“If you want to learn to swim jump into the water. On dry land no frame of mind is ever going to help you.”
I had a very unique and life-changing experience two weeks ago. One that I was not expecting.
It was the October half-term and I decided to to take a well-earned break from things for a few days. I and my wife traveled to Khao Yai National Park in Thailand to enjoy a few days in nature. We both certainly appreciated the fresh air and scenery.
On the way to Khao Yai I noticed a road sign that said ‘Pak Chong’ which specified a number of kilometers to get there. It wasn’t far way, and as a massive Bruce Lee fan I knew that this was the place where The Big Boss was filmed.
That’s quite a big deal for a lifelong martial artist and a big Bruce Lee fan. The Big Boss, filmed in 1971, was the movie that propelled Bruce to epic levels of fame in Asia. It was his ‘big break’, so to speak.
I, like a lot of pre-millenial kids, had a rocky life growing up. I wasn’t without life’s necessities but a number of people at that time really tried to mess things up for me. I was bullied at school by a number of individuals who wouldn’t dare bully me now. My parents had also divorced when I was around 2-years-old and that created a domino effect which basically made things difficult.
We’ve all had our fair share of challenge in life. Many people choose to give up when the going gets tough – they might turn to alcohol, drugs, gangs or things like that. Thankfully for me, however, my dad took me to learn Shotokan Karate at age 11, and soon after that I learned about Bruce Lee.
I read Bruce’s ‘Chinese Gung Fu‘ and ‘The Tao of Jeet Kune Do’when I was only a teenager. Bruce’s message about handling combat seemed to resonate with me and began to influence many non-combat areas of my life:
Train every part of your body and work as hard as you can – that message helped me a lot. Physical training and hard study helped me to ‘escape’ from some of the problems I had at home. I believe that Bruce’s message helped me to develop this drive.
Use the enemy’s strength against him: the idea of matching aggression with relaxation, allowing the opponent to complete his force, and then respond with aggression (the ‘Yin Yang’ dynamic) also had parallels in my life. When people got in my face and moaned, bullied or complained at me, I felt it necessary to listen, respond calmly and remain unfazed. I would then get on with my life and try harder than ever. I just couldn’t be provoked or pushed around anymore. The bullying just didn’t upset me anymore, and when one kid went too far and tried to push me around, I used my Shotokan skills to respond (and that’s the polite way of describing what happened). Needless to say, he stayed away from me after that.
Bruce Lee lived by example. He actually had high-level skills. He practiced what he preached. If Bruce told you to “train every part of your body”, you’d better believe that he was the ultimate epitome of that philosophy.
I honestly believe that good teachers cannot be hypocrites. If you’re teaching your students about the dangers of smoking but you smoke, then you’re a fraud. If you’re teaching physical education but you’re morbidly obese, then you’re a fraud.
Bruce wasn’t a fraud. If he told you to do it, then that meant he could do it like a pro.
I went to the Big Boss’ house in Pak Chong and I was surprised to find that it had changed little since 1971. To stand at the location where Bruce Lee actually fought the bad guys, and the Big Boss himself, was like going on a sacred pilgrimage:
The Big Boss’ house is actually an active temple called Wat Siri Samphan. I had the opportunity to meet and talk with the head monk at the temple, who told me that soon the temple may be refurbished, and some of iconic structures that still stand may be knocked down:
I am now working with a number of individuals to preserve Bruce lee’s legacy in Pak Chong by securing the historic filming locations so that they can be enjoyed by many generations to come.
Updates will follow.
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My second book, The Power of Praise: Empowering Students Through Positive Feedback, has now been officially proofread. This is an exciting development, and means that I can now proceed to the formatting and indexing stages.
The paperback will be ready to purchase from Amazon globally in early December of 2019.
There will also be some giveaways of the book hosted at my Facebook page, so definitely watch that space!
Wishing all of my readers and fans a happy week ahead!
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:
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:
Sense of belonging
Teacher’s ability to find joy and meaning in teaching
…….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).
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 had this crazy idea, some years ago, to offer a Computer Games Coding after-school club for the students to take part in. I had absolutely no idea how to code, but I thought it would be pretty cool.
I was rather the maverick back then.
I picked up a book about coding withScratch(check it out by the way – it’s brilliant) to read up on the basics, but I didn’t have the self-discipline to actually read that book.
I stopped after the first few pages.
