Tag: richard james rogers

How Interleaving Works: Universal Strategies for Secondary School Classroom Practice

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post is illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

In my twenty years of teaching, I’ve come across numerous pedagogical techniques designed to boost student learning, but few have been as transformative as interleaving. This technique, backed by cognitive science, has the power to enhance long-term retention and application of knowledge: yet it remains underutilised in many secondary school classrooms. Today, I want to explore generalisable rules for interleaving (a structured approach that any secondary school teacher can apply) and one that, to my knowledge, has never been formally outlined before. Out of all of the blog posts I have written to-date, this one has taken me the largest amount of time to research, collate and delineate. I hope that secondary school teachers everywhere will find this guide to be highly practical and transformative. A full bibliography of the research I have cited can be found at the end of this article.

What is Interleaving?

Let’s begin by first exploring this fundamental question: What is Interleaving?

Interleaving is a cognitive learning strategy that involves mixing different topics or types of problems within a single learning session, as opposed to traditional blocked practice, where students focus on one topic at a time before moving on to the next. Research suggests that interleaving improves students’ ability to discriminate between problem types, enhances problem-solving skills, and leads to stronger long-term retention (Rohrer & Taylor, 2007). As many of my readers will remember from an earlier blog post of mine, problem-solving is often a key characteristic of lessons in which deep learning (as opposed to surface learning) takes place.

From my own experience, I first stumbled upon the power of interleaving when preparing my Year 11 students for their IGCSE Maths exams. Rather than structuring revision lessons in the typical topic-by-topic format, I began mixing algebra, geometry, and statistics problems within the same lesson. Initially, students found this challenging, but over time, their ability to recall and apply concepts in different contexts improved dramatically. This worked particularly well when students had finished several topics during their revision sessions, prior to me bringing it all together within interleaved lessons.

The Science Behind Interleaving

Cognitive scientists suggest that interleaving works because it forces students to retrieve and apply knowledge in varied contexts, preventing passive learning and improving memory consolidation (Bjork & Bjork, 2011). A landmark study by Pan et al. (2019) found that interleaved practice led to better exam performance in secondary school students, particularly in subjects like mathematics and science where problem-solving skills are crucial.

Generalisable Rules for Interleaving in Secondary School Classrooms

Despite its effectiveness, interleaving can be difficult to implement without a structured approach. Based on research and my own classroom experiences, I propose the following generalisable rules for effective interleaving in secondary education:

#1: Mix, Don’t Isolate

Traditionally, subjects are taught in blocks, but interleaving requires deliberately mixing topics within lessons or across study sessions. For example:

  • In a Maths lesson, combine algebra, probability, and geometry problems instead of teaching them separately.
  • In Science, integrate questions on biology, chemistry, and physics in practice exercises.
  • In English, interleave different types of writing tasks (e.g. descriptive writing, persuasive essays, and analytical responses) within the same lesson.

In my experience, I have found that interleaving works best if you can connect the separate topics in some way, or if the topics themselves are closely related. In certain cases, project work in groups can lend itself well to interleaved exploration, provided that source material has been directly taught beforehand.

#2: Vary the Practice

Students should not only mix topics but also engage in different types of questions and formats. This can be achieved through:

  • Interleaved homework: Assign practice problems from multiple topics rather than focusing on just one.
  • Mixed-question assessments: Instead of unit-based tests, include questions from previous topics to reinforce cumulative learning. If you really must use unit tests, then try to include interleaved questions, or at least some questions that assess knowledge gained in previous units.
  • Diverse activities: Use a combination of retrieval tasks, discussion-based learning, and problem-solving exercises.

#3: Space it Out

Interleaving is most effective when combined with spaced practice (also known as distributed practice), where content is revisited periodically rather than crammed in one session. This can be structured as follows:

  • Weekly review sessions that incorporate topics from the past month.
  • Do Now tasks at the beginning of lessons that include mixed-topic retrieval questions. Live-quiz apps can be utilised if you wish to incorporate a more lively, competitive and upbeat way of implementing these.
  • Revision timetables that revisit concepts in a cyclic manner.
  • Learning journals that are filled in, and checked, on a regular basis.

For more information about the Spaced Practice Effect, and how to implement it (beyond the advice I have given in this blog post), then check out this excellent guide by Benjamin Keep.

#4: Scaffold the Difficulty

Interleaving is challenging, and students often find it frustrating at first. To ease them into it:

  • Start with low-stakes quizzes that mix concepts gradually.
  • Provide worked examples before asking students to attempt mixed questions.
  • Allow for collaborative problem-solving before independent practice.

Scaffolding is an interesting and distinct domain of pedagogy in its own right and must not be ignored when designing an interleaved curriculum. Within a lesson, or sequence of lessons, my suggestion for good implementation would be as follows:

  1. Provide a quick starter: Use the Three As if you like, or these great starter activities.
  2. Use direct instruction, starting easy then gradually increasing the level of ‘cognitive load‘. Unfortunately, direct instruction has been tarnished with a bad reputation in recent years due to the move towards ‘student-centered’ learning, exploration and phrases such as ” Don’t be a ‘sage on a stage'” and “Don’t ‘spoon feed’ the students” being bandied around school staff rooms (I’ve heard them all!). However, the research suggests that direct instruction, especially when the teacher is mindful of Dual Coding strategies, has a significant and positive effect on learning outcomes.
  3. Go through interleaved worked examples.
  4. Allow students to work in small groups to complete mixed questions.
  5. Provide opportunities for independent practice.

#5: Explicitly Teach the Strategy

Students often resist interleaving because it feels harder than traditional blocked practice. However, just as with metacognitive strategies, we should be encouraging our learners to think about how they think. It’s crucial to explain:

  • Why it works: Share kid-friendly summaries of research evidence on its benefits (use this blog post if you wish).
  • How it mimics real-world application: In exams and real life, problems don’t come in neatly organised sets. If you are able to, then provide past-paper questions to demonstrate the fact that the students will be assessed, one day, in an interleaved way.
  • How to use it independently: Encourage students to interleave their own revision by mixing topics in flashcards, self-quizzes, and study sessions.

Interleaving in Action: My Experience

When I first implemented interleaving, I noticed initial pushback from students. They were used to structured, predictable learning sequences and found interleaved practice to be more demanding. However, after just a few weeks, their ability to transfer knowledge across topics improved significantly. By the time mock exams arrived, they were better equipped to handle unfamiliar questions and apply concepts in novel ways.

For example, in my IBDP Maths AI class several years ago, I introduced interleaved problem sets that combined differentiation, probability, and trigonometry in a single assignment. Students initially struggled but later reported that the varied practice helped them identify links between topics: a crucial skill for higher-order problem-solving.

Final Thoughts: A Call to Action

Interleaving is a powerful, research-backed technique that every secondary school teacher should consider. While it may require a shift in lesson planning, the long-term benefits in terms of deep learning, retention, and problem-solving ability are well worth the effort.

In my book, The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know, I discuss how structuring lessons effectively can have a profound impact on student outcomes. Implementing interleaving is just one example of how thoughtful classroom strategies can positively engineer student success.

What are your thoughts on interleaving? Have you tried it in your classroom? Let me know in the comments!

Bibliography

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Starting Out as an SLT Member: What I Learned from the Experts

Posted on by richardjamesrogers

A blog post by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

Stepping into a senior leadership team (SLT) role for the first time can be both exhilarating and daunting. Recently, I was appointed as the Acting Head of Secondary at an international school in Thailand, and to gain deeper insights into the role, I reached out to SLT members in other schools for their best advice. Their responses provided me with invaluable lessons that I am now applying in my leadership journey.

1. SLT Isn’t as Powerful as It Seems

Many teachers assume that SLT has the final say in all matters, but in reality, leadership is often constrained by a Board of Governors, school owners, or a Board of Directors. These higher authorities set overarching policies, approve budgets, and have the last word on major decisions. SLT members must navigate these constraints while trying to implement the best possible strategies for students and staff.

