Tag: School Improvement

The Importance of Vigilance in Teaching

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.

My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.

After writing various posts for this blog for almost 11 years (yes….it’s been that long, I started in 2015!), it often becomes difficult to think of topics to write about. After all, with hundreds of articles on this site (which you can find at my blog index), almost every possible topic to do with education has been covered.

Today’s topic, however is one of those brought on by a sudden realisation, followed shortly by a mental note that etched the following words deep into my mind: Why haven’t I written about this before?.

Vigilance is such a central theme of effective teaching that I am surprised at myself for not writing a blog post about it until now.

So, if you’re the person who’s been waiting for 11 years for me to finally say something about vigilance, then today is your lucky day!

What does ‘vigilance’ mean for teachers?

Vigilance essentially means noticing things, then taking action. When we are vigilant as teachers, we ‘nip things in the bud’, to borrow a British idiom. It means that we spot things, and then we do something about the things we have spotted.

My favourite quote on the importance of vigilance in teaching comes from Dylan Wiliam:

“Responsive teaching… is contingent on constantly eliciting evidence of student understanding and acting on it.” – Wiliam, D. (2011) Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.

Vigilance shouldn’t just apply to “eliciting evidence of student understanding”, however. It must be applied to EVERYTHING we do as teachers, and especially the four ‘domains’ that I will now outline.

Vigilance Domain #1: Data

As I explained in my post entitled Using Data to Empower Students, we are usually very good at collecting data as teachers, but we are often not vigilant enough to take action after we have analysed that data.

Things to notice and take action on include:

  • Dips and rises in attainment and progress over time. Use this data to set targets for students, praise students regularly, utilise ‘subtle reinforcement’ and intervene when poor performance is noticeable.
  • Attendance and punctuality data, as we often wait too long to take action when concerns are flagged. This one is pretty important, as it could be related to safeguarding matters.
  • Predicted grades vs actual grades. CAT4 and other enrolment data are often collected and aggregated brilliantly by schools, but does every teacher understand how to use this data? Has training been provided on how predicated grades should be assigned, and are reflections curated when actual grades don’t match predicted grades? There are opportunities here for deep learning at a school-wide level to take place.

Vigilance Domain #2: Safeguarding

It goes without saying that any safeguarding concerns you have about a child must be noticed and reported immediately to the designated person for child protection at your school. Things to look out for include, but are not limited to, the following:

  • Sudden changes in a student’s behaviour
  • Disheveled/unkempt appearance of students at school. Unwashed clothes, bad smells, students appearing very tired, etc.
  • Sexual language/innuendo/behaviour expressed
  • Bruises, scars or other visible injuries children may have
  • Sudden decreases in attainment
  • Disclosures: Of course, if any student discloses something to you that raises a safeguarding red flag, or if you overhear a disclosure (e.g. students talking amongst themselves), then that must be reported.

Of course, if you spot any of the above it does not automatically mean that a child is at risk, but it is important to report any issues, however small, as the information you’ve acquired may be a crucial missing piece in the ‘larger story’ of a safeguarding picture.

Vigilance Domain #3: Behaviour

When most teachers hear the word ‘vigilance’, they immediately think of behaviour as the first domain to which ‘nipping things in the bud’ must be applied. There’s good reason for this: on a day-to-day basis, vigilance will be most often applied to behaviour management.

Teaching has changed a lot since I started my career in 2005 as a PGCE student and trainee teacher. Back then, there weren’t as many requirements to be so locked in to my computer as I am today. There weren’t really any VLEs, such Google Classroom or Moodle, to upload materials to. Email existed, but it wasn’t as big a part of a teacher’s life as it is today. EdTech, in it’s current form, was also in it’s infancy.

