Effective Feedback: The Catalyst of Student Progress

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

Updated: May 2021

Updated again: Nov 2022

It was a mid-spring morning in 1996. I was 13 years old enjoying Science class with one of my favourite teachers up on the top-floor lab at North Wales’ prestigious St. Richard Gwyn R.C. High School

I loved Science. The feel of the lab, decorated with preserved samples in jars and colorful posters and periodic tables and famous Scientists on the walls, along with the cool gas taps and Bunsen burners that rested on each desk. This was my favorite part of the school.

Today’s lesson was special though, and I remember it for a very unexpected reason.

We were receiving back our Forces and Motion tests today. I loved getting my tests back, not least because I always revised really hard and was used to getting at least 75% on each one.

Q & A

I always used to do two things whenever I got my tests back:

  1. Check that the teacher had added up the scores correctly
  2. Check how to improve my answers

On this particular day I had lost marks on a question that was phrased something like this: ‘If a rocket is travelling through space, what will happen to the rocket if all of the forces on it become balanced?’

In my answer I had written: ‘The rocket will either continue travelling at a constant speed or will not move at all.’ 

Now, how do I remember this seemingly obscure moment in a sea of moments from high school, most of which I cannot recall? Well, that’s simple: My teacher came over and took the time and effort to verbally explain where I’d gone wrong.

I should have just written that the rocket will continue at a constant speed, not “or will not move at all”.

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A one-to-one conversation that I’ll remember forever

This moment of personal, verbal feedback from my teacher was powerful and precious. Not only did it serve to maintain my momentum in Science learning, but it left me with visual impressions of the memory itself: My friends in the Science lab, the posters on the wall and even the sunlight shining over the glistening Dee Estuary which was visible from the Science lab windows. 

This little story shows us the power of verbal feedback, and therefore the caution we should place on what we say to our students. Young girls and boys grow up to become men and women, and their teachers leave a number of impressions on them, some of which are permanent.

The trick is to ensure that the permanent impressions are useful, positive and productive: As was the case with my conversation with my teacher that day. 

And not all impressions need to be verbal. Written feedback can be just as memorable.

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Do you empower your students with the feedback you give?

Let’s now explore the fundamentals of effective student feedback that are easy to implement, and useful.

Peer Assess Properly – The Traditional Method

I first learnt the power of peer assessment back in 2008, when I had just moved to Thailand. 

As a keen young teacher with two years of UK teaching experience, I found myself teaching students who were all very keen to do their best. Homework assignments and classwork seem to come my way on a real-time, live-stream basis, and I soon found myself inundated with work to mark. 

At first, I tried the traditional methods of using a green or red pen to write lengthy comments on each piece of work. I had learned from my training in Assessment for Learning in the UK, that written comments that help the student to improve were much better than a letter grade or a score followed by a ‘Well Done’. I’d learnt about the ‘two stars and wish rule’ where I’d write two positive things about the work and then one item or target for improvement.

These ideas were great in theory, but I found that my weekends became shorter and shorter as I tried to write effective comments on every piece of work that came in. I was spending less and less time doing the hobbies I enjoyed, and I became quite the old grouch.

I finally expressed my concerns in the staff room one day and a colleague of mine said “You should do more peer assessment”. She was right.

I instantly started getting my students to mark their own work, and reflect upon it, and the results were astounding: My weekends became ‘me time’ again, and students seemed to learn better than they would from receiving my comments.

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When students reflect on their work they develop a ‘growth mindset’

As I continued to develop my skills in assigning proper peer-assessment, I discovered that I was sometimes making some catastrophic errors. I refined my strategy over the years, and came up with this six-step system:

Step 1: Make sure that the work you set has an official mark scheme or set of model answers associated with it. There’s nothing worse than trying to ‘guess’ the best answers along the way as you’re trying to get the kids to assess the work. Make your own mark scheme if necessary, but make sure the answers are clear.

Step 2: When it comes time for the kids to assess the work, ask them to swap their work with someone else in the class. Alternatively, if this doesn’t work for your particular class, then collect the work in and redistribute it.

