s difficult for many countries to get the necessary clearance and paperwork approved.
Teachers who were ‘on the fence’ about teaching overseas are now regretting the fact that they didn’t ‘take the plunge’ and move abroad sooner, as now their ability to travel has been restricted.
That last bullet-point is an interesting one. It’s an ‘imaginary’ scenario based only on the anecdotal evidence I could currently acquire – a number of my readers have written to me to say that they regret not having made the decision to teach overseas sooner.
Whilst I cannot be sure that this is a systemic or widespread regret that applies to the teaching profession as a whole, it is an understandable and logical emotional response to COVID-19 that we can consider. I imagine that when COVID-19 is ‘over’ (will it ever be really over?), and flight paths reopen, we will see a surge in applications for overseas teaching posts.
In anticipation of this, I’ve conducted a rather unconventional experiment this week. As a teacher with 13 years of overseas teaching experience (12 years in Thailand, 1 year in China), I decided to post my top 5 suggestions/tips for teachers who are considering moving overseas to teach. I posted these tips in the popular Teachers in Thailand Facebook group, to see what kind of responses I would get. After a bit of distillation (tallying up the responses with the most likes), I’ve come up with a fairly comprehensive and balanced list of pre-teach-abroad tips for all budding globe-trotters (I hope!):
Rule #1: Try to learn the local language – even a few words will show others that you are trying and you’ll be respected all the more for it.
In some countries, of course, this won’t be necessary. If you’re a native English speaker moving to Singapore, Australia, America or the UK (or another English speaking country), then you may only have to learn some of the local colloquialisms and get used to some unusual dialect. However, if you move to a country like China, for example, it’s a whole different story.
Sometimes, learning the local language is essential. When I worked in Chongqing, China; for example; very few people could understand English (Starbucks baristas tended to be the best speakers – so hats-off to them). I had to learn some Mandarin just to survive. Learning the local language does have other benefits, too, however:
Language and culture are often very closely intertwined. Learning the local language can help you to understand why the local people think the way they think. This can lead to better relationships, less frustration and more common-ground and mutual understanding.
When you at least try to use the local language, you are showing that you have some respect for the local people and the country in which you are a guest (more on that later). In my experience, this goes a long way to building trust with others (e.g. that hairdresser you have to see every week, or that bar tender you see on the occasional Friday night). People tend to admire you more if you show that you are willing to learn, and you don’t just expect everyone around you to speak your language and accommodate you.
Teachers in Thailand Response
This rule was generally well-received. A noteworthy response that offers some extra-insight is given below (of course, remember that this is Thai-centric, but could be applied to any native language):
“I had the advantage of a thorough pre-field language training (it leads to some interesting conversations with Thai adults — like “how can my English get as good as your Thai” — but even if you have much less Thai than that it can still be a bridge-builder that can make your life easier — and fortunately, there are now FB groups designed specifically for foreigners trying to learn Thai. Take it easy, and you will gradually get better at it.” – Edwin Zehner
Rule #2: Do not leave home because you are trying to run away from problems – finances, crime, family issues – get any of these issues resolved first before you move overseas (or your problems might travel with you).
I must admit that this was a tricky one for me to phrase correctly in one sentence, and it did receive a little bit of backlash in the Facebook group. Before I include a noteworthy response or two, I’d like to add an extract from my debut book, The Quick Guide to Classroom Management (final chapter), which goes into this a bit more:
SECRET NUMBER 46: Your Problems May Follow You When You Fly Away
If your motivation to leave your home country revolves around personal problems you have such as debt, a broken relationship or family issues, then don’t assume that all of these problems are going to vanish as soon as the landing gear hits the tarmac in your new city. Certain problems, especially those concerning money, can actually be exacerbated when you leave your home country. Here are my top tips for making sure that a problem at home doesn’t become a nightmare abroad:
Money: Think long and carefully about any debt-related or financial issues you have, and aim to resolve them before you board the plane. Many expatriates find it difficult to transfer funds back to their home country once they’re abroad, and this can have consequences in terms of meeting credit card and bill payment dates. You must ensure that you’ve inquired beforehand about the ways in which you can deal with your finances abroad, and you must remember to follow through. When one is residing in a foreign country, it can be easy to forget about the financial commitments you have in your home country. In the early stages, this can manifest as an awkward message or letter from your creditor, progressing to international criminal action if the issue is not dealt with. It might be a good idea for you to leave some savings in your native bank account which you can use to pay your bills and loans in the first few months of your new adventure. You may wish to get a trusted friend or family member back home to help you with this.