How things are different now! As teachers, we are expected to do so many things digitally, and this creates a challenge from a vigilance perspective. Teachers often find themselves working on computers whilst they’ve set a task for their students to complete (and, you can include me in that category, too). This is fine, so long as vigilance is still in place:

  • Every few minutes or so, walk around the classroom to check that your students are completing the assigned task. I would not advise spending long periods working on your computer, oblivious to what the students are doing.
  • Use verbal check-ins, such as “Group 2, how’s that going?”, “Remember, everyone, to include 10 slides minimum in your presentation”, and so forth. This signals to the class that you are still present, and watching.
  • Digital check-ins can work well. Any form of cloud-based task, such as Google slides and docs, Canva projects, MS Teams work, and so forth can be shared with you as the teacher. You can log in to that work as the students are doing it, and offer real-time feedback.
  • Utilise live-marking strategies (very powerful).

Spotting students who are off-task early, and taking action, is a classic example of ‘nipping things in the bud’. You deal with the issue in its infancy, before it grows into something that is more difficult to manage. My blog post entitled Behaviour Management Basics goes into more detail on this.

Vigilance Domain #4: Professional Intelligence

Information related to your students….

  • Hobbies
  • Interests
  • Achievements outside of school
  • Birthdays
  • Upcoming events
  • Career aspirations
  • Prior achievements
  • Life outside of school

….can all be used in the rapport-building process, and….rapport is an essential quality to build if you want to be an effective teacher. Strike up conversations with your students in which you discuss the above things, with the aim of being an encouraging mentor. Take a professional interest in the entire life of each of your students, whilst maintaining professional distance of course, and you’ll be amazed at how this will benefit your classroom management dynamics.

Key takeaways

  • Vigilance means noticing things, then taking action.
  • We need to collect and analyse data (such as attainment and progress), then use that for target setting and interventions.
  • Safeguarding red flags must always be noticed and acted upon immediately. Talk with your schools designated person for child protection if you are unsure about how to do this.
  • Behaviour management is heavily dependent on vigilance. It’s always better to ‘nip poor behaviour in the bud’ before it grows.
  • Take a professional interest in the entire life of each of your students, and use that information for rapport-building. This comes under the broad umbrella concept of ‘Subtle Reinforcement’.

Old-School Teaching Techniques Are Back!

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)

Illustrated by Sutthiya Lertyongphati

Accompanying podcast episode:

For years, the narrative in education was clear: more technology means better learning. Classrooms filled with devices, digital textbooks replaced print, and innovation was measured in the number of screens a school could acquire.

Now, after a decade of high-tech experimentation, something fascinating is happening.

Teachers are rediscovering the power of traditional, low-tech methods. Not because they are nostalgic, but because research is proving that these approaches work. As Dylan Wiliam said,

“Not all innovations improve learning. Sometimes, the most effective tools are the simplest.” – Dylan Wiliam

The future of teaching might just look a little like the past.

1. Simplicity Improves Thinking

Too much digital stimulation can overload working memory and reduce focus. According to the Education Endowment Foundation (2020), simplifying lesson design leads to better learning outcomes, especially in problem solving subjects.

Sometimes a whiteboard and a pen allow deeper thinking than a touchscreen ever could.

2. Handwriting Helps Students Remember More

The research is clear: writing notes by hand improves memory and understanding.

“Writing by hand is a stronger cognitive process than typing.”
– Dr. Virginia Berninger

Mueller and Oppenheimer (2014) found that handwritten notes encourage students to summarise and process information, which boosts long-term recall.

When students write by hand, they engage more brain systems than when typing.

3. Teacher-Led Instruction Works

Student autonomy can have a place in education (especially for older students), but explicit teaching often leads to stronger progress.

“Direct instruction is one of the most powerful teaching tools available to educators.”
– Barak Rosenshine

Reports from the Institute of Education Sciences (2018) show that clear modelling and guided practice significantly increase achievement in literacy and numeracy.

4. Retrieval Practice Builds Long-Term Knowledge

There is a reason that quizzes, tests and assessments are back with a vengeance.

“Testing is not a mere assessment tool. It is a learning event.”
– Henry L. Roediger III

Roediger and Karpicke (2006) found that retrieval practice produces far better retention than re-reading or highlighting.

