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.

“An AMAZING book for teachers!”

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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From the Classroom to the Exam Room: A Guide for IB Teachers

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.

Exam-level students have a lot on their plates. They have to learn, revise and articulate information effectively whilst potentially dealing with exam-stress and the challenge of adapting to the different instructional styles of their teachers. This week, I’ve invited Maria Goncharova from TutorYou to describe how teachers can help IB students prepare for their exams.

The International Baccalaureate is a demanding yet effective educational path designed to prepare students for their desired academic career. The unique structure of the IB programme provides an interdisciplinary approach to learning while allowing the students to focus on subjects they are passionate about. Furthermore, its combination of numerous learning methods and assignments hones the students’ research, writing and critical thinking skills to optimize their performance both academically and professionally.

Despite the many beneficial aspects of the 2-year programme, IB students face numerous challenges due to the rigorous schedule and high requirements. This is why tutoring and academic counselling services such as TutorYou exist to facilitate the exam process and prepare students as well as possible. With over 6 years of experience in supporting IB students and helping them maximise their academic potential, we share some of our top tips on how to prepare students for the IB exams and entry into university.

  1. Efficient scheduling

Apart from demonstrating the importance of timeliness and organization to your students, maintaining a specified and realistic schedule can significantly ease the stress of covering the -often vast- syllabi for IB topics. In fact, doing so will facilitate multiple aspects of your work, as it will allow you to easily implement changes in the syllabi and ensure time is sufficient for an extensive review of the topic before the exams. Also, a comprehensive schedule lets you account for the (almost inevitable) extensions and delays and avoid last minute hiccups before the exam period. Lastly, you are giving yourself time to correct students’ past papers and perform mock exams to ensure they are as prepared as possible. Imparting this way of thinking to students can also be done with the help of a private tutor, who is most able to conform with the schedule of an individual student. TutorYou offers such support through our accomplished tutors, who have finished IB themselves and can accommodate both in-person and online tutoring sessions.

2. Periodically Reviewing Past Topics

A common mistake of IB students and teachers alike is not consistently reviewing past topics, leading to a scramble for last-minute revision and possibly re-learning an entire topic. Studies show that information is best retained in long-term memory when it is revisited multiple times in increasingly longer intervals of time. As such, it is excellent practice to periodically examine students on past topics through topic-specific quizzes or larger revision tests. Another solution given the considerable academic load students face is introducing review sessions throughout the academic year. They don’t necessarily have to be done during school hours, and can perhaps be offered optionally to students. Finally, occasional assignments based on past topics can ensure that students do not forget all the information they have previously worked hard to maintain.

All these methods are equally useful for the final exams and for the students to slowly learn to tackle the university system, which features much larger bodies of information in a shorter amount of time. If a teacher has limited time for review because of the length of the syllabus, TutorYou offers both in-person and online tutoring on any IB subject from former IB students.

3. Exam practice

As mentioned in both previous points, staying on track with the entirety of the syllabus of any given topic is the key for students to succeed in their exams and prepare for the workload they will face in the continuation of their academic career. Providing the students with past papers will allow them to simultaneously revise the topics and familiarize themselves with the mode of examination and the different papers it comprises of.

“An AMAZING Book!”

It is advisable to focus on this kind of assignment in the period leading up to the exams instead of overloading the students with work. This is because practical revision allows them to identify their weak points and focus on the topics they need most assistance with.

4. Support individual students

Not all students are the same. Some students may need some more support for exam preparation and the process of applying to universities. As is evident from the afore-mentioned points, the job of a teacher in the IB is equally challenging to that of students, since they are required to multi-task and ensure every single student is prepared for the exam. Services like Tutor You are specifically designed to support the work done at school, by giving students a little extra push and assisting them to bridge the gap between school and university life. Contact TutorYou today for more information on one-to-one tutoring and university application support!

Learn more at tutoryou.eu or email support@tutoryou.eu for additional information or enquiries.

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The Importance of Patience in Teaching

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)

Accompanying podcast episode (audio version of this blog post, read by Richard):

He was a mediocre student for many years: achieving unremarkable grades across the board at IGCSE level. He was reticent, stealthy and seemed somewhat shy. At IB Diploma level, however, things seemed to change. His personality remained somewhat the same as it always had, but his grades were increasing at a surprising rate. He seemed to be ‘getting it’: at least on paper.

