Illustrated byTikumporn Boonchuaylue and Sutthiya Lertyongphati
I was fortunate enough to go to a great university to do my bachelor’s degree, and the lecturers were absolutely brilliant. They cared about their students, fundamentally.
However, I look back with mixed emotions on my overall education as I was growing up.
Primary school – not so good (I’m sorry to say)
Secondary school – brilliant overall (but it was hard at first, especially because I was bullied – but that’s another story for another blog post)
University – loved it, but I found it a real challenge to live on my own and be independent
Online learning with the Open University, and later with HKU – just brilliant. Hard work, but brilliant. If you’ve never done a distance learning course, then now is the best time to start as technology has come a long way with MOOCs and online learning platforms. Check outedXfor amazing online learning courses (very highly recommended, and affordable).
Why were the best, the best?
There’s a number of reasons why some of my educational experiences were better than others – the quality of teaching, the social setting, my personal maturity, etc. Bangor University stands out as being one of the best educational experiences I had, however, because my lecturers always took the time to give me high-quality feedback in a timely manner.
I commend them for that, because that’s not always easy to do.
There was that time, for example, when I printed out pictures of molecular models using an old-style Kodak digital photo printer, and glued them onto my assignment. My professor wrote ‘Wow!’ next to the picture with a big, specific explanation of why he liked my essay.
Then there was that time when I and my friend just wanted to sit and chat with another professor in his office. Bangor’s lecturers were like that – approachable and happy to chat with students. I could tell he was busy, but he made us both a cup of tea and chatted with us about a range of different scientific issues. Shortly after the meeting has finished, I got an e-mail from him in which read ‘I really appreciate your enthusiasm, Richard. I really enjoyed our discussion about molecular chirality’.
That was powerful.
Then, there was a time when I had a dispute with the answer to one of my questions on a test – I had named a chemical wrong. I asked my professor about it, and he said he liked my answer because (and then proceeded to tell me why), and then he told me why my answer was wrong.
I left feeling dignified and educated.
Specific praise is powerful praise
Last weekI wrote about the importance of positivity and praise, and the role that sincerity and collectivism plays in that dynamic. Those are important foundational principles, but in order to ‘turbo-charge’ our praise we must make it as specific as possible.
But what does ‘specific’ mean?
I used to think that ‘specific’ praise meant highlighting the positive areas of a student’s work by using subject-specific language.
That’s important, but I’ve since learnt that it’s not enough.
When we praise our students, we need to make it emotional. It needs to stir up thoughts and feelings of achievement and empowerment. To do that, we must acknowledge:
1. The effort that’s gone into the work:
“When I was reading this homework, I could tell that you’d put a lot of time and effort into it, Richard. Well done”
“I really like how you’ve written both the word and symbol equations. That must have taken a lot of time, Well done for having such a good learning attitude”
2. Novel creativity that’s evident: To do this we must give our students the opportunity to be creative, and design tasks which naturally extract creativity from our students.
“You’ve designed the perfect predator here! Just brilliant! I love the sharp teeth and large wings!”
“I love this model of the atom that you’ve build. What a great idea to use different-colored bottle caps to represent the protons and neutrons”
3. The skills used to generate the output: this requires good task-design too, and we must try to capitalize on our students’ interpersonal, problem-solving and critical thinking skills.
“You guys worked together as a great team. John delegated well as a good leader, and I think he made sure that everyone knew what they were doing. Stacey made sure that all of the slides were really clear and presentable, and I know that everyone in the class could read the information properly. And Joe – good use of diagrams to show the processes of crystallization, distillation and filtration”
Oh come on, that’ll take ages
You don’t have to write all of this feedback, and you should only give specific praise if a student has earned it.
Consider delineating your praise in the following ways:
Verbally – very memorable and effective
Through technology such as VLEs and MOOCs
By asking other teachers to also praise the student (collective praise)
Certificates and awards
Merits and points (but make sure the associated reason is made clear to the student)
Phone calls and letters/e-mails to parents
A discussion with a colleague in front of a student (e.g. when waiting in the lunch queue or if a student walks into the staff room or your office)
Showcasing work (e.g. on a noticeboard or just by holding it up to show other students)
Another point of happiness in my childhood was when my karate sensei told my dad, in front of me, that I had a ‘good attitude’. How come I can remember that when it happened 20 years ago? Because it made me feel good.
It made me feel proud.
Emotion goes hand-in-hand with praise, and that’s why all praise must be sincere.
It’s a warm mid-summer day in muddy Swynnerton, England. I’m at an army base for Summer Camp. I’m a 15-year-old army cadet.
The Territorial Army had some of their boys in to inspire and help us. They needed a cadet to help with the radio and signals work during night exercises. I can’t remember if I volunteered or if I was chosen, but I very quickly found myself listening in on the radio transmissions, recording the call signs and messages in the log book and taking action where needed to pass on vital information about group movements and conditions, along with any emergencies.
I loved it. It was ace!
I just immersed myself in the process and did the best job I could. I was told what to do by the T.A. lads and I just got on with it.
Later that night, they all shook my hand and told me I had done a good job.
The next day came and I was approached by my home platoon sergeant. I can still remember her words, two decades later: “Corporal Rogers I’m hearing brilliant things about you from the T.A. Keep it up! You’re doing Flint Platoon proud”.
That felt amazing, and it spurred me on to work harder.
Praise only works when it is used properly
The Army Cadets were an excellent model of good teaching. To be honest, I really think they turned my life around. I went from a shy, weak and rather timid boy to a confident and rather ambitious young man in the space of about three years, thanks to their help.
I’m going to summarise what I’ve found to be the very best ways to use praise to empower and push our students forward. They worked for me when I was being taught as a kid, and they’ve worked for thousands of students that I’ve helped in my twelve years as a high school teacher.
Rule #1: Praise must be sincere
If you don’t mean it, then don’t say it. Kids are not easily tricked. Praise is only ever effective when the teacher saying the nice words of encouragement truly means it.
Rule #2: Praise must be specific
Does the student know exactly why they’ve done a great job? Does the student know what they did well?
Be specific. Here are some examples:
“Well done, John, for drawing your diagrams with a ruler. They look really neat and tidy, and I can tell that you’ve put time and effort into this work. I am very pleased. Keep it up”
“I’m so pleased with the excellent progress you have made this term, Rosie! Just look at these results: You’ve gone from a level 5 in test 1, then to a level 6 and now you’re working at a level 7. That’s very impressive, Thank you for your hard work and commitment”
Rule #3: Praise must be recorded and remembered by the teacher
Try keeping a professional intelligence journal.
I’ve written about the power of this techniquebefore, but I’ll go through the process again for clarity.
Basically, at the start of every academic year you should purchase a new notebook. Make sure there are enough pages in it for every student. Every student gets a page.