2. Deadlines Matter More Than You Think

As teachers, we often view deadlines as an administrative requirement, but from an SLT perspective, meeting them is crucial for the school’s smooth operation. For instance, exam data must be submitted on time so that SLT can analyze results, track progress, and prepare official entries for exam boards. When one deadline is missed, it creates a domino effect, leading to further disruptions down the line.

3. Gossiping Teachers Are Known

While it may feel harmless to engage in workplace gossip, SLT is aware of staff who indulge in it. This kind of behavior can damage professional reputations and undermine trust within the school community. Maintaining professionalism in discussions about colleagues and policies is always the best approach. In fact, this is such an important issue that I wrote about it explicitly in my award-winning book (The Quick Guide to Classroom Management). I have also written a special blog post on the subject matter of gossiping, and its particularly harmful effects in a school setting, here.

4. Complainers Are Noticed

Constructive feedback is always welcomed, but chronic complainers do get noticed. A teacher who frequently complains without offering solutions can be perceived as negative, which doesn’t reflect well when SLT considers leadership potential or responsibilities. Handle day-to-day frustrations professionally, and you’ll soon be recognised as someone who is resilient, trustworthy and likeable.

5. SLT Work Extensively—Even During Holidays

Many assume SLT members simply delegate work, but in reality, they work tirelessly, often sacrificing their holidays to ensure the school runs smoothly. From recruitment to budget planning, from curriculum development to policy implementation, the workload is substantial and ongoing.

6. Awkward Conversations Are Necessary

No one enjoys difficult conversations, but SLT members have a responsibility to address issues such as poor performance, safeguarding concerns, and disciplinary actions. These conversations are rarely personal; they are about ensuring the highest standards for students and maintaining a professional working environment. If you find yourself sitting in a conversation like this, with an SLT member who feels the need to call you out about something, then read my advice on how best to deal with that, here (look for tip #3)

7. SLT Is Built on Trust

Senior leadership is a high-trust position. You don’t get there without demonstrating integrity, reliability, and a strong work ethic. Trust is the foundation of effective leadership, and once lost, it is difficult to regain.

8. SLT Members Communicate With Each Other

If you fall out with one SLT member, assume that others will be aware. Leadership teams function best when there is unity and transparency, meaning that significant issues, concerns, or conflicts are often discussed collectively.

9. Hard Work and Dedication Stand Out

One of the most reassuring pieces of advice I received was that SLT recognizes hard work. Dedicated, competent teachers who go above and beyond are always noticed, even if appreciation isn’t always vocalized. If you want to stand out for the right reasons, being consistent, reliable, and proactive is key.

10. SLT Looks at Patterns to Make Decisions

Leadership isn’t about making decisions based on isolated incidents. SLT analyzes trends in staff absences, exam performance, student behavior, and other key indicators to make informed decisions. Understanding this broader perspective helps in appreciating why certain policies and actions are taken.

Final Thoughts

Becoming a member of SLT is a journey filled with learning curves, challenges, and opportunities for growth. The advice I received highlights the importance of professionalism, trust, and diligence in leadership. As I navigate my new role, these insights serve as guiding principles, helping me to become a more effective and understanding leader.

To those stepping into leadership for the first time: embrace the learning process, build strong relationships, and remember that every decision you make has an impact beyond what is immediately visible. Leadership is not about power—it’s about responsibility, vision, and making a difference in the lives of students and staff.

We welcome you to join the Richard James Rogers online community. Check out our official Facebook Page, Instagram and Podcast for regular updates.

Building a Strong School Community: Lessons from Experience

Posted on by richardjamesrogers

A blog post by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

In addition to writing this blog post for you today, I’ve also recorded a podcast episode on the same topic. You can listen to it here:

Creating a strong school community is one of the most vital yet often overlooked aspects of school leadership. Whether you are a senior leadership team (SLT) member, a school principal, a middle manager, or a frontline teacher balancing a full schedule, fostering a sense of belonging among students and staff is crucial for a thriving educational environment.

I have recently stepped into the role of Acting Head of Secondary at my international school in Thailand. After spending 20 years in the classroom teaching science, mathematics, and other subjects, this transition has been a profound learning experience. It has given me fresh insight into what makes a school function effectively and how community building is at the heart of it all.

A Tale of Two Schools: The Power of Community

Reflecting on my own school experience, I remember the stark contrast between my Record of Achievement celebrations and those of my friend from another school. My Roman Catholic school’s event was filled with singing, speeches, and a clear sense of togetherness. My friend’s event, in contrast, felt sterile and devoid of any real community spirit.

This comparison serves as a reminder: schools are not just places of academic instruction but communities where students, staff, and parents should feel connected. So, how can we, as educators, foster a strong sense of school community? Here are some key strategies.

#1: Meaningful and Well-Designed Assemblies

Assemblies, when planned thoughtfully, can be a powerful tool for community building. The key is to ensure they are engaging, purposeful, and inclusive. Here are some ways to make assemblies effective:

  • Showcase student achievements: In my first assembly as Acting Head of Secondary, I invited teachers to contribute to a Google Slides presentation featuring student work. Mathematics notes, science experiment photographs, coding projects, and sports achievements were all highlighted. This not only celebrated student success but also encouraged peer recognition.
  • Welcome new students: A simple introduction and round of applause for newcomers can make a world of difference in making them feel at home.
  • Incorporate student-led contributions: Allow students to share announcements, projects, or school events to give them a voice and foster engagement.
  • Share important updates: Assemblies are a great time to reinforce school values, rules, and upcoming events in a unified setting.
  • Keep a theme: Whether it’s perseverance, kindness, or academic excellence, having a clear message ensures assemblies are more than just announcements.

#2: The Power of Collective Praise

One of my core beliefs, which I wrote about in The Quick Guide to Classroom Management, is: Praise must be collective in order to be effective. When a student excels, their achievement should not only be acknowledged by their subject teacher but also by their homeroom teacher, the head of secondary, and even their peers. This creates a culture where excellence is recognized and reinforced throughout the school.

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For example, when our school principal mentioned two students with exceptional artistic talent, I made sure to acknowledge them personally. This small act had a significant impact—it showed the students that their work mattered and was valued beyond the art department.

#3: School Events and Theme Days

Special events and theme days are excellent ways to foster school spirit. Here are some ideas:

  • Charity fundraising events: Simple initiatives like ‘own clothes days’ (or ‘mufti days’) where students donate to a cause can create a sense of collective purpose.
  • Student-led events: Science fairs, talent shows, or Model United Nations conferences encourage student participation and leadership.
  • Cultural or theme weeks: Mental health awareness, sustainability, or literature weeks can bring the community together around a shared focus.
  • Car boot sales or parent engagement days: Involving parents in school activities strengthens the home-school connection.

#4: Leveraging Your School’s Unique Identity

Every school has something that sets it apart. Whether your school specializes in science, the arts, environmental education, or mindfulness, use that unique aspect to create a shared sense of purpose.

For example, if your school is an eco-school, organizing sustainability projects, eco-friendly challenges, or themed assemblies around environmental responsibility can reinforce that identity while strengthening community ties.

#5: Effective Communication Through Newsletters and Social Media

Transparent and engaging communication is key to keeping the school community connected. Consider these approaches:

  • Weekly newsletters: Highlight student achievements, upcoming events, and important school updates. These can be distributed via email or through homeroom teachers.
  • Student announcements: Having homeroom teachers read daily or weekly notices fosters a more connected student body.
  • Social media engagement: Sharing photos of assemblies, student projects, and school events (with appropriate permissions) helps parents and the wider community stay involved.

#6: External Engagement: Speakers and Field Trips

Bringing in guest speakers or organizing field trips enhances learning while strengthening school-community links. Consider:

  • Guest speakers: Experts in various fields can provide students with valuable insights and inspiration.
  • Local partnerships: Universities, museums, and businesses often have programs that align with school curricula.
  • Community visits: Taking students to local cultural centers, science labs, or art galleries broadens their horizons and connects learning to the real world.

