6 Reasons Why Education is Important

richardjamesrogers.com is the official blog of Richard James Rogers: high school Science teacher and the award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know. This blog post is illustrated by Pop Sutthiya Lertyongphati.

We all understand the importance of developing ourselves professionally – whether that be by improving a particular set of teaching skills or by learning new ones. Sometimes, however, it’s important to go right back to the core fundamentals by considering why we do what we do in the first place. This week, I’ve invited Kat Sarmiento (content writer at Katreena’s Content Studio) to share her thoughts on why education is important in the first place.

Why is education important? To many of us, we learn the value of education from what the adults say. As children, not everyone understands why do we study, go to school, spend our free time with homework and learn. As we grow older, it becomes more and more necessary to receive the right level of education.

Learning is among the best habits of successful people. It creates future leaders, builds a polite society, and moves forward the future of humanity. If you or someone you know is questioning why they need to study, show this to them. Here are 6 reasons why education is important not only to you but for everyone.

#1: Education Teaches Independence

Education is not about learning random facts that you can’t use in real life. Whether you’re slaking your thirst for knowledge or you’re doing it for something more practical, education makes you independent. Early education molds you as a crucial, functioning member of society, no matter your age.

For younger children, education is there to teach them the basic skills necessary to survive society. For adolescents, proper education arms them with tools that can help them take advantage of opportunities. Higher learning like uni and post-grad demystifies the world further.

All these teach independence – from how the mechanics of how the body works to knowing what to do in a job. Independence is a matter of learning how to succeed after failure, how to protect yourself from opportunists, and how to deal with life in general. Life can be hard but education equips you with the right ways to make the most out of it.

#2: Education Provides More Employment Opportunities

With 7 billion people on Earth and around 330 million in the United States, finding a job is not easy. If you want a job that pays above the minimum wage, you usually need to have at least higher learning, if not more. Even at entry-level, you need to compete with hundreds of applicants vying for the same position.

Learning higher education, with the right teaching techniques, can give you the edge you need. You can differentiate yourself and fulfill a job demand within society. The world can never have too many data scientists, engineers, scientists, and more.

As you go and specialize even further, you expand your job opportunities and find more specific job opportunities. Depending on what you do, not only can you improve your chances of getting hired, you also stand out even further. Educate yourself, graduate, improve your skills, and get more qualifications to get ahead of the competition.

#3: Education Helps Us Connect

In many situations, those who don’t educate themselves are the ones who don’t understand other people. Education helps breed culture, and the lack of the former can result in an apparent lack of the latter. Education helps you understand people better, especially those who are different than you.

Education teaches you more about geography, history, and social sciences, which are crucial to know how to deal with multiple walks of life. Prejudices and discrimination according to race, gender orientation, physical ability, and more come from the lack of knowledge over many things that you learn at school.

The more we understand about the world and the people who are different than use, the better we can put ourselves in their shoes. It allows us to appreciate the good things about other cultures and help curb negative stereotypes that divide us as humans. We also learn more about our surroundings.

Education helps us empathize. It gives us a better understanding of the world and become better citizens of this world. It familiarizes things we don’t know and takes away potential prejudices we have towards them.

#4: Education Alleviates Poverty

Poverty is one of the most crippling social statuses in the world. It is painful for those stuck in it, as the lack of resources means a lack of nutrition and other essential needs too. To many, education is a luxury taken for granted but for many around the world, it is their ticket out of poverty.

As we said, proper education teaches you crucial life skills in a society that needs them. At the very least, reading, writing, and arithmetic teaches children to know how to deal with people. Each additional year of education can offer better education, better-paying jobs, and more ways to feed their families.

“An AMAZING Book!”

As we educate people, we also teach the future generation to be more discerning about their would-be leaders. People learn critical thinking skills necessary to help them make better decisions. This education, paired with the will to progress, can help people find better-paying jobs that can alleviate poverty.

#5: Education Breeds Confidence

One of the keys to getting further in life is being confident in everything that you do. Knowing your skills, what you bring to the table, what you can do, and what you can further learn can help you gain the confidence to succeed. Whether you have an art degree or a business background, education makes you confident with what you know.

To succeed, you need the confidence to look your uncertainties straight in the eye. It helps you overcome your fears, self-doubt, and crippling anxiety. Confidence also gives you the drive to start projects, show off their new ideas, and think outside the box.

Education can help breed confidence. As you learn more, the better you can express your thoughts and unveil your intellect. You can say yes to opportunities you believe you deserve and no to things that you don’t. Education breeds confidence, and the more you know, the fewer people can take advantage of you.

#6: Education Brings Equity

Education is one of the ultimate equalizers of the world. If you’re looking to simply be educated, it makes all opportunities more open to you, giving you a fair chance. If you’re looking to educate, you give other people a better chance to make the most out of their talents.

A world of knowledge is a world of equity. Everyone learns at different speeds – at various rates. Every person has a different starting point. Education can help get you and everyone else to the same finish line – success.

The Bottom Line

Whether it’s for yourself, your family, or other people, education is one of the most powerful weapons you can wield. The world is yours to take and you can uplift yourself and the people around you with the right education. You don’t have to be the next billionaire to see how valuable education can be.

Are you ready to learn? Educate yourself. Knowledge is the best foundation you can use to succeed in life. Even without selfless reasons, proper education can help all of us live in a better, more polite society.

Kat Sarmiento

Kat is a Molecular Biology Scientist turned Growth Marketing Scientist. During her free time, she loves to write articles that will bring delight, empower women, and spark the business mind. She loves to bake but unfortunately, baking doesn’t love her back. She has many things in her arsenal and writing is one of her passion projects.

The Many Benefits of Doing a Weekly Review

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

Accompanying podcast:

When I look back over the past 16 years of my life as a high school Science Teacher I realize that there are some foundational habits I have adopted which have led to my success in the classroom. Small things, done regularly, which snowball to create a massive impact over time.

One such habit is the Weekly Review.