On each page write down and record any significant interactions with the student. Record their birthdays, hobbies they have, times when they were praised, significant achievements in extra-curricular activities, etc.
Once this information has been recorded, it can be effectively reinforced (please see my post on ‘subtle reinforcement‘ for more info about this powerful technique).
Rule #4: Reinforce the praise at significant points in the future
Did you notice that my platoon sergeant praised me the next day? That was powerful, because she wasn’t actually there when I did the signals work, but someone had spoken with her.
Praise must be collective if it is to be truly effective. When a student does a great piece of work, tell your colleagues and your line manager. Ask them to reinforce your praise by giving their own praise to the student.
Reinforcement should also be self-driven – remind your students of previous achievements in order to empower their momentum.
“I remember the excellent Chemistry student who built the atomic structure model in Term 1. She said ‘I’ll find a way to suspend the protons in the middle’. Jessica, you’ve already shown me what a hard-working, committed student you are. This is your moment to shine once again. Put your best effort into this, I believe in you. I know you can do this!”
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Today is a remarkable and unique day. The suspense and the emotion fills the air. It surrounds us. We can even taste it.
A daring and incredibly dangerous rescue mission has been given the green light to go ahead. Today is the day that Royal Thai Navy Seal divers will begin the attempt to rescue the 12 schoolboys and their 25-year-old coach who’ve been trapped in the Tham Luang cave complex, Chiang Rai, for two weeks.
Being based in Bangkok, Thailand, I have a close association with Thai people from all walks of life. This event has truly gripped the nation, and the world.
Before I talk about today’s subject matter, I’d like to ask all of my readers to please join me and all Thai people by praying for the safe rescue of all 12 boys and their coach (and the safe return of the rescuers).
Humans are natural carers
This cave rescue in Thailand has given me a fresh perspective on the topic of empathy. It’s made me ask the question: do children really need to be taught how to care for one another?
The outpouring of help for these trapped boys and their coach has been truly inspirational. I won’t even begin to attempt to write a list of all of those who have helped because that list would be so huge it would take months, maybe years, to research and collate. But it has been remarkable. People from all over the world have literally sacrificed their time, money, health and energy to do everything possible to help these boys.
One man even sacrificed his life: Petty Officer Saman Gunan, who fell unconscious and died shortly after delivering oxygen tanks in the cave complex.
When times are at their worst, humans will do everything they can to help. Mr Saman Gunan is a true hero who selflessly did the best he could to help people who were in desperate need.
Surely this is our highest and most prized quality as humans – selflessness. Few people, however, are both incredibly brave and selfless, as Mr Gunan was.
He will forever be remembered, and missed.
Teaching kids to care
I personally believe that the vast majority of people are natural carers. We empathise naturally – it’s part of who we are.
According to Samantha Rodman (Clinical Psychologist and Author), however, there are six keys ways in which we can teach kids empathy. This would seem important in a world where youngsters are being increasingly detached from physical interactions with one another by the barriers of mobile technology.
Materialism also doesn’t escape the jury’s verdict.
According to research conducted by psychologists at Northwestern University, materialism is socially destructive. It is associated with depression, anxiety and broken relationships.
To further compound this issue a more startling picture of human empathy is portrayed by the research conducted by Sara H. Konrath and colleagues of the University of Michigan at Ann Arbor and published in Personality and Social Psychology Review. Her team conducted a 30-year study between 1979 and 2009 and discovered that Emphatic Concern and Perspective Talking is declining rapidly in college students.
Maybe we do need to teach kids how to care, after all.
So what are the six ways to teach empathy?
Teach kids about emotions: Children need to know what emotions are, and how to identify them. Once kids have identified those emotions, they can then learn how to manage them. Progress in this area has been heavily fueled by the Mindfulness in Schools strategy, which teaches the importance of observing one’s thoughts and emotions, rather than reacting by reflex-action. Check out their website – it’s well worth a look!
Read and watch TV with your children: I guess this could work in a parent-student, teacher-student and student-student dynamic. The key is to get the kids thinking about and discussing how the characters feel in different parts of the story. It still amazes me when I watch a movie in the cinema and people laugh when some character gets killed or something bad happens. Movies are strange entities because in some cases they play on human emotion positively by creating more empathy, but in some genres repeated watching can lead to desensitization.
After conflicts, have a reflection: This is a classic tried-and-tested technique, and it works well. “How do you think Sarah felt about what you said? How would you feel if someone said that about you?”. Getting young people to reflect on the emotional consequences of their actions can have profound, long-term effects on their character and personality.
Set an example by resolving conflicts in your own life: Probably more applicable to parents than teachers, or teacher-parents, but well-worth mentioning. If you have an argument with your wife in front of your kids, for example, you must also make-up in front of them too. With your students in school, you could get them to shake hands after an argument and get them to say sorry to one another.
Express feelings on behalf of those who cannot speak: Babies, pets and, in some cases, disabled people, cannot express their emotions verbally or through other means. Discuss with your students or children what the feelings of these individuals might be when the opportunity arises.
Be a good role-model of respect and decency: Show courtesy. Be respectful of people who have different opinions or beliefs than you do (unless those beliefs threaten life, health or safety – then you’ll have to take action in a sensible, emotionally-detached way). Let your students see you showing respect for those around you who may have a different religious belief system, or political opinion, than you do. It’s very sad to see politicians arguing on TV, for example, when they should show greater respect for one another.
Research has shown that empathy is decreasing in young people
Materialism is associated with anxiety, depression and the breakdown of relationships
There is a case to be made for the rigorous and broad teaching of empathy to kids in schools
There are ways to deliberately teach empathy to children, and six have been identified here
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They stood at the front of the audience: seemingly ready to dazzle us all. They were all 18 years old and in the final term of high school. I was much younger then too – 26 years old and in my third year of teaching.
It was a Biology revision presentation. I’d invited my colleague to come along to watch (also a Biology teacher).
The presenters began their talk.
When it was over, I needed to take a paracetamol tablet. I was rather perplexed.
I let my colleague chirp in with some feedback first, thinking she would cover most of the points I wanted to raise.
“A great presentation. I loved the level of detail and research. Well done”
That was it?
Now I found myself clenching my fist. I thought back to the late 90s when my dad received a ‘stress reliever’ doll one Christmas. It was basically a squishy, red, head-shaped rubbery thing in a pot that you could squeeze when you got a bit mad. It was joke gift of course: designed to cause a giggle or two; but I wished I had one right now.
“Mr. Rogers. What are your thoughts?” Asks my colleague.
After a barrage of questions which the students responded to with nervous looks and blank stares, I decided to give my merciless, but honest, feedback:
“Whilst I agree with my colleague that your research skills were good, there are still a few issues I’d like to address.