In the end, he achieved the highest score in the whole school for his IB Diploma, and was well-above the world average. It was, by everyone’s judgement, a monumental achievement.

How many times has this happened to you as a teacher: a student shows improvement over time and even surprises you with how much progress they make? Sometimes our students just seem to ‘grow’ into achievement. Some grow slowly and steadily like a plant that is regularly fed and watered. Some shoot up in a surprising spurt: defying everyone’s initial predictions.

I believe strongly in the power of patience when working with students. This takes emotional control on the part of the teacher, but the reward is well-worth the wait. By being supportive, referring students to the most helpful resources and allowing each day to offer a ‘fresh start’ for every learner, I’ve found that even my greatest expectations are often exceeded.

Does patience begin and end with ‘waiting’ for our students to succeed? No, I don’t believe so. In fact, I’m convinced that effective teachers use patience as a useful tool for dealing with a number of situations:

  • Patience with ourselves as we approach deadlines and work steadily towards getting everything done (we must be forgiving to ourselves and learn to ‘leave work at work’, where possible).
  • Patience with colleagues when dealing with requests and projects. We’re all busy, and we have to acknowledge that our peers have commitments internally (many of which we may not be aware of) and at-home, or in life generally.
  • Patience with our students, especially when dealing with late homework and ‘waiting’ for progress to happen. I acknowledge that we may have to follow whole-school sanctions systems (e.g. a detention may be mandatory in the case of a late homework). However, where possible, patience should be deployed in my opinion. If a student consistently hands-in work on-time, but fails to bring a piece of homework to you one day, then should that student be sanctioned immediately? The answer to that question will depend on school policy, and your judgement.

Can you think of any other areas in which you would need to use patience as teacher? Perhaps in waiting for the queue at the photocopier to subside (I’ve been there, many times!). Perhaps it’s in waiting for a re-imbursement for some petty cash you had to spend on school expenses. Perhaps we need more patience when waiting for e-mail replies?

According to Leslie Schwab, a college science and maths professor, patience may be the most important characteristic that all outstanding teachers posses. In her article at schoolofeducators.com, she writes:

There are several characteristics that all good teachers have in common. They are patience; concern for their students; willingness to adapt, and; knowledge of the subject being taught. If these characteristics are lacking, a teacher cannot be an effective educator. Patience may be the most important characteristic of all. It is most important for teachers of subjects in science and mathematics. Some students can comprehend this subject material with minimal effort, while others may require more extensive explanations that may have to be repeated a number of times. As a college professor, I have had more students express anxiety over having to take basic college algebra over any other subject. When questioned about the reasons for this anxiety, the overwhelming response was that their high school math teachers were terrible. Their main critique of math teachers was their inability to explain solutions to math problems in a clear and concise manner. When these students would continue to state their lack of understanding, the teachers would lose their patience, and simply tell them to go home and practice more problems. When some students requested extra help, their teachers informed them they were unavailable for tutoring after class.

Leslie Schwab. Patience may be the most important.

To what extent do you agree or disagree with Leslie’s thoughts on patience?

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Good Teachers Are Also Good Students

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management)

Accompanying video:

I have always loved mathematics, but I’ve not always been ‘good’ at maths. I got a grade A for GCSE Mathematics when I was 16 years old (a grade I worked really, really hard for) but I struggled with mathematics at ‘AS’ and ‘A’ – Level (the UK’s pre-university qualifications). 

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“An AMAZING Book!”

It just so happened that mathematics wasn’t a subject I needed as a prerequisite for my university course anyway. So, in a sense, I committed the cardinal sin of thinking that it ‘didn’t matter’. I was planning to study molecular biology at university, and my admissions tutors were mainly interested in my biology and chemistry grades.

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I achieved my goal of going to uni and doing my PGCE in order to become a fully qualified Science teacher in 2006. I was happy for several years, but my failure to complete my mathematics education at school kept gnawing at me like an annoying itch. I needed to do something about it. 

I decided to complete the Certificate in Mathematics course with the Open University in 2009, after three years of being a full-time science teacher. This course covered everything in my ‘A’-Level syllabus with some extra, university-level topics thrown in. It was challenging and offered me just what I needed: closure. As a distance-learning course, it also offered me the chance to study and work as a teacher at the same time. 