Flashcards and low-stakes quizzes are not outdated. They are brain-friendly.

5. Balance Matters More Than Tech Integration

Digital tools can enhance learning, but they are not magic.

“Technology amplifies great teaching but cannot replace it.”
– John Hattie

Hattie’s Visible Learning meta-analyses (2018) reveal that teacher clarity has a much bigger impact on achievement than technology alone.

Tech is a support. Not the star of the show.

6. Routines Make Students Feel Safe

Predictability allows students to focus on learning rather than uncertainty.

“Structure creates freedom for students to learn.”
– Doug Lemov

Research by Lemov (2021) shows that routines reduce stress and waste less instructional time. Consider building routines for homework, lesson structures, topic reviews, journaling and anything else that may be appropriate.

Are your classroom routines truly embedded?

7. Printed Text Creates Deeper Reading

Screens encourage quick scrolling. Paper encourages processing.

“Digital reading encourages skimming. Print encourages deep reading.”
– Dr Maryanne Wolf

A University of Maryland meta-analysis (2018) found that print improves comprehension, especially when reading for detail or analysis.

8. Human Connection Is the Ultimate Educational Technology

The best learning happens in positive relationships.

“A teacher’s relationship with students is the single biggest factor in classroom success.”
– Robert Marzano

Marzano (2003) found that strong teacher-student relationships equate to several additional months of learning per year.

9. Back to Basics Because Basics Matter

Employers are noticing that many young people lack essential skills.

“Foundational skills are not optional. They are prerequisites for advanced learning.”
– OECD Education Directorate

The OECD Skills Outlook (2021) reports global declines in basic numeracy and literacy. Schools are responding by emphasising phonics, fluency and vocabulary again.

Employers are increasingly reporting that fresh graduates lack basic, essential skills.

10. Paper Helps Students Focus

Digital distraction is now one of the biggest challenges in education.

“Students today face unprecedented levels of distraction. Simpler tools help them concentrate.”
– Dr Larry Rosen

Common Sense Media (2022) reports that teens check their phones more than 100 times per day. A paper worksheet can feel like a break for their brains.

11. Blended Learning Works Best When it is Light on Tech

John Sweller’s Cognitive Load Theory reminds us that unnecessary complexity restricts learning efficiency.

“Effective teaching is about the intentional selection of methods, not the novelty of tools.”
– John Sweller

The best classrooms blend traditional and digital strategies with purpose.

12. Old-School Methods Now Look Fresh and Innovative

There is a delightful irony in the fact that traditional methods feel new again.

“The future of learning is a balanced classroom where tradition and innovation work together.”
– Sir Ken Robinson

UNESCO (2021) recommends hybrid approaches that keep human interaction at the heart of learning while allowing technology to support, not dominate.

Final Thought

Old-school is not old-fashioned. It is evidence-based.

The lesson schools are learning today is simple: The best methods are the ones that help students think deeply, connect with others, and remember what they learn.

Oftentimes that means closing the laptop and opening a notebook.

Bibliography and References

  1. Common Sense Media (2022) Social Media, Social Life: Teens Reveal Their Experiences. San Francisco: Common Sense Media.
  2. Education Endowment Foundation (2020) Cognitive Load: Using Instructional Approaches to Reduce Learners Mental Burden. London: EEF.
  3. Hattie, J. (2018) Visible Learning: A Synthesis of Over 1,400 Meta-Analyses Relating to Achievement. London: Routledge.
  4. Institute of Education Sciences (2018) What Works Clearinghouse Intervention Reports. Washington, DC: U.S. Department of Education.
  5. Lemov, D. (2021) Teach Like a Champion 3.0. San Francisco: Jossey-Bass.
    Marzano, R.J. (2003) What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD.
  6. Mueller, P.A. and Oppenheimer, D.M. (2014) The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), pp.1159 to 1168.
  7. OECD (2021) OECD Skills Outlook. Paris: OECD Publishing.
  8. Roediger, H.L. and Karpicke, J.D. (2006) Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), pp.249 to 255.
  9. Sweller, J. (2019) Cognitive Load Theory and Educational Technology. Educational Technology Research and Development, 67(2), pp.507 to 528.
  10. University of Maryland (2018) Print vs Digital Reading: A Meta-Analysis on Comprehension. College Park: UMD.
  11. Wiliam, D. (2016) Leadership for Teacher Learning. West Palm Beach, FL: Learning Sciences International.
  12. Wolf, M. (2018) Reader, Come Home: The Reading Brain in a Digital World. New York: HarperCollins.
  13. UNESCO (2021) Futures of Education: Learning to Become. Paris: UNESCO.