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Peer assessment saves you time and energy, and is effective

Step 3: Ask each student to get a colored pen ready to mark with. Red and green are good. You may wish to have a set of special ‘marking pens’ somewhere in class that the kids can use whenever they mark each others’ work.

Step 4: Print the official mark scheme and give a copy to each student. This has the advantage of providing a permanent copy for each student to keep, and allows you time to help students as they mark. Projecting the answers onto a screen canalso work, but you may find that students cannot see and that you may have to scroll through at a pace that’s not suitable for every student. Printing a copy, or sharing it on the schools VLE so that students can access it via a tablet or laptop, is best.

Step 5: Make it very clear that students should tick the answer if it’s correct, and make full corrections if it is wrong. The mere act of writing out the model answer onto the work being marked will reinforce the concepts into the subconscious mind of the student.

Step 6: Let the students give the work back. Collect it in at the end of the lesson so that you can glance through and check that everyone has peer assessed properly. If anyone hasn’t, then make them do it again.

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Once work has been peer-assessed, you can sit down with individual students and have ‘progress conversations’ designed to pin point areas of weakness and highlight areas of strength

You have to be quite organised with this method (e.g. making sure you print the mark schemes on time). However, this will save you loads of time and will definitely help the kids to learn properly.

Experiment with automated assessment

I wrote a blog post about the effective use of ICT in lessons some weeks back, and I mentioned the first time I came across MyiMaths. 

It was back in 2013, and it totally transformed my work life. 

Why? That’s simple. Students would go into the ICT lab, or use their laptops or tablets in class, and literally be taught mathematics by the computer! The program would even assess the work immediately, and differentiation wasn’t a problem because students could work through the tasks at their own individual pace. The benefits were enormous:

  1. All of the students were focused and engaged
  2. All of the students were challenged
  3. The teacher had more time to spend with individuals working on specific problems
  4. The content was relevant and stimulating
  5. No behavior management issues as the students were all quietly working
  6. No time was needed by the teacher for marking and assessment. The program did all that for you. All you had to do was collate the data.
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Instructional software can provide quick and comprehensive feedback to students, with little involvement from the teacher

There are numerous instructional software programs on the market today that save the teacher lots of marking time, and provide the students with engaging material to learn from, Whilst I wouldn’t advocate using instructional software every lesson, it certainly can become a big and effective part of your teaching arsenal. 

Give verbal feedback the right way

Verbal feedback is a great way to have a personal one-to-one conversation with a student. It can help you to address systemic, widespread issues (e.g. not writing down all of the steps in calculations) and it can be a great way to motivate each student.

However, many teachers are only going so far with verbal feedback and are not using it as the powerful tool it is.

Take this piece of KS3 Geography work for example:

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Geography work from an 11 year old, shown to me on 21st June 2016

I received this work from a parent at dinner, who knew I was an educational author, on 21st June 2016.

You’ll undoubtedly have noticed the dates on the work: 1st December and 8th December 2015. I’m sure you’ll have shuddered upon the realization that this work hadn’t been marked in seven months! No peer-assessment, no self-assessment and no comments from the teacher. There aren’t even any ticks! Add this to the fact that this boy’s entire notebook was completely unmarked, just like this, and you can begin to understand why I nearly had palpitations in front of several avid noodle and rice connoisseurs!

When I asked the boy about why it wasn’t marked, he said that this teacher never marked worked, he just gave the occasional verbal feedback. My next obvious question was to ask what verbal feedback he’d received about this work. He said he

With teacher workloads increasing globally, this kind of approach is, unfortunately, not uncommon, However, verbal feedback need not be time-consuming and can be executed in a much better way than is seen here in this Geography work. Here are my tips:

  1. 1. Set your students a task to do and call each student one-by-one to have a chat about their work. Be strict with your timings – if you have a 40 minute lesson and 20 students in the class then keep each conversation to two minutes.
  2. Mention the points for improvement and use sincere praise to address the good points about the work. Ask the student to reflect on the work too.
  3. Once the conversation is over, write ‘VF’ on the work, and ask the student to make improvements to it. Agree on a time to collect it in again so that you can glance over the improvements.