I’ll start with the negatives, then share my thoughts on what, if anything, was positive. All of you were reading directly off the slides and not making eye-contact with the audience. We can all read, so your method of presentation was not only boring but it was also patronizing. There was too much text on each slide. The material had not been properly referenced and the images you did use, though few, were of very low quality. You also superficially skimmed the surface of the topic, and didn’t even touch on issues such as splicing, introns and transposable elements.
On the positive side, you showed us all that you are very good at copying and pasting. You were also able to describe some of the concepts in some detail.
Please speak with me tomorrow morning during registration so that we can arrange a time to do this again”
The ‘respect’ factor
Unfortunately, many of us in the teaching profession have been conditioned to dish out praise all day long for the most minuscule of things. A kid hands in a complete dog’s dinner of a homework and it’s “Well done for handing this in on time. Meeting deadlines is important”.
I could go on with the spectrum of ‘non-confrontational’, politically correct garbage that I was conditioned to spew for another 1000 words, but I think that would be tedious.
I used to be one of those ‘praise everything’ teachers. Guess what I found out:
Praise only works when it is sincere
Praise only works when it recognises significant, meaningful achievements that have taken some work to accomplish
Praise is extra effective when preceded (NOT followed by) points for improvement
And guess what else I’ve found out – students respect us more when we are honest. They respect us when we tell them that they need to improve. They respect us when we are vigilant.
Lots of research supports these findings. Here are two good examples:
A 2016 summary by Vanderbilt University found that praise works well when it is behavior-specific, and that a ratio of 4 praise statements to one reprimand works well for improving performance (if 4 praise statements are available for the work being assessed). Here are some examples of language changes we can make to turn praise into a kind of ‘disguised reprimand’ or ‘behavior enforcer”:
Whilst this table is useful, I think it’s important to remember that reprimands must be specific and direct. “We don’t take other people’s property, because that causes suffering to another person. When you’re older, you can also get into big trouble with the police for that. You’ll need to write a letter of apology to Simon for what you did.”
A 2015 blog post by Brian Gatens at the University of Portland made the point that when teachers show honesty and compassion, they build trust with their students. Compassion doesn’t mean making kids feel good all the time – it means letting them know when they’ve under-performed, and caring enough to do something about it! It also involves celebrating and recognising significant progress, performance and attainment.
‘Mediocre’ Versus ‘Vigilant’
Here are some statements I’ve come up with which sum up the ‘Mediocre’ teacher, versus the ‘Vigilant’ teacher. I don’t mean to offend anyone here – I was once the Mediocre Teacher. I share my findings as a means of self-reflection for all of us. I still get a bit ‘mediocre’ at times, but at least I’m aware of how to spot that now:
Mediocre teachers record attainment and progress. Vigilant teachers record attainment and progress, quickly identify under-performance and then intervene to improve that.
Mediocre teachers praise the smallest of things. Vigilant teachers reserve their praise for significant, meaningful displays of effort, attainment and progress.
Mediocre teachers sometimes bring up points for improvement with their students. Vigilant teachers leave ‘no stone unturned’, and relentlessly monitor their students’ weaknesses and do the best they can to improve those.
Mediocre teachers don’t feel the need to be a ‘role-model’ for their students. Vigilant teachers understand that their words, actions and subliminal cues will act as points of reference for their students for many years to come.
Mediocre teachers mark their students work. Vigilant teachers provide feedback that’s meaningful and specific.
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The events in this article are based on actual occurrences. The names and, in some instances, the genders of individuals have been changed to protect the individuals’ privacy.
He opened his laptop and started playing around, again. I hadn’t quite noticed until I’d gotten the rest of this Year 7 class to get their books open and start completing the questions that were on the whiteboard.
It took a good five minutes for them all to settle down.
They’d just been learning about the human body in the best way I could think of: They took apart a life-sized model of a human female (filled with plastic, life-sized organs) and completely rebuilt it.
It had gotten them quite excited; especially the boys, who thought that the mammary glands inside a female breast were completely hilarious!
The class then had to cut and stick a paper human body together – organs included. But he was taking too long.
Christopher was a happy and talkative kid, but his work-rate was slow. On two occasions that lesson I walked over to his desk to help out and remind him to speed up, as everyone else was ahead of where he was. He should have been able to get that work done quickly. He had no Special Educational Needs and his English proficiency had increased so much in three months that he had graduated from the E.L.D. programme.
The only thing slowing him down was his chattiness.
I should have moved him sooner in the lesson – my mistake. 15 minutes before the end of the class I moved him to the front to sit next to me, where he couldn’t chat with friends and be distracted.
It wasn’t enough time.
I pondered the idea of giving him a detention. Break-time was straight after this lesson, so it would be easy for me to keep him behind for ten minutes to get that work done.
The concept and purpose of detentions
Before we can fully understand how to use detentions effectively, we must first remind ourselves of what detentions are and, therefore, what their purpose should be.
A detention is a period of time that is purposefully taken away from a student’s extra-curricular or non-curricular time. It may involve a teacher-supervised activity during a morning break, lunch or after school.
Detentions are given to students for a wide-variety of reasons; some of which are more logical than others. Reasons for detentions (starting with the most logical and useful) can include:
Failure to complete homework or classwork
Persistent lateness/lack of punctuality
Disruption to class activities through poor behaviour
Receiving a certain, set number of ‘warnings’ or ‘demerits’
Christopher’s case as an example to follow
The most logical and useful way to use detentions is time-for-time: time not spent completing homework or classwork should be compensated by time spent on detention.
In Christopher’s case I decided to give the break-time detention. Here are the reasons for my choice:
The Science lesson ended at break-time, so it was convenient for me to keep him behind in my class (I didn’t have the problem of, say, giving him a lunchtime detention for the next day and then having to remember that he is coming and maybe chase him up if he doesn’t come along).
Christopher would be exchanging his breaktime for time spent completing his classwork. He must do this, as he will fall behind if he doesn’t.
The detention serves as a reinforcement of the teacher’s authority, and a stern reminder that a poor work-ethic just won’t be tolerated. It turns out that after only two such break-time detentions, Christopher pulled up his socks and began working at a reasonable pace during lessons.
General tips for detentions that will save you many problems
Every detention must attempt to address or solve the problem that it was given for.
Consider the following:
Detentions eat up the teacher’s time as well as the students, so we really should only be giving out detentions when it is absolutely necessary (as in Christopher’s case above)
For homework that’s not done on time: call the perpetrating student or students to your desk for a quick one-to-one discussion at the end of class, or during a class activity. Express your disappointment, and why meeting deadlines is important. Relate it to the world of work, for example “If I didn’t write your reports on time, what would happen to me? That’s right, I’d be in big trouble”. Allow the students an extra day or so to get the work done. No need for conflict, no need to spend your precious lunch time giving a detention.
If students still don’t hand in the homework even after extending a deadline, then it is necessary to give a detention. CRUCIALLY, however, the purpose of the detention MUST be to complete that homework. Print the sheet again if necessary, provide the necessary resources and get the student to complete the work. This makes the detention less confrontational and reinforces the reason why it was given in the first place.