How to Redesign Learning Spaces for Well-Being and Engagement

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.

After more than twenty years in education, I have seen classrooms in every imaginable state: from the sterile and rigid to the warm, colourful and alive with creativity. What has always fascinated me is how the design of a learning space quietly shapes the way students feel, think, and behave. Even thinking back to when I was a child at school: the classroom environment mattered to me, a lot!

In my early teaching years, I was utterly convinced that great learning came purely from great teaching. Over time, however, I have come to realise that the classroom environment (both physical and non-physical) matters just as much.

A thoughtfully designed classroom nurtures curiosity, collaboration, and happiness. A poorly designed one, even with the best teacher, can stifle all of those things.

Whether I am working with learners in a secondary science classroom or training corporate teams through my business, Richard James Rogers Corporate Training, one principle remains constant: the environment is acts as a vital teaching assistant.

What follows next are some tips to make your classroom the inviting, comfortable and engaging space that it should be: even if you’re starting from scratch.

Tip #1: Think ‘collaboration’, not ‘control’

Traditional classrooms were built for order, with rows of desks facing a single direction and the teacher as the focal point. That structure mirrors an industrial-age mindset that prioritises efficiency over engagement.

I remember one classroom early in my career where the layout made every lesson feel like a lecture, and students seemed to settle into listening rather than interacting. I was teaching in a science lab that had been built in the 1930s! The teachers desk was even on a stage (I’m not joking), and was elevated above the desks of the students.

I attempted to change the layout as best as I could mid-year, moving chairs into clusters, adding a corner for peer discussion, and letting students pick their seats. The impact was immediate: more voices in class, more movement, and more peer-to-peer help.

Research supports this shift. Classrooms that allow students to reconfigure their learning spaces, work in groups, and move freely can improve academic progress by as much as 16 per cent (Barrett et al., 2015).

When students have ownership of their environment, they feel a greater sense of belonging and motivation.

Key Takeaway: Create ‘zones’ for presentation, discussion, and quiet reflection. Give students the freedom to choose where they learn best.

Tip #2: Light, colour and air matter more than you might think

In my corporate workshops, I often talk about the power of small details such as lighting, colour, and even scent in influencing focus and creativity. The same applies to classrooms.

I recall a science lab with harsh fluorescent lighting and grey furniture, where even the brightest experiments seemed flat. It was dark, it smelt bad (it had just been built and stank of various solvents) and even the plumbing hadn’t been sorted properly. Later that year, when we replaced some lighting with daylight-mimicking LEDs, introduced a plant, and painted one wall a soft green, students began commenting that the room ‘felt calmer’ and ‘easier to think in’.

Environmental psychology shows that lighting, colour, and air quality directly affect concentration and emotional well-being (Cheryan et al., 2014; Tanner, 2008). Natural light sharpens alertness, calming colours reduce anxiety, and clean air supports cognitive function.

Key Takeaway: Bring natural elements into the classroom. Plants, daylight, and natural materials boost mood and reduce stress hormones (Li & Sullivan, 2016).

Tip #3: Furniture must fit the learner

Comfort is not an indulgence in teaching. It is a gateway to productivity. Whether in a classroom or a corporate training room, poorly designed furniture can send the wrong message: that the students don’t come first.