#7: Student Voice and Leadership Opportunities

Giving students a voice in school governance enhances their sense of belonging. A well-structured student council, for example, allows students to take ownership of initiatives, fostering leadership and community spirit.

Conclusion

Building a strong school community requires intentional effort from all members of the school—from leadership to classroom teachers, students, and parents. Assemblies, collective praise, school events, effective communication, and external engagement all contribute to a vibrant, inclusive environment where students feel valued and motivated.

If you found these insights useful or have your own strategies to share, feel free to reach out. And if you have a topic request for future blog posts, email me at info@richardjamesrogers.com. Let’s continue the conversation on building stronger, more connected school communities!

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How I Use SEL in My High School Lessons (And How You Can Too!)

Posted on by richardjamesrogers

A blog post by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

As high school teachers, we know that our students need more than just academic knowledge to thrive. They need tools to manage their emotions, build relationships (isn’t this so crucial in business?), and make thoughtful decisions. Social Emotional Learning (SEL) gives them these tools and helps us, as teachers, create classrooms where students feel supported, engaged, and ready to succeed.

In my classroom, SEL forms an integral part of each lesson’s structure and delivery, and today I’m sharing ten practical ways you can integrate it into your teaching too!

What is SEL?

At its core, SEL equips students with five essential skills:

  • Self-awareness – Understanding their emotions, strengths, and areas for growth (target-setting, which is something teachers have been doing for decades to assist with academic goal setting, can certainly help with this too).
  • Self-management – Managing stress (note: teachers need this too!), setting goals, and staying motivated.
  • Social awareness – Showing empathy and valuing others’ perspectives (collaboration through group projects is a good way to facilitate this, provided there is a reflection on the interpersonal skills developed).
  • Relationship skills – Building meaningful connections and resolving conflicts.
  • Responsible decision-making – Making thoughtful, ethical choices.

A handy phrase that helps me to remember this list is “Three S’s and Two R’s”

When these skills are taught alongside academic content, students not only perform better in school but also develop confidence and resilience: character traits that will help them navigate various challenges throughout life.

10 Ways to Bring SEL Into Your Classroom

Here are some strategies I use that you can easily apply to your teaching:

1. Start with Emotional Check-Ins

Take a few moments at the start of class to check in with your students. A simple prompt like, “How are you feeling today?” using mood meters or sticky notes fosters self-awareness and helps you connect with your students on a deeper level. In my debut book, The Quick Guide to Classroom Management, I emphasize the importance of having ‘check-in’ conversations with your students on a regular basis (even as you are on duty, or walking around the corridor, for example). These are perfect for a homeroom/tutor group team-building activity. Any non-confidential information that you gather from such conversations (e.g. students’ hobbies and interests, life events, music preferences, etc.) is called ‘Professional Intelligence’, and it can be used to inform your teaching/interventions.

2. Facilitate Collaborative Projects

Group work is a great opportunity to practice relationship skills. Assign roles to each team member—such as leader, timekeeper, or presenter—to teach accountability and effective communication.

3. Introduce Mindfulness Practices

Short mindfulness exercises, like guided breathing, a mindful body scan, or a moment of silence, can help students manage stress and refocus their energy. These work wonders before a test or during a busy day. In my experience, these work best if they are deployed on a regular basis, rather than ad hoc, as there will be some initial awkwardness on the part of the students when they first try these exercises. Regular practice, and a class culture of acceptance and a recognition of the importance of mindfulness practices, are needed in order for the techniques to be truly effective.

If you’re new to mindfulness (as many teachers are), or if you’re struggling to come up with ideas for mindfulness activities, then this blog by American University contains lots of good information.

4. Encourage Journaling

Journaling allows students to reflect on their emotions and experiences in a personal, non-judgmental way. It’s a simple activity that promotes self-awareness and emotional regulation. This can be done in the traditional way, using personal notebooks, or online (e.g. via systems like Google Sites or Docs).

Make sure you make the journaling interactive in some way. You may wish to allow students to form ‘buddy groups’ with others they are comfortable sharing their emotions with or initiate some kind of ‘anonymous disclosure’ activity (e.g. students fill in an anonymous Google Form with reflections, or write something on a piece of paper, and the teacher reads responses to the class).

I’ve written a very popular blog post about Learning Journals here (feel free to adapt these ideas to SEL journaling too).

5. Practice Conflict Resolution

Present scenarios or real-life conflicts and guide students in resolving them through role-playing. This builds empathy, social awareness, and decision-making skills.

Edutopia have written this brilliant article on using role-play as a SEL teaching tool. I highly recommend that all teachers read this, as it contains ideas that are highly practical and actionable.

6. Celebrate Cultural Diversity

Create space for students to share their backgrounds, traditions, or interests. Whether it’s through classroom discussions, projects, or celebrations, this fosters social awareness and inclusion. Whilst diverse classrooms do sometimes come with unique challenges for the subject teacher, they also offer tremendous opportunities for team-building and cultural awareness.

7. Focus on Goal-Setting

Help students set and track SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound). This activity encourages self-management and shows them how to turn aspirations into action. This can be done within individual subject areas, or as a more holistic PSHE, homeroom or mentoring activity.

8. Create a Peer Mentorship Program

Pair older students with younger ones in a mentorship program. Mentors build leadership and empathy, while mentees gain guidance and support—everyone wins! Such a programme will probably require some training for the mentors initially, and ground rules should definitely be established, but when organized and monitored properly this can be a very rewarding programme for individual students who need support.

I’ve written a separate blog post about executive coaching strategies here. Whilst that blog post is primarily aimed at adults who mentor adults, much of the material is applicable to secondary school mentoring scenarios too.

9. Build Gratitude Practices

Incorporate simple activities like gratitude walls or weekly affirmations. These encourage optimism, build confidence, and create a positive classroom environment.

Colorin Colorado have written this great article that outlines fifteen ideas for incorporating gratitude practices into your classroom.

10. Make SEL Part of Your Subject Lessons

Infuse SEL into your curriculum by highlighting its connections to your subject. For example:

  • In English, analyze a character’s emotional growth.
  • In History, discuss ethical dilemmas faced by historical figures.
  • In Science, explore the societal impact of discoveries or technologies.

This approach shows students that SEL is not just an add-on—it’s essential to real-world problem-solving.

Can you think of some ways to incorporate SEL into your subject area? Please feel free to comment below.

Why I Love Using SEL

Incorporating SEL into my classroom has transformed the way I teach and the way my students learn. They’re more engaged, more resilient, and more empathetic toward each other. I’ve seen firsthand how these small, intentional practices can create a big impact. The only frustration that I sometimes have with SEL practices, however, is that it can take quite a considerable length of time before the classroom teacher sees the fruits of their labour. This time-investment, however, is worth it in my opinion.

I encourage you to try some of these strategies in your classroom and see the difference SEL can make. Have you already used SEL in your teaching? I’d love to hear your experiences in the comments below—let’s grow together! 😊

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10 Rookie Blunders New High School Teachers Make (and How to Avoid Them!)

Posted on by richardjamesrogers

A blog post by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Starting your teaching career is an exciting adventure, but it can also feel overwhelming. When I first starting teaching high school science back in 2005, for example, I soon found myself struggling to succeed at (what I see today as) basic tasks, such as marking, lesson planning and managing behaviour. So many aspects of the job were completely new to me, despite the limited teaching experience I gained from the Army Cadet Force as a teenager. I even found it difficult to think straight with so many students making requests and needing attention at the same time. Even writing basic sentences on the classroom whiteboard, in a large and tidy format so that the students could read the words clearly, was a challenge for me at first!

The reassuring news is that every teacher makes mistakes – it’s part of the learning process. To give you a head start, here are ten of the most common rookie blunders new high school teachers make (and, that I have made at some point on my journey!), along with some friendly advice on how to avoid them!

1. Doing Too Much Marking

Marking mountains of work is a fast track to burnout. Many new teachers feel they need to mark everything in detail, but that’s not sustainable! Start exploring alternatives like peer assessment, self-assessment, verbal feedback or even automated tools like online quizzes. You could also try live marking during class, where you give immediate feedback as students work. This not only saves time but also boosts student understanding.