Around 20 students signed up for this club, making it one of the most popular in the school. I was two days away from teaching my first coding lesson and I was panicking – how could I teach this stuff if I didn’t even know how to do it?
I decided on Emergency Plan B – I would share extracts from Scratch textbooks for kids (and my book that I’d bought) with the students through our school’s online learning platform. There were a number of games that the students could decide to build: Ghost Hunter, Boat Race, Space Mission, Chat Bot, etc. I decided to let them choose and build the games in pairs or small groups
It worked like an absolute treat!
The teacher explores with the students
In those early days I would call students to my desk one-at-a-time and I would ask them: “How’s the coding going? What have you done so far? Show me the blocks you’ve created.” – Guess what: the kids were teaching me how to code!
As each lesson went by I picked up more and more tips and knowledge and I was able to help the students out with more complex problems. The club culminated at the end of the year with a big assembly in which my best coders shown the whole school the games they created.
Go on the journey together
My message in this article is that it’s not always necessary to know everything about your subject, especially if you’re new to teaching it. When I first came to Thailand in 2008, I was much less knowledgeable about Chemistry than I am now (I was a Biology Teacher in the UK). The strategy I took was this – I will learn with the students.
So, get some fundamentals under your belt and think of ways to get your students to explore the topics they are learning. Get your students to use source material to:
CreateGoogle Slidespresentations (these are great, by the way, as multiple students can work on the slides in real-time)
There are few issues that come up in education that literally enrage me. This issue, however, has done exactly that.
Browsing through my twitter feeds last week I came across this:
Hats off to the girls at a Sussex secondary school who are refusing to comply with new rules requiring them to wear ‘gender neutral’ uniforms. The gates were closed on them because – shock, horror – they want to continue wearing skirts! All power to them! pic.twitter.com/wwikWo6l53
Paul’s original tweet contained video footage showing schoolgirls being refused entry into their school because – shocking as it sounds – they wanted to wear skirts! The police were even there enforcing this idiocy.
The lunatics are well-and-truly running the asylum in the UK.
Sussex Police made this statement via Twitter:
Hi Richard. We have explained ourselves, but it’s not been reported by some media. We weren’t called to the school, we were aware in advance and attended to facilitate peaceful and safe protest. We had no part in the decision process of who was or was not admitted to the school.
Police and teachers have been criticised for locking school gates to schoolchildren who protested a new ‘gender neutral’ uniform policy this morning, leaving pupils to wander the streets of a Sussex town.
Angry pupils and parents protested outside the gates of Priory School in Lewes over the clothing policy for the new school year.
But teachers and Sussex Police officers locked the gates on pupils and refused admittance to girls in skirts – and according to one eyewitness officers were actually involved in selecting which students could enter and which would be barred.
He said: ‘It was like they were bouncers – they waved some through and stopped others.’
Police acting like ‘bouncers’ to stop skirt-wearing girls entering school? This certainly contradicts the official explanation given by Sussex Police.
This story also makes a few points perfectly clear:
The school is more concerned about pushing its leftist, pansy, wimpy and idiotic agenda than ensuring that proper teaching and learning takes place
Safeguarding is clearly not a priority at Priory School – they’d rather let teenagers roam the streets than let them enter school (for no good reason, I may add)
Good Morning Britain even picked up the story, and ran a short scoop on September 9th. You can watch some of the students and parents tell their side of the story here:
The school’s official response
The Priory School sent this official press statement to me via e-mail:
Priory School uniform is designed to be a practical uniform which encourages students to be ready to focus on their school work and activities. Our uniform also helps us to dilute the status placed on expensive clothes or labels and challenge the belief that we are defined by what we wear. Instead, we encourage individual beliefs, ideas, passions and wellbeing and an ethos of camaraderie that is reflected in this shared experience.
We believe that a uniform worn without modification is the best way to ensure equality. We do not want children feeling vulnerable and stressed by the pressure they feel to wear or own the latest trend or status symbol.
Priory school is not unusual in having a trousers as the uniform item for all students. There are at least 40 other schools which have a similar uniform requirement. Our core purpose remains the quality of teaching and learning and we aim to achieve this by maximising the time spent on planning, delivering and evaluating the quality of provision.
At what point do we say ENOUGH IS ENOUGH?