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As I started studying the course and handing in assignments (which had to be snail mailed to the UK  – I was living in Thailand at the time), I began to realise how much I had become disconnected from the student experience as a teacher. It had been around three years since I had ever studied anything seriously, and this mathematics course was teaching me how difficult it was to:

  • Meet deadlines
  • Seek help when in doubt
  • Have the self-discipline needed to study at a regular time-slot each day

These skills were, of course, things I had to do whilst completing my degree course and schooling earlier in life, but it had been a few years since I had been immersed in serious study like this. I was slowly losing empathy for my students: that was until this course gave me a wake-up call. 

Another big thing I took from this experience was just how stressful it can be to prepare for a difficult exam (and to complete it). I had to fly to the UK to take the end of course mathematics exam (a three hour beast), and along with the intense revision that came in the few days running up to the exam I had the misfortune of not sleeping so well the night before the big day. And then, once sat down and actually completing the paper, three hours felt like it went by in an instant.

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I guess I’m trying to make a number of points in this trip down Memory Lane – namely that by immersing ourselves in the ‘student experience’ we can, as teachers:

  • Regain, or enhance, our true understanding of just how many hurdles await our students on their race to the exam finish-line.
  • Learn new skills and concepts that can be applied to our roles as classroom managers, leaders and ‘purveyors’ of specialist knowledge.
  • Build self-discipline, and pass on the lessons learned to our students in our roles as mentors, homeroom teachers, form tutors and coaches.

One final point to stress is that, whilst we can study almost any subject we want via online platforms like EdX and Coursera these days, it’s also important that we take the time to thoroughly reflect on a regular basis. Keeping a journal of things we’ve done well, and things we messed up, can be a great way to have a written record to read over when we want to celebrate successes and remind ourselves of lessons we have learned on our journeys as educators. This video I made a few years ago goes into this in more detail:

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How a TEFL Gap Year Will Benefit Your Future

You may be doing your TEFL course and teaching abroad as a ‘gap year’ before starting a career which you studied for at university. Many people will ask you ‘Why do you want to teach English abroad? Aside from a so-called year off, how will it benefit you?’. Today, I’ve invited Rose-Anne Turner, Admissions Director at Destination TEFL, to share her thoughts with us.

A year of teaching abroad can benefit you in number of ways:

You’ll gain confidence 

So many parts of this experience will help you to gain confidence – from travelling alone abroad to a new place, to experiencing new cultures, to doing something new, to learning to speak in front of people.

Your communication skills will improve

Techniques learnt on the course and practiced in the classroom thereafter, will improve your general communication skills. You will be far more aware of whether or not you have been understood, and will adjust the way you speak and listen to people in general. You will also become more confident speaking to large groups of people, as well as on a one-to-one basis.

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Your time management skills will improve

You’ll become the master of checklists! There’s nothing like leaving behind your materials and wasting all your hard work and effort to make you more organised! Carefully planning your lessons according to a time schedule will also be great practice for time management.

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You’ll become more aware of other cultures

As you’ve moved to another country and are teaching students who are not from your culture, you will become acutely aware of the differences between cultures, and the pitfalls of dealing with people from other cultures. These include misunderstandings, doing things in different ways, and knowing that what is acceptable in one culture, may not be so in another culture. In the corporate workplace one day, this will be a valuable asset to have, particularly in jobs where you’ll be dealing with international clients.

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Networking

You will make friends for life – after meeting people you would never have met back home. These could be your fellow classmates on the TEFL course, your fellow teachers while teaching, or neighbours and other locals, as well as your students. Having an international network of friends and past colleagues can also advance your career in ways you may never know – as you never know where the future may take you.

You’ll mature and grow as a person

All the challenges and hardships of living abroad will give you a tough skin and mature you in ways that staying at home in a familiar environment won’t do. Moving out of your parental home is testing enough for many young adults – but doing so in a different country really challenges!

Well there you have it. There are many more reasons to sail away from familiar shores, but these reasons are ones that you can proudly mention in interviews and cover letters. So what are you waiting for? 

If you’re thinking of getting a TEFL qualification and teaching overseas, then Destination TEFL can help you!

