Tag: teacher professionalism

The Importance of Vigilance in Teaching

Posted on by richardjamesrogers

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

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

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

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

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

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

What does ‘vigilance’ mean for teachers?

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

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

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

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

Vigilance Domain #1: Data

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

Things to notice and take action on include:

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

Vigilance Domain #2: Safeguarding

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

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

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

Vigilance Domain #3: Behaviour

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

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

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

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

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

Vigilance Domain #4: Professional Intelligence

Information related to your students….

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

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

Key takeaways

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

Back to Basics: Things to Think About When Setting Cover Work

Posted on by richardjamesrogers

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

Illustrated by Sutthiya Lertyongphati

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

Accompanying podcast episode:

A true story is mentioned in this blog post. Names, and, in some cases, genders, have been changed in order to protect anonymity. Any similarity to real people is purely coincidental.

The time has come for you to miss a day or two, or more, of school. Maybe you are suddenly sick (it happens to all of us), maybe you’re on long-term leave, maybe you have a training workshop to attend, or maybe you have another legitimate reason to take time off school.

What happens next could make or break your career at your school. That’s right – I did just say that. Poorly considered cover work, along with other factors, can result in dire consequences for you if you’re not careful. I’ve seen it happen all too often in my twenty years as a secondary school teacher, and I’m here to warn you, to educate you, and to empower you with the right information.

Take notes if you have to. I’ll be laying out the raw truths that nobody has probably ever told you before.

#1: You have no idea who’ll be entering your classroom whilst you’re away

Claire was a Chemistry teacher at a top international school who was suddenly off sick for two days. She set cover work, some of which included printed materials, and thought nothing more about it as she rested at home.

Unbeknownst to her, however, Darren, the school’s other (more experienced) Chemistry teacher, had been assigned to cover her Year 10 IGCSE Chemistry class. He was shocked at the materials that the students were given as cover work. The topics the students were covering should have been taught months ago, had the teacher been following the agreed scheme of work. After flicking through a few of the students’ notebooks and asking the students some questions about what they had learnt thus far, he came to the realisation that they were WAY BEHIND where they needed to be. At this rate