Just this Sunday gone, as I was finally sitting down again at my favorite Bangkok Starbucks after lockdown restrictions were recently lifted, I realised that the time I was spending reading over my lesson plans was absolutely priceless. You see, a weekly review is just that: time spent reading over the week just gone, planning the week ahead and checking through assignments and work that may have been submitted electronically.

For me, I like to find a quiet place on a Sunday morning to do my Weekly Review – somewhere where I can focus and not be distracted. Some teachers reading this may scoff at the thought of giving up a sacred Sunday morning for school work – after all, this is my free time, right?

You may be surprised to learn, however, that this time I invest every Sunday morning is so valuable because it actually saves me a ton of headaches and stress in the ensuing week of teaching. For me, Sunday works well. For you, this might not be the case, and that’s fine! Choose a day and time that works for you each week, if you can – a free double lesson in your timetable may be suitable, for example.

One question you might now be asking is “Why is a weekly review so useful, anyway?”. Well, get ready because I’m about to describe four ways in which a weekly review can solve so many day-to-day teacher problems.

Weekly Review benefit #1: It allows me to see where I am with my classes, and think about the pace I’m going at

It’s so important to consistently look at where we’re at right now with our students, and where we need to go. Questions I ask myself during this part of the Weekly Review are:

  1. Are my students at the right place in the curriculum map? Am I behind schedule, or am I ahead of schedule?
  2. If my students are not where they should be in terms of topics covered to-date, then why is that?
  3. Am I going too slow, or do I need to speed up with this class?

Answering these three questions is so important: especially for exam-level classes who usually have a large amount of content to cover in a relatively short amount of time. Pacing is so important, in fact, that the Association for Supervision and Curriculum Development recently stated in an excellent 2020 article that:

There’s a correlation between effective pacing and student engagement, so it’s crucial to consider the speed at which you move through a lesson and the rate of delivery for different parts of the lesson. When pacing is too slow, students often become bored and disengaged. When it’s too fast, some may not grasp what’s being taught and get lost—or discouraged.

Craig Simmons, ASCD.org. Available at https://www.ascd.org/el/articles/pacing-lessons-for-optimal-learning

From this we see that the regular consideration of pace is crucial to not only ensuring that content is covered on-time, but also to ensuring that student engagement is maintained. For me, I need a weekly check-up when it comes to pace, and my Weekly Review works on this like a treat.

Weekly Review benefit #2: It allows me to see if I am lacking variety in my teaching

One of the very first things I learned on my PGCE teacher-training course way back in 2005 was that each and every lesson should contain a variety of activities. 16 years later, and I have come to the conclusion that this is true.

Students generally become disengaged and disinterested when the same types of activities are used over and over again. Whilst it may not be possible to include more that two or three types of activity within each individual lesson, it is possible to introduce variety over a series of lessons – such as those taught within a week. My Weekly Review allows me to answer the following key questions about variety:

  1. Have I been giving my students the same kinds of activities all week, or did I make my lessons varied and fun?
  2. What kinds of useful activities have my students not done yet, and would therefore benefit from next week?
  3. Which activities worked well, and could be repeated in the future? Which activities did not work well, and should be avoided next week?
  4. Did my students do too much writing or copying, and not enough active engagement? How could I fix this next week?
  5. Am I expecting too much from my students?
  6. Am I boring my students?
  7. Are my activities suitable and relevant?

Sometimes I think, as teachers, we all have our own favourite ‘menu’ of techniques that have consistently worked well for us time and time again. For me, for example, I use a lot of past-exam paper questions because I know that they are every effective at getting students familiar with key vocabulary and the rigors of the real exam. However, my personal list of favourite techniques is still fairly limited in scope, even after 16 years of refinement, and I recognise that I must go outside of my comfort zone again and again to try out new ideas, activities, apps and systems.

One tip I would recommend is to always write out brief lesson plans in a custom-made teachers’ planner each week, rather than relying on looking back through your week on Google Classroom, Moodle, Firefly, etc. When you have your whole week mapped-out on a double-page spread, it makes the Weekly Review process straightforward and efficient.

Weekly Review benefit #3: It allows me to see what student work is missing, and if students need to catch-up

I personally have always found it quite a challenge to assess or mark student work on a day-to-day basis. Instead, a dedicated weekly slot, such as my Weekly Review time, works wonders when it comes to managing my workload and stress levels. By checking through all of my assignments on Google Classroom, or any system I am using, I can see which students are behind with their work and which students are up-to-speed. Whilst it may be necessary to chase students up on the day an assignment is due in, the Weekly Review allows me to see which students have ‘slipped-through the net’, so to speak, and which students have still not submitted work despite being given a reminder.

Nowadays we do not need to take home piles and piles of notebooks home to mark like we did in the early days of teaching – we can check assignments submitted electronically and, I would suggest, use some of the Weekly Review time for marking and assessment. In addition, this time allows us to reward those students who are consistently putting forth good effort – perhaps by giving plus points, merits or whatever our school’s rewards’ system happens to be.

With students who are identified as being behind on their work, we can issue reminders or deploy sanctions in the ensuing week. In addition, if a whole class has been flagged as being behind on a task (sometimes we underestimate how long an activity can take), then that class can be given time to catch-up at some point the following week (if enough curriculum time is available – otherwise this can be set as homework).

Weekly Review benefit #4: It allows me to plan ahead intelligently

Planning ahead intelligently is not quite the same as just planning ahead. Based on the information gathered during the Weekly Review about the stages the students are at in their courses, the pace I’m going at, the level of variety I’m including in lessons and student status regarding missed work or partially complete assignments, I can now plan my week ahead with much better clarity and purpose than if I were not to consider all of these factors.

This is probably the main objective of the Weekly Review – the opportunity to figure out what I’m going to teach the following week (and how I’m going to do it). However, as I hope you’ve seen from the previous points raised, a lot of information must be gathered before effective planning can take place.