As you can see, this simple three step approach to verbal feedback generates a much more productive use of time than simply having a chat with the student. Action has to be taken after the discussion, and this places the responsibility of learning solely in the hands of the student, which is where it should be.

Be specific in your comments

Sometimes it is appropriate to collect student work and scribble your comments on it with a colored pen. When you do this, make sure your comments are specific and positive, Take a look at these examples, which all serve to empower the student:

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A piece of IBDP Biology homework. Comments are designed to empower and motivate the student, and address areas of weakness
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An end of semester test. Comments refer to specific progress made, and areas that require further attention.
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This piece of work was sent as a photograph via Skype. The teacher has added word-processed comments and an encouraging smiley. 

Peer Assess Properly – The Technological Method

A growing trend that is proving popular with teachers is to use Google forms in the peer assessment process. I wrote about this in my book, and I’ve included the extracts here:

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A good form for students will look something like this:

Using Google forms in education-page-0

Using Google forms in education-page-1

Using Google forms in education-page-2

There are many alternatives to using Google forms. For example, you may wish to create a form via your school’s VLE, or even get the students to send each other their work through e-mail or a chat application (although this will remove anonymity). Either way, peer assessment with technology will save you time and provide your students with quick, detailed feedback.

Make sure students improve their work

A common theme you may have spotted in this week’s blog post is that of improvement. Students should always improve the work that’s been marked or assessed. This serves two purposes:

  1. The student will get into the habit of giving their best effort each time. After all, a great first attempt means less effort needed in the improvement phase
  2. The process of improving a piece of work serves to firmly cement concepts in the subconscious mind of the student, aiding memory and retention

Don’t forget to use rubrics, mark schemes and comments – students can’t possibly improve their work without these. 

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Homework: A Headache We Can All Easily Cure

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

Updated: October 2022 (Originally posted May 2017)

I received a message from a very stressed out Newly Qualified Teacher a few weeks ago. It pertains to a problem that many educators face: dealing with homework. When I told her that I was planning to write an article about this very issue, she agreed to share her message with all my readers:

Dear Richard. I’m about to finish my first year in teaching and I’m really ashamed to admit that I haven’t been able to mark my students’ homework on time each week. In fact, I’ve set so much homework that it has just piled up and piled up over the course of this year, to the point where I now have a literal mountain to deal with! I’m kind of hoping that most of my students will forget that I have their work, and this seems to be happening as some of it is months old. I’m so stressed out! How can I make sure that this never, ever happens again?! – G 

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A letter from a stressed-out NQT. Are you facing similar challenges?

Being overwhelmed with marking, particularly that caused by homework, is a common problem for new and experienced teachers alike. In this article, I’ll examine the best ways to design and organise homework, as well as ways to avoid being bogged down and ‘up to your eyeballs’ in paperwork. If you would like an audio version of my strategies, then please listen to this excellent UKEdChat podcast (highly recommended for anyone who wants to get better at assigning and organizing homework) here.

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An AMAZING book! A must read for all teachers!

Consideration #1: Homework is not pointless

It’s really important to make this point from the outset. A number of articles have come out in recent years causing us to question the merits of setting homework. At one point, this mindset became so mainstream that I remember sitting-in on a departmental meeting in which a number of teachers suggested that we shouldn’t set homework at all, as it is totally pointless!

This might be a nice excuse to use to avoid some paperwork and marking, but unfortunately it’s not true at all.

In my experience, homework is only pointless if the kids never ever receive feedback, or if the homework doesn’t relate to anything on the curriculum. Then, of course, their time has been wasted.

Marking work

I’ll always remember one school I worked at where all of the teachers had set summer homework for their students. Piles and piles of homework were set, including big, thick booklets full of past-papers. Guess what happened when those students returned to school the next academic year; many of the teachers had changed, and the work was piled up in an empty classroom and never marked. What a tragedy!

We’ll explore some ways in which we can give feedback in a timely manner today, as well as ways in which we can design our homework properly. 