It’s about time that teachers everywhere rose up and spoke out, and took action, against malevolent individuals and organisations that wish to enforce their agenda on our students and our children. My concern is this – what’s next? Gender neutral uniforms for teachers? Imprisonment for criticizing the policy of a school or local authority (such as me writing this blog post, for example)? Compulsory lessons for kids on how they should ‘question their gender constantly’ and how they might not ‘really be a boy or a girl’? (That last one is already happening in some schools, by the way).
No more. I’m not tolerating this lunacy anymore.
A call to action
I would like to encourage my readers everywhere, please, to share this article with others in order to spread awareness of what is happening in some UK schools. Comment on thisarticle and let’s get the discussion going. When people take action in large numbers to spread awareness then real change can happen.
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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:
The effective deployment of verbal feedback
Automated assessment – the use of software to test our students
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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Getting back into the swing of things can be a challenge: especially after a long summer vacation. Our body clocks are normally out of sync and we’ve probably been taking life a bit easy for a while (and rightly so).
The new academic year pounces on us like a monkey from a tree.
In order to be prepared for the craziness ahead I’ve devised a list of ten things to do prior to the first day back at school. Follow these magic tips and you’ll be energized, prepared and ahead of the game.
Tip #1: Create a regular sleeping pattern
Get up at your normal ‘work day’ time each day for at least a week before school starts. This will calibrate your body clock so that it’s easier to get up when school begins.
It’ll be hard at first – if you’re like me then you’ll be exhausted at 6am. Just try it – force yourself to get used to getting up early.
Tip #2: Set up a morning ritual
Come up with a sequence of events that will inspire, empower and energize you each morning. For me, my morning routine looks like this:
Get up at 4.30am
Go to the gym (it opens at 5am)
Work out at the gym
Shower at the gym
Have coffee and breakfast at the gym lounge
Read over e-mails and lesson plans for the day ahead
Leave the gym and be at school by 7am
Getting the hardest things done in the morning (e.g. exercising) is a very empowering way to start the day. This ritual of mine also serves to give me energy – I’m not rushing to school and I’m fully breakfasted, coffee’d-up and mentally prepared before the school day even starts!
Tip #3: Read ahead
Whether you’re teaching the same subjects again this year, or if you’re teaching something totally new – it always helps to read ahead.
Go over the textbook material, watch out for subtle syllabus changes and make sure you read over the material you’ll actually give to the kids (PPTs, worksheets, etc.).
Tip #4: Prepare ahead
Linked to reading ahead but involves the logistics of lesson delivery – make sure your resources are prepared.
Don’t forget – every teacher will be scrambling for the photocopier on the first day back. Prepare your paper resources in advance, or plan to do photocopying at ‘off-peak’ times (e.g. late after school one day).
Tip #5: Set personal targets
Is there anything that you could have done better last year?
If you’re a new teacher, then what are some life-challenges that have held you back in the past? Procrastination? Lack of organization?
We all have things that we could do better. Think about what those things are for you and write down a set of personal targets in your teacher’s planner. Read them every day.
One of my targets, for example, is not to set too much homework but to instead select homework that achieves my aims most efficiently.
Tip #6: Get to know your new students
Spend time talking with your new students and take an interest in their hobbies, skills and attributes.
Look at previous school reports if possible and find out if any of your new students have any weaknesses in any subject or behavioral areas. Talk with members of staff at your school about ways to accommodate and target such needs if necessary.
Being a Newly Qualified Teacher was difficult. Getting to know my new students was a challenge, as was the daily grind of behavior management and classroom management. Building up the skills I needed to be effective in these areas took considerable time, and one of the reasons I wrote my book back in 2015 was so that I could have a record of all of the ‘nuggets’ of experience I had picked up over the years.
I wanted something I could read over on a regular basis to remind myself of the lessons that had been hard-earned. I certainly wasn’t expecting the book to become a bestseller, as it did on three subsequent occasions.
I think my ‘raw’ style really resonated with teachers: teachers who were fed up with the confusing (and often contradictory) ramblings of researchers and consultants in the field. They wanted real advice. They wanted techniques that worked.
One thing I touched upon, but didn’t go into detail about in my book was the plethora of marking and assessment strategies I have learned over the years. I have a separate book coming out about that, and this blog post will be a nice precursor to its release.
So, strap on your seat-belt because I’m about to go through the highest-impact, most effective strategies for marking and assessing work in ways that save you time and energy.
Strategy 1: Diffusive Live-Marking
This is really simple:
Set a task for your students to complete (it could be a Google Slides presentation, a worksheet to complete, some questions from their textbook to do, etc.)