Based on my observations and communications over the past 16 years, I have come to the conclusion that there is still a significant minority of teachers in the profession who are planning lessons on a day-to-day basis. This holds especially true for trainee teachers and those who are new to teaching. I’ve been there myself – life gets busy and often we can fall into a ‘survival’ mode of teaching whereby we only focus on short-term goals and getting through the day ahead. This strategy, however, is not only inefficient – it’s stressful and ineffective. Students undoubtedly suffer when the teacher doesn’t plan ahead intelligently: considering long-term and medium-term goals, as lessons are never as optimal as they could be when real thought, time, effort and professional intelligence have gone into the planning process.

Planning ahead intelligently via the Weekly Review process has had a dramatic and positive effect on my teaching over time:

  • I start each day in a much better frame of mind than when my week of teaching has not been planned intelligently.
  • I can set work via electronic means in a much more timely manner: often scheduling assignments in advance (with Google Classroom, for example, assignments can be scheduled to post at any point in future). This leaves me free to just turn up and deliver great lessons without the hassle and stress of setting assignments, posting materials and creating announcements on a daily basis.
  • I feel much more confident every day when I’ve done a Weekly Review, as my resources, ideas, activities and direction are already mapped-out fully.

Conclusion

A comprehensive Weekly Review allows us, as teachers, to:

  1. Check whether we’re on-schedule, behind-schedule or ahead of schedule with different classes.
  2. Consider our pacing.
  3. Evaluate the level of variety and stimulation we are providing to our students within our lessons.
  4. Figure out what student work is missing, and who needs to catch up.
  5. Plan ahead intelligently.
  6. Act on those plans, and review everything again the following week.

I’ll finish by stating a key principle of teaching that I was taught on my PGCE course at Bangor University way back in 2005: Be a reflective practitioner. A Weekly Review is an excellent way to do just that.

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

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7 Effective Ways to Cultivate Student Resilience in the Classroom

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

Resilience is defined by the Cambridge Dictionary as “the ability to be happy, successful, etc. again after something difficult or bad has happened”. Resilience is an important life-skill for children to acquire whilst at school. Reach Out Australia, for example, states that “When students feel like the outcome won’t affect them negatively, they are more likely to try new and more challenging things in the classroom. Being able to learn from mistakes and challenges in a place where they feel supported and encouraged will build their confidence, self-belief and resilience. Today, I’ve invited Jessica Robinson, educational writer at The Speaking Polymath, to write this excellent blog post describing seven ways to cultivate student resilience in the classroom. Enjoy!

“When we learn how to become resilient, we learn how to embrace the beautifully broad spectrum of the human experience.”

Jaeda Dewalt

Life is a beautiful adventure that has its ups and downs. Unexpected things happen in this world and within moments your life turns upside down. Take the example of the pandemic: one day, suddenly, we got to know about a virus that had infected masses of people in China and within days the virus spread to multiple countries of the world. It caused wide-scale casualties, governments imposed lockdowns and the sad ‘new normal’ began.

Sudden events that happen in life can make you realize how important it is to be resilient. If we are resilient, we can withstand the storms that come our way and emerge victorious. During our days in quarantine, as I spent this trying time with my kids who were feeling anxious, I realized that the pandemic is a big challenge, especially for children. They are facing such difficulties at a very young age in their lives. This experience motivated me to start cultivating resilience in my kids. Every day, I make them engage in different activities that can empower their resilience. Watching them become emotionally and mentally stronger has motivated me to also work on cultivating student resilience in the classroom.

Here, I am going to share some effective strategies that have helped me turn my kids into more resilient beings. I have started using these strategies with my students too and I hope that you’ll also use them to help your students cultivate strong resilience.

#1: Make children engage in activities that challenge them physically

This is one of the best ways that have helped me cultivate resilience in my kids. Anything that challenges them physically, helps them gain confidence in themselves, their abilities, and their body. This self-confidence gives them the strength to bear difficulties in life with courage. So, you should try to make your students engage in activities that challenge them physically. You can make them play new games that require more physical as well as mental efforts and help them develop confidence in their physical and mental capabilities. As far as I am concerned, I make my students participate in different kinds of races to challenge their physical capabilities and scavenger hunts with challenging quizzes to help them develop confidence in their mental capabilities. Moreover, I also tell them to not compete with each other but strive to become a better version of themselves. Believe me, this tactic really works.

#2: Help them inculcate confident and influential body language

Do you know that your body language and your feelings are interconnected? Yes, this is true. That is why, whenever you are sad, you sit or stand with a hunched back, look down and your smile fades away. This is an example of how your emotions impact your body language. In the same way, your body language also impacts your emotions. You can use this connection between emotions and body language to help your students become more resilient. You can help them learn body language techniques to regulate their emotions. For example, power posing in a confident way can help your students face challenges with courage. To know more about power posing and the benefits of influential body language, you can watch the Ted Talk by Amy Cuddy. Further, you can also read different books and watch videos on Body Language to help your students inculcate confident and influential body language.

#3: Make them engage in creative pursuits

According to one study published by Colin G. Deyoung and Paul J. Silvia in the Journal of Positive Psychology, creativity encourages positive emotions that can unlock our inner resources for dealing with stress and uncertainty. This implies that we can help kids develop a strong resilience in an interesting way by making them engage in creative pursuits. If a child loves painting, you can let him express his creative self through painting for some time every day. If a child loves dancing, you can let him express his creative endeavors through dancing. By engaging in their favorite creative pursuits, your students will develop strong resilience over time. Along with this, they’ll also become happier and calmer versions of themselves which will ultimately help them become more resilient in life.

#4: Create a gratitude ritual and practice it together

‘Gratitude’, we have heard this word a lot and we have also received the advice to express gratitude from many influential people. But, we often feel that expressing gratitude cannot do us enough good as it is a very simple practice. We think that we need to look for something better and so on. But, believe me, we have been wrong whenever we have thought this way. I have seen tremendous positive changes in myself and my kids by following a gratitude ritual for the past two months regularly. We are happier, more optimistic, and therefore, more resilient too. Moreover, research also shows that gratitude can help us rewire our brains towards positivity. So, you should try to create a gratitude ritual and practice it with your students. A simple gratitude ritual is to write down three things that you are grateful for every day. You can try this one or create your own gratitude ritual.