The same goes for classwork: give students the chance to take their books home and complete classwork if it isn’t done on-time in class. Persistent slow work-rates in class, if not caused by reasonable circumstances (such as Special Educational Needs), should be met with detentions that allow the student to catch up. In almost every case you’ll find that the students will cotton-on to the fact that they can’t get away with distraction and laziness in class, and they’ll soon improve. For those that don’t improve even after focused detentions, further action will be needed and may involve parents and senior/middle management.
For poor behaviour, detentions need to be planned and crafted really well. Remember: the detention should attempt to address or solve the problem that it was given for. I remember a couple of years back when two boys got involved in a bit of a scuffle in the science lab. It wasn’t anything major, but one kid said a nasty word to the other and that kid decided to punch his mate in the arm quite hard. As a Science Teacher, this is something I must absolutely nip-in-the-bud because safety in the lab is paramount, and kids just can’t scuffle or fight in there: period. I gave them both a detention for the next day at 1pm. They came, and I spent the time explaining to them why their behavior was unacceptable. They wrote letters of apology to me and each other, and left the detention understanding exactly why I had taken their time away from them. I didn’t have a problem with them again.
Lessons that end at break times work well for giving detentions if necessary, as you can easily retain the students when the bell rings. If you do assign detentions for the next day or at a later time, then pencil those into your diary – this will serve both as a useful reminder and as a record of who’ve you’ve given detentions to and how often.
I’m a massive believer in the power of recurring work and journaling, and have written about it in detail here and here.
Learning journals are just great for giving regular recurring feedback and for consolidating and reviewing cumulative knowledge gained throughout an academic year. But did you know that Learning Journals save you many a supervised detention too?
Many schools provide homework timetables for students and teachers to follow. With the very best of intentions, these timetables aim to distribute student and teacher workload evenly and fairly. However, they can prove difficult to follow when units include different intensities of work, and when school events get in the way.
That’s where Learning Journals come in!
Set Learning Journals as homework each week. The basic idea is that students buy their own notebook and fill it with colorful revision notes on a weekly basis (although they can be done online too: through Google Sites, for example). Perhaps your Year 10 class could hand-in their learning journals in every Wednesday, and collect them from you (with feedback written inside, see the articles cited above) every Friday. By setting up a register of collection that the students sign, you can easily see who hasn’t handed in their journal that week.
Then……follow the guidelines given above for dealing with late or un-submitted homework. You’ll find that after a few weeks of initiating Learning Journals you’ll get a near 100% hand-in rate, because the students are really clear about what is expected each week, because it is a recurring homework.
Whole school considerations
Many schools adopt a popular (but massively problematic) ‘mass-detention’ system of some sort, which works something like this:
The student receives the requisite number of ‘warnings’ in a particular lesson which lead to a break or lunch time detention being given
The student is sent to a room with other students from the school who’ve also received detentions
Teachers supervise the ‘detention room’ on a rotating basis, thereby (in theory), sharing the workload across the staff body
The students are given generic tasks to do during the detention time, which may include filling in a form, completing homework or in the very worst cases just sitting still and being quiet for twenty minutes or so.
The problem with systems like this is that they are not personal to the students receiving the detentions. They do not follow the ‘golden rule’: that detentions should address or solve the problem that they were given for.
What’s much more effective in the long-term is to trust individual teachers to administer their own detentions. Perhaps provide a quick training session based on good practice (feel free to use this article if you wish), and allow the teachers to then use their judgement to decide when and how detentions should be given.
Student detentions are only effective when they have the ‘personal touch’. When detentions address the original issue by allowing more time to complete homework or classwork, or allow for a one-on-one discussion about behaviour, the following magical things happen:
The detention is given from a standpoint of care and concern, not confrontation and aggression
Students realise the reason why the detention was given as this reason is reinforced by the activities given during the time of the detention
Students improve. It’s that simple. Mass detention systems rarely work because they don’t pinpoint the personal reasons behind why the student is under-performing. Detentions with the ‘personal touch’ cause students to realise their errors and most, if not all, will improve in a short space of time.
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The Christmas vacation is finally here. Many of us in the teaching profession can now look forward to a good couple of weeks of much-needed rest and recuperation.
Our students deserve a break too.
I agree that time spent with family and friends is an absolute essential right now, but I’m also mindful of the workload and duties that will hit me like a tornado when I return in January.
When it comes to school holidays I always see them as time to ‘go at my own pace’. The way I see it, I have two choices:
Do nothing for the whole holiday and totally chill out, returning to the normal barrage of work that hits every teacher at the start of Term 2
Still have a holiday and some rest but do some little things to make my work more productive when I get back
I’ve always found that trying to do option 2 is the best, even if I don’t get through all of the ‘head-start’ work that I plan to do.
An admission of failure before I even begin? Maybe, but here are my plans made as realistic as possible: meaning that I can have a rest and do around 50% (minimum) of these things too:
Requisitions and orders: I’m a Science Teacher, so I need to order chemicals and equipment for my lessons each week. This Christmas my first priority will be to get all of my requisitions done for each week of Term 2, ahead of time. This will save me many a long night when I get back to school, and will help me to plan ahead and reinforce my long-term curriculum mapping.
Termly review: Every Christmas I make it a priority to evaluate where I am at now, and where I want to be with my classes by the end of the term. This kind of self-analysis allows me to see where I’m behind and where I’m ahead and how to address those issues. This is really important for final-level exam classes as they must have covered the whole syllabus and have revised by the time the terminal exams come along.
Getting back to gym: I’ve been slacking off lately. No excuses this time. I’ve got every day free for a few weeks so I’ll be up early and out for a jog before hitting the weights later in the day.
Responding to student e-mails: Some students in my exam classes will be e-mailing me with questions about past-papers, coursework and subject-specific stuff. If I can help, then I will help.
Clothes: I’m running out of a few things (such as shirts that actually fit me!). Time for a wardrobe mini-makeover so that I continue to look half-decent at work.
Writing my next book: My first book was quite well-received, so I’ve decided to have a go at writing my second. Classroom Genius: Top Teaching Tips will explore the themes of classroom management and assessment to inform learning in even greater depth and breadth than my first book. I see this as ‘downtime’ for me because I really love writing. Can I count this as ‘relaxation’?
Going back to karate: Another thing I’ve been putting off. Time to get a regular schedule set up.
Contacting people I should have contacted ages ago. Chasing up old leads and projects that I’ve allowed to slip.
Of course, as well as all of this I plan to enjoy my freedom in Thailand as much as possible. A trip to the beach is compulsory, along with my long-awaited visit to the Death Railway in Kanchanaburi (still haven’t done that yet – it needs to go on the list!),
How will you use your free-time this Christmas? Is it all one-big holiday or can you think of some small ways to make your life easier when you get back to school?