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Online Learning: A Risk-Assessment List for Teachers

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management, The Power of Praise: Empowering Students Through Positive Feedback and 100 Awesome Online Learning Apps)

Accompanying video:

Teaching online can be a very productive and worthwhile experience for both the teachers and students involved. However, at this time of widespread school closures due to COVID19, many teachers have had to quickly adapt their skills to teaching online without full knowledge of the heightened risks involved. 

This blog post aims to educate teachers everywhere about the things we can do to protect ourselves when teaching online. I believe that this list is so important that I’ve included it in my upcoming book for teachers: 100 Awesome Online Learning Apps (Release date: 8th April 2020 on Amazon globally). 

100 Awesome Final Cover
Available on Amazon from 8th April 2020 onwards

‘The List’: What do we need to be aware of? 

  1. Anything we say or do online can be recorded, stored, edited and forwarded without our knowledge. Google Hangouts Meets, for example, can be set to autonomously record your meetings and auto-generate a transcript of what was spoken and by whom. We must keep every interaction with our students professional and clean. The same high standards of personal conduct that are expected of us in the classroom apply even more when we are teaching online.
  2. Know when your camera and microphone are switched on. When you start doing video conferencing for the first time, you might inadvertently set your students on a task after a live stream video briefing and then proceed to make a coffee; yawn and stretch in front of the camera; or even chat casually about how messed-up life is with your spouse who’s also working from home. Be careful. This is a very easy trap to fall into (I’ve come close to doing this myself on several occasions!). Make sure your camera AND MICROPHONE are switched off when you no longer need to engage with your students in real-time. In addition, be equally aware of video conferencing apps that can auto-generate captions. If you switch your camera off, but fail to switch off your microphone, then that next YouTube video that contains expletives and blares out of your mobile phone will not only be audible to your students, but captions may even appear on their screens!
  3. Parents will watch you teach, so be prepared for that. In my experience, many students like to switch off their cameras towards the beginning of a lesson and, unbeknownst to you, a parent could be watching. This places us, as teachers, under even greater pressure to deliver high-quality lessons than when we are snug and comfortable in our respective classrooms. Be professional and keep standards high. If we aim to be clear, caring and professional, then our students and their parents will respect and appreciate our efforts all the more for it.
  4. Be aware of chat features that are built into apps. These can contain casual emojis that one can choose to use; but we must be careful not to chat casually with any student (even by adding emojis to our messages). Keep all communication conducted through integrated chat as professional as you would in the classroom. I expand on this advice in a separate blog post (How Should Teachers Behave on Social Media?). This section is well-worth a read if you want to see some real examples of teachers who lost everything because of their lack of alertness to this point!
  5. If you are not sure about an app’s appropriateness for use, then check with your school’s Senior Leadership Team or your line manager. Some schools like to keep all their prescribed online learning apps under the control of their domain (e.g. schools that use Google Classroom and Gmail may prefer to use Google Hangouts Meets as their video conferencing system, as opposed to Zoom). A great story that illustrates this point is a slight blunder that a former colleague of mine made several years ago. Knowing that Flipgrid was a popular video-exchange system used by many American schools, she recommended it to her colleagues in an upcoming collaborative teacher-training session. However, the school’s head of ICT followed up on that training session by e-mailing all the secondary teachers to tell them not to use Flipgrid – because it wasn’t a system under direct control of the school.
  6. Check student well-being on a regular basis. When students work from home they can feel lonely, extremely bored and anxious. At this very moment, for example, as I write this prose; the novel coronavirus pandemic has snared much of the world’s population with fear and confusion. This fear and confusion is certainly being felt to varying degrees by many of the students I currently teach. Check that your students are having regular breaks and are sticking to a routine. E-mail parents of the students you are responsible for to find out how things are going. Recommend any tips you can for working from home productively and maintaining a personal sense of happiness and wellness. Share any tips that your school counselor or Student Welfare Officer sends out. When interacting on a video-call, check how your students look and feel. Are they dressed properly? Are they tired or stressed-out? Are there any student-wellbeing issues that come to your attention? Is the technology working correctly for your students?
  7. Effective online teaching requires effective technology. This can be a challenge when using old hardware or software (or both) and when internet connections are slow. We must adapt: no matter what it takes. Set work via e-mail if video conferencing is not an option. Experiment with using the apps listed in my book (100 Awesome Online Learning Apps) on your phone if you don’t have a tablet or notebook/laptop. Figure out how your device’s integrated microphone works if you don’t have a headset. Go through the apps in this book that seem appealing and test the efficiency of each when setting tasks through the technology that’s available to you. Check-up on your students regularly – do they have the technology required to access and complete the tasks you are setting?