#5: Help them build meaningful social connections

The American Psychological Association wrote in its resilience report, “Many studies show that the primary factor in resilience is having caring and supportive relationships within and outside the family.” When you have supportive relationships in your life, you feel safe and protected. You know that there are always people you can count on whenever you get faced with any problems in life. This knowingness gives you the strength to withstand the challenges that come in your life. This implies that we can help our students build strong resilience by encouraging them to cultivate meaningful social relationships with others. We can help our students build strong friendships with each other and cultivate good relationships with us as well as other people from the school staff. This way, we can teach our students to form meaningful connections with people and boost their resilience.

#6: Make them engage in healthy risk-taking

The development of self-confidence is crucial for us to cultivate strong resilience. You can help your students become self-confident by making them engage in healthy risk-taking. For example, if your students are afraid of dogs, you can bring a little puppy and encourage them to play with it. No doubt, they’ll feel a little afraid in the beginning but then, after playing safely with the puppy, their confidence level in their abilities to take risks will increase. As a result, they’ll cultivate a strong resilience over time.

#7: Teach them some coping mechanisms to calm themselves under overwhelming situations

If you have the ability to help yourself calm down even under challenging times, you naturally have strong resilience. You feel confident about yourself and know that you can handle yourself even in difficult situations. So, you can help your students develop a strong resilience by teaching them some coping mechanisms to calm themselves under overwhelming situations. Belly breathing, focusing on the sounds that are happening around us, and feeling deeply are some simple coping mechanisms that help us calm our nervous system under challenging situations. Furthermore, you can watch YouTube videos to learn about belly breathing and then you can teach this calming technique to your students.

The pandemic has taught us that we should help children develop a strong resilience right from their childhood. It is only in the presence of a strong resilience that they can face any challenges that life throws at them and emerge victoriously. Furthermore, as teachers, we can help our students cultivate a strong resilience through the different ways mentioned above. Now, I wish you all the best, and may your efforts to help your students develop a strong resilience bear fruits.

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

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

5 Smart Benefits of Using The Pomodoro Technique in Teaching

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

Have you heard of the Pomodoro Technique, and how it can be applied to your lessons? I hadn’t – that is until I invited Jessica Robinson, educational writer at The Speaking Polymath, to write this excellent blog post for us today. Enjoy, because you’re in for a treat!

I am of the strong belief that time management is complementary to classroom management. Having said that, teachers have to be on the top of their time management game at all times. I am of the opinion that how we, teachers, manage classroom time directly correlates with our students’ success. This is why a lot of educators are interested in exploring various time management tips for teachers. Besides, education is evolving at a swift pace in this digital age. This paradigm shift calls for greater innovation and outside-the-box thinking on the part of teachers.

In the ultimate sense, the success of every time management strategy depends on how well a teacher executes it. I have seen some of the simplest techniques producing great outcomes because of meticulous execution. On the other hand, I have seen some of the most popular classroom management tactics failing in the absence of planning and implementation. However, the bottom line is that we need to keep discovering new ideas for classroom management. Also, these ideas have to be relevant to the new dynamics of education and remote learning.

One excellent classroom management strategy I have discovered is the Pomodoro Technique. The Pomodoro Technique is basically a time management technique. But like I mentioned above, smart time management facilitates intelligible classroom management. The application of this strategy in teaching is still unexplored to a great extent. It is rather a strategy that finds greater application in the corporate world. That does not mean we cannot use it in teaching!

I have been using this technique in teaching for more than a year now. What is noteworthy is that it has always inspired great outcomes. This is an innovative approach in teaching that I would recommend to all teachers. Do you struggle to manage your time and drive positive changes in the classroom? If you do, this outside-the-box technique can be the perfect solution. There are multifaceted benefits of using the Pomodoro Technique for teachers as well as students. Before I shed light on that, it is vital that we understand what Pomodoro Technique is and how it works.

What is the Pomodoro Technique of time management?

Let me make it clear that the Pomodoro Technique is not an innovation of the contemporary world. In fact, this methodology of time management was discovered in the 1980s by Francesco Cirillo. The crux of this methodology lies in breaking down work or tasks into short bursts of 25 minutes each. These spans of 25 minutes are separated by short breaks of 5 minutes. To use it to the best effect, a timer is used to keep track of time. Are you thinking about how this technique is beneficial for teachers? Let us find out how it can be a breakthrough addition to your teaching and classroom management strategies.

Advantages of using the Pomodoro Technique in teaching

#1: It can facilitate short-term goals in the classroom

As I see it, the short goals of classroom management are of utmost importance. The Pomodoro Technique gives you the perfect opportunity to set short-term goals in the classroom. In fact, you can set one goal each for every Pomodoro session. In this way, one classroom session can be divided into multiple short-term goals. 

These goals can relate to classroom management or academic objectives for students. In this way, the culmination of short-term goals can lead to the efficient accomplishment of larger objectives of classroom management. It can make learning more wholesome for students. Furthermore, it can help you in drawing more productivity in your teaching. I personally feel that this technique incredibly adds to my work efficiency. I am sure it will work wonders for you as well. Worth a try for sure!

#2: It promotes better student engagement

It is critical for teachers to evolve student engagement and active learning strategies in a continuous manner. Teachers need to look for creative ideas to keep students engaged, be it in remote learning or a traditional classroom. Having said that, I think the Pomodoro Technique is quite a creative way of driving high student engagement.

The first reason why it is a great way to engage students is that it does not make students feel worn out. They know they will get a short break after a twenty-five-minute span. Hence, they can dedicate complete diligence and motivation to their learning in those twenty-five minutes. It helps them sustain their learning motivation more effectively. Moreover, in those short breaks between consecutive Pomodoro sessions, you can initiate interactive classroom discussions. These discussions can be about anything and everything in the world. In fact, these discussions can be a great opportunity for students to express themselves and rejuvenate their minds. Also, these breaks can be utilized for feedback sharing and clearing doubts to further add to student engagement.