Don’t miss the Christmas Giveaway for 2017! From 25th – 29th December,Richard’sbook will be free to download on the Amazon Kindlestore globally. Merry Christmas and enjoy (and tell your friends)!
The ability to learn independently is a key aspirational skill of all of our students; or at least it should be.
Not only do our top students need to learn how to study independantly when they get to university, but all of our students need to be prepared for careers that may not yet exist.
Empower students through marking
When you first meet your advanced learners, or when they are starting out on their ‘independent learning training’, empower them with encouraging comments on their work.
Take this recent example of mine for instance:
This work is from a final year IBDP student. She’s done a good job of finding and filtering relevant information by herself. I’ve praised the things she’s done well, and offered tips on how to extend her research.
Over time, the amount of written comments I give on this kind of project work/research will definitely decrease. This is only needed in the initial stages.
For her next piece of work, peer assessment and some verbal feedback from me may be all that she needs to be encouraged to keep on track and continue to improve.
Design project work with a creative outcome in mind
Here are some ideas for group and individual projects:
Create an infographic about a particular topic, to be displayed on the classroom wall
Create a class presentation, perhaps on Google slides, to be presented to the class at some future date
Create a website summary of a topic
Build a model or a demo to show the class
Create a dramatized play/news report about a topic
Create a song/rap
Create a stop-motion animation of a process
Create a spatial Learning activity (kids might need some training for this one: see my blog post here for help)
Create a leaflet or brochure, to be distributed to another class or Year group (cooperate with other teachers on this one – perhaps a leaflet exchange is a good idea)
Can you think of more to add to the list?
Use Imaginative Evaluation
When people think of an ‘evaluation’ they’re often drawn to their early memories of their Science lessons at school.
In those kinds of evaluations students have to decide what worked well, what didn’t work well and what changes could be made to methods and equipment to make the experiment better next time.
With Imaginative Evaluation, students use their ingenuity to think of what they could do better if there were no limitations in terms of equipment, time, resources and technology.
In an attempt to create the innovators of tomorrow, Imaginative Evaluation aims to get kids thinking about what technology, currently not available, that they would invent to solve the problem they’re facing.
This excerpt from my book shows a planning and evaluation form that can be used with any assignment, in any subject, to encourage Imaginative Evaluation:
Get your students to build what they are learning in some way. You don’t need fancy equipment: straws, bottle caps, crumpled paper, cardboard, paints and even plastic bottles can all be mashed and mangled together by students to create amazing models.
I’ve used this technique across my teaching in Science to get students to create everything from atomic models (a recent example is given below) to makeshift ‘eco gardens’.
Can you think of times where you could use this technique in your curriculum area?
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It was a cold October morning in North Wales. I was a fresh, Newly Qualified Teacher at Denbigh High School.
Young and inexperienced with rose-tinted goggles: I was mindful of my responsibilities as a new Science teacher. Expectations were high.
When the Deputy Head of the school suddenly asked to observe one of my Year 9 Physics lessons I knew I had to perform well. As a thriving school with a great reputation, Denbigh definitely set the bar high.
My Year 9 kids were typical 13 and 14-year-olds. Some days they were great and some days they’d just had enough. Keeping them on-task was a challenge for an unskilled teacher like me.
Frantically thinking of ideas for this major lesson observation that was coming up, I thought about how to keep the kids interested whilst maintaining challenge at the same time. I was going to be teaching a lesson about series and parallel circuits, but I’d made the mistake of not ordering circuitry and equipment from my Science technician. A class practical was simply out of the question at such short notice, and the circuitry was booked by a number of other teachers that day anyway. I could only order enough equipment for a class demo.
What on Earth was I going to do?
Simulations and online learning was out of the question – this was 2006 and kids didn’t have the right mobile devices and they didn’t carry laptops. Online resources were also limited.
I felt uneasy about taking the kids to the computer lab, even though it was available. My Deputy Head wanted to see me teach, not watch the kids work on computers for 40 minutes (or so I assumed).
In a moment of despair and perplexity I was suddenly given a flash of inspiration: what if I could turn the lab into a giant circuit? The kids could become ‘model electrons’ and could walk around the classroom holding up little signs, pretending to be flowing around a circuit. I could even hold up a sign saying ‘cell’, and a few kids could be model ‘switches’ and ‘bulbs’. Hell, it might just work!
The day comes
I frantically printed a class set of A4 signs – just simple sheets which said ‘electron’, ‘switch’ and ‘bulb’ in big letters.
‘This crazy idea might save my day after all’, I thought!
The kids came in and sat down. Back then I hadn’t mastered the art of giving students something quick to do as soon as they enter the door (see my three A’s in my book). I got right into this activity as a starter (which turned into a semi-main body of the lesson).
I lined all the kids up and gave them each a sign. Most of them would pretend to be electrons and a few would be switches and bulbs (‘switch on’, ‘switch off’, ‘bulb on’ and ‘bulb off’ signs were given to these pupils).
The desks were arranged in rows, so I started with a series circuit. I explained the route the kids had to take and they started walking, holding up their signs. They smiled and giggled along the way. When the ‘electrons’ passed the ‘bulb’ it ‘lit up’, and when the ‘switch off’ student held up his sign, the ‘electrons’ stopped moving and the ‘bulb off’ sign was held up, proudly.
To my astonishment, the kids absolutely loved it. More importantly: they understood the concepts of the lesson brilliantly. They completed a short worksheet after the ‘circuit walk’ (which they all could answer with ease) and then I gave my short circuit demo with actual wires and bulbs and switches.
My deputy head was very impressed. She praised my creativity and said that the ‘circuit walk’ was very effective.
Not bad for a freshy who prepared in rush!
That day I became a hardcore Spatial Learning fan. Fast forward to today and all of my students will tell you that I use spatial learning in almost every lesson I teach. It’s effectiveness speaks for itself.
But what is Spatial Learning?
There are many definitions and interpretations of spatial learning on the web and in various books. Some of this pedagogical mumbo-jumbo can be really confusing, but I believe I’ve nailed it down to one sentence:
Spatial Learning is when students use bodily movements to express themselves, solve problems and model situations.
Spatial Learning has both general and specific applications. I’ll now go through some great examples that illustrate the power of this excellent teaching tool.
Here’s a quick video I made about Spatial Learning:
A human graph and true or false?
Do you want to know the opinions of your students on a subject matter? Maybe you’re taking a survey (e.g. which day is the best for canteen food). Maybe you have a list of multiple choice questions and you want a fun way to get the kids through them.
A human graph might be the right tool for you!
What if you just want to quickly check your students’ conceptual understandings (e.g. as a plenary)? You could ask some true/false questions and get the kids to raise their hands, or you could use a way cooler (and more fun) method!