2. Trying to Be Too Friendly with Students

It’s natural to want to be liked by your students, but remember: you’re their teacher, not their buddy. Building rapport is important, but you still need to maintain a professional distance. Being too friendly can blur the lines, making it difficult to manage behavior or assert authority. Keep your role clear, and your students will respect you more in the long run.

3. Inappropriate Use of Social Media

We live in a digital world, and social media can be a fun way to share ideas, but it’s important to be cautious. Avoid posting anything that could reflect poorly on you, your school, or the profession. It’s always better to keep your personal and professional online presence separate. Remember: once it’s online, it’s forever!

4. Oversharing with Colleagues

It’s great to get to know your colleagues, but be mindful of what you share, especially in the early days. Oversharing personal information can blur professional boundaries and lead to awkward situations. Keep conversations friendly, but professional – save your deeper personal stories for your friends outside of work.

5. Not Pacing Lessons According to Long-Term Plans

Pacing is one of the trickiest things to get right. New teachers often get caught up in the moment, spending too much time on early topics and falling behind on their curriculum goals. It’s important to balance the desire to be thorough with the need to stick to long-term plans. Keep an eye on your timeline and adjust your lessons to stay on track.

6. Being Too Lenient with Grading

Being too kind with your grades can do more harm than good. New teachers sometimes grade work too generously, not realizing that they aren’t preparing their students for the higher standards of external exams. Make sure your grading reflects the rigor of official exam boards so students get used to working at the correct level.

7. Relying on Quickly Sourced Content from the Internet

The internet is a treasure trove of resources, but not everything online is classroom-ready. Some teachers fall into the trap of quickly grabbing videos, slides, or worksheets without checking them thoroughly. Always preview your resources before using them in class to ensure they’re accurate, appropriate, and aligned with your lesson goals.

8. Not Preparing Marking Schemes

Without a clear marking scheme, grading assessments can become a time-consuming nightmare. Having a well-prepared scheme not only saves you hours but also ensures consistency and fairness across all students. It’s worth the extra effort upfront to develop marking rubrics and criteria that make assessment straightforward and manageable.

9. Making Promises You Can’t Keep

As a new teacher, you want to impress your students, but making promises you can’t keep – like grading a mountain of work in just a few days – will quickly erode their trust. Be realistic with your deadlines and commitments. It’s always better to under-promise and over-deliver than the other way around!

10. Engaging in Gossip

Gossip can be tempting in any workplace, but in a school environment, it’s especially toxic. Avoid conversations that focus on negative chatter about colleagues, students, or policies. Instead, foster positive, professional relationships. Being a person of integrity will earn you respect from your peers and create a healthier working environment generally.

Recommended further reading

Peer or Self-Assessment? Benefits and Challenges
Using Verbal Feedback: The Ugly Truth
5 Awesome Live Quiz Apps You Can Use in The Classroom
5 Efficient Marking and Assessment Strategies
Effective Feedback: The Catalyst of Student Progress
Maintaining Professional Distance as a High School Teacher: Ten Essential Guidelines
Behaviour Management Basics
How Should Teachers Behave on Social Media?
Falling Behind Your Teaching Schedule: Prevention and Cures
5 Ways to Use Past-Exam Papers With Your Students
The ‘Four Pillars’ of Time-Saving Marking
Working With Colleagues: The Gossip Mill Produces Toxic Flour

Maintaining Professional Distance as a High School Teacher: Ten Essential Guidelines

Posted on by richardjamesrogers

A blog post by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

As teachers, we often form strong connections with our students as we guide them on their learning journeys. This can be incredibly rewarding for us – we gain much joy from helping our students to improve. However, it’s essential to maintain a professional distance to ensure that our relationships with students remain appropriate and conducive to learning. The following ten guidelines, adapted from research by Willing and Haney (1994), provide a framework for maintaining this balance. Please note that William and Haney’s research was aimed at ABE (Adult Basic Education) teachers, so I have attempted to back-extrapolate the guidance to cover high-school teaching.

Before we begin

An important note on context before we start – the guidelines described in today’s blog post are exactly that – general principles to consider. ALWAYS follow your school’s official guidance regarding professional distance – and if you’re not sure about what the expectations are for a particular scenario, then seek advice from a member of your school’s senior leadership team.

Rule #1: Know Your Own Vulnerabilities

Understanding your own personal “shadows”; unmet needs, motivations, and expectations; is crucial. As teachers, we often enjoy the appreciation we receive from students, but it’s important to avoid crossing the line into a co-dependent relationship. Recognizing this helps ensure that your role remains that of an educator, not a confidant. Whilst our students may wish to divulge sensitive information to us, it’s important that this information is passed on to the appointed safeguarding individuals in your organization in a professional manner (more on this later).

Rule #2: Understand the Temporary Nature of the Relationship

Teaching is a temporary relationship. While it’s easy to feel close to students, allowing them to perceive you as a friend can imply a level of commitment that neither party is prepared to uphold. This understanding helps in setting clear boundaries from the outset. In addition to this, the teaching role requires there to be a level of authority present within the classroom – and that authority belongs in the hands of the teacher. It is difficult to exercise a level of authority when students perceive you as a ‘friend’. We are not our students’ friends – we are their educators, and that means our focus must be on maximizing our students’ attainment and progress, and not on anything else.

Rule #3: Know Professional Standards for Behaviour

Familiarize yourself with your institution’s guidelines for out-of-class interactions with students. These rules are in place to protect both you and your students, ensuring that all interactions remain professional.

If you are someone who is designing a child safeguarding policy for your school, or if you’re seeking extra guidance, then you should definitely familiarize yourself with national and international guidelines. Some useful documents are linked below:

Please note that these resources may be updated at any time, so make sure you are accessing the latest versions of the guidance.

Rule #4: Be Mindful of Your Communication

The way we communicate, through touch, language, or self-disclosure, sends messages to students. What might seem like a harmless gesture, or a casual conversation, can be misinterpreted, potentially blurring professional boundaries.

In the context of a high school teaching scenario, self-disclosure on the part of the teacher can be damaging – not least because it leads to excessive familiarity, which we should aim to avoid. Some forms of disclosure, such as describing the study habits and techniques we successfully implemented when we were students, may potentially be helpful to our learners – so, of course, there are levels to this! Revealing a personal story of pain and tragedy, however, may be not an appropriate activity for a lesson.

Seek official school guidance on the matter. In addition, when describing useful scenarios that involve a level of storytelling to students, you may wish to precede the description with….

  • Some people experience/find that…………………………..
  • In my experience, students who perform well do these things……………………..
  • I once knew someone who…………………………

Keeping stories in a kind of ‘third person’ context can help to maintain professional distance.

In terms of touch, it is essential that you adhere to your school’s Code of Conduct and guidance. In the majority of high-school scenarios, touch should NEVER be initiated by the teacher unless:

  1. There is an educational purpose to the physical contact, such as adjusting body posture in a physical activity (e.g. adjusting a student’s stance in a martial arts lesson), music lesson (e.g. holding a violin bow correctly), art activity (e.g. holding a paintbrush correctly) or other scenarios. ALWAYS ask the students’ permission before initiating the physical contact and double-check with your school’s senior leadership team before beginning the course.
  2. There’s an essential Health and Safety purpose, such as rescuing a child from drowning, administering first aid, preventing an accident (e.g. in science class) or other scenarios.

Rule #5: Express Clear Expectations

Clearly outline the time boundaries, the learning process, and what is expected from both you and your students. This helps in establishing a professional relationship where everyone knows their roles and responsibilities.

You may to consider giving your students some time to create a class list of expectations that everyone will agree to follow. In my experience, students will often approach this with maturity and will come up with sensible suggestions, such as….

  • We will raise our hands if we have questions, and we will not shout out.
  • We will not play on our phones in class, and we will ask for permission to use our phones if we need to.
  • We will complete our homework on time.
  • We will be punctual to class.