Consideration #2: Think carefully about the purpose of each piece of homework you set

This is crucial. Ideally, all homework should fall into one of four categories:

  1. To review concepts covered in class
  2. To prepare students for new content they will cover in class
  3. To prepare students for examinations (e.g. with exam-style questions, revision tasks and past-papers)
  4. A combination of two or three of the above

If the homework you are setting does not fall into these categories then you are wasting both your time and the students’ time by setting it.

Consideration #3: Think carefully about how much time the students will need to complete each piece of homework 

Explaining
Homework affects whole families, not just the kids you teach

This is an important consideration. Put yourself in the students’ shoes. Is this homework too demanding, or too easy for them? Will they actually have enough time to complete it? Is your deadline reasonable? 

Consideration #4: How much self-study or research will your students have to do to complete your work? Where will they get their information from?

If the piece of work you are setting involves preparation for content or skills soon to be covered in class, then your students might have to do some research. Is the level of self-study you are asking of your students reasonable? Are they old enough, and mature enough to be able to find this information on their own? If not, then you may need to give some tips on which websites, textbooks or other material to look at.

Too much homework

Consideration #5: Can you mark this work?

This is such an important consideration, but can be overlooked by so many teachers who are in a rush. 

self-assessment

Think carefully: if you’re setting a booklet of past-paper questions for ‘AS’ – Level students, then how is it going to be marked? Crucially, how will the students receive feedback on this work? And remember: homework really is pointless if students don’t get any feedback.

Be honest with yourself. If you honestly don’t have enough time to mark such large pieces of work, then it’s much better to set smaller, manageable assignments. At least that way your students will get some feedback, which will be useful to them. 

Peer assessment

Also, don’t try and do everything yourself when it comes to marking. Use peer-assessment, self-assessment and even automated assessment (such as that found on instructional software) on a regular basis. Be careful though –  make sure you at least collect in your peer-assessed and self-assessed assignments afterwards just to be sure that all students have done it, and so that you can glance over for any mistakes. Students can be sneaky when they know that the teacher is trusting them with self-assessment each week by simply providing the answers to the work. 

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Another good tip is to spend some time on the weekend planning your homework for the week ahead. What exactly will you set, and when, to allow you enough time to mark everything? How can you set decent homework that’s not too big to mark? An hour spent planning this on a Saturday is much better than four hours cramming in a marking marathon on a Sunday because you didn’t think ahead. 

Consideration #6: Are you organised enough?

Not to sound patronizing, but are you, really? 

If you’re a primary school teacher then you’ll be collecting in assignments relating to different subject areas each week. If you’re working in the high school, then you’ll you’ll be collecting in work from potentially more than a hundred students on a regular basis.

You need to have some kind of filing system in place for all of this work. Maybe a set of draws? Folders? Trays? Electronic folders?

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One strategy that absolutely works for me is that I get all of my students to complete their homework on loose sheets of paper, not their notebooks. Why? Because if they do it in their notebooks, and I haven’t had time to mark their work by the very next lesson, then it’s a nightmare having to give back notebooks again and collect them in continuously.

With loose paper its easy. I collect it in, and put each group’s assignments in a set of trays. I have one set of trays for work collected in, and one set for work that is marked. It stops me from losing students’ work and losing my sanity at the same time! The students then glue the work into their notebooks afterwards.

In addition to organizing my paperwork, I also organise my time. I use every Saturday morning for marking, which really saves me lots of headaches during the week. Do you set aside a fixed slot each week to do your marking? 

Summary

  1. Think carefully about the purpose of each piece of work you set
  2. Don’t set work that will take the students too long, or too little time, to complete
  3. Think carefully about the demands of any research that students will have to do. Maybe you need to point them in the right direction?
  4. Use a variety of assessment strategies to mark student work. Don’t make assignments so big that you just don’t have time to make them.
  5. Make sure you have some kind of filing system in place, so that you don’t lose work.
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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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Teaching Overseas for the First Time: Advice From Teachers

An article by Richard James Rogers (Author of The Quick Guide to Classroom Management, The Power of Praise: Empowering Students Through Positive Feedback, 100 Awesome Online Learning Apps and The Rogers Pedagogical Planner: A Teacher’s Planner for Serious Professionals)

Accompanying podcast episode:

