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.

Clay class

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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International Teaching: Dealing With Culture Shock When Moving to a New Country

Teaching internationally can be very rewarding and enjoyable. You’ll most certainly pick-up new skills, experience a new culture and become part of a new and diverse community. For some, however, the move to a new country can be a big ‘shock to the system’.

Today, I’ve invited Rose-Anne Turner, Admissions Director at Destination TEFL, to share her advice on how to deal with culture shock when moving to a new country.

Culture Shock – a much used term for those who travel. But what does it mean exactly?

Culture shock is what you experience after leaving the familiarities of your home culture to live in another cultural or social environment. Even those who are open-minded and well-travelled are not immune to culture shock. Symptoms include homesickness, anger, loneliness and boredom. Everyone will experience culture shock to some extent, but there are ways to deal with it and minimise the effects.

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Firstly, understand what you are going through and why you feel insecure or anxious. You are faced with a different climate, unfamiliar with your surroundings, as well as people with different values, attitudes, lifestyles, and political and religious beliefs, and oftentimes, you can’t even understand them due to language barriers! Understanding why you feel the way you do will help you to overcome the feeling.

Once you understand, the next step is to accept and adapt to your new culture. Just because something is different, doesn’t mean it is wrong, so learn to do things the way the locals do, and accept that it’s the way it’s done in your new home.

Learn as much as possible about your destination before leaving home. Be open-mined and it will be easier to understand the differences and see things from a different perspective. If you know why people do things the way they do them, it’s easy to accept the differences.

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Having a positive attitude can make all the difference. This goes with anything in life, but is especially true when travelling and interacting with new people in new surroundings.

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Stay in touch with those back home. But… if you spend all your time connecting with family and friends back home, you’ll just keep feeling homesick and won’t feel up to making new friends. Rather spend your time exploring and meeting new people, and then you have something to tell loved ones back home when you do chat.

Don’t compare your home culture to your new culture! Noticing the differences is normal, and can be fun, but see the differences as just that – different and exciting, not inferior to home. Take the opportunity to learn as much as possible about your new location and culture.

Keep yourself busy. Particularly enjoy the things you can’t do at home. Try new foods, swim in the sea, explore, make new friends, take full advantage of the time abroad rather than being afraid and hiding in your hotel room or apartment. Don’t have regrets later by saying ‘if only I had done this or seen that…’

Laugh at yourself! If you get lost, just think of it as a way to discover a new place that you didn’t expect to see. Surrounding yourself with positive people can make all the difference. Don’t get sucked into the inevitable groups of ‘grumpy old expats’ who should have gone back home long ago, and now love trashing their new home.

There are different phases of culture shock, and knowing which you are going through will also help you to overcome it.

The Honeymoon Phase: This is a fun time, when all is great, exciting, and new. You embrace the differences, go out of your way to try the weird and wonderful food and relish meeting exotic new people. This phase can last days, weeks, or months.

Continent Investigation

The Honeymoon is Over Phase: During this phase, you start observing differences, however slight, and not always in a good way. You’ve had enough of the food, and miss home comforts and tastes. The local attitudes annoy you, and things are just so much better at home. During this phase, you may feel sad, irritable, angry or anxious. You miss holidays from home such as Christmas or Thanksgiving, and feel sad when you miss out on events such as birthday celebrations back home.
 
The Negotiation Phase: Now you decide if you will give in to negativity or power-on past it to make the most of your experience. If you’re successful, you regain your sense of perspective, balance, and humour, and move on to the next phase.
 
The All’s Well, or Everything is Okay Phase: You start feeling more at home with the differences in the new culture. After a while, you may feel as if the culture isn’t in fact new, but that you belong here now, or you may not exactly feel part of the culture, but you’re comfortable enough with it to enjoy the differences and challenges. You don’t necessarily have to be in love with the new country (as in the honeymoon phase), but you can navigate it without unwarranted anxiety, negativity, and criticism.

The Reverse Culture Shock Phase: This happens to most who have lived abroad a while. Once you’ve become accustomed to the way things are done in a different country, you can go through the same series of culture shock phases when you return home.
 
Culture shock can present itself at any time, and it’s often the small things we feel the most – like navigating a grocery store with unfamiliar products in currencies we are not familiar with. Working abroad has its own challenges, as aside from day-to-day cultural differences, there are also the differences in the work place. For example, if you are typically organised and punctual, you may struggle to adapt working to a culture with a more relaxed working environment. Or, if you’re a woman, you may find it difficult to adapt in a country where there is gender inequality.
 
It’s most important to be patient – in time, things that once were strange will be the norm. Be kind to yourself, and don’t place high expectations on yourself until you have adjusted to your new life. While moving to a new country is daunting in many ways, it can be equally rewarding, and by not giving it a try, you’ll always have regrets.

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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)

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 12 years of overseas teaching experience (11 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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The Rogers’ Pedagogical Planner: A New Kind of Teacher’s Planner

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

The Rogers’ Pedagogical Planner is finally published and ready after two-and-a-half years of painstaking work and research. It is, quite simply, the product of my mission to create the world’s most useful teacher’s planner.

I’m going to be completely honest with you – the aim of this blog post is to advertise The Rogers’ Pedagogical Planner and to inform teachers about how it can be used to make life easier for us. However, I’m also going to try and throw in some useful lesson-planning tips in here too, and links to other blog posts about lesson-planning will be given throughout this article. 