#3: It paves the way for better stress management

Teaching is a stressful and draining job which is the reason why this profession has high turnover. As much as we love to teach students, be a part of their journeys, and lead them to success, stress keeps pulling us down. In my experience, teachers are as successful as their stress management skills. For me, it is a prerequisite for all teachers. When teachers are not able to manage their stress, they face burnout situations. More than the impacts on their careers, it affects students’ learning as teachers begin to disengage.

The best thing about the Pomodoro Technique is that it has a great scope for teachers’ stress management as well. In the short breaks between two Pomodoro sessions, teachers can relax and feel at ease. Short sessions of twenty-five minutes with a five-minute break after each session is a fair deal, isn’t it? Of course, long teaching sessions and a typical workday can make us feel exhausted and stressed. But doing it the Pomodoro way is a great escape from stressful and burnout situations. It will give you enough breaks to remain sane and reboot before the next session. It will help you in keeping the classroom environment positive and help you manage workload better. Having said that, it can prove to be an amazing stress management tip for teachers. 

#4: It can be a perfect time management model for students

By using the Pomodoro Technique for classroom management, teachers can model a great time management strategy for students. The students can learn about the working of this technique and implement it in their homework sessions or while preparing for exams. In this way, students can meet their learning objectives better and make classroom management easier for teachers.

I have seen students take a lot of interest in this technique. They feel that it is a perfect way to support their learning objectives. Also, it can help them to keep mental or physical fatigue at bay. Effective time management and stress management are as vital for students as for teachers. So, when your students learn this effective technique from you, they can use it to their advantage. The Pomodoro Technique can be a great way for students to enhance their productivity, academic results, and time management skills.

#5: It assists in improvised classroom planning

With the Pomodoro Technique, you can plan your classroom sessions in a better way. You can break down the lesson plans into smaller sessions to inspire maximum concentration among students. I feel that this technique has empowered me to plan classroom sessions and activities in a much smarter way. I can break down a big lesson into smaller bursts using the Pomodoro Technique. This ensures that students learn in an effective and conducive way. Otherwise, long sessions may be exhausting for them with the little accomplishment of the learning objectives.

This is why I suggest that this is a great way to facilitate improvised classroom planning. Teachers can plan the curriculum in an organized manner. Also, by breaking down a classroom session into small spells, a teacher can plan for adding various learning dimensions. You can make every classroom session far more worthwhile with this excellent technique from the 1980s.

Can you think of any more ways in which the Pomodoro Technique can be added to teaching proficiency? Teaching is the right balance of effective time management and also patience. For me, the significance of patience in teaching is immense. In the new age of digital learning, you have to keep adding diverse teaching methodologies to your capabilities. But time management and patience will always be the foundation of excelling in teaching. Given that, the Pomodoro Technique can be a vital and valuable addition to your teaching style. With this technique, you can drive positive outcomes in your career as well as for your students.

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

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

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Using props in the ESL classroom to keep your students engaged

Illustrated by Pop Sutthiya Lertyongphati.

Sometimes, the simplest of materials can offer the greatest opportunities for creative exploration. This week, I’ve invited Rose-Anne Turner of Destination TEFL to share her expert tips on how to use everyday items as stimulating props within your lessons.

In our last blog post, we discussed using technology in the classroom to engage your students. Oftentimes, this just isn’t possible, and we need to look at other low cost and easy to source props for the classroom that not only get the students involved, but create a fun learning environment for the teacher and students.

Here we have a few suggestions that you can easily pick up in a $1 store (20 baht shop for those of you in Thailand!) and how to use them successfully in the classroom.

Balls: The options are endless here! Those cheap plastic ball-pit balls can be used for so many different games. They can also be used as a way to pair or group students for groupwork (put the coloured balls in a black plastic bag, the students pull out a ball and join the group with the same colour balls). You can also use a ball to throw at a ‘dart board’ drawn on the whiteboard to allocate points to questions answered correctly. The games for using balls in the classroom are endless! Just make sure to use lightweight ones so you don’t end up with broken windows…

Plastic fly swotters: This is one of our all-time favourite props at Destination TEFL. A great go-to game for a consolidation activity is ‘slam’. The teacher splits the class into two teams and calls up two students at a time to the board, one from each team. Flashcards with images from the words learnt in the lesson are stuck to the board (lower level students, just 2 words to choose from, higher level, you can put up more options). When the teacher calls out the word, the two students have to ‘slam’ the correct flashcard. The one who slams the correct card first is the winner and gets a point for their team. For more advanced students, this could be changed into a grammar exercise: put parts of speech words to the board such as noun, proposition etc. Call out a word and the student who slams the correct part of speech is the winner. We have had equal success with slam across all age levels, from kindergarten to adult lessons. Warning: you’ll need a pacemaker activity to calm down the class afterwards as the noise and excitement level can become quite high!

Funny hats and glasses or puppets: Sometimes students are shy to speak. If they take on another ‘persona’ in the form of a puppet or dress up, then it can encourage them to participate in a fun way with a speaking activity, as they are not being themselves but the character of the puppet or prop.

Stickers or ink stamps: children respond well to the positive reinforcement of receiving a ‘reward’ for correct work or even just participation. They love being able to show their parents a sticker of praise in their workbook or even on their hand. TIP: stickers can get expensive for a teacher, but a rubber stamp with an inkpad is a cheap way of rewarding students.

“An AWESOME book!”

Dice: These can be used in so many ways. Here are a few examples: Use it for dividing students into groups – you land on a 4 and you divide the class into groups of 4. Or students roll the dice and line up in order of the number they rolled. When answering questions, students roll the dice to determine which question to answer. Think of 6 topics, students roll the dice to determine which topic they will speak on for quick oral practice.