COVID-19 has clearly had a devastating effect on the aviation industry. With international travel brought to a virtual standstill, some airlines have found themselves laying off staff, downsizing and even going bankrupt

This is, of course, an unprecedented and horrific situation for the airline industry as a whole. In addition to this, restrictions on international travel have caused ripples to permeate throughout a wide variety of other industries: not least international education. Some effects that have been experienced by teachers (some of whom are my colleagues) are as follows:

  • Teachers who were appointed to roles overseas cannot leave their current country of residence to actually start their jobs.
  • Dependents, such as spouses and children, are often not able to move abroad with the appointed teacher as it’s difficult for many countries to get the necessary clearance and paperwork approved.
  • Teachers who were ‘on the fence’ about teaching overseas are now regretting the fact that they didn’t ‘take the plunge’ and move abroad sooner, as now their ability to travel has been restricted.
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That last bullet-point is an interesting one. It’s an ‘imaginary’ scenario based only on the anecdotal evidence I could currently acquire – a number of my readers have written to me to say that they regret not having made the decision to teach overseas sooner. 

Whilst I cannot be sure that this is a systemic or widespread regret that applies to the teaching profession as a whole, it is an understandable and logical emotional response to COVID-19 that we can consider. I imagine that when COVID-19 is ‘over’ (will it ever be really over?), and flight paths reopen, we will see a surge in applications for overseas teaching posts. 

Class Q and A

In anticipation of this, I’ve conducted a rather unconventional experiment this week. As a teacher with 13 years of overseas teaching experience (12 years in Thailand, 1 year in China), I decided to post my top 5 suggestions/tips for teachers who are considering moving overseas to teach. I posted these tips in the popular Teachers in Thailand Facebook group, to see what kind of responses I would get. After a bit of distillation (tallying up the responses with the most likes), I’ve come up with a fairly comprehensive and balanced list of pre-teach-abroad tips for all budding globe-trotters (I hope!):

Rule #1: Try to learn the local language – even a few words will show others that you are trying and you’ll be respected all the more for it.

In some countries, of course, this won’t be necessary. If you’re a native English speaker moving to Singapore, Australia, America or the UK (or another English speaking country), then you may only have to learn some of the local colloquialisms and get used to some unusual dialect. However, if you move to a country like China, for example, it’s a whole different story. 

Sometimes, learning the local language is essential. When I worked in Chongqing, China; for example; very few people could understand English (Starbucks baristas tended to be the best speakers – so hats-off to them). I had to learn some Mandarin just to survive. Learning the local language does have other benefits, too, however:

  • Language and culture are often very closely intertwined. Learning the local language can help you to understand why the local people think the way they think. This can lead to better relationships, less frustration and more common-ground and mutual understanding.
  • When you at least try to use the local language, you are showing that you have some respect for the local people and the country in which you are a guest (more on that later). In my experience, this goes a long way to building trust with others (e.g. that hairdresser you have to see every week, or that bar tender you see on the occasional Friday night). People tend to admire you more if you show that you are willing to learn, and you don’t just expect everyone around you to speak your language and accommodate you.
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Teachers in Thailand Response

This rule was generally well-received. A noteworthy response that offers some extra-insight is given below (of course, remember that this is Thai-centric, but could be applied to any native language):

“I had the advantage of a thorough pre-field language training (it leads to some interesting conversations with Thai adults — like “how can my English get as good as your Thai” — but even if you have much less Thai than that it can still be a bridge-builder that can make your life easier — and fortunately, there are now FB groups designed specifically for foreigners trying to learn Thai. Take it easy, and you will gradually get better at it.”  – Edwin Zehner

Rule #2: Do not leave home because you are trying to run away from problems – finances, crime, family issues – get any of these issues resolved first before you move overseas (or your problems might travel with you).