Ergonomic, adjustable furniture reduces strain and supports sustained engagement (Parcells, Stommel & Hubbard, 1999). Flexible arrangements make it easy to shift from discussion to collaboration to independent study (Rands & Gansemer-Topf, 2017).

Think of your favourite coffee shop. Is the furniture comfortable or uncomfortable? Successful restaurants and coffee houses understand the power of cosy furniture and surroundings in driving success, and it’s high time that schools realised it too.

Key Takeaway: Choose furniture that adapts to learning needs, if you can. Movable desks, adjustable chairs, cushions, etc. Flexibility signals trust and respect.

Tip #4: Design for neurodiversity

In inclusive classrooms, I have seen how noise, glare, or visual clutter can quietly exclude certain learners. One student I taught was bright in science but withdrew when the lab group became loud and the lighting flickered. Creating a quiet corner with soft lighting and clear visual boundaries gave that student a place to recalibrate, and from then on they participated more freely.

Neurodiverse students in particular may find typical classroom environments overwhelming (Botha & Frost, 2020). Simple design changes such as soft lighting, quiet corners, and visual order can dramatically improve comfort and focus (Ashburner et al., 2008).

Key Takeaway: Ask students what makes them feel calm and focused. Their insights often reveal inexpensive but transformative changes.

Tip #5: Consider the social architecture of learning

Classrooms are not just physical spaces: they are emotional ecosystems. The way we arrange furniture, display student work, and design shared areas communicates value and belonging.

In one school, I turned a corridor wall into a ‘student voice’ gallery: photos of projects, quotes, and creative pieces. Suddenly, students would pause by that wall; they felt seen. That sense of recognition carried into the classroom.

When student work is showcased proudly, engagement increases. When collaborative zones are designed intentionally, relationships flourish (Korpershoek et al., 2019).

Key Takeaway: Display work that tells a story of growth. Create informal zones for conversation, peer feedback, and mentoring.

Tip #6: Think of well-being as a design principle

In my training sessions with Richard James Rogers Corporate Training, I emphasise that well-being is not a programme: it is a design philosophy. The same applies in education more generally, too.

A well-designed classroom says ‘you are safe, seen, and capable’ before a word is spoken. The OECD (2021) places well-being at the heart of education in its Learning Compass 2030 framework, and it’s important tat we, as educators, recognise the profound impact that classroom design principles can have on our students sense of well-being.

I remember an IBDP class of 18-year olds where one student sat in the back corner, visibly withdrawn. I moved their seat into a small group circle near the window, offered a more comfortable chair that didn’t wobble, and asked for their opinion on how the classroom could feel better. By the end of the term, that student had become a peer mentor for others.

Sometimes the changes we make can be as simple as shifting a seat and making space for voices to be heard.

Key Takeaway: When you design a learning space, ask: does it encourage movement, curiosity, and connection? If so, then you are already designing for well-being.

Overall conclusion

Learning spaces should do more than contain lessons. They should inspire them. When we design with well-being in mind, we elevate not only academic outcomes but also joy, confidence, and belonging.

As educators and leaders, we design not just classrooms. We design cultures of care and creativity. The walls, the light, the layout, all tell a story. Let it be one that says:

‘You belong here. You can grow here.’