When a few minutes have passed, ‘diffuse’ through the classroom by walking around with a marking pen in hand (I use a red pen).
Mark student work in real time, as they are doing it. Of course – reinforce your written comments with verbal feedback (and you can even write ‘verbal feedback give’ or ‘VF’ on the work).
Hey presto – you just saved yourself an hour or so of after-school marking time!
Strategy 2: Absorptive Live-Marking
In this scenario, one can imagine the teacher being like a ‘sponge’ that ‘absorbs’ the students: instead of walking around the classroom to mark work in ‘real-time’, you sit at your desk (or at a designated ‘consultation point’ in the room) and call the students to your desk one-at-a-time.
Same result – you just saved yourself a ton of after-school marking time.
Which is better – absorptive or diffusive live-marking?
In my personal opinion, both forms of marking have their place.
Diffusive live-marking can actually double-up as an excellent behavior management technique – when you walk around the classroom and check work in real-time, pockets of low-level disruption tend to fade away because of the teacher’s proximity. The disadvantage of diffusive live-marking is that it can be difficult to stand behind, or to the side, of a student and mark work on a crowded desk.
I tend to use absorptive live-marking more than diffusive as I am lucky enough to work in a school where the overwhelming majority of the students are very well-behaved. This means that I can call them to my desk one-at-a-time and the class will still stay on-task. A big advantage of the absorptive method is that I can give more detailed and personal feedback to each student and I have my whole desk-space to neatly mark the work on.
Here’s a video I made about live-marking (very highly recommended):
Strategy 3: Peer-Assessment
I first learnt the power of peer assessment back in 2008, when I had just moved to Thailand.
As a keen young teacher with two years of UK teaching experience, I found myself teaching students who were all very keen to do their best. Homework assignments and classwork seem to come my way on a real-time, live-stream basis, and I soon found myself inundated with work to mark.
At first, I tried the traditional methods of using a green or red pen to write lengthy comments on each piece of work. I had learned from my training in Assessment for Learning in the UK that written comments that help the student to improve were much better than a letter grade or a score followed by a ‘Well Done’. I’d learnt about the ‘two stars and wish rule’ – where I’d write two positive things about the work and then one item or target for improvement.
These ideas were great in theory, but I found that my weekends became shorter and shorter as I tried to write effective comments on every piece of work that came in. I was spending less and less time doing the hobbies I enjoyed, and I became quite the old grouch.
I finally expressed my concerns in the staff room one day and a colleague of mine said “You should do more peer assessment”.
She was right.
I instantly started getting my students to mark their own work, and reflect upon it, and the results were astounding: my weekends became ‘me time’ again, and students seemed to learn better than they would from receiving my comments.
As I continued to develop my skills in assigning proper peer-assessment, I discovered that I was sometimes making some catastrophic errors. I refined my strategy over the years, and came up with this six-step system:
Step 1:Make sure that the work you set has an official mark scheme or set of model answers associated with it. There’s nothing worse than trying to ‘guess’ the best answers along the way as you’re trying to get the kids to assess the work. Make your own mark scheme if necessary, but make sure the answers are clear.
Step 2: When it comes time for the kids to assess the work, ask them to swap their work with someone else in the class. Alternatively, if this doesn’t work for your particular class, then collect the work in and redistribute it.
Step 3: Ask each student to get a colored pen ready to mark with. Red and green are good. You may wish to have a set of special ‘marking pens’ somewhere in class that the kids can use whenever they mark each others’ work.
Step 4:Print the official mark scheme and give a copy to each student. This has the advantage of providing a permanent copy for each student to keep, and allows you time to help students as they mark. Projecting the answers onto a screen can also work, but you may find that students cannot see and that you may have to scroll through at a pace that’s not suitable for every student. Printing a copy, or sharing it on the schools VLE so that students can access it via a tablet or laptop, is best.
Step 5: Make it very clear that students should tick the answer if it’s correct, and make full corrections if it is wrong. The mere act of writing out the model answer onto the work being marked will reinforce the concepts into the subconscious mind of the student.
Step 6:Let the students give the work back. Collect it in at the end of the lesson so that you can glance through and check that everyone has peer-assessed properly. If anyone hasn’t, then make them do it again.
Once work has been peer-assessed, you can sit down with individual students and have ‘progress conversations’ designed to pin point areas of weakness and highlight areas of strength
You have to be quite organised with this method (e.g. making sure you print the mark schemes on time). However, this will save you loads of time and will definitely help the kids to learn properly.