I must admit that this was a tricky one for me to phrase correctly in one sentence, and it did receive a little bit of backlash in the Facebook group. Before I include a noteworthy response or two, I’d like to add an extract from my debut book, The Quick Guide to Classroom Management (final chapter), which goes into this a bit more:

Extract from THE QUICK GUIDE TO CLASSROOM MANAGEMENT

SECRET NUMBER 46: Your Problems May Follow You When You Fly Away

If your motivation to leave your home country revolves around personal
problems you have such as debt, a broken relationship or family
issues, then don’t assume that all of these problems are going to vanish
as soon as the landing gear hits the tarmac in your new city. Certain
problems, especially those concerning money, can actually be
exacerbated when you leave your home country. Here are my top tips
for making sure that a problem at home doesn’t become a nightmare
abroad:

  1. Money: Think long and carefully about any debt-related or financial issues you have, and aim to resolve them before you board the plane. Many expatriates find it difficult to transfer funds back to their home country once they’re abroad, and this can have consequences in terms of meeting credit card and bill payment dates. You must ensure that you’ve inquired beforehand about the ways in which you can deal with your finances abroad, and you must remember to follow through. When one is residing in a foreign country, it can be easy to forget about the financial commitments you have in your home country. In the early stages, this can manifest as an awkward message or letter from your creditor, progressing to international criminal action if the issue is not dealt with. It might be a good idea for you to leave some savings in your native bank account which you can use to pay your bills and loans in the first few months of your new adventure. You may wish to get a trusted friend or family member back home to help you with this.
  2. Relationships: Don’t burn any bridges before you fly away. You may be travelling to an exotic new country to start a wonderful new chapter in your life, but you never know when circumstances may force you to return home to your native country. Try not to upset people before you leave, for example, by venting your pent-up grudges that you’ve had for years. You may also want to keep in touch with people at your old school as you may need to call upon them for advice, resources and help.
  3. Health: Try to bring all of your medical records with you when you travel, and have them deposited at the hospital you plan to use when you start at your new school. Whilst medical care provided overseas can be of an extremely high quality (especially when your school pays for private medical insurance as part of your package), it can be very difficult for doctors to suggest a suitable course of treatment if your exact medical history is unknown. If you end up spending a great deal of time teaching overseas, then you may find yourself moving
    from hospital to hospital, or even country to country! It is essential that you do not underestimate the importance of keeping your medical records safe, accessible and updated. Unfortunately, however, this is the one aspect of international teaching that is most overlooked by teachers.
  4. Crime: If you’ve committed any kind of serious criminal offence in your home country, then you almost certainly will not get a job at a reputable international school overseas. Most will require you to complete a criminal records check before you leave your home country but even if your school does not require this, you must still be upfront and honest about any criminal history you have. The ramifications for you can be severe if your school finds out about it later.
  5. Online: Clean up your online profile. Look at all of the social media channels you have, all of your blog posts, forum replies, comments and any other material you’ve submitted online. Also, remove anything that puts you in a bad light: international school managers are using ‘internet screening’ more and more often these days. Additionally, be very careful about who you connect with through social media, and never connect with current students. Whilst it’s important to keep in touch with your former students (through school-authorized alumni channels), you still have to be careful about what they can read about you, or from you, online. Your former students may be connected with your current students, and they can pass on information easily. You’ll also find that the student world of international teaching is just as small as the teacher world, and students in different international schools do communicate and connect with each other.
Q & A

I received some interesting responses about this in the Teachers in Thailand Facebook group:

“I do not agree with your point 2. We left SA because of a few of your nr 2 reasons and we soooo happy in Thailand!”

“Sometimes it’s impossible to resolve problems at home. Nonetheless you can be an effective teacher.”

I guess a balanced viewpoint on the issue is needed. A fresh start in a new country can offer you the chance to leave the past behind, and build a new future. My point, however, is that you should try to solve as many personal problems as you can before you move over. Avoid ‘burning bridges’ too – you never know when you might need to cross them again. 

Rule #3: Remember that you are a GUEST in a foreign country. Be respectful, and remember that for every action you undertake you will be scrutinized more excessively than the natives.

I’m not sure if being ‘scrutinized more than the natives” applies in EVERY country, but that’s certainly been my experience in Thailand and China – and that’s understandable. I am a foreigner. I have to be respectful of the local rules, culture and environment. 