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100 Awesome Online Learning Apps (Release date: 8th April on Amazon Globally)

Release date: Wednesday 8th April 2020 on Amazon Globally [ISBN 979-8629490937]

Great news!: My GAME-CHANGING book, 100 Awesome Online Learning Apps, is now LIVE on Amazon. Copies can be ordered here: https://www.amazon.com/dp/B086PSMYRN/

The book covers:

1. Not-so-obvious things to be aware of when doing online learning
2. A big list of 100 Awesome Apps with suggestions for their use in online learning

100 Awesome Final Cover

Book description

2020 marked a definitive year in the world of teaching. For the first time in history, teachers and schools all around the world were forced to quickly apply their skills to online learning as a result of widespread school closures in the wake of the novel coronavirus pandemic. This book is timely and long-awaited, and meets the needs of educators who are required to deliver high-quality teaching via online apps and platforms. This book takes the reader through 100 tried-and-tested online learning platforms, with suggestions as to how each one could be used to enhance teaching or assessment. As a high-school science teacher and a Google Certified Educator himself, Mr Richard James Rogers has first-hand experience of using each platform and speaks from a wealth of involvement rather than from a lofty and disconnected position in elite academia. This is a practical book for those who want to make a difference in their students’ lives, no matter how volatile local circumstances may be.

About the Author

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Richard James Rogers is the globally acclaimed author of The Quick Guide to Classroom Management: 45 Secrets that all High School Students Need to Know. As a Google Certified Educator, he utilizes a wide-variety of educational technology in his day job as an IBDP chemistry teacher at an international school in Bangkok, Thailand. Richard actively writes about all issues related to teaching at his weekly blog: richardjamesrogers.com

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The ‘Lazy Mindset’ – Some Teachers Don’t Even Try

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback).

It was a typical morning tea break in the school staff room. Typical morning grumbles. Typical morning camaraderie.

“It’s like talking to a brick wall with John”, piped in one colleague.

“Yeah he’s pretty distant isn’t he?”, said another.

“He just doesn’t try. I doubt he’ll even get a grade D in GCSE Maths”, says the colleague who started this conversation.

Then I make the biggest cardinal sin a teacher can make in such moaning contests. It was the ultimate point of flippancy for a 23-year-old like me: “He’s great in my lessons”, I arrogantly say.

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“An AMAZING book!”

The conversation went quiet.

Back then I wasn’t as polished in my speech as I am now. For some reason my colleagues still put-up with me, and I think they liked me. Perhaps I was given the benefit of the doubt because I was, essentially, a kid myself.

The truth, however, is that John was, actually, great in my lessons. The question is this: Why?

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Coursework Conundrum

Then there was that time when something I said went down like a lead balloon at a departmental meeting.

A challenging Year 10 class, who were completing Science coursework, were given to me to cover for a lesson. Their teacher was absent that day.

I write about this story in my first book as a classic example of how teacher organisation and rapport-building can generate dramatically different results to the status quo when applied consistently. Basically, I booked the ICT lab and simply walked around the class and helped the students with their work. I also took all of the loose bits of paper that were loosely organised in a blue tray (their ‘coursework’ tray), and put them in plastic wallets with each students’ name on.

A simple tactic, but it worked really well. It meant that the students didn’t have to fish through papers at the start of each lesson and complain that bits were missing – adding to disruption.

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I mentioned this story at that meeting, and whilst my Head of Deportment was impressed with me (he was, secretly, the person I was trying to impress anyway), the teachers of that class were not so happy with my ruthless expose’.

“If I was kid in that class and I had to root through a pile of mixed-up papers to find my coursework, then I’d be disruptive too” I said with a judgmental, 23-year-old voice.

I probably would use more tact and subtlety were I to raise the same issue today. Our colleagues are our allies, not our enemies.