Strategy 4: Self-Assessment
Not surprisingly, self-assessment has similar perks to that of peer-assessment. This greatoverviewby the University of Sydney advocates for the wide-use of self-assessment with students for the following key reasons:
It encourages student involvement and participation, so it’s great for students who normally find group activities or active class tasks a little uncomfortable
When used in conjunction with group work it can be a great way to assess one’s personal role and contribution in the group experience and learning process
Academic appraisals aside, I’ve found from my personal experience that both self and peer-assessment are absolutely invaluable to the modern practitioner. They save you oodles of time as a teacher and students learn so much from each process.
There are a number of different ways that self and peer-assessment can be used in the classroom. My experience has taught me (the hard way!) that the following tasks work really well:
Making corrections to tests and assessments: When any important test or assessment comes up, I don’t think it is appropriate to have students marking these themselves. They’ll get it wrong, even with a mark scheme to use, and will be overly generous on themselves and their peers (unless they’ve been trained for a period of time – more on that next). However, a great activity is to mark the tests yourself, then give the tests back to the students along with a printed or online mark scheme. The students could then use a coloured pen to make full and detailed corrections to their test papers. You could turn this into an AfL exercise, with students writing down the question numbers they got wrong on the whiteboard, or on an anonymous piece of paper. You could then go through these questions afterwards to clear up common misconceptions. If you run a regular Learning Journals system (as I currently do), then students could write down the questions and the model answers in their Learning Journals. This causes very deep-learning to take place and is great for building long-term memory!
Assessing homework, classwork and regular assignments: A great time-saver for teachers. Just make sure the kids have access to the model answers. Don’t forget to collect the work in too – you need to know that the kids actually did the work you asked them to do.
Past-papers:Exam-level students really need to become familiar with the official mark schemes provided by exam boards. They need to become comfortable with key vocabulary, language and command terms. Provide exam-level students with regular past-papers to do as homework. Provide mark schemes too, so that they can self and peer-assess their work in class later. For older students (e.g. ‘AS’ – Level, SAT and IBDP learners) I’ll sometimes give them past papers and mark schemes to take home. Their task is to complete the past-papers under timed conditions and mark them using the mark schemes. The student then hands me the papers completed and marked (this is essential – I need to know that they have completed the assignment). I then check the papers for common misconceptions and target those in class.
Technological means:There a number of ways in which technology can assist in the peer and self-assessment process. Google formsare great; as are online quizzes provided by trusted third parties (e.g. BBC BitesizeandMyiMaths) and online quizzes that teachers can build by themselves (e.g.Quizlets). Make use of these and others (e.g.Kahoot– great for getting kids to use their mobile devices), as they are really interactive and can offer a nice break from traditional methods.
Strategy 5: Automated Assessment
I wrote ablog postabout the effective use of ICT in lessons some time ago and in that article I mentioned the first time I came across MyiMaths.
That was back in 2013, and it totally transformed my work-life balance.
Why? – That’s simple: students would go into the ICT lab, or use their laptops or tablets in class, and literally be taught mathematics by the computer! The program would even assess the work immediately, and differentiation wasn’t a problem because students could work through the tasks at their own individual pace. The benefits were enormous:
All of the students were focused and engaged
All of the students were challenged
The teacher had more time to spend with individuals working on specific problems
The content was relevant and stimulating
No behavior management issues as the students were all quietly working
No time was needed by the teacher for marking and assessment. The program did all that for you. All you had to do was collate the data.
There are numerous instructional software programs on the market today that save the teacher lots of marking time, and provide the students with engaging material to learn from, Whilst I wouldn’t advocate using instructional software every lesson, it certainly can become a big and effective part of your teaching arsenal.
Some good programs to explore are:
Kahoot!– Did you know that you can set Kahoot! quizzes as homework challenges? The software even generates student performance reports for you.
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 walked into my room not really knowing what to expect. It was half-way through lunchtime and I had asked him to meet with me to discuss his grades in Chemistry.
David was an infamous Year 10 (15-year-old) student at our school. He had somewhat of an undisputed reputation for being ‘lazy’: not really caring about his studies, being untidy in his classwork and generally under-performing in tests and assessments.