I think it is important to realise that the world is an incredibly varied place. If you’ve lived your whole life in one country (as I did before moving out to Thailand in 2008) you’re going to find that your new home will be different in many ways. The most profound of these differences, however, is that people probably won’t even ‘think like you think’ on many issues. 

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Being understanding and accepting of the host culture and environment kind of comes with the job of being an international school teacher. If it gets too much for you, you can always move back home later (or to another country). 

Rule #4: Get as many qualifications as you can (and as much experience as you can) back home before moving out – it’ll all look good on your resume/CV and you’ll definitely use the skills and knowledge you’ve learnt.

International schools tend to have more difficulties recruiting specialists than, say, a domestic school in western country would. This, coupled with the fluid nature of international education (schools at different phases of development) means that you may be asked to teach subjects outside of your specialism. 

Before moving out, try to get skilled-up in anything pedagogical – accelerated learning techniques, Assessment for Learning, teaching ESL students in mainstream classrooms training, etc. The skills you learn on courses like these will definitely come-in handy when you teach overseas.

Online learning is, of course, great for this. There a large number of high-quality, inexpensive courses available on places like edX, Coursera and Udemy. You can also take my Classroom Management Fundamentals certificate course with UK Ed Academy.

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Some notable additions

“Make sure your social media accounts are private and that your profile pic is respectable. Recruiters often check you out on social media. Do an in-class or hybrid course. There is so much to be said for REAL PRACS with real students. Do an intro video if you can – either just introduction, or even better of you in the classroom showing your rapport with students. Be punctual for any interviews!” – Rose-Anne Turner, Founder of Destination TEFL

“Get someone to proofread your c.v and covering letter. The number of applications we get with poor punctuation and spelling mistakes…” – Kate Lloyd, Director of Studies at London School of English, Ukraine. Check out her website for teachers at What Kate and Kris Did.

“Expect things to go a bit wrong/unplanned from time to time but make sure you’re flexible and ok with that” – Stefan Hines, Secondary Science Teacher

Rule #5: Kinda linked to number 2: make sure you are going overseas for the right reasons – to inspire and help your students, to gain teaching experience and to gain a unique cultural experience. You’re not coming over to have a big, never-ending holiday, or to find a local boyfriend or girlfriend (although that last one might be a nice by-product).

This is quite an important one. If you don’t have the right mindset before you come out, then you could be in for quite a shock. 

International schools (and local public schools) tend to have very high professional standards. In addition to this, there often comes the added pressure of being expected to perform well. Thing about it: your school has most likely paid for your flight, immigration visa, work permit and maybe even housing and a competitive salary. You’ll be expected to measure-up. 

Have a holidays at holiday time. Experience the local culture and food all that good stuff, but remember that you must be just as professional at your job as you were back home. 

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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.

chatting in class

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.

self-assessment

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):

Luch is for losers
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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Smartphone Addiction is Destroying Children’s Lives

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

Related article: Digital Disaster: Screen Time is Destroying Children’s Health

I’ve been given three Year 7 Computer Studies classes to teach this academic year. It’s been really exciting, and really interesting to discover what 11-year-olds are learning about in this important subject these days. When I was in Year 7, for instance, I learnt how to create folders, spreadsheets, word-processed documents and databases on an even-then outdated Acorn desktop computer:

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The Acorn Archimedes A3020 desktop computer: What I was using in IT class when I was in Year 7 (Image courtesy of Martin Wichery at https://www.flickr.com/photos/mwichary/2190336806/)

Today, however, students are using tablets, notebooks and smartphones to learn about:

  • E-safety
  • Digital footprints
  • Cybersecurity
  • Online docs, sheets, slides and forms using Google Suite
  • Gaming addiction

That last bullet point: gaming addiction, has been really interesting to teach as a significant minority of my students are regular gamers on Fortnite and other platforms. As part of their course, I was required to show them this video which tells the story of a young boy whose life was almost destroyed by gaming addiction (very highly recommended):

In the story, the boy is given a gaming console by his dad, and his life basically spirals downwards until he is left homeless. It highlights the fact that online gaming can be really expensive, really addictive and very time-consuming. The effects on the character’s body, his hobbies and his schoolwork are all very cleverly portrayed. 