Bibliography and references

  • Ashburner, J., Ziviani, J. and Rodger, S., 2008. Sensory processing and classroom emotional, behavioural, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), pp.564–573.
  • Barrett, P., Zhang, Y., Moffat, J. and Kobbacy, K., 2015. A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 89, pp.118–133.
  • Botha, M. and Frost, D., 2020. Extending the neurodiversity paradigm: Autism, identity and learning space inclusion. Disability & Society, 35(8), pp.1364–1386.
  • Cheryan, S., Ziegler, S.A., Plaut, V.C. and Meltzoff, A.N., 2014. Designing classrooms to maximise student achievement. Policy Insights from the Behavioural and Brain Sciences, 1(1), pp.4–12.
  • Fisher, K., 2016. The New Learning Environments Research Group: Linking pedagogy and space. The University of Melbourne.
  • Heschong, L., 2003. Daylighting and human performance. ASHRAE Journal, 45(6), pp.65–67.
  • Korpershoek, H., Canrinus, E.T., Fokkens-Bruinsma, M. and de Boer, H., 2019. The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes: A meta-analytic review. Educational Research Review, 27, pp.100–118.
  • Li, D. and Sullivan, W.C., 2016. Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, pp.149–158.
  • Oblinger, D.G., 2006. Learning Spaces. EDUCAUSE, Washington, DC.
  • OECD, 2021. The Future of Education and Skills 2030: OECD Learning Compass Framework. Paris: OECD Publishing.
  • Parcells, C., Stommel, M. and Hubbard, R.P., 1999. Mismatch of classroom furniture and student body dimensions: Empirical findings and health implications. Journal of Adolescent Health, 24(4), pp.265–273.
  • Rands, M.L. and Gansemer-Topf, A.M., 2017. The room itself is active: How classroom design impacts student engagement. Journal of Learning Spaces, 6(1), pp.26–33.
  • Tanner, C.K., 2008. Explaining relationships among student outcomes and the school’s physical environment. Journal of Advanced Academics, 19(3), pp.444–471.


The Global Teacher Shortage: Causes, Consequences, and Solutions

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.

Don’t forget to check out the full bibliography and recommended reading list at the end of this blog post.

The world is grappling with a significant teacher shortage crisis. According to UNESCO, an additional 44 million teachers are needed by 2030 to achieve universal primary and secondary education (UNESCO, 2024). This shortage is not just a statistic; it has profound implications for the quality of education and the future of societies worldwide.

A simple glance through teacher forums, such the incredibly popular International Schools Review, reveals a dark abyss that’s peppered with bleak testimonials:

“I believe that many of my colleagues feel unheard and mistreated – this has been shown time and again in our staff surveys. Of course, someone in the inner sanctum would not be subject to the toxic, exclusionary, bullying behaviour meted out by SLT; it does not mean it does not exist. Some colleagues are leaving this academic year due to feeling disenfranchised.“

– A teacher at a school in Singapore, May 2025

“The school is working to improve vertical curriculum alignment, but since the school has been in operation for many years, it is surprising that the curriculum is such a mess, at least in the department I taught in. I think that will get better in the next few years though. If you order your materials the year before, you can get things, but don’t expect to have them at the beginning of the school year. If you need classroom supplies like pencils, markers, erasers, etc, good luck.”

– A teacher at a school in Brazil, May 2025

“Walking through the corridors is akin to walking through a zoo. Children scream, shout and run about with no regard for safety. No teacher dares make an attempt to challenge this behaviour for various reasons. Two of which are fear of the parents and lack of support from the principal.”

– A teacher at a school in Kazakhstan, May 2025

These reviews, and others like them, offer some insight into the world of teaching at an international level, and go some way to explaining why so many teachers are quitting the profession. In today’s blog post, I aim to describe the key factors that are driving this exodus, and describe some much needed advice for all stakeholders who want to retain their brightest and best teachers for years to come.

Understanding the Crisis

Several factors are contributing to the current global teacher shortage:

  • High Attrition Rates: Many teachers are leaving the profession due to burnout, low salaries, and lack of support. In the United States, for example, 51,000 teachers quit their jobs in 2023 alone (Devlin Peck, 2025).
  • Uneven Distribution: Rural and underserved areas often struggle more with teacher shortages, exacerbating educational inequalities (UNESCO, 2024).
  • Aging Workforce: A significant portion of the teaching workforce is nearing retirement, and there aren’t enough new teachers to replace them (Devlin Peck, 2025).