Scrabble tiles: Again, the opportunities to use this simple prop are endless. Use them to line up students (in alphabetical or reverse alphabetical order) after the students pick a tile from a bag. Use them to group students according to letters selected, or in groups according to vowel and consonant. Select a category (perhaps topics you have recently covered in class) and students take turn to draw letters and name a word from the category which starts with that letter (you can remove any letters that won’t work for a topic). Let teams draw 10 letters each, and they should come up with as many English words with those letters in a specific time.

Beanbag or soft toy: Use this to throw to the students to determine who will be next in answering a question or participating in the task. Rather than the teacher always being the one to throw the toy, give them a chance to throw it to the next student after answering the question or drilling the word. This keeps them on their toes as they don’t know who will be called on next, as you are not going by order of seating.

Ball of string: a length of string or rope can be used in so many ways. Use it to line up students as a timeline to teach tenses (they can peg words to the string in order of tense). Use it as a ‘washing line’ activity. Students pick the words of a sentence out of a bag and need to peg it to the line in the correct word order. Have two washing lines and two teams so that there’s a winning team based on time and accuracy. 

Remember that for all games, there MUST be a purpose. The purpose for the teacher is for the students to learn and practice the language by playing the consolidation activity or production game. The purpose for the student is to complete the task or win the game. A game or activity that has no outcome or result (usually in the form of a winner) will not be as engaging for your students. Do keep games and outcomes age appropriate. For example, at kindergarten level, we don’t want to focus on winning quite as much, with participation being the main goal at that level.

What props do you use in your ESL classroom?

Guest blog written for Richard James Rogers by Rose-Anne Turner – Destination TEFL

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

Using Technology in Your ESL Classroom

It’s a common known fact that the youth of today are naturally drawn to technology and we are far more likely to hold their attention by using it, rather than just traditional teaching methods. We can argue the point about the ill effects of too much ‘screen time’ until the cows come home – but perhaps a better saying would be ‘if you can’t beat them, join them!. This week, I’ve invited Rose-Anne Turner at Destination TEFL to share her tips for using technology in the ESL classroom.

Not all teachers will be lucky enough to teach in schools that have access to technology, but if you do, use it! Perhaps only the teacher has access (TV, projector, interactive whiteboard) or perhaps the entire class has access (tablets, computers, phones). Either way, if you can, do try to incorporate technology into your lessons, as you will be connecting with your students on their level – and perhaps learn a thing or two yourself. Another good reason to add tech to your teaching skills is because at any moment, classes may need to go virtual due to the pandemic, and you’ll then be best prepared to present interactive and engaging lessons to your tech savvy students.

Here are some ideas on how to use technology in the ESL classroom:

  • If all your students have access to a device, we highly recommend using Google Classroom as a great way to hand information and assignments to your students and for them to hand back completed tasks. This is a FREE resource.
  • AnswerGarden is a new minimalistic feedback tool. Use it for real time audience participation, online brainstorming and classroom feedback. This free resource has several different users, including classroom, conference and corporate audiences, creative teams, online crowds, and mind-mappers.
  • Scribbl is an online version of Pictionary, which is a great way to get your students speaking as they guess what is being drawn online by a classmate.
  • Educaplay is a great free online platform for teachers to make quizzes, word searches, matching columns, crossword puzzles and more.
  • If only the teacher has access to a TV or projector, then using short and simple films, YouTube videos, etc. will engage your students and you could use this as listening and comprehension exercise. If you don’t have access to a TV, then an audio played from your phone with a blue tooth speaker would be a good compromise. Podcasts can work for this too. It’s good for students to hear other voices and accents, and not just that of their teacher.
  • Most students have access to a phone, and can download the free Memrise app. It offers several languages including of course, English, and students can go up in levels as they progress with their language skills, challenge each other and hear the language spoken by native speakers with different accents. There is a paid version, but the free version offers more than enough to get them going.
  • ePals is an online version of the old-school pen pals we had as kids. This is a great way for students to practice their English with another ESL student somewhere else in the world. Students can select an ePal of a similar age and level.
  • Use free blogging sites for your higher level students to practice their writing skills. Blog settings can be set to private where only those with a password can access it, for instance the teacher and their classmates. Classmates can utilise the comments section of the blog.
  • In the same way, the teacher could connect with another ESL class, perhaps in another country and have the students chat to other students over Skype, Zoom or other video chat platforms to practice their speaking skills.
  • Khan Academy is a fantastic free learning platform (financed by donations) with login options at both student and teacher level. Students can learn and progress and teachers can monitor their progress. If you are teaching more than just English, Khan Academy also covers many other subjects including mathematics, science, humanities, coding, SAT and other test preparation, and more. It’s very interactive, and has video tutorials, exercises and more.
  • Try using interactive games like Kahoot, where students use their phones to log in and answer questions under timed conditions. Questions appear on the classroom TV, or whiteboard and scores are then displayed on a screen. You’ll find hundreds of quizzes on the site, many aimed at ESL learners or you can even create your own.

The COVID-19 pandemic has demonstrated why online and virtual education should be an essential part of teaching and learning. By integrating technology into existing curricula, as opposed to using it solely as a crisis-management tool, teachers can embrace online learning as a powerful educational tool. Using technology and online learning platforms in the classroom can not only increase student engagement, but also help teachers improve their lesson plans, and facilitate personalised learning. At the same time, you are preparing your students for 21st-century skills in the workplace. If you are not actively using technology in your classroom, you are going to be left behind.

Do you have any classroom technology tips to share?

Guest blog written for Richard Rogers by Rose-Anne Turner – Destination TEFL

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

4 Important Tips for Using Videos in Lessons

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

This blog post comes with an accompanying podcast episode. Listen here:

Videos are a staple of the modern practitioner’s arsenal. They’re often easy to source, well-made and free.

Video hosting platforms like YouTube and Vimeo have allowed us, as teachers, to turn our classrooms into makeshift cinemas (and our virtual classrooms into large resource banks). This is a revolution of sorts – one that has been spurred on by many factors, not least the declining cost of smart boards, sound systems and data projectors as the years have gone by.