Choose one wall to be the ‘True’ wall and one to be the ‘False’ wall. Once you’ve asked the question, get the kids to walk to the correct wall. It’s that simple! Just make sure that the kids walk back to the middle of the classroom before each question.
This great illustration from Pop shows you the steps to take for each of these activities:
Do your kids need to express numerical answers sometimes? Maybe they need to work out a percentage or a fraction, or translate numbers from one language into another. Maybe they need to express something in Binary Code. Well it’s time to put pen and paper down and get your kids moving!
Turn your students into ‘human numbers’ by following Pop’s beautifully illustrated instructions:
For double and triple-digit numbers you can put students into groups for added fun!
The vast majority of the Spatial Learning I do involves modelling a situation, concept or solution. Like the example I gave earlier about the electrons travelling around the circuit, the students actually become the things that you’re teaching about.
Ifind that almost everything I teach can be modelled spatially in one form or another.
I’ll provide some examples to show just how easy it is, with just a little creativity, to turn any monotonous textbook paragraph into a living, breathing, exciting and stimulating task.
Modelling example one: Diffusion
Textbook definition:Diffusion is the passive movement of liquid or gas particles from a region of high particle concentration to a region of low particle concentration. The speed of diffusion of any given particle is dependent on its molecular mass. This means that a particle of ammonia, for example, will diffuse faster than a particle of hydrogen chloride as ammonia is the lighter of the two particles.
Modelling activity:As you can see, the textbook definition is rather hard to swallow.So, to jazz things up a little, you can turn the students into ammonia and hydrogen chloride particles and tell them to diffuse! In this activity, the students simply walk across the classroom at different speeds, depending on which molecule they are. Quick, easy to do and a nice break from writing, reading and listening to a lecture. More importantly: it’s really useful as a tool to help kids understand this concept.
See this illustration I drew below (my art work is dire compared to Pop’s, so I hope it’s understandable!):
Modelling example two: A Typical Home Network
In an attempt to show you just how pliable spatial learning is, I’ve designed a task for a subject area I don’t specialise in: ICT
Concept:A typical home network may be wired, wireless or a combination of both. Hardware components process and convey the data message from from part of the network to another.
Spatial learning task:For this task you need moving and stationary students. The stationary students stand at predetermined positions in the classroom (you can put signs on desks or on walls to help). These students represent the hardware. The rest of the students are the ‘data message’, and they move from one component to another. I hope the illustration below helps you to see just how easy this is to implement and how much fun it can be. Students should shout out the name of the hardware component they reach at each stage as they walk around the room.
Can you think think of ways to use modelling in your subject area?
Mydebut bookis filled with great spatial learning and active engagement tips. After the enormous success of that book I’ve decided to work on a new book that will be released mid-2018 which goes into even greater depth and breadth about the range of classroom management tactics available to teachers. Also, if you’re looking for a great book to build up spatial learning skills in small children, then I strongly recommend Julie Dillemuth’sLucy in the City:
A half-term has ended and so much has happened already! New students, new classes, new systems, new parents and maybe even a new school.
If you’re like me: following a British/American academic year, then you’ve probably given your older kids some mid-term exams. In my case, I’ve already had a parent’s consultation evening in which I could discuss the results.
This time of the academic year is a great opportunity to assess your students in some way. It allows you to identify problems early on, so that you can ‘nip them in the bud’, so to speak.
One key problem area for many students is their use of subject-specific language in examinations. Mark Schemes for external exams, such as iGCSEs, GCSEs, ‘A’ – Levels, the IB Diploma and many others, are often very rigorous with no room for compromise when it comes to key words.
In short, if students don’t use the correct subject-specific terminology, then they perform poorly in examinations. This is a problem that native English speakers often face, as well as students with English as an Additional Language (EAL).
What follows next are my top three strategies for helping students learn key words. I hope you find them useful, and if you have any strategies that you really like then please do comment using the form at the bottom of the page.
#1: Vocabulary Journals
I already have a number of students who I’ve identified as needing one of these. It’s such an effective way to boost confidence and performance, but it does require a bit of organisation and leadership from the teacher. Here are the steps:
Step 1:Tell the students to get a special notebook. It doesn’t need to be fancy. Just a cheap spiral bound one will do just fine.
Step 2:The students should divide the first page into three columns:
For example: Moment, The force applied to a lever multiplied by the distance from the pivot, mo-men-t
For an EAL student you can include a fourth column:
In this column, the student can write the word in his/her native language.
Step 3:The students should write down the key words they learn every week into this journal, along with all of the other information.
Step 4:CRUCIAL! The key words and information must be CHECKED every week. Check the words, the meaning and the pronunciation (you can even get the students to say the words to you – this reinforces their memory of the terminology).
For native translations you may have to simply trust the students with that one. You could possibly spot check these every so often with an MfL teacher, but that’s not always possible (e.g. if the native language of the student is Japanese, but the school doesn’t have a Japanese teacher).
To save you time, you could get small groups of students to check each others’ journals. This would also work well with groups of EAL students who all speak the same native language.
JOUNALING IS SUCH A POWERFUL TEACHING TOOL, BUT IT IS SELDOM USED BY TEACHERS! Make use of it!
#2: Play Vocabulary Games
I’m a HUGE advocate of these. They are so much fun, and can be used by students of almost any age! Here are may favorites:
This quick game is so easy: all you need is a whiteboard, whiteboard markers and class of kids. It’s a great game for consolidating key vocabulary, and is perfect for E.A.L. learners.
Here’s a short video showing a quick clip of me playing ‘Splat’ with my students (I will include some more lengthy clips soon, but this is a good start):
Another easy game. This time, students randomly pick out written words from a hat (or cup, beaker, container, etc.), and then they have to explain their word to the class (without saying the word). The students who are listening have to guess what the word is.
Who am I?
A very simple game. All you need are post-it notes and a class full of energized students! Great fun. Perfect for reinforcing key vocabulary and concepts.
There are some more games that you can play with too (no pun intended). Details can be found at my blog post here. Also, if you’re looking for a great book filled with practical and easy-to-implement vocabulary games, then check out this great book (one of my favourites): Vocabulary Games for the Classroom by Lindsay Carleton and Robert J. Marzano.
#3: Highlight key words in your marking
There’s a number of ways that this can be done:
Refer to key words by writing questions on the piece of work (e.g. what’s the name of this part?)
You could highlight less technical terminology and get the students to make it more technical (e.g. ‘movement energy’ becomes ‘kinetic energy’)
You could circle key words that are spelt incorrectly and get the kids to look them up online or in a dictionary, and change the spelling
You could do some peer assessment and get all the kids to write down words spelt or written incorrectly on little bits of paper. These words can then be your ‘feeder vocabulary’ for the games given above.
Your school may have it’s own strategy for key words, so check that first!