Relationships: Don’t burn any bridges before you fly away. You may be travelling to an exotic new country to start a wonderful new chapter in your life, but you never know when circumstances may force you to return home to your native country. Try not to upset people before you leave, for example, by venting your pent-up grudges that you’ve had for years. You may also want to keep in touch with people at your old school as you may need to call upon them for advice, resources and help.
Health: Try to bring all of your medical records with you when you travel, and have them deposited at the hospital you plan to use when you start at your new school. Whilst medical care provided overseas can be of an extremely high quality (especially when your school pays for private medical insurance as part of your package), it can be very difficult for doctors to suggest a suitable course of treatment if your exact medical history is unknown. If you end up spending a great deal of time teaching overseas, then you may find yourself moving from hospital to hospital, or even country to country! It is essential that you do not underestimate the importance of keeping your medical records safe, accessible and updated. Unfortunately, however, this is the one aspect of international teaching that is most overlooked by teachers.
Crime: If you’ve committed any kind of serious criminal offence in your home country, then you almost certainly will not get a job at a reputable international school overseas. Most will require you to complete a criminal records check before you leave your home country but even if your school does not require this, you must still be upfront and honest about any criminal history you have. The ramifications for you can be severe if your school finds out about it later.
Online: Clean up your online profile. Look at all of the social media channels you have, all of your blog posts, forum replies, comments and any other material you’ve submitted online. Also, remove anything that puts you in a bad light: international school managers are using ‘internet screening’ more and more often these days. Additionally, be very careful about who you connect with through social media, and never connect with current students. Whilst it’s important to keep in touch with your former students (through school-authorized alumni channels), you still have to be careful about what they can read about you, or from you, online. Your former students may be connected with your current students, and they can pass on information easily. You’ll also find that the student world of international teaching is just as small as the teacher world, and students in different international schools do communicate and connect with each other.
I received some interesting responses about this in the Teachers in Thailand Facebook group:
“I do not agree with your point 2. We left SA because of a few of your nr 2 reasons and we soooo happy in Thailand!”
“Sometimes it’s impossible to resolve problems at home. Nonetheless you can be an effective teacher.”
I guess a balanced viewpoint on the issue is needed. A fresh start in a new country can offer you the chance to leave the past behind, and build a new future. My point, however, is that you should try to solve as many personal problems as you can before you move over. Avoid ‘burning bridges’ too – you never know when you might need to cross them again.
Rule #3:Remember that you are a GUEST in a foreign country. Be respectful, and remember that for every action you undertake you will be scrutinized more excessively than the natives.
I’m not sure if being ‘scrutinized more than the natives” applies in EVERY country, but that’s certainly been my experience in Thailand and China – and that’s understandable. I am a foreigner. I have to be respectful of the local rules, culture and environment.
I think it is important to realise that the world is an incredibly varied place. If you’ve lived your whole life in one country (as I did before moving out to Thailand in 2008) you’re going to find that your new home will be different in many ways. The most profound of these differences, however, is that people probably won’t even ‘think like you think’ on many issues.
Being understanding and accepting of the host culture and environment kind of comes with the job of being an international school teacher. If it gets too much for you, you can always move back home later (or to another country).
Rule #4:Get as many qualifications as you can (and as much experience as you can) back home before moving out – it’ll all look good on your resume/CV and you’ll definitely use the skills and knowledge you’ve learnt.
International schools tend to have more difficulties recruiting specialists than, say, a domestic school in western country would. This, coupled with the fluid nature of international education (schools at different phases of development) means that you may be asked to teach subjects outside of your specialism.