As a teacher myself I have made use of videos in my practice extensively over the past sixteen years: even earning the invisible badge of honour that comes with wheeling in a TV on a trolley with accompanying DVD player back in 2008.

Videos can offer great instructional material for students – but only when they are sourced and executed carefully by the teacher. Whilst this may seem like a simple and straightforward process, further analysis reveals that there is much to consider.

In today’s blog post I will draw upon my experience of using videos extensively over my entire career. My aim is to provide you with strategies and points to consider, so that you don’t make some big mistakes along the way (like I have!).

So, without further ado, let’s hit the ‘Play’ button and get right into these top tips for using videos as teacher.

Tip #1: ALWAYS watch the video yourself before you show it to your students

This can be a challenge when time is limited, but it is a crucial first step that we should always take. Watching the video beforehand allows us to check the following:

  • Is the content at the right level?
  • Is it age-appropriate? Are there scenarios within the video that could be culturally insensitive?
  • Does the video contain any swearing?
  • Is the volume of the video loud-enough?
  • Will I show the auto-generated captions/subtitles within the video? Are these subtitles an accurate reflection of the spoken words within the video? Do the captions contain any swear words by mistake (or on-purpose)?
  • Are there any points-of-interest that I can capitalise on? Are there any real-life examples or applications that I can think of that link directly to the video’s content?

One key mistake I’ve made a number of times as a teacher is sourcing a video quickly, only to find that much of the material was either too advanced or too basic for my students. Be particularly careful with captions/subtitles – a old colleague of mine got into some hot water for showing a video to students that contained clean spoken language, but subtitles containing swear words.

Surely it must be every teacher’s worst nightmare to show a video to students that wasn’t checked beforehand, only to hear or see crassness, immorality or inappropriate scenarios on the video when played in on a big screen in front of the students. The fear of embarrassment alone should be enough for us to remember the cardinal rule of using videos in teaching: ALWAYS watch the videos before we share them with our students.

Tip #2: Keep Videos Between 5 and 15 minutes long (as a general Rule of Thumb)

I’ve made the mistake on a number of occasions of finding a reputable, clean, amazing video, only to then play it to the class for 40 minutes or longer (e.g. in the case of lengthy documentaries). When the videos we choose are too long (or the segments we choose to play are too long) then many students will become disengaged and irritable. This is understandable – in today’s digitized social landscape students are more distracted than ever before in human history.

For me personally, I attempt to keep my videos to 15 minutes maximum. For this to happen, I have to choose videos (or video segments) very carefully. Sometimes I’ll source videos that get straight to the point (e.g. a laboratory demonstration of an experiment) and that take less than 5 minutes to play through.

In short – be aware of how much time the students spend watching the video. Is that time being efficiently used, or does the video explore topics that the students don’t need to know?

Tip #3: Watch the students as you’re watching the video

I once was blasted by my mentor during my teacher-training year. Why? – I had committed the atrocious crime of showing a video to my students, and then casually sitting down to watch the video with them.

Of course, any experienced teacher will immediately be able to identify the inadequacies of this strategy – when you don’t watch the students as the video is playing, then small pockets of chatter, disruptiveness and distraction can manifest.

My mentor put it bluntly: “When you show a video to your students you must watch the students. Don’t watch the video!”. I had been reprimanded (well, probably just advised, but it felt like a reprimand).

That was sixteen years ago. Today, I would have to say that I disagree with my old mentor, at least to some degree.

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I believe that as a video is playing it is most effective for a teacher to watch the students AND watch the video. Consider the following:

  • Walk over to students who are chatting during a video, or who are being disruptive, and stand next to them. Normally this will bring them back on-task, but if it doesn’t, then a quiet one-to-one word should do the trick. “I really need you to focus on this video, Lucy”, for example.
  • Stand to the side or behind the class so that every student is within your field of vision.
  • If disruption becomes too pervasive, then don’t be afraid to stop the video and talk to the class. For example: “I’m so sorry to those students who were listening quietly to the video. It is unfortunate that some students are not paying attention”. Then play the video again ONLY when every student is focused.

However, why should we watch the video as we are watching the students? Well, there are many answers to that question, but the core principle is that you may wish to use key material within the video for discussion or tasks later. You may even want to pause the video at key points to discuss a real-life example or application, or even to re-phrase something the video has just described. Don’t be afraid of pausing videos at key moments like this, by the way – students learn a lot when prior concepts are linked to content that has been very recently covered.

Tip #4: Make sure the video has a purpose, and is utilized afterwards

We must not get into the habit of showing videos to students for the sole purpose of filling time, however. We must attempt to extract all of the juice that we can out of a video. Consider asking your students to do the following:

  • Make a list of key bullet points as the video is playing (which could be used as source material later in a group activity for example).
  • Complete a worksheet based on the video.
  • Use information from the video to complete exam-style questions or past-paper questions.
  • Follow the instructions within the video, step-by-step (e.g. if it’s a ‘How to’ video’). This could apply to tasks as diverse as coding, model-making, conducting scientific experiments, cooking, etc.
  • Collaborate with others to create a presentation, infographic, mind-map, news report or debating panel based on the concepts and information covered.

There are exceptions to this rule, of course. Sometimes we might want to show students videos as stimuli material, or to build passion for and interest in a subject. Recently, for example, I was teaching a physics lesson about forces and motion. The lesson covered pretty rudimentary calculations involving speed, distance, time and acceleration. However, I was presented with a most unusual gift – NASA had just landed a new rover on Mars. This was a golden opportunity to excite my students – so I played some footage from the Mars landing and initiated a short discussion about the physics involved.