So, what’s the point you’re trying to make?

Simply this:

A teacher’s behavior can have a profound, long-lasting effect on student behavior. 

Robert Greene, in his bestselling book The 48 Laws of Power describes something called the ‘Mirror Effect’. Basically, it’s a way of showing someone their faults and failures by mirroring their actions.

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For teachers, the Mirror Effect works best by modelling the passion and determination we want to see in our students:

  • When we are passionate, our students become passionate
  • When we are relaxed, our students are relaxed [be careful how far you take relaxation, however. Relaxed demeanor: yes. Relaxed attitude to your professional role: no.]
  • When we strive for excellence ourselves, our students also strive for excellence
  • When we praise and encourage, with passion and real emotion, we inspire our students to work harder, and perform better 

One of my proudest moments as a teacher was when I was given a very shy young girl from Iceland to teach. Starting in Year 11 and studying IGCSE Chemistry with me, she had two main challenges to overcome:

  1. She had never learnt any chemistry before, and was due to take an IGCSE exam in Chemistry in 6 months time (that’s hard, by the way)
  2. English was not her first language, and I was teaching her through the medium of English

After my first lesson with her had finished she told me straight: “Mr Rogers, I didn’t understand anything you taught me this lesson.”

Discussing homework

That’s when I knew that this was serious, because I’d taught a lesson covering the basic fundamentals.

Her first test came back in two weeks – she got a grade U. She was devastated.

“I’m just going to fail Chemistry, aren’t I?” – she said

“No way. We won’t let that happen. Your target for your next test is an E, and come and see me on Monday lunchtimes so I can teach you the fundamentals. I believe in you.”

It saddens me to say this, but I received a massive public backlash about a year and a half ago when I suggested that one way that we can help exam-level classes is by giving up a few minutes at lunchtimes to tutor weak students on the run-up to the finals. One person went so far as to write damning review of my book (which, I assume, he hadn’t even read):

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Another happy customer!

I’m not suggesting for one minute that top-up sessions are the only way to help students who are falling behind, but in the case of this student (who had zero prior knowledge of chemistry) it was an essential intervention move. 

That student, incidentally, went on to achieve a grade A* in IGCSE Chemistry six months later – beating almost everyone else in Year 11. 

This happened because:

  • The student worked really hard (this is the main reason)
  • The student wanted to work hard because I kept on pushing her, telling her that I believed in her (and I meant it), and because I gave believable and achievable targets for each test (she scored a U, E, E, D, B, A and then an A* in the final).

This is a living testament of the efficacy of my core philosophy, which is this:

I believe that ANY student’s success can be engineered by a great teacher

You’ll find that statement in my bio on Twitter – it’s the personal philosophy that has guided me for more than 15 years. It works, because I’ve seen it work.

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But how do we implement this philosophy?

Use the four-step T.I.P.S. method:

Step 1: Track progress. Look for patterns in grades. Keep a spreadsheet of scores. 

Step 2: Intervene when grades slip. Have a short conversation with the student in which you use……..

Step 3: Professional Intelligence: Gather and use knowledge about the students’ past achievements, achievements in other subject areas and skills used outside of school to praise the student and remind him/her of the ability that he/she naturally possesses. Talk with other teachers to gather this intelligence if needs be. Couple this with…..

Step 4: Subtle Reinforcement: Be on-the-ball and remind your student regularly what his/her target is. Introduce new resources and offer your time to help. Remind him/her about a test that’s coming up and how you believe in their ability to get a good score. Praise small steps of progress along the way, or any positive work in your subject area. 

You can read more about Subtle Reinforcement here. Some info on Professional Intelligence gathering can be found here

TIPS RICHARD JAMES ROGERS

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Gender-Neutral Toilets in Schools: Some Research and Conclusions

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback).

Last week I wrote a short blog post about the issue of gender-neutral toilets, and how some schools in Australia and the UK are now forcing all students to use them. The reasoning that most schools give as to why these toilets need to be installed is that they are ‘inclusive’, and that they make transgender students feel more comfortable.