Before moving out, try to get skilled-up in anything pedagogical – accelerated learning techniques, Assessment for Learning, teaching ESL students in mainstream classrooms training, etc. The skills you learn on courses like these will definitely come-in handy when you teach overseas.
Online learning is, of course, great for this. There a large number of high-quality, inexpensive courses available on places like edX, Coursera and Udemy. You can also take my Classroom Management Fundamentals certificate course with UK Ed Academy.
Some notable additions
“Make sure your social media accounts are private and that your profile pic is respectable. Recruiters often check you out on social media. Do an in-class or hybrid course. There is so much to be said for REAL PRACS with real students. Do an intro video if you can – either just introduction, or even better of you in the classroom showing your rapport with students. Be punctual for any interviews!” – Rose-Anne Turner, Founder of Destination TEFL
“Get someone to proofread your c.v and covering letter. The number of applications we get with poor punctuation and spelling mistakes…” – Kate Lloyd, Director of Studies at London School of English, Ukraine. Check out her website for teachers at What Kate and Kris Did.
“Expect things to go a bit wrong/unplanned from time to time but make sure you’re flexible and ok with that” – Stefan Hines, Secondary Science Teacher
Rule #5:Kinda linked to number 2: make sure you are going overseas for the right reasons – to inspire and help your students, to gain teaching experience and to gain a unique cultural experience. You’re not coming over to have a big, never-ending holiday, or to find a local boyfriend or girlfriend (although that last one might be a nice by-product).
This is quite an important one. If you don’t have the right mindset before you come out, then you could be in for quite a shock.
International schools (and local public schools) tend to have very high professional standards. In addition to this, there often comes the added pressure of being expected to perform well. Thing about it: your school has most likely paid for your flight, immigration visa, work permit and maybe even housing and a competitive salary. You’ll be expected to measure-up.
Have a holidays at holiday time. Experience the local culture and food all that good stuff, but remember that you must be just as professional at your job as you were back home.
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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).
Available on Amazon from 8th April 2020 onwards
‘The List’: What do we need to be aware of?
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.
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!
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.
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!
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.
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?
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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Release date: Wednesday 8th April 2020 on Amazon Globally [ISBN 979-8629490937]
Great news!: My GAME-CHANGING book, 100 Awesome Online Learning Apps, is now LIVE on Amazon. Copies can be ordered here:https://www.amazon.com/dp/B086PSMYRN/
The book covers:
1. Not-so-obvious things to be aware of when doing online learning 2. A big list of 100 Awesome Apps with suggestions for their use inonline learning
Book description
2020 marked a definitive year in the world of teaching. For the first time in history, teachers and schools all around the world were forced to quickly apply their skills to online learning as a result of widespread school closures in the wake of the novel coronavirus pandemic. This book is timely and long-awaited, and meets the needs of educators who are required to deliver high-quality teaching via online apps and platforms. This book takes the reader through 100 tried-and-tested online learning platforms, with suggestions as to how each one could be used to enhance teaching or assessment. As a high-school science teacher and a Google Certified Educator himself, Mr Richard James Rogers has first-hand experience of using each platform and speaks from a wealth of involvement rather than from a lofty and disconnected position in elite academia. This is a practical book for those who want to make a difference in their students’ lives, no matter how volatile local circumstances may be.
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My PGCE course was a long, dark road of pain. Not only was I new to teaching, and finding it difficult to teach in a way that was engaging and rightly-paced, but the paperwork was tremendous.
Back then, I was required to write out each lesson plan on an A4 piece of paper and have it checked by the main class teacher. I also had to submit the work to my PGCE mentor.
The process was laborious but it did get me thinking about:
How to start my lessons quickly and appropriately.
Where students should sit at each point in the lesson and what equipment they would need.
How to work through the syllabus at an acceptable pace.
How to end each lesson with a stimulating summary.
Nowadays, however, my lesson planning is done in a one-week-per-two-pages diary [this is the planner I use], and supported by departmental curriculum maps (which outline the topics to be covered for the whole year) and Schemes of Work.
It’s less work, and more ‘long-term’ in focus.