Conclusion

I feel that we’ve become so used to the accessibility of high-quality videos that we’ve become somewhat complacent. We must always ensure that video content is sourced, planned and executed well. We do this by:

  • Watching the videos before we show them to our students
  • Being mindful of video duration
  • Keeping our eyes on our students, as we’re watching the video with them
  • Making sure that there’s some kind of activity or task included in the lesson that links to the video in some way (where possible)

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

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10 Ways in Which The Pandemic is Modernising Education

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

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

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

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

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

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

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

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

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

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

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

#2: Practical skills training has gained in popularity

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

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

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

#3: High-quality online courses are booming

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

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

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

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

Video-conferencing skyrocketed during the pandemic:

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

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

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

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

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

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

#6: Terminal examinations have lost some of their credibility

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

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

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

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

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

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

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

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

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

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

  • On-screen behavior is often compulsive, with young people typically spending no longer than one-minute looking at any particular page of content before swiping to something else
  • Social media takes up hours and hours of teenagers’ free time
  • Children from ‘low-income’ households seem more prone to compulsive use of social media than others
  • Many children in the study admitted to falling asleep at night whilst on their phones
  • Many children admitted that they felt that their compulsions were “mindless” and “pointless”, but felt compelled to use their smartphones on a near-constant basis anyway because there’s a feeling of incompleteness or ‘losing out’ when the phone is not being checked.
  • Some children in the study felt the need to check their phones whilst actually being interviewed by the research panel

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

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

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

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

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

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10 Destructive Habits Every Teacher Should Avoid

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Habit Stopping Tip #3: Don’t be late

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

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

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

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

Habit Stopping Tip #4: Don’t tolerate gossip

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

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

Just don’t gossip – it’s that simple.

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

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

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

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

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

Habit Stopping Tip #6: Don’t pass judgement

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

I highly recommend this tip.

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

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

That’s got to be a good start, right?

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

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Five Tips for Becoming a Happy Teacher

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

Happy teachers make happy students. When we’re happy we have energy, passion for the job and a greater sense of overall purpose in life. Happiness can be difficult to achieve, however, when we’re dealing with the daily stresses of being a teacher: duties such as paperwork, writing reports, meeting tight deadlines, marking, and even trying to teach remotely and face-to-face at the same time (a very recent challenge that teachers all over the world have had to deal with). Today, I’ve invited Jessica Robinson, educational writer at The Speaking Polymathto share her insights and tips for being, and staying, happy in your role as a teacher.

If we look closely, everything we do in life is focused on one thing – becoming happy. The same is true for our profession. Most of us have chosen teaching as our profession, most likely for two reasons. One is that we feel happy to teach students. The second is to earn money. If we look at both these reasons, they are related to happiness. Teaching gives us happiness, and money helps us buy things we need to be happy. Now here is an important question we need to ask ourselves: Are we delighted? The answer is most likely a no. This is because teaching is a stressful profession. Every day we have to deal with several stressful events as teachers. Noisy students, teaching effectively, and shouldering our responsibilities well are all in some way causes of stress for us, and when there is stress, there cannot be true happiness. But, we all need happiness, right? As discussed above, it is the primary goal behind everything we do. Now, the question is how to become happy teachers? Here are five tips that will help you.

#1: Cultivate acceptance for your students’ behavior

One of the biggest causes of stress we face every day is our students’ wrong behavior. Even if we are thrilled, it takes just a single lousy remark from a student to make us feel stressed and unhappy. However, if we simply understand that kids are kids, then we will be in a much better place of acceptance. They will make such mistakes, and there is no need for us to take things personally. Instead, we can try to help them become better human beings. This simple acceptance of our students’ behavior can help us become happy teachers. So, we should all try to cultivate acceptance for our students’ behavior and then take steps to improve their behavior without being impacted by them.

“An AMAZING book for teachers!”

#2: Spend some time playing with your students

Playing is the key to feeling happy. I know we are teachers, but don’t we all have a little child who is always excited to play? Yes, we do! At times, we should try to let this inner child out and spend some time playing with our students. There is nothing terrible in playing with kids for 10 to 15 minutes. When we play with our students, they become more connected to us. As a result, they pay more attention in our classes, which is the key to effective classroom management. So, if you like, you can give this tip a try. I’m sure if you do, you’ll end up falling in love with it. [Note from Richard: This can be done with students of any age, even high-school students. Read my blog post entitled 10 Learning Games to Play With Your Students here.].

#3: Make meditation a part of your daily routine

A calm mind is a happy mind. There are no two opinions regarding it. This implies that to become satisfied teachers, we need to cultivate a relaxed mindset. For this, one of the best techniques which we can practice is meditation. It doesn’t mean that there will be no fluctuations once you start meditating, and your mental state will always remain calm. No, it is not so, but with regular meditation, you will be able to re-establish a relaxed mental state soon after your peace gets disturbed. This implies that the duration of your unhappy cycles will get significantly reduced. So, to become a happy teacher, you should try to make meditation a part of your daily routine. You can use guided meditation videos to meditate initially, and later you can switch to meditating all by yourself.

#4: Make friends with your colleagues

Does spending time with your near and dear ones make you feel good? The answer is a yes, as it is right for all of us. Whenever we spend time with our loved ones, our body gets flooded with oxytocin: a happy hormone that triggers positive feelings and reduces our stress levels. One trick to stay happy at work is to have some loved ones. This means that we should try to make friends with our colleagues. We can try to cultivate a big friend circle at work. This will help us significantly increment our happiness levels as teachers. If something goes wrong in class, we can share it with our friends, or if we are feeling stressed, we can share our feelings with them and feel lighter.

#5: Take a short walk during your free time at work

It has been scientifically proven that exercise is good for our physical health and mental health. When we exercise, our brain secretes happy hormones like serotonin, dopamine, and oxytocin, which trigger positive feelings and make us feel satisfied. Although you cannot exercise at work, you can still take a short walk during your free time at work. This will help you induce positive feelings and feel happier.

Conclusion

Happiness is the primary motive behind everything we do. So, becoming happy teachers should be one of our goals despite all the stress associated with our profession. We can utilize the above-mentioned tips for the fulfillment of this goal. Now, I wish you all the Best and have a happy time teaching!

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