It may be useful to bring out this list from time to time during the academic year to remind the students of the rules and expectations they have come up with.

Rule #6: Consider Students’ Perceptions of Interaction

Recognize that students may interpret personal information sharing or familiar language as signs of a personal relationship. Understanding this helps you maintain a professional distance.

Rule #7: Be Aware of Cultural Differences

Cultural expectations regarding interactions between teachers and students can vary widely. What may seem normal in one culture could be inappropriate in another. Being culturally sensitive helps in maintaining professional relationships.

Rule #8: Use Names Appropriately

The use of first names or nicknames can unintentionally create a sense of intimacy, especially when it comes to how students are expected to address their teachers. Be mindful of how you address students too, as this can affect the professional nature of your relationship. Only use the students’ official names as recorded in the school register and double-check with a senior teacher if a student requests to be addressed by a different name. Check your school’s guidance on how students should address teachers, too.

Rule #9: Dress Professionally

Your attire sends messages about how seriously you take your role. Dressing too casually can give the impression that the educational process is not important, while overly provocative clothing can cause discomfort in diverse cultural settings.

Unfortunately, whilst the issue of teacher dress codes was pretty much cut-and-dry in the twentieth century and earlier, it has become quite a controversial topic to discuss in recent years. I think it is useful to remind ourselves that, as teachers, we are representing the process of education (not just our own personal fashion preferences) through the way that we choose to dress.

Case in Point: An Anchorage District teacher was put on administrative leave after posting a clip of herself in the classroom, on X. The clip was shared by the hugely popular Libs of Tik Tok account, and the teacher in question received much criticism online due to the way she was dressed at school. You can read the full story, here. You may also wish to read my blog post which contains guidance on how teachers should behave on social media, here.

Rule #10: Know Referral Resources

Familiarize yourself with resources available for student referral and how to guide students to them. This helps in addressing students’ issues without becoming personally involved in their problems. For example, you may be lucky enough to have a school counselor employed on-site that you can refer students to. If not, then look into official partnerships the school has with local agencies and professionals.

Conclusion

By following these guidelines, we can maintain a healthy balance between being approachable and upholding the professional standards necessary for effective teaching. It’s about fostering a positive learning environment while protecting both yourself and your students from unwanted issues.

Bibliography

Willing, D.C., & Haney, H. (1994). Maintaining “Professional Distance”: A Dilemma for the ABE Teacher. Developments, 10(4), 6-7. Available at: https://files.eric.ed.gov/fulltext/ED372265.pdf (Accessed: 18 August 2024).

Alaska Daily News (2024) Anchorage teacher put on administrative leave after post by prominent right-wing social media account. Available at: https://www.adn.com/alaska-news/education/2024/03/07/anchorage-teacher-put-on-administrative-leave-after-post-by-prominent-right-wing-social-media-account/ (Accessed: 18 August 2024).

Should Teachers Use Dating Apps?

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

As teachers, we are mindful of the omnipresent and aspirational societal expectations that we are constantly subject to. Whilst these expectations vary slightly from country to country and territory to territory, we are generally expected to be better behaved, more mature and more conservative than those who work in the majority of other professions, fields, trades and industries.

There are good reasons for this, of course. Children are guided by us and look up to us, so we have to be exceptional role models for them. In some countries, like the UK for example, we are even given the glistening designation of ‘Person of Good Standing’ and are even entrusted to sign people’s photographs to aid in their application for new passports.

Since we are expected to be so much, for so many people, this can leave many of us wondering how to seek out a new relationship partner. Are we allowed to have a dating profile, for example? What would happen if a member of the public recognised me on a dating app? Would they have grounds to complain to my school? Which dating apps are acceptable for teachers to use? Should we use more conservative dating apps, like Bumble, or can we go for apps that (unfortunately) have been tarnished with the reputation of being more ‘hookup’ focussed, like Tinder?

In this blog post I aim to answer these questions as best as I can.

What’s the official guidance on teacher conduct as it applies to dating app usage?

Whilst teaching regulatory bodies from various countries and jurisdictions have issued extensive guidance regarding teachers’ use of social media and electronic communication, there appears to be no specific government-issued guidance exclusively for teachers regarding dating apps at the time of writing. However, there are some general guidelines that have been issued by various educational and safety organisations that I will delineate below:

  • Schools generally have codes of conduct that include guidelines on social media use, which can (sometimes) extend to dating apps. Teachers should maintain strict privacy settings on their social media accounts and avoid mentioning their school or adding students and parents as ‘friends’ online. The guidelines outlined in a typical school’s Code of Conduct/Staff Handbook are intended to protect teachers’ professional reputations and prevent any potential conflicts or inappropriate interactions​ (Schools Week)​.
  • The UK Safer Internet Centre reiterates and emphasises the importance of online safety for educators. Teachers are advised to be cautious about the personal information they share online and to separate their professional and personal lives as much as possible. This extends to our behaviour on dating apps to ensure we do not compromise our professional integrity. ​They recommend not using location-based dating apps at work to avoid unintentional interactions with students or colleagues (UK Safer Internet Centre).​
  • Although specifically for doctors and dentists, Health Education England has issued guidance that can be relevant to teachers as well. This guidance advises against using dating apps at work and highlights the risks of geolocation features on these apps, which can inadvertently expose users to colleagues or students. It also stresses the importance of maintaining professional standards online and avoiding any actions that could lead to reputational damage or legal issues​ (Health Education England North East).

My personal advice on this issue

The good news for all of us is that, in the absence of official government guidance specifically for teachers and their dating app usage, it would be challenging for any school to enact disciplinary procedures on the grounds that a teacher simply has a dating profile to begin with. However, the rules and expectations become blurry when considering how we should behave on such apps, as this does fall under the umbrella category of ‘acceptable social media usage’ and ‘acceptable electronic communication’. Here are my guidelines to keep teachers as safe as possible when using dating apps:

  • In the first instance, check your school’s Code of Conduct and Staff Handbook, to see if any mention is made of dating app usage. Also, check the employment contract you signed – that may also contain references to dating apps, and your contract may also legally bind you to the terms outlined in the Code of Conduct/Staff Handbook.
  • Most teachers won’t feel confident enough to ask their headteacher or a member of the Senior Leadership Team about guidance regarding dating app usage. After all, it’s a very personal topic and not something we want to raise at work, especially with our bosses! However, it may be a wise move to seek such advice (and get the guidelines in writing – as an email, for example) as at least then you’ll be clear about the school’s expectations. This written confirmation from your Headteacher or other senior leader will also serve as protection should a parent/student see your dating profile and complain in future. In the unlikely case of litigation being filed, that email you asked for could be a key piece of evidence for your defense lawyer to use in a court case.
  • Once you’ve been given the green light to actually have a dating profile to begin with (either through your inspection of school documents, such as your contract, or via a discussion with your Headteacher/Senior Leader), you then need to be mindful of your dating profile. Keep it clean, make sure your photos are clean and do not mention your school in the profile – you almost always need permission to mention any organization in a social media post. If you mention your school on your dating profile, then they could use that as a key piece of evidence in any disciplinary proceedings that they may wish to enact, should they discover your profile.
  • Whilst the guidance from the UK Safer Internet Centre and HEENE cited earlier advises teachers not use to location-based dating apps/to turn geolocation off, this is incredibly challenging as most dating apps these days require location services to be switched on. Where possible, however, use apps that do not require geolocation or, as a minimum safety protocol, do not use location-based dating apps whilst at work (we shouldn’t be accessing any dating app whilst at school, actually).
  • Watch out for the age-range of potential matches that you specify on the app. If you select, say, ‘Women aged 18 – 29′, then you may find that some high school students in your area may have made a profile specifying their age as ’18’ (even when they might be younger than that). Again, specifying an age range that begins at 18 could be problematic from a legal standpoint too, as it could be implied that you were knowingly searching for school-age children. Be sensible – set your matches for a respectable, non-debatable minimum adult age, say at 23 years or older. Watch out for default age-ranges for matches set by some dating apps too, as they often start at age 18.
  • Apps that rely on ‘swiping’, as opposed to openly accessible websites (where every profile is visible) are probably the safest for teachers. You’ll be exposed to fewer people who can see your information and such apps usually have a paywall in-place to ensure that only subscribed users can swipe on an unlimited number of profiles.
  • Utilise apps that rely heavily on payment for access, especially if payment is needed for messaging. If only paid members can message you, then that will exclude the overwhelming majority of unauthorised users who can see your information.
  • Do not put personal information on your dating app profile, such as social media links or phone numbers. Some apps will allow non-paying users to see this information, which can be problematic as students, parents and colleagues could potentially see your profile and message you on one of your chosen messaging apps (such as WhatsApp).
  • If you suspect that a student, parent or colleague has messaged you, then handle that professionally. Seek your school’s official guidance on the matter. In the case of a student/parent, it is probably best to take screenshots of the chat log and block the user, and then inform your school’s Designated Safeguarding Lead. In the case of a colleague, it may depend on the nature of the messages. Again, screenshot (for evidence), block and report if you feel that’s necessary.
  • Consider using dating apps that are specifically made for teachers (yes, they do exist!). Apps such as Edudate (which has even been featured on the Times Educational Supplement and BBC Radio 5 Live) and Just Teacher’s Dating are designed to help forge romantic connections between educators. If that sounds like your thing, then why not try it out?