Planning is a skill that outstanding teachers have mastered. In this article, I want to share my advice on how to best plan our:
Lessons
Marking
Homework schedule
Events
Free time
Outstanding teaching is supported by outstanding planning – and this goes beyond the simple planning of one’s lessons.
“Simply Brilliant!” – Readers’ Favorite
Let’s now go through each item in the above list together.
Lesson planning
Experience has taught me that time spent planning lessons always reaps rewards. It requires one to spend a good hour or two of non-contact time doing the following:
Looking over the week ahead and scheduling the topics that will be covered on each day
Thinking about when homework will be set, when it will be collected in and when it will be marked
Accounting for meetings, events and any planned (or possible) disruption to one’s timetable
Planning our resource-preparation time
Here’s a video I made about efficient lesson-planning, and in that you will see thelesson plannerthat I use:
For me, I use part of my Sunday morning each week to plan the week ahead. It always pays dividends in terms of:
Reduced stress during the week
Better lessons
Marking
Do we really need to assign so much homework?: If we’re not taking the time to sit with our students to provide high quality feedback, then is that homework assignment we’ve set really that useful?
We need to think carefully about the quantity of marking we are creating for ourselves, and whether or not this is an effective way to enhance the learning of our students.
I believe strongly in the power of planning our marking. Every week I need to know:
When I will set homework, tests and assignments
When I’ll collect in homework, tests and assignments
When I’ll mark it all
How I’ll mark it (in-class strategies, such as a peer and self-assessment, can save us a ton of time)
This is another Sunday morning task of mine – I plan my week’s worth of marking.
Events and free time
As well as planning my work, I also know how important it is to plan my free time.
Knowing that I have a badminton session on a Sunday afternoon, for instance, gives me the motivation to get my work done promptly. Scheduling a Friday night of relaxation gives me a reward for my hard-work during the week.
Conclusion
I believe that productivity has to permeate and infuse into every cell of our bodies. Productivity must be a way of life – not simply a good habit to deploy at work.
By planning everything, we are more likely to implement the things that move us forwards.
In the early part of my career my poor time-management and planning skills left me wasting my weekend time, wasting my mornings and creating undue stress for myself.
Never again. I deserve better. My students deserve better.
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It was a typical morning tea break in the school staff room. Typical morning grumbles. Typical morning camaraderie.
“It’s like talking to a brick wall with John”, piped in one colleague.
“Yeah he’s pretty distant isn’t he?”, said another.
“He just doesn’t try. I doubt he’ll even get a grade D in GCSE Maths”, says the colleague who started this conversation.
Then I make the biggest cardinal sin a teacher can make in such moaning contests. It was the ultimate point of flippancy for a 23-year-old like me: “He’s great in my lessons”, I arrogantly say.
“An AMAZING book!”
The conversation went quiet.
Back then I wasn’t as polished in my speech as I am now. For some reason my colleagues still put-up with me, and I think they liked me. Perhaps I was given the benefit of the doubt because I was, essentially, a kid myself.
The truth, however, is that John was, actually, great in my lessons. The question is this: Why?
Coursework Conundrum
Then there was that time when something I said went down like a lead balloon at a departmental meeting.
A challenging Year 10 class, who were completing Science coursework, were given to me to cover for a lesson. Their teacher was absent that day.
I write about this story in my first book as a classic example of how teacher organisation and rapport-building can generate dramatically different results to the status quo when applied consistently. Basically, I booked the ICT lab and simply walked around the class and helped the students with their work. I also took all of the loose bits of paper that were loosely organised in a blue tray (their ‘coursework’ tray), and put them in plastic wallets with each students’ name on.
A simple tactic, but it worked really well. It meant that the students didn’t have to fish through papers at the start of each lesson and complain that bits were missing – adding to disruption.
I mentioned this story at that meeting, and whilst my Head of Deportment was impressed with me (he was, secretly, the person I was trying to impress anyway), the teachers of that class were not so happy with my ruthless expose’.
“If I was kid in that class and I had to root through a pile of mixed-up papers to find my coursework, then I’d be disruptive too” I said with a judgmental, 23-year-old voice.