Impacts on Education

When there aren’t enough teachers in schools, this leads to:

  • Larger Class Sizes: Overcrowded classrooms make it challenging to provide individual attention to students (UNESCO, 2024).
  • Reduced Educational Quality: Unqualified or overburdened teachers may not deliver the curriculum effectively, impacting student learning outcomes (Education Week, 2025).
  • Increased Inequality: Disadvantaged communities suffer the most, widening the education gap between different socioeconomic groups (UNESCO, 2024).

Strategies for Addressing the Shortage

To mitigate the teacher shortage crisis, stakeholders can consider the following approaches:

#1: Enhancing Teacher Training and Support

  • Mentorship Programs: Implementing structured mentorship can help new teachers acclimate and reduce early-career attrition (Frontline Education, 2025).
  • Professional Development: Ongoing training opportunities keep teachers engaged and improve teaching quality (Education Week, 2025). One of my favourite platforms for this is the excellent Great Teaching Toolkit. My Blog Index for Teachers is also a very popular for those seeking free, yet high-quality, CPD material.

#2: Improving Compensation and Working Conditions

  • Competitive Salaries: Offering salaries that reflect the importance of the teaching profession can attract and retain talent (Devlin Peck, 2025). If pull factors, such as decent pay, are not present to begin with then many fresh graduates are simply not going to choose teaching as a profession.
  • Work-Life Balance: Flexible working arrangements and manageable workloads can reduce burnout (The Guardian, 2024).

With respect to managing workloads we must not forget about teachers who work online, too. Jessica Robinson from The Speaking Polymath write this great post for me back in 2022 with some good tips for preventing burnout whilst teaching online.

#3: Alternative Pathways into Teaching

  • Career Changers: Encouraging professionals from other fields to transition into teaching can bring diverse experiences into the classroom (Education Week, 2025).
  • Residency Programs: Programs like Urban Teacher Residencies provide hands-on training and have shown success in retaining teachers in high-need areas (Wikipedia, 2023).

#4: Policy Interventions

  • Legislative Support: Policies that provide financial incentives, such as student loan forgiveness or housing assistance, can make teaching more attractive (UNESCO, 2024).
  • Streamlining Certification: Simplifying the certification process without compromising quality can help fill vacancies more quickly (New York Post, 2025).

What does the future hold?

In addition to the above points, there’s a massive issue looming in the background that virtually no one is talking about: People simply aren’t having as many babies as they used to. Fertility rates have been falling steadily across much of the developed world for decades, and many countries are now well below the replacement rate of 2.1 children per woman. For example, South Korea’s fertility rate hit a record low of 0.72 in 2023, while countries like Japan (1.26), Italy (1.22), and China (1.09) are also experiencing unprecedented demographic decline (World Bank, 2024; United Nations, 2023).

This trend has profound implications for the future of education. While teacher shortages are currently critical, the long-term demand for teachers is likely to decline as school-age populations shrink. According to projections by the UN Department of Economic and Social Affairs, the number of children aged 5–14 will decline significantly in many high-income countries by 2050. This suggests that some of today’s recruitment pressures may ease over time: not due to systemic reform, but because of demographic inevitability (UN DESA, 2022).

Check out my award-winning book on Amazon!

In essence, what this means is that current teacher shortages are likely to persist for a good while yet but by around 2050 we may see an inversion of this scenario as far fewer children exist to begin with. With the advent of generative AI, and it’s subsequent widespread adoption, we may soon see the role of educator becoming fully automated as schools cut back on salaries due to low student numbers.

Conclusion

The teacher shortage is a multifaceted issue requiring coordinated efforts from governments, educational institutions, and communities. By investing in teacher support, improving working conditions, and implementing innovative recruitment strategies, we can work towards a future where every child has access to quality education delivered by qualified and motivated teachers.

In terms of the longer term plan for teachers (i.e. 20 – 40 years down the road), I advise everyone to keep busy with studies and acquire as many skills as you can – we may soon be replaced by automated systems, and the ability to seamlessly transfer to another profession, or to capitalise on your skills in a business capacity, will be a tremendous advantage (hence my development of Corporate Training programs, which are becoming incredibly popular).

References

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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