Overall Conclusion

According to 2023 statistics from the Pew Research Center, around 53% of single individuals in the United States under 50 actively seeking relationships had an online dating service at that time or had used one within the past year. Dating apps are already a big part of our lives as adults seeking romantic connections, and their popularity seems set to continue to grow as the years go by.

As teachers, we need to be mindful of our special role in society and act in such a way as to protect ourselves when using dating apps. Seek your school’s guidance, keep your profile clean, do not share personal information on your profile, turn off geolocation (if you can) and keep everything behind paywalls if possible. Be mindful, also, of the age range of potential matches as set on your profile.

References and citations

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The Top Five Mistakes That Trainee High School Teachers Are Making

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

Anyone who is new to the teaching profession is bound to make mistakes. There’s so much to learn and so much is at stake: the future careers of young people are literally in your hands. The pressure can be overwhelming at times, and this can cause trainees to panic.

Relax! This blog post was made for you!

I will go through the top five mistakes that trainee high school teachers are making all over the world as I write this – and please do not be embarrassed if this article reads like a self-summary of what you are doing wrong at the moment. We’ve ALL been there. We’ve ALL made mistakes, and I’ve personally made every mistake in this list too (so I’m a real expert on this subject matter).

Let’s get started!

#1: Getting the marking balance wrong

We are eager to impress when we are trainees, but there’s no need for that eagerness to translate into late evenings, busy weekends and overloaded school holidays in which we are covering every piece of student work with lengthy written feedback. I’ve been there, and I can tell you from first-hand experience – it’s not worth it!

Grading every single piece of student work by hand is not the most effective, or efficient, means to provide feedback anyway. Consider utilising the following techniques:

  • ‘Live’ Marking: This is a personal favorite of mine, as ardent followers of this blog and my podcast will know. The reason I love ‘live’ marking so much is because it is the ultimate feedback strategy – it’s efficient, personal and effective. It’s also simple to do – either walk around the class with a marking pen in your hand and mark student work in real-time, as they are doing a task, or call each student to your desk one at a time. Make sure you have a short conversation with each student as you write feedback on their work.
  • Verbal Feedback: This needs to be done properly, but it can be just as efficient and effective as ‘live’ marking. Have conversations with your students and either write/stamp ‘VF’ or ‘Verbal Feedback Given’ on the students’ work or (even better) ask the student to write down what you said in a different colour (e.g. “Mr Rogers said that I should label my diagrams using a ruler”). Since the students must process what you said in order to write down the feedback you have given, it acts as a great tool for building long-term memory.
  • Peer and self-assessment: Get your students to swap their work and mark each other’s or allow them the opportunity to assess their own work. Just make sure that the students have the official mark scheme/set of answers (otherwise this whole technique won’t work as efficiently as it should – and, before someone says it, no – I don’t think students should be spending time thinking about what the answer ‘should be’ and trying to upgrade answers without a mark scheme – unless you have a surplus of time in which to carry out this very exhaustive activity). Students should be encouraged to make corrections to wrong questions rather than just putting a cross or a zero next to answers, and they should be using a different coloured pen/text than the original answer was written in.
  • Automated assessment: There’s so much software available today that will set student work and grade it all for you. If your school has such systems available, then use them! Live quiz apps, such as Blooket, Kahoot!, Rolljak and others can be used for this purpose (set them in ‘assignment’ mode) as well as bespoke software such as MyMaths (for maths), Educake (for various subjects), Lexia Learning (for English) and others.
  • Learning Journals – as a recurring method of reflection, summarizing and revision, it really doesn’t get better than this. Used digitally (e.g., through Google Docs) or manually (e.g. through physical notebooks) learning journals offer stduents a creative and personal way to record their learning journeys. Make sure that you collect them in on the same day every week (or two weeks) and return them as per an agreed schedule too. In terms of satisfying a homework timetable, learning journals offer an interesting and feasible solution too – students are very unlikely to forget this ‘recurring’ homework due to its regularity and, due to their personable nature, learning journals can be really fun tools to work with. The students can fill them with whatever they like – mind maps, flash cards, past-paper questions, lists, etc.

The essential message here is to increase the range of assessment methods you are using – focusing heavily on efficiency and quality rather than how many scribbles you are able to pen onto student assignments during your weekends (which, by the way, is time that you should be spending relaxing).

I’ve written at length about efficient and effective marking strategies in the past. If you are interested in learning more about the various techniques available (and how to implement them), then check out these blog posts of mine:

My second book, entitled The Power of Praise: Empowering Students Through Positive Feedback, is also a great read if you are serious about exploring a range of feedback methods that that have a positive impact on your students’ learning experiences. Click on the image below to be taken to its Amazon page:

#2: Trying to be friends with the students

There’s a concept in education that has, unfortunately, become somewhat forgotten these days: Professional Distance.

The best description I could find on the concept of Professional Distance comes from an article by James Barron at start-teaching.com:

In the context of education, the concept of “professional distance” plays a vital role in maintaining clear boundaries between teachers and students. As emphasised by Gould and Roffey-Barentsen (2014), teachers must be mindful of preserving a degree of professional distance to prevent any blurring of lines between their personal lives and their roles as educators.

James Barron (2023), The Relationships and Boundaries Between the Teaching Role and Other Professional Roles’ [Online]. Available at https://start-teaching.com/the-relationships-and-boundaries-between-the-teaching-role-and-other-professional-roles/

In today’s world of social media, IG influencers and digital side-hustles, maintaining Professional Distance between us and the students we teach has become more challenging than ever before. In essence, however, the fundamental concept is the same as it always was: whether you are a 22-year-old trainee or a 52-year-old seasoned educator, you are seen as an authority figure in the classroom. The students are NOT your friends. They are young people that we help, support and educate, and that’s where our professional relationship with them ends. We do not add them as friends on social media. We do not accept their follow requests. We do not chat with them on any non-school approved channel.

I’ve written a separate blog post on the issue of Professional Distance in the digital realm, which you can read here: How Should Teachers Behave on Social Media? – Richard James Rogers

#3: Failing to consult with colleagues or line-managers

As a trainee teacher, or even a seasoned educator with twenty years under your belt, you are not expected to know everything. No question is too stupid to ask, so please ask!

I remember feeling really anxious one day as a relatively new 29-year-old teacher at an international school in Thailand. I had a question about the next topic to teach in a program of study, and I THOUGHT THAT MY HEAD OF DEPARTMENT WOULD THINK I WAS INCOMPETENT IF I ASKED ABOUT IT. Sure enough, after fretting over the issue for a day or two, I had to go and see him and ask about this – I needed the information.