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Tremendous opposition to the introduction of gender-neutral toilets in schools has already been voiced by parents, students, local MPs and members of local communities. At Deanesfield Primary School in the UK, for example, parents launched a petition to remove the unisex toilets that were covertly installed over the summer vacation; with one main concern being that menstruating girls felt as though their privacy was being invaded. Many girls were refusing to go the toilet during the day and were at risk of picking up urinary-tract infections as a result. 

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“An AMAZING book!”

I made my opinions clear last week, and I still stand by them. I made the point that no school should impose new restrictions or radical changes on their students without first consulting with parents. This was a classic mistake made at Deanesfield, and it backfired dramatically (consequently, I did actually e-mail the school asking for an update on the situation but I have thus far received no response). I also questioned the underlying concept of a child being able consent to being ‘transgender’ (along with the surgery and puberty-blocking chemicals that go along with that), when that same child cannot consent to sexual activity, cannot drink alcohol, is not considered to be mature enough to vote and cannot legally drive.

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That blog post earned me some haters, with one individual commenting on my Facebook posts with expletives, profanities and explicit prose. That person was subsequently banned from the Teachers in Thailand Facebook group by the admin (and rightly so):

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Another happy customer!

So this is a very triggering topic, and rather than briefly summarize some of the more ‘popular’ stories by citing news articles,  I’d like to perform a brief investigation of some of the research that feeds into this topic. I won’t have time to cover absolutely everything, but I will provide a synopsis of some of the main findings.

The architectural approach

With privacy being cited as an issue for menstruating girls who are forced to use gender-neutral washrooms, one solution could be a functional one: change the architecture so that privacy is no longer invaded. 

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This is exactly the point that Sanders and Stryker make in Stalled – Gender Neutral Public Bathrooms [South Atlantic Quarterly (2016) 115 (4): 779–788. Duke University Press]. As a combined effort between a world-renowned architect (Sanders) and an LGBT professor of Gender and Women’s Studies (Stryker), this paper stands-out for it’s unique take on unisex bathrooms, with a suggested floor-plan included in the content (given below):

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Which areas would be on CCTV?

My conclusion: I have a number of issues with the architectural approach proposed by Sanders and Stryker:

  • The design still includes an area outside the cubicles where boys and girls have to mix and mingle. I think this removes the ‘communal’ factor of bathrooms, as girls and boys do like to use toilet areas for chatting and socializing with their own gender. I’m still not sure if menstruating girls would be happy mingling with boys outside the cubicle areas. 
  • Massive investment would be needed to change current girls’/boys’ washrooms in schools to the communal format shown above (for most schools). This investment seems superfluous to needs when one considers that less than 2% of American children identify as being transgender. In addition to this, it’s confusing that transgender students cannot use current boys’/girls’ washrooms. If you are biologically a boy, but you officially identify as a girl, then you could use the girls’ washrooms. Vica-versa if you are biologically a female. But is the solution really as simple as that?

Public space is not a neutral space(?)

According to Kyla Bender-Baird, gender-segregated bathrooms are the result of “technologies of disciplinary power, upholding the gender binary by forcing people to choose between men’s and women’s rooms”

That’s some profound statement! I had no idea that I was being powerfully controlled by being forced to choose which washroom to enter. I thought I was consciously making a choice to enter the men’s! 

Kyla is a sociologist at the CUNY Graduate Center in New York. Writing in Gender, Place & Culture: A Journal of Feminist Geography (Volume 23 2016, Issue 7) she states:

The resulting lack of safe access to public restrooms is an everyday reality for those who fall outside of gender binary norms. Faced with a built environment that denies their existence and facilitates gender policing, I argue that trans and gender non-conforming people sometimes engage in situational docility. Bodies are adjusted to comply with the cardinal rule of gender – to be readable at a glance – which is often due to safety concerns. Changing the structure of bathrooms to be gender inclusive and/or neutral may decrease gender policing in bathrooms and the need for this situational docility, allowing trans and gender non-conforming people to pee in peace”

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It seems as though Kyla supports the functional/architectural approach then – advocating for the creation of washrooms that are built in such a way that anyone can use them.

My conclusion: I don’t agree with Kyla on her point that gender-segregated washrooms were invented as a human-control system (the official history certainly doesn’t support this).

One thing I will say in Kyla’s defense is that if an architectural solution is found that is cost-effective and satisfies the needs of the majority (men and women – that’s binary men and women who do not wish to change their gender), whilst also meeting the needs of the tiny minority (transgender individuals), then that could be a way forward. 