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Here’s a brief overview if you’re just looking for what the planner gives you, and where to buy it (but keep reading if you want some background and links to helpful articles and blog posts about planning and classroom management):

+ 45 weeks of double-page lesson planning templates for you to write all of your lesson plans on

+ A full A4 ‘notes’ page for every week of lesson planning

+ A full A4 ‘targets’ page for every week of lesson-planning

+ 45 pedagogical articles from this blog (richardjamesrogers.com) – one for each week of lessons

+ 578 pages

+ $22.99 and available globally on Amazon

Here are some extracts from the book, so you can see what the inside looks like:

Each week contains an article from my blog to provide insights into classroom management techniques, behavior management methods, active engagement strategies, tips for using technology in teaching and even advice on how to work with colleagues and parents:

Slide1

 

Each week comes with a full A4 ‘Pedagogical Targets’ page which is designed to help you formulate goals for your own continuous development:

Slide2

 

Two A4 pages of lesson-planning boxes/grids are provided for each week (45 weeks in total), giving you plenty of space to write your plans:

Slide3

 

A full A4 ‘Notes’ page is provided for each week of planning: great for recording the details of meetings, incidents that have happened, events that are coming up, notes from training sessions, reflections, etc:

Roger's Pedagogical Planner

The planner is available as a beautiful A4 paperback from Amazon here ($22.99). However, for those of you who like to use stylus devices (e.g. the iPad Pro) or who want to print the planner yourself, I am selling the pdf version for only $15.00. E-mail me at info@richardjamesrogers.com to request your instant copy (payments are made via PayPal). 

My story (briefly)

I graduated from Bangor University (UK) with a bachelor’s degree in Molecular Biology in 2005, and followed that up with a PGCE in Secondary Science Education (also from Bangor) in 2006. I taught at UK State Schools for two years, before meeting my lovely wife, Nicki, after she finished her master’s degree in 2007. She is Thai, and had to fly back to Thailand as soon her her student visa ran out. I followed her to Thailand in the new academic year of 2008 and I have been teaching at international schools in Thailand (plus a brief one-year stint in China) ever-since. 

My books, and why I started writing

To be honest, I always found teaching to be enjoyable and fun, even when dealing with the ‘problematic’ students (e.g. those who required the active adoption of behavior management techniques to handle). However, my boyish energy and hyper-enthusiasm led me to make a number of silly mistakes over the years: little things, usually, that caught me off-guard when I wasn’t paying attention, such as:

  • Not thinking about where students would sit at different points in the lesson.
  • Setting too much homework, and not having the time (or effective strategies) to mark it quickly and properly.
  • Not pacing my lessons to get all of the content finished on-time.
  • Focusing too much on short-term positive reinforcement, and not considering the long-term effects that consistent praise can have on a child’s life (see my blog post about subtle reinforcement for more on this).
  • How much I allowed myself to relax at staff-parties (often overlooked in teacher-training courses).
  • The effects of physiology and biochemistry on my ability to function during the day (waking up early, having breakfast, exercising, etc.).

I knew that I had to learn from my mistakes, but I realized that I could only do that if I remembered my mistakes. I’ve always had problems with remembering things, so I decided to write my first book (The Quick Guide to Classroom Management) as a no-holds-barred record/journal of the blunders I had made (and seen others make) during my then 10-years of teaching experience. My goal was to simply have a record for my own reference in book-form.

I was surprised, and happy, when that book hit the bestsellers’ list for classroom management (number 1 spot) on Amazon on no less than three occasions.

Conclusion

I hope I have provided you with a good overview of what The Rogers’ Pedagogical Planner is, and why I think it is a great tool for educators everywhere. If you do happen to purchase the book, then THANK YOU (and enjoy!).

Skip to the end for links to lesson-planning blog posts I have written

 

Lesson-planning blog posts (great advice for teachers):

The Importance of Planning

The Top 7 Strategies for Efficient Lesson Planning

My Top Three Tips for Teachers

Can Progress be ‘Engineered’ from the Start?

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Online Learning: A Risk-Assessment List for Teachers

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

Accompanying video:

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

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

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

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

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

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

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

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

The book covers:

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

100 Awesome Final Cover

Book description

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

About the Author

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

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

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

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

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

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

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

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

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“An AMAZING book!”

The conversation went quiet.

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

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

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Coursework Conundrum

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

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

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

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

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

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

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

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

Simply this:

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

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

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

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

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

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

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

Discussing homework

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

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

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

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

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

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Another happy customer!

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

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

This happened because:

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

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

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

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

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But how do we implement this philosophy?

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

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

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

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

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

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

TIPS RICHARD JAMES ROGERS

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Gender-Neutral Toilets in Schools: Some Research and Conclusions

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

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

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

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“An AMAZING book!”

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

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That blog post earned me some haters, with one transgender individual commenting on my Facebook posts with expletives, profanities and explicit prose. It didn’t go well for ‘them’, and that person was subsequently banned from the Teachers in Thailand Facebook group by the admin (and rightly so):

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Another happy customer!

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

The architectural approach

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

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

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Which areas would be on CCTV?

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

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

Public space is not a neutral space(?)

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

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

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

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

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

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

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

Potty Politics and the Ladies’ Sanitary Association

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

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

gender neautral toilet

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

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

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

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

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

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

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

My overall conclusions

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

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

 

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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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