I’ll never forget what he said at the end of the conversation: “Richard, I just want to say thank you for asking about this. Because when people don’t ask, they mess things up.”

Wow! That wasn’t what I had expected. My nervousness over asking questions, no matter how silly I thought they were, vanished that instant.

Your colleagues and line-managers will ALWAYS be your best resources at school. They will know how you should deal with certain students, back stories to issues, which printer to use and for what purpose, and who the key people are in school who can help you with other issues. This is why it is SO IMPORTANT for teachers to be cordial and collegiate with all staff at school.

If you’re interested in learning more about how to utilize the ‘colleague domain’ to work productively with your coworkers at school, then this blog post of mine that I wrote some time ago is a great place to start: Seeking Help from Colleagues: Tips for Teachers (Secret no. 11) – Richard James Rogers

#4: Engaging in gossip or inappropriate staffroom talk

Gossip is ALWAYS toxic. It generates distrust, adds to an overall atmosphere of negativity in a school and, worse: it can even get you fired. Gossip has this juicy allure to it that is very attractive – it reels people in and can often make one lower their normal professional defenses – causing people to add their ‘two cents’ worth without seriously considering their words beforehand.

Do not engage in gossip and stay away from people who gossip (if you can). Just your physical association with known gossipers can be a red flag for senior management – and, as a trainee teacher, you don’t want that!

I once remember sitting in the staffroom at a North Wales school during my PGCE (teacher training year) back in 2005. Two colleagues in my department had an altercation over something curriculum based and one teacher told the other to “F…. off”, in front of everyone!

The gossip soon followed the next day. Even the science technicians were in on it: “He should have received a slap for saying that” chirped one individual in the prep room that day. My Head of Department was there too, and I was being quiet and minding my own business (i.e. doing what you should do in this situation). Finally, he asked me, “What do you think about this whole thing, Richard”.

I replied with “I’m staying out of it. I have enough to focus on with my day-to-day work as it is.” (or something like that). My Head of Department was clearly impressed and responded with “That’s the best way to be, Richard”.

I later found out that he wrote a glowing review of my performance to my university.

In line with the subject of gossip is that of inappropriate information. You DO NOT need to share all of the details regarding your personal life with your colleagues – in fact, the less you share, the better!

One of my favourite quotes regarding this subject matter is as follows:

Never talk about your salary, your love life or your next move”

Unknown

If anyone can help me cite that quote (or its derivative), then please let me know. Whilst it is a little tongue-in-cheek, it does point to a very important concept in the workplace: your colleagues are not your friends – they are the people you work with. Whilst you can, of course, have very positive professional relationships with your colleagues (and they should be willing to help you out when you need it too, and you should help them when they need it), you must remember that egos are involved at the workplace, competition anxiety is real thing and that your colleagues are always capable of reporting you to senior management at any time.

In short – keep every interaction with your colleagues professional. Keep personal information to yourself.

#5: Planning day-by-day and not taking a long-term view

This is a common mistake that trainee teachers make but, thankfully, it’s usually an easy one to solve.

As trainees, we are often very new to the lesson planning process, and it can be difficult to think in the long and medium term as we are often so fixated with just planning lesson-by-lesson, or week-by-week.

It is crucial, however, that you know what the overall plans are for the academic year as a whole. This is called ‘curriculum mapping’, and the best teachers are also the best curriculum mappers.

In essence, it means that you must know when topics are supposed to be taught and what the key milestones are during the academic year, such as:

  • End of unit tests
  • Half-termly/mid-semester tests
  • End of term/semester tests
  • End of year exams
  • Coursework deadlines for students

Having a long-term view like this will allow you maintain an appropriate pace and will also ensure that you maintain consistency of instruction with some of your more experienced colleagues in the department – you certainly don’t want to be behind them in the teaching schedule, unless there’s a good reason (e.g. you are teaching a bottom set at a slower pace).

Summary

These are the top five mistakes that I have witnessed trainee teachers making over the past 17 years of my career, and I have also been guilty of all of these on occasion:

  • Marking inefficiently
  • Trying to be ‘friends’ with the students
  • Failing to seek help from colleagues when in doubt (remember, no question is too stupid to ask)
  • Engaging in gossip and/or revealing too much personal information about yourself to your colleagues
  • Planning in the short-term rather than the long-term

Review your own practices and daily behavior against the five points above to see if there are things that you could do differently.

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Five Strategies for Engaging Quiet, Shy and Withdrawn Students

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Students who are quiet in class are often the ones who are most overlooked by educators. They tend to be compliant; they rarely (if ever) ask questions; they turn in their homework on time and generally just get on with things.

One could be forgiven for thinking of such learners as the ‘perfect’ students.

This is, however, quite a narrowly focused viewpoint and stance to take. Such students may be well behaved, but how can we be sure that they have understood the content we have delivered in a lesson (aside from formally assessing them)? Additionally, how are we, as educators, helping our quiet and withdrawn students to develop their self-confidence and key skills, such as public speaking, teamwork and problem-solving?

It is my conviction that such students can be reached, as I have successfully engaged hundreds of such learners over the past 17 years in my role as a secondary school mathematics and science teacher. The process requires patience and long-term planning, but the results one can achieve are well worth this investment in time and energy.

So, let’s explore some practical strategies to engage these quiet and withdrawn students.

Strategy #1: Use more spatial response tasks in class

The concept here is quite simple: a ‘spatial response’ task allows students to answer questions without verbalizing anything.

“How is that possible?” you might ask.

Well, instead of the traditional ‘hands up’ for answering a question, students use movement and their physical bodies to signal their responses. This is a good first step in any long-term ‘engagement development’ plan you may have for a shy student, as they can interact with the lesson content without having to say anything. That. at least, is better than no engagement at all.

Two of my favourite such spatial response tasks are….

A ‘Human Graph’ and ‘True or False’ Walls

Do you want to know the opinions of your students on a subject matter? Maybe you’re taking a survey (e.g. Which day is the best for canteen food?). Maybe you have a list of multiple-choice questions and you want a fun way to get the kids through them.

A human graph might be the right tool for you!

What if you just want to quickly check your students’ conceptual understandings (e.g. as a plenary)? You could ask some true/false questions and get the kids to raise their hands, or you could use a way cooler (and more fun) method! 

Choose one wall to be the ‘True’ wall and one to be the ‘False’ wall.  Once you’ve asked the question, get the kids to walk to the correct wall. It’s that simple! Just make sure that the kids walk back to the middle of the classroom before each question. 

This great illustration from Pop shows you the steps to take for each of these activities:

I’ve written a separate blog post that covers spatial learning activities in more detail, here. Please do check it out – all of the activities I write about have been field tested by me in the classroom, and they work!

Strategy #2: Do more ‘live marking’

Live marking means that you have more one-to-one conversations with students about their work, in real time. Here’s another great thing about it too: Live marking is not only a highly efficient formative assessment tool, but it also provides a comfortable space in which most of your shy and quiet students will be willing to open up and talk. There are two main methods to implement live marking: ‘diffusively’ and ‘absorptively’. Let’s explore these in more detail.

Diffusive Live-Marking

This is really simple:

  1. 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.).
  2. When a few minutes have passed, ‘diffuse’ through the classroom by walking around with a marking pen in hand (I use a red pen). 
  3. 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, and you’ve engaged some quiet students in some short conversations.

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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. 

Which is better – absorptive or diffusive live-marking?

In my personal opinion, both forms of marking can have a role to play in engaging our shy learners.

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. 

Strategy 3: Utilise Live-Quiz Apps

These have been around for quite a while now. Most educators have heard about Kahoot!, but did you know that are a wide-range of live quiz apps, similar in style to Kahoot!, that utilise multiple-choice questioning?

When it comes to engaging shy, withdrawn and quiet students, Quizlet Live and Blooket are my two most favourite apps as they encourage peer-to-peer communication. Let’s find out a little more about them.