Potty Politics and the Ladies’ Sanitary Association

An interesting paper from the University of Massachusetts, Amhurst [The Restroom Revolution: Unisex toilets and campus politics] gave the timeline leading up to the gender-segregated toilets we have today. Here’s a brief summary:

  • 1905: First women’s bathroom installed in London after a tremendous effort and fight by the Ladies’ Sanitary Association and similar organisations, along with support from the famous George Bernard Shaw [This really surprised me, I have to say. I thought that women’s restrooms were a thing long before 1905]. 
  • 1970s America: Court cases were still being fought over the segregation of black and white toilet facilities. Prior to this early ‘toilet-integration’ period, blacks and whites couldn’t drink from the same fountains or use the same toilet facilities. [Note from me: I think this was a humiliating and disgraceful period in human history. The fact that fully conscious adults penned policy to the effect of segregating toilets on basis of race is frightening and baffling to me]. 
  • In the Autumn of 2001, several students gathered at the Stonewall Center (an LGBT educational resource center at the University of Massachusetts). They formed a special group to work on transgender issues on campus. Their efforts eventually resulted in gender-neutral restrooms being installed on campus through their ‘Restroom Revolution’, and they also succeeded in bringing transgender, ‘gender-queer ‘and ‘gender non-conforming’ issues into the limelight on campus. 

gender neautral toilet

Key takeaways from this paper are the very revealing opinions of both the Restroom Revolution advocates (a mix of gender non-conformists and ‘allies’ – straight people sympathetic to their cause) and their opposition.

In December 2001, the Stonewall students wrote a proposal to university administrators in which they stated: 

“As gender variant people, we encounter discrimination in our daily lives. The most pressing matter, however, is our use of the bathrooms in the residence halls in which we live. . . . We are often subjecting ourselves to severe discomfort, verbal and physical harassment, and a general fear of who we will encounter and what they will say or do based on their assumption of our identities.”

Olaf Aprans, a writer for the Minuteman (an on-campus student publication), expressed his strong opposition by questioning the foundational motives behind the Restroom Revolution: 

“The most probable motive for the Restroom Revolution is not the
need or want of transgender bathrooms, it is the desire for attention. Transgender students have been using gender-specific bathrooms for years without any complaints. Why the sudden outcry for transgender bathrooms? The answer is easy, the activists behind this movement are using a petty issue like bathrooms as a medium to throw their lifestyles in the face of every-day students”

Biological identity, supported by irrefutable genetic evidence, is also cited by the paper as one of the modes of opposition: 

“There are only two things that make me a man and they are my X chromosome and my Y chromosome. . . . People have the right to feel that they should not be the gender that God gave them. . . . However, the fact that some people do not live in reality or that some wish reality were not true, does not entitle them to a special
bathroom in a public university”

My overall conclusions

  • The concerns that transgender individuals have about their personal security and comfort when using restrooms seem legitimate. However, the concerns of women who do not wish to share washrooms with men are equally legitimate [and as we saw from the UMass article, women fought very hard for the right to have their own restrooms in the first place]. The issue of ‘washrooms for all’ seems to me to be a classic example of an old conundrum – that you can’t please everyone. We can, however, aim to please the majority. The minority will have to adapt. 
  • An architectural solution may be viable, but its application needs to be consistent (and this will require excellent international collaboration). It also needs to be cost-effective, and provide suitable privacy for everyone. I can’t see how this can be done, even when one applies Sanders’ and Stryker’s design, without invasive CCTV systems in place. 
  • An architectural solution may work in a shopping mall or other public place, but I’m not sure if it’s a feasible solution for a school. Children are not as mature as adults, and issues such as bullying, up-skirting, inappropriate use of smartphones, silly and disruptive behaviour, etc. are difficult to police in a gender-neutral facility without invasive CCTV systems, some form of staffed duty or an open communal space that removes comfort, rather than adds to it. 

I will end by saying that schools would be well-advised to avoid forcing all of their students to use gender-neutral toilets. The variables one has to deal with in such scenarios are immense and difficult to police/control. If needs be, provide adequate male, female and gender-neutral toilets so that students can at least make choices that feel right for them.

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