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NOTE TO READER: The author wants to make it clear that all people should be respected regardless of gender, sexuality, race or religion. As civilized people, we should be tolerant towards those who are law-abiding and have different opinions, behaviors, cultures or beliefs to us. This article acts as an introduction to the issue of gender-identity education in schools and childhood and the effect this has had, and is having, on masculinity and ‘manliness’ in some cultures and countries.
Five years old and I was glued to the TV watching WWF wrestling. The wrestlers’ muscles, their machoness, their swagger, their attitude, their power – I wanted it all. I even had the toy wrestlers and the ring, and I and my brother would fight it out (often literally, which really annoyed my mum).
I was a boy, for sure. No-one could tell me otherwise. At that age I didn’t really like to play with girls and I opposed everything deemed ‘girly’. I hated the colour pink, and I would never, ever play with girls’ toys.
At that time I was surrounded by good male role-models. As a child of the eighties, I was lucky enough to enjoy ‘film night’ at my dad’s house every Saturday. Me, my brother and my dad would watch movies like ‘Predator’, ‘The Terminator’, ‘Enter the Dragon’, ‘Lethal Weapon’, ‘Robin Hood, Prince of Thieves’ and ‘Die Hard’.
The male heroes of these movies were presented as strong, intelligent, caring, brave and moral men. They stood up for people in need, they weren’t afraid of bullies or opposition and they did what was right, no matter what. These traits of masculinity were further embedded by the instruction of my father, and later by the great coaches and instructors I had in Shotokan Karate classes (which I still do to this day) and the Army Cadet Force.
My coaches were not misogynists or chauvinists. They wanted me to do well. They encouraged me to fend for myself and not to rely on my parents too much – to take on the role of a contributor and a leader, to help my parents out and to be a good role model: a male role model. A man of courage, morality and decency. A person who worked-hard, but who would never disrespect someone who was underachieving or who needed help.
I was secure in my identity as a boy and a young man. My early childhood was filled with good male-role models and I didn’t need special classes or training to know that I was a male. My security and identity as a ‘young man’ happened naturally, as it does for almost every boy. In fact, my Year 2 teacher once made me sit exactly on my seat with a very convincing threat: “Richard, if you sit on another seat you’ll turn into a girl!”. I stayed put! It worked!
Fast forward to today and we’re looking at a totally different dynamic. The teacher who said those words to me 30 years ago could get into some trouble for saying those same words today. This is concerning.
The Feminisation of Society?
A number of high-profile individuals have spoken publicly about the feminisation of men in recent times. One such person is Camille Paglia, Professor at the University of Arts in Pennsylvania, who stated in an interview for the Wall Street Journal that “What you are seeing is how a civilization commits suicide”. In the interview, she makes the point that ignoring the biological differences between men and women risks undermining Western civilization.
Some critics blame the cosmetics industry, saying that adverts portraying the modern man as prim, pretty and preen like a woman are contributing to the feminine behaviors that so many are now observing in modern men. Most notably, Tomi Lahren, political commentator at Fox News, went so far as to say that “growing a beard and wearing a flannel shirt doesn’t make you a man if you still can’t change a light bulb,” before concluding that ‘helpless’ young men now prove to be “slim pickings for women”. She also caused a storm with this very thought-provokingtweet, suggesting that millennial men would be unfit for military service :
As I watch millennial men struggle to lift their bags into the overhead bin I am reminded how f'd we are if there's a draft.
But is there any truth in all of this subjective criticism of modern men? What does science have to say on the matter?
Biological Male Parameters
In a studycompleted last year, researchers discovered that the grip strength of a sample of college men had declined significantly between 1985 and 2016. In fact, it has declined so much – from 117 pounds of force to just 98 pounds, that it now equals that of older Millennial women. The average college male now has an equal hand strength to a 30-year-old female.
Alongside this concerning decrease in male physical strength, sperm counts and testosterone levels continue to plummet. According to researchers, sperm counts in men from America, Australia, New Zealand and Europe have fallen by a whopping 50 percentin just under 40 years. Testosterone levels have shown a similar trend, falling by 1% per year since the 1980s.Another studyof Danish men revealed similar results, with declines in testosterone consistently above 10% among men born in the 1960s, compared to those born in the 1920s.
For some men, the shame of discovering why they can’t conceive a child is almost unbearable. A number of my friends and former colleagues have had the bombshell of “You’re infertile” dumped on them mercilessly by a doctor. One of my friends sadly took to alcohol after finding out why he and his wife couldn’t conceive a child. Soon after, the alcohol took his life.
As infertility clinics pop up left right and centre across the world, not enough is being done to address the emotional consequences of male infertility on couples and on men, in particular. The root causes of such drastic increases in male infertility are also not being addressed or even questioned by many of the doctors who are all too happy to cash in on the booming business of fertility treatment: making huge profits in the process.
One may think that there should be a massive drive to provide provision for boys in schools and encourage positive male development, especially when one considers the evidence just mentioned. Men are becoming increasingly effeminate; so surely the schools must be doing something to address this issue, right? Surely there must be a drive to increase the profile and understanding of masculinity with projects such as male-identity classes, increased provision for competitive sports and a big drive to provide nutrition in schools that offers wide-spectrum support for developing boys and girls.
In fact, in Western cultures, the exact opposite seems to be happening. The feminisation of men and boys is at best tolerated, and at worst: encouraged.
Who do you think should be a guest speaker at your 5 year old’s class? A doctor? A policeman? An ambulance driver? A firefighter? An author? A company manager?
How about a drag queen? Surely a man with makeup, high heels and women’s clothes who looks like he (she?) just walked out of a nightclub sets a brilliant example for others to follow. It’s so progressive!
Sarcasm aside, that’s exactly what happened at the Brooklyn Public Library in Park Slope, New York City when kids were invited to ‘Story Hour’delivered by a lipstick-wearing guy. Now there are plans to expand this model across the UK,as a new drive has been set up to get drag queens into British primary schools to read stories to kids. Apparently, this is all in aid of LGBT(QLMNOP……) awareness.
With questions such as “Who wants to be a drag queen when they grow up” (to which a number of small children raised their hands), and songs such as “The hips on the drag queen go ‘swish’, ‘swish’, ‘swish’, all day long”, one can’t help but wonder if the world has gone a little mad. Was this drag queen event intended to inform the children about one minority lifestyle choice, or was it intended to promote and advertise the lifestyle of a drag queen?
This also got me wondering: should kids as young as three really be exposed to this kind of activity/event/propaganda (I’m not sure what to call it. Watch the video from the Associated Press and judge for yourself). Shouldn’t young kids be focussing on learning their times’ tables, language acquisition, playing with toys, playing with their friends, developing ICT skills, developing social and interpersonal skills and acquiring subject-specific content?
The ‘victimhood narrative’
Dr Joana Williams, a lecturer in higher education at Kent University, is one of a number of academics who has spoken outagainst the kind of gender-biased and gender-confusing influences that seem to be permeating our schools.