I wanted to talk with David because I’d noticed a decrease in his grades on two end-of-unit assessments. He’d taken a cognitive test at the beginning of the academic year to determine his predicted grade: a C. However, on his first assessment he achieved a grade D, and on his second he dropped down to a grade E.
At this stage most teachers would have simply recorded the grades, reported to parents (e.g. in the school’s scheduled reporting cycle or at a parent-consultation afternoon), and just left it at that. After all, David was under-performing across the board; so there wasn’t really any pressure for me to ‘fix’ things, right? Almost all of his other teachers were reporting the same kinds of problems. If they were having trouble with him, then it was normal for me to experience those same problems.
I had an issue with seeing the situation this way, however. It bugged me that my default mindset was to ‘give up’ on David because this was ‘who he is’. I just didn’t like it. I tried to fix things.
“Hi David. Thank you for coming. This is just going to be a quick chat because I don’t want to take up too much of your time. Tell me: why do you think I’ve asked to see you today?”
“Err, because I’m doing badly in Chemistry.”
“I wouldn’t quite put it that way, but I do want to talk with you about your grades, yes.”
“Do you remember what grade you got on your first test this year?”
“Yeah, a grade D I think.”
“That’s right, and a grade E on your latest test. Now, tell me: do you think these grades really reflect the best you can can get?”
“That’s correct, David. The answer is ‘no’. I know that you can do much, much better than this. I have seen your strengths in Chemistry, especially during that titration experiment we did. Do you remember that?”
“You got some great results in that didn’t you?”
“So. I’ve seen how good you can be. I also know about your cool project in D.T. – Mr Reynolds told me about it.”
“Yes, and I went to see it too. It’s a fine piece of work, David.”
“So, how can we solve this, David. What do we need to do to get you a better grade in Chemistry?”
“I need to study harder.”
“Yes, David. Study more frequently for these tests. What resources can you use to help you?”
“My book, the notes on Google Classroom. my textbook.”
“Yes, David, and you know that you can always come and see me for help, don’t you?”
“Good man. You must get a grade C on your next test in 4 weeks time. That’s your target, okay?”
“I believe in you, David. I know you can do this!”
I shake David’s hand as though we’d concluded a business negotiation. Wheels have been set in motion.
This conversation empowers David in a number of ways:
I draw upon his genuine success in D.T. and his good work in the Chemistry experiment. This kind of knowledge is called ‘Professional Intelligence‘ and is crucial for engaging our students on a deep, emotional level (which is where the real change needs to take place).
I give David a specific target to achieve. This focuses his mind on where to go next. I’ll have to reinforce this target over the next four weeks, as his next test approaches.
I tell David that I believe in him and, because I do actually believe in him, my tone of voice conveys that I’m telling the truth and not just making it up.
David is prompted to state the resources he can use to help his revision. This makes our conversation more memorable for him, and I assure him that he can always come and see me for help – this final part portrays me as an approachable, helpful person who’s not angry with David – just concerned about him.
Of course, this conversation is not where my influence ends. We have a whole four weeks until David’s next test, so it’s important for me to reinforce my message and my belief in him as the four weeks proceed:
Almost every time we have a Chemistry class together, I walk over to David’s desk and utter a few quiet words to him: “How’s the revision for the next test going?”, “Don’t forget to come and see me if you need help with your revision”, “I’ve uploaded some great resources onto Google Classroom that you can use for your revision”, etc.
When I see him around school (e.g. if I’m on duty or walking around the corridors, or at the canteen), I take the time to have quick chats with him. I ask him how he’s doing. I pass on any good news I’ve heard from other teachers (one of theFour Rules of Praise).
I constantly remind David that he’s going to get a good score in this next test. I remind him of his grade C target. I remind him that I believe in him.
I look especially hard for positives to praise in our lessons. The smallest piece of progress in homework or classwork; anything that’s good. I want him to feel empowered.
This process: of paying close attention to a student and reinforcing our belief in them and their targets for the future, is aptly named ‘Subtle Reinforcement‘: we subtly reinforce the student’s sense of self-worth and purpose.
The test day comes and David scores 68% – a grade C (and two marks away from a B).
This is not a fairly-tale. It’s a real story, and I’ve had many experiences like this during my teaching career. These experiences have led me to come to a significant conclusion: thatteachers can effectively engineer the progress they want to see in their students.
This means that we actually have tremendous power over how our students fare at school. It’s a shame that few realise this power.
T.I.P.S. : A four-step method to engineer progress
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.