I probably would use more tact and subtlety were I to raise the same issue today. Our colleagues are our allies, not our enemies.
So, what’s the point you’re trying to make?
Simply this:
A teacher’s behavior can have a profound, long-lasting effect on student behavior.
Robert Greene, in his bestselling bookThe 48 Laws of Powerdescribes something called the ‘Mirror Effect’. Basically, it’s a way of showing someone their faults and failures by mirroring their actions.
For teachers, the Mirror Effect works best by modelling the passion and determination we want to see in our students:
When we are passionate, our students become passionate
When we are relaxed, our students are relaxed [be careful how far you take relaxation, however. Relaxed demeanor: yes. Relaxed attitude to your professional role: no.]
When we strive for excellence ourselves, our students also strive for excellence
When we praise and encourage, with passion and real emotion, we inspire our students to work harder, and perform better
One of my proudest moments as a teacher was when I was given a very shy young girl from Iceland to teach. Starting in Year 11 and studying IGCSE Chemistry with me, she had two main challenges to overcome:
She had never learnt any chemistry before, and was due to take an IGCSE exam in Chemistry in 6 months time (that’s hard, by the way)
English was not her first language, and I was teaching her through the medium of English
After my first lesson with her had finished she told me straight: “Mr Rogers, I didn’t understand anything you taught me this lesson.”
That’s when I knew that this was serious, because I’d taught a lesson covering the basic fundamentals.
Her first test came back in two weeks – she got a grade U. She was devastated.
“I’m just going to fail Chemistry, aren’t I?” – she said
“No way. We won’t let that happen. Your target for your next test is an E, and come and see me on Monday lunchtimes so I can teach you the fundamentals. I believe in you.”
It saddens me to say this, but I received a massive public backlash about a year and a half ago when I suggested that one way that we can help exam-level classes is by giving up a few minutes at lunchtimes to tutor weak students on the run-up to the finals. One person went so far as to write damning review of my book (which, I assume, he hadn’t even read):
Another happy customer!
I’m not suggesting for one minute that top-up sessions are the only way to help students who are falling behind, but in the case of this student (who had zero prior knowledge of chemistry) it was an essential intervention move.
That student, incidentally, went on to achieve a grade A* in IGCSE Chemistry six months later – beating almost everyone else in Year 11.
This happened because:
The student worked really hard (this is the main reason)
The student wanted to work hard because I kept on pushing her, telling her that I believed in her (and I meant it), and because I gave believable and achievabletargets for each test (she scored a U, E, E, D, B, A and then an A* in the final).
This is a living testament of the efficacy of my core philosophy, which is this:
I believe that ANY student’s success can be engineered by a great teacher
You’ll find that statement in my bio onTwitter– it’s the personal philosophy that has guided me for more than 15 years. It works, because I’ve seen it work.
But how do we implement this philosophy?
Use the four-step T.I.P.S. method:
Step 1: Track progress. Look for patterns in grades. Keep a spreadsheet of scores.
Step 2: Intervene when grades slip. Have a short conversation with the student in which you use……..
Step 3: Professional Intelligence: Gather and use knowledge about the students’ past achievements, achievements in other subject areas and skills used outside of school to praise the student and remind him/her of the ability that he/she naturally possesses. Talk with other teachers to gather this intelligence if needs be. Couple this with…..
Step 4: Subtle Reinforcement: Be on-the-ball and remind your student regularly what his/her target is. Introduce new resources and offer your time to help. Remind him/her about a test that’s coming up and how you believe in their ability to get a good score. Praise small steps of progress along the way, or any positive work in your subject area.
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The Fundamentals of Classroom Management: An online course designed by Richard James Rogers in Partnership with UKEd Academy
I’m very excited to announce that I’ve been busy building an online course that covers all of the fundamental concepts in my widely acclaimed debut book: The Quick Guide to Classroom Management, in partnership with my good friends at UKEd Academy. Details are given below:
Price:£30.00(which includes a copy of my book) or£20.00if you’ve already got a copy of my book (you’ll have to enter a discount code found within the book)
Launch date:October 21st 2019(but you can start the course at anytime)
End of course certificate? – Yes, endorsed by UKEd Academy and Richard James Rogers
Course structure:Videos, quizzes, study notes, reflections and activities
Course schedule:Flexible(work at your own pace)
After successful completion of this course you’ll earn a certificate that will look very impressive on your C.V. and you will gain lots of knowledge, new techniques, tools and skills.