Dr Williams argues that schools, universities and feminist campaigners, which should be promoting women’s rights, are now doing more damage than good.
In her new book, titled ‘Women vs Feminism: Why We All Need Liberating from the Gender Wars’, Dr Williams argues that“fashionable” modern feminism involves telling young women that misogyny and sexual harassment are commonplace. She claims that teaching young girls that there are insurmountable barriers in life caused by the widespread ‘toxic masculinity’ of men causes a ‘give up’ attitude to be embedded which stops girls from persevering in life. Additionally, as if in a confirmation of the Orwellian ‘newspeak’ predicted in the epic novel, ‘Nineteen Eighty Four’, Dr Williams states:
“So if someone pays you a compliment [you are told] that is outrageous. You are told it is not a joke, it is a sexual attack, it is “everyday sexism” or a micro-aggression.”
One has to wonder how this ideology affects boys and young men, and their sense of confidence in relationships. Do young men feel empowered to approach a girl and ask for a date these days, or are they afraid that they’ll be labelled a ‘misogynist’? Only time will tell what the long-term effects will be.
The War Against Boys
Christina Hoff Sommers, author of ‘The War Against Boys‘, explains how boys are getting a raw deal and how good intervention programmes can have a dramatic and positive effect on the attainment of boys in school. She argues that boys are behind girls when it comes to performance in exams, and she offers some compelling reasons why it’s high time to start addressing this problem. If you’re looking for a very interesting and informative watch, then this video is for you!:
Gender Identity vs. Sexuality
One issue that many in the ‘gender fluid’ community cannot answer fully is this – how do you inform small children about drag queens, lesbians, transgenders and all of the other sub-categories without touching on the subject of sex and relationships? Does a drag queen want to have an intimate relationship with a woman, a man, a transvestite or what? Discussions and ‘story hours’ featuring LGBT issues can’t help but involve the topic of sexuality – the two are intertwined.
Should small children ever be taught about about sex? Shouldn’t the gender binary: a biological male and a female in a relationship together, be equally taught and discussed in schools? After all, that is the reproductive unit that conforms with nature’s rules. Shouldn’t gender-identity education be taught alongside sex-education, when boys and girls are going through adolescence and are better able to process the information being presented to them? Once again, is it really necessary for small children to learn about drag queens and so-called ‘gender non-conformists”. Can small children really understand and process these concepts?
With sperm counts falling sharplyaround the world for the past three to four decades, isn’t it in the interest of human survival to value and cherish the traditional family unit above all others?
Some high profile individuals have vehemently spoken out against the homosexual influences that some would say are permeating school communities around the world. Take Fred Nile, New South Wales MP and conservative morals campaigner, who stated:“My observation is that teenagers are going through sexual development and [it] can be quite dangerous, I think, to promote homosexuality in schools to children,”
Fred goes a step further than me: warning about the dangers of pervasive homosexuality promotion with teenagers. Once again, the difference between ‘promoting’ and ‘informing’ is a crucial consideration here.
Who wears the trousers?
In an apparent act of typical teenage defiance, a group of boys at Isca Academy in Exeter, England, decided to wear skirts to schoolas they were banned from wearing shorts. As the mid-July temperatures soared higher than they had since 1976, boys at Isca were noticeably annoyed that their female counterparts could wear cool skirts.
When they protested that the girls were allowed bare legs, the school, probably in the tone of sarcasm, said the boys could wear skirts too if they chose. So on Wednesday 21st June, a handful brushed off the embarrassment and did so. The extent of the rebellion increased on Thursday when at least 30 boys wore skirts.
Why the widespread coverage of this story? I guess it is an interesting story of masculine (?) defiance in the face of ‘tyranny’, but why the global attention? Was this really such a high-profile story? Was this an unmissable opportunity for the ‘progressives’ to jump on the gender-identity bandwagon to further confuse people and promote a particular agenda? Perhaps this was just too juicy a story to miss, and news outlets knew that people would be interested. Great for sales?
The War on Fatherhood
Taking this further, the war on masculinity doesn’t end with male identity in schools.
Fathers do one of the hardest jobs in the world. My dad was a role model in every way, often going the extra mile to make sure I was fed, clothed and safe. That wasn’t always easy for my family.
Nowadays, in an apparent act of psychological warfare, the role of the father is often reduced to the image of the beer-guzzling Homer Simpson layabout-type. Take Jezebel magazine, for example, which shows no apparent bias with this comment:
Father’s Day means a lot of things for a lot of different people. Maybe you were lucky enough to score a great dad, the kind that made you pancakes on weekends, coached your soccer team and sang off-key to Bob Seger on long car trips—but always, unmistakably loved you.
And maybe Father’s Day means something totally different to you. Maybe your father passed away, maybe he was abusive, maybe he was never there to begin with. Maybe he was this douche (man-degrading video follows):
For the latter group, Father’s Day is often a painful reminder of what others have but you don’t, and those stories deserve to be told, too.
So what does Father’s Day mean to you? Share your stories—the good, the bad and the ugly—in the comments below.
A balanced invitation? I tend to disagree. Lauren Southern, a rare voice of reason in our confusing world of gender-skewing propaganda, summarises the war on fathers brilliantly in this short video (WELL WORTH A WATCH):
Gender identity classes should be taught in schools. We should teach our young people to be tolerant and accepting of gender-fluid individuals. However, does the promotion of minority gender identities (e.g. transgenders) above the traditional gender binary serve any purpose except to confuse young people further?
I think it’s unnecessary for three-year-old kids to learn about the gender identity issues of minorities, but it is appropriate for gender identity classes to be given to older kids who are better able to process the information and make more informed decisions about their lives.
Now, more than ever, young boys and girls need positive male role models in their lives. Not chauvinists and misogynists, but hard-working, principled and decent individuals who undoubtedly identify themselves as ‘men’.
Any education on gender identity presented in schools should be thoroughly regulated and designed with a proper curriculum focus and should aim to inform about gender-identity. Such a programme should never aim to promote any gender-identity minority.
More needs to be done to determine the appropriate age at which gender-identity education should begin. Perhaps it is best delivered to adolescent teens when they already know the scientific basis of sex and the indisputable role that the ‘gender-binary’ plays in the propagation and survival of the human species.
Fathers should be respected just as much as mothers, and the important role that fathers play in the traditional family unit should be taught through a school’s PSHE or social studies program
Alongside sex-education, health education is vital so that the issue of falling male sperm counts can be addressed. The role that WiFi, cellular devices, food additives and pollutants in the air have on sperm count, though not properly understood, should be presented through project work as an exploration for all high-school students to work on. A number of factors are undoubtedly leading to plummeting sperm counts globally, and the survival of the human race is dependent upon fixing this problem and raising awareness of possible contributing factors.
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