Blooket

Blooket distinguishes itself from other quiz-based apps in that there are actually multiple types of games that you can play with the students, all based on the much-loved multiple-choice quiz format. My personal favorites are:

  • Crypto Hack: With a dark theme and Bitcoin-centric atmosphere, Crypto Hack is one of the students’ favorites. After answering a series of questions correctly the students are then able to guess fellow students’ passwords (passwords are chosen from a pre-determined list that the game provides). A correct guess allows the player to hack the other player and steal imaginary crypto currency from them.
  • Fishing Frenzy: This one’s a bit crazy – hilariously so! Students, again, answer multiple choice questions but this time they cast a virtual fishing line into the water after answering correctly. What they pull out are usually different types of fish, but they can pull out junk and other crazy objects too. Players are ranked by the weight of fish they pull out of the water. Players can also ‘plunder’ other players’ fish and steal their poundage. It gets very competitive and you can expect to hear a lot of laughter in the classroom as this gets going!
  • Tower Defense: According to Blooket themselves, this is their most popular game. In this mode, the students answer multiple choice questions and are then presented with a map. On this map, the students must place towers in strategic positions to shoot enemies that appear on-screen. In this sense, Tower Defense is more similar to the kind of computer games that children are playing in their free time than all of the other game modes provided.

Quizlet Live

Hidden within Quizlet‘s excellent flash card system is a little-known activity called Quizlet Live. When the teacher selects this, the students in your classroom join the game (by entering a code on their devices) and are then placed into random teams. Once the game begins, all of the players in each team are given different questions to answer, so they MUST help each other if they want to win. The first team to pass twelve rounds of questions is the winner, and the teacher’s screen shows the real-time position of each team (1st place, 2nd place, 3rd place and so on).

Quizlet Live has two features which I believe make it a very unique learning tool:

  1. Students can read through the flash cards for the game as they’re waiting for other students to join. This, I believe, gives Quizlet Live a big advantage over many other quiz-based systems as students are not sitting around doing nothing as they’re waiting.
  2. Quizlet Live provides each team member with a different question, making the game more thorough/rigorous than some other quiz-based systems. Every member of the team has to answer their question correctly before the team can move to the next round.

Quizlet has an immense database of flash cards created by other educators from all over the world, so it’s highly likely that you’ll find a question set that is suitable for your topic. If not, then you can make a set yourself.

Strategy 4: Try ‘Flipped Learning’

Flipped Learning allows students the opportunity to research a topic before it is explored in class. This may provide your quieter students with more confidence to speak up as they will have had a chance to acquire some knowledge before the lesson begins.

The following extract comes from a great guest blog post on Flipped Learning that Kiara Miller from The Speakingnerd wrote for me back in March 2023:

“A flipped classroom is a form of blended learning model where students learn about new concepts at home. They then discuss their findings with their teachers and the rest of the students in a classroom. With this teaching approach, students interact with the course material beforehand and while inside the classroom, they engage in interactive group learning activities.

Students aren’t bombarded with new material, but rather, they come with their own understanding of the concepts. That is through online videos and any other supporting content that can be text-based. It can also be provided by a teacher or students can do their own research.“

You can read the full blog post, here: https://richardjamesrogers.com/2023/03/14/5-reasons-for-teachers-to-try-out-flipped-classrooms/

Strategy 5: Seek professional help for the student if no improvement is observed

All students who exhibit shy and withdrawn behaviors have underlying reasons for their lack of confidence, or lack of engagement. In some cases, it’s worth referring such students to trusted professionals, such as school counselors, who will be able to work with them on a one-to-one basis.

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How to Handle Frustration as a Teacher

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An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Teaching is one of the most stressful professions on Earth. From behaviour management issues, to meeting deadlines and working on projects in small teams: teaching, as a job, requires very high levels of competency, lots of patience and bucket loads of resilience. Take these recent, shocking revelations, for example:

In such a complex and dynamic environment as a school, in which in our ‘product’ is the gradual and positive development of children (i.e. the most complex beings in existence), it is only natural that we will make mistakes along the way and be involved in a wide variety of professional ‘incidents’ that may cause us some frustration.

It is at these times that we MUST remember the ‘Four S’s’:

  • Stop
  • Smile
  • Sleep
  • Send

Here’s a handy graphic to remember the process (feel free to share this with colleagues):

Let’s go through these steps one-by-one:

#1: Stop

I once witnessed a former colleague shout at a fellow language teacher in the staff room, calling him ‘unprofessional’ and saying that his actions were ‘unacceptable’. Of course, the issue causing the altercation was a trivial matter, but by her getting emotional and berating him in front of everyone she achieved nothing, and actually did a lot of harm to her reputation. Everyone was talking about that exchange afterwards, and guess who came out as the ‘good guy’ in people’s minds? – The polite language teacher who just stood there and listened and didn’t respond or get emotional, of course.

It’s so tempting to respond by reflex-action in a moment of frustration, venting our anger in an email, a verbal exchange or other action. It’s so crucial to be mindful of our emotions when we feel frustration bubbling up inside of us and remember to STOP!

#2: Smile

Numerous studies have shown that a simple smile can immediately improve our mood. Take a moment to reflect upon what you are grateful for in life. If nothing comes up, then ask yourself “What COULD I be grateful for right now?”. This act of ‘reframing’ the moment will act to alleviate any feelings of dread, anxiety or frustration – even if it’s only by a small amount.

#3: ‘Sleep on it’

If you find yourself becoming angry, anxious, enraged or frustrated by any situation at school, then pause for a while and calm down before you respond. If possible, respond to the issue the next day after a good night’s sleep – you’ll be in a better mood and will be more emotionally balanced to handle the issue rationally.

In my experience, almost every incident that causes a teacher frustration can be dealt with the next day, when we are in a better mood. If this is not the case for whatever you happen to be dealing with right now, then at least Stop and Smile, and wait a while before responding.

#4: Send

Have you been guilty of sending a quick response email out of frustration? I know I have. For one former coworker of mine, this had catastrophic consequences.

The head of our secondary school had emailed a colleague of mine in a former school I worked at to discuss some behaviour management issues that some children in his classes were having. This colleague then replied out of anger and frustration, justifying himself in every which way possible, but he inadvertently cc’d the entire secondary school in his response!

My award-winning book for high-school teachers.

He didn’t last long at that school. His reputation in the eyes of his colleagues had soured, and his position became somewhat untenable. He was let go at the end of that academic year.

Please – be the person who responds when your emotions are stable. We ALL get frustrated at times. We ALL get angry a times. We ALL panic at times. Please – Stop, Smile. Sleep THEN Send/Respond.

Extra advice for dealing with frustration at school

Speak to someone

Speak up about any issues you are having, in a positive and non-complaining way. The trick to executing this is to be ‘solution focussed’. When talking with your line manager about the issue, or whomever the other parties are, adopt the mindset of ‘This is the problem, so how can we work together to find the solution?’.

Only click ‘send’ when you are in an emotionally positive state

E-mails last forever, and once they are sent, they can be fully utilised in any litigation that may follow. Silence is always the best option at first, if possible, then only send a written response/summary of the issue after very careful consideration. In some extreme situations you may wish to speak with a lawyer before responding.

Learn new skills

If behavior management is causing frustration, then seek to learn new strategies or ask colleagues for help. Resources like this blog can be very useful for acquiring new tips, as can professional development courses. If your issue is skills-related, then you may find that a professional development course, such as my Powerful Public Speaker Certificate Course, may be of use to you.

Find a good lawyer, and build a good relationship with them, regardless of your situation

It has been my experience via the many hundreds of online coaching calls I have done with teachers over the years that extremely few educators understand their legal rights. Employers can sometimes pray on this naivety – few teachers will approach a lawyer when their employment is terminated, or when contractual changes arise, or when they are asked to sign a sudden ‘official school document’, for example. Get used to consulting with lawyers. Yes, they’re expensive, but the investment is worth it in the long run. If you are lucky enough to teach in a country where teacher unions exist, then make sure you are an active member – they will be able to offer legal advice when the need arises, too.

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