I look forward to mentoring and guiding you through the key concepts that make an excellent teacher, well, excellent!
If you have any questions at all about this exciting course, then please e-mail me atinfo@richardjamesrogers.com
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A dangerous culture has quietly found its way into a large number of American and British schools in the past decade. Like a wolf in sheep’s clothing that seems pretty on the surface but harbors malice within; over-rewarding continues to take hold like a malignancy to this day.
Betty Berdan was an American high-school junior at the time of writing thisexcellent opinion piecein the New York Times. She eloquently summarizes her thoughts on over-rewarding as follows:
Like many other kids my age, I grew up receiving trophy after trophy, medal after medal, ribbon after ribbon for every sports season, science fair and spelling bee I participated in. Today the dozens of trophies, ribbons and medals sit in a corner of my room, collecting dust. They do not mean much to me because I know that identical awards sit in other children’s rooms all over town and probably in millions of other homes across the country.
Rewarding kids with trophies, medals and certificates for absolutely everything they do, including participation in a sports event, seems harmless at first glance: what’s wrong with encouraging kids to take part, right?
My thoughts on this are simple:the real-world doesn’t reward mediocrity, and if school’s are designed to prepare kids for the real world, then they shouldn’t be rewarding mediocrity either.
Your boss doesn’t give you a pay-raise or certificate for turning up to a meeting: it’s a basic expectation. You don’t get instant recognition and brand awareness for starting an online business: you have to slog your guts out and make it happen.
The world is cruel, but it’s especially cruel to high-school graduates who’ve been babied right the way through their schooling and come out the other side believing that they’re entitled to everything: that they’ll receive recognition for doing the bare-minimum.
Some teachers may feel that rewarding everyone, but keeping ‘special rewards for winners’ is a good way to go. But what benefits can be extrapolated from removing first, second and third place prizes at a sporting event, or even removing winner’s trophies completely?
According toAlfie Kohn,author of Punished by Rewards:
A key takeaway here is that awards aren’t bad just because the losers are disappointed; everyone (including the winners) ultimately lose when schooling is turned into a scramble to defeat one’s peers
Really, Alfie? So awards are bad because losers and winners feel bitter? I think school culture has got a lot do with that. In school’s where students are encouraged to celebrate each other’s achievements, and aspire to do their best, overall achievement and attainment increases. A massive study by the University of East Tennessee, for example, found that classroom celebrations of achievement enhanced:
Group solidarity
Sense of belonging
Teacher’s ability to find joy and meaning in teaching
I don’t see much about bitterness there, Alfie.
Here’s another one I pulled-up: Ameta-analysis of 96 different studiesconducted by researchers at the University of Alberta found that (look at the last sentence especially):
…….reward does not decrease intrinsic motivation. When interaction effects are examined, findings show that verbal praise produces an increase in intrinsic motivation. The only negative effect appears when expected tangible rewards are given to individuals simply for doing a task.
This confirms what teachers have known for years (at least those with brains in their heads): that awards have no value when they are given to everyone, but have lots of value when they have to be earned. This coincides with the Four Rules of Praise that I wrote about in 2018 (supporting video below).
Conclusion
Teaching profession, some words of wisdom: Awards and rewards only work to improve motivation, attainment and achievement when the students have had to earn them. Foster a school culture of collective celebration when students achieve success (such as using awards assemblies), and articulate the skills and qualities needed to achieve success to those students who sit and watch the winners, hopefully with smiles on their face and pride in knowing that one of their own made it happen, and they can too.
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I’m very happy to announce that my second-book, which has (to my shame) been in the pipeline for many years, has finally been published on the Amazon Kindle store. The paperback will be released in mid-September. If you click on the image below, it’ll take you directly to the Amazon sales page.