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Is he working, or gaming?

Gaming addiction is only a small part of a much larger and more pervasive problem in society, however. That problem is smartphone addiction, which has really gripped younger generations quickly, and was certainly not a problem 10 years ago. 

This week, BBC News released a shocking report entitled Smartphone ‘addiction’: Young people ‘panicky’ when denied mobiles:

smartphone addiction

The report summarizes a large study conducted by researchers at King’s College London. The research analysed 41 studies involving a whopping 42,000 young people, and was published in the journal BMC Psychiatry. It arrived at a surprising and worrying conclusion:

  • 23% of participants exhibited behaviors consistent with addiction, such as feeling anxiety when the phone was taken away, not being able to control the time they spent on smartphones and spending so much time on mobiles it encroached on other activities.

So smartphone addiction is officially ‘real’, and that should act as an immediate call-to-action for school leaders. 

As a teacher who has embraced technology for learning purposes for quite some time, I was quite the advocate for the use of smartphones in teaching. They can be used as clickers for online games like Kahoot!, and can be good alternatives when kids don’t have access to tablets or laptop computers. This research however, along with the World Health Organisation’s recent classification of gaming addiction as a mental health disorder has led me to reevaluate my stance. 

Perhaps it’s now time for schools to ban smartphones and online gaming completely?

Here is a snippet of what the World Health Organisation has to say about this new condition, Gaming Disorder:

 

Gaming disorder is defined in the 11th Revision of the International Classification of Diseases (ICD-11) as a pattern of gaming behavior (“digital-gaming” or “video-gaming”) characterized by impaired control over gaming, increasing priority given to gaming over other activities to the extent that gaming takes precedence over other interests and daily activities, and continuation or escalation of gaming despite the occurrence of negative consequences.

This, I believe, should lead all teachers to a logical question to ask: What can we do about it?

Here are my suggestions:

  • Ban smartphones in schools completely, unless written permission is given from a parent. In the case where written permission has been given, the smartphones must be locked away in a central location during the day and only returned to the student at the end of the school day (e.g. for the purposes of phoning home).
  • Invest in ICT systems that are non-intrusive and non-addictive (e.g. ICT labs). Classrooms could be fitted with notebooks/laptops integrated into classroom desks, or students could be asked to bring their own laptop/tablet to school each day.
  • Schools should have bookable sets of laptops or tablets for students to use, and school libraries should have suitable numbers of laptop and desktop computers for students to use. 

The clear advantage of centralized ICT systems over studentowned devices in schools is control: school-owned devices can be set-up with gaming blockers, chat blockers and website filters. 

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I would suggest that the challenge of solving smartphone and gaming addiction (two separate, but related problems) is an urgent one, and will require:

  • Schools to work even more closely with parents, health professionals, ICT service providers and local governments.
  • Careful allocation of school budgets, with more money being funneled towards ICT systems that are usable, but safe. 

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Exciting New Online Course for Teachers!

UKEd-Acad

The Fundamentals of Classroom Management: An online course designed by Richard James Rogers in Partnership with UKEd Academy 

I’m very excited to announce that I’ve been busy building an online course that covers all of the fundamental concepts in my widely acclaimed debut book: The Quick Guide to Classroom Management, in partnership with my good friends at UKEd Academy. Details are given below:

Course link: https://uked.academy/product/cmf/

Price: £30.00 (which includes a copy of my book) or £20.00 if you’ve already got a copy of my book (you’ll have to enter a discount code found within the book)

Launch date: October 21st 2019 (but you can start the course at anytime)

End of course certificate?Yes, endorsed by UKEd Academy and Richard James Rogers 

Course structure: Videos, quizzes, study notes, reflections and activities

Course schedule: Flexible (work at your own pace)

After successful completion of this course you’ll earn a certificate that will look very impressive on your C.V. and you will gain lots of knowledge, new techniques, tools and skills.  

I look forward to mentoring and guiding you through the key concepts that make an excellent teacher, well, excellent!

If you have any questions at all about this exciting course, then please e-mail me at info@richardjamesrogers.com

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