My new book is split into three sections:
The philosophy of praise (why praise is important and what its effects can be)
The mechanics of praise (how to actually implement the various tactics available)
Ways to accentuate the efficiency of praise (how to ensure that praise and feedback only takes up the time and effort that it needs to)
From the outset I make the point that praise in the form of marking provides acknowledgement for work completed. This is essential, as every student needs to know that their time and effort has been noticed, is being monitored and has been recognized.
The implication of this statement is that quick turn-around of work is necessary so that students understand the reasons behind their feedback, gain empowerment maximally and receive positive reinforcement of the skills, knowledge and concepts that they are currently learning in class.
Teachers (me included) can find it a challenge to provide high-quality feedback in a timely manner, however. This is where praise mechanics and efficiency come into play.
There are a number of techniques that teachers can employ to save time whilst providing excellent feedback. In this new book, you’ll find sections on:
Peer-assessment
Self-assessment
The effective deployment of verbal feedback
Automated assessment – the use of software to test our students
Live marking
Many others
You can purchase my book here if you’d like a good, deep exploration of of a variety of praise-based techniques. As a little teaser for you, however, I’d like to share a particularly powerful technique with you.
‘Diffusive’ and ‘Absorptive’ live – marking
Diffusive live-marking is when the teacher walks around the classroom when the kids are working on a a task, pen-in-hand, and marks student work in real-time (i.e. ‘diffusing’ through the students).
Absorptive live-marking is when the teacher sits at a designated point in the classroom and calls the students to his or her desk. one-at-a-time, and marks work in real-time (i.e. figuratively ‘absorbing’ the students).
Coupled with verbal feedback, both techniques can be incredibly powerful. If you train the students to write “Mr Rogers said that………….(insert feedback here)” in a different color on their work, then you allow the students to process your feedback on a very deep-level, and this builds long-term memory. Obviously, use your name instead of mine!
Eventually, students will remember key mistakes that are repeating in their work and they will act to rectify those (they won’t like writing the same things over and over again).
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Preparing resources for students can be a really massive job: especially when you have the responsibility of getting kids ready for external exams.
They’ll need:
Presentations (usually a series of PowerPoints)
Worksheets
Homework
Exam-style questions
Practical activities (for Science, D.T. and other practical subjects)
Learning activities along the way to make things ‘fun’ and ‘engaging’.
In the olden days I used to source a ton of stuff from the web and make some stuff from scratch. The problems this caused were as follows:
An inconsistent teaching method/approach for each topic
Inconsistent format and detail of resources (some PPTs were excellent. others only skimmed the surface of the topic)
Inconsistent direction and focus of the class (i.e. the ‘road ahead’)
Kids need to be very clear about what they need to learn for their exams, and in what order/topic sequence. So please sit back and relax as I share my consistency-generating tips for exam-level students.
Richard’s new Kindle book. Only $3.99
Share the syllabus with the students on day one
This will really help to make the ‘road ahead’ clear. Some teachers like to make a ‘kid friendly’ version of the syllabus – using language that is more easily understandable. In my experience, however, I find that this isn’t generally necessary – syllabuses tend to be clear enough.
In addition to sharing the syllabus, map out the sequence of topics you will teach for the year ahead and share this with your students too. Some more able and hard-working kids will definitely read ahead, and it’ll help prepare your students for end-of-unit tests too.
Check them out if you want to really understand the importance of this aspect of Curriculum Clarity – her PPTs follow the same format and layout for each topic and are all detailed enough so that a complete course is created.
IB Chemistry is split into distinct topics that follow the Course Guide – there’s a PPT at Mindy Sautel’s site for topics 2.1, 2.2, 3.1, 3.2, etc. Everything is sequenced and clear.
Keep homework and questions consistent and linked to the syllabus
Maybe your syllabus is split into topics A,B,C and D with subtopics for each section. Do you have exam-style questions for topics A1, A2, A3, etc?
Organizing your questions by topic in this way will really build-up the subject knowledge that your students need to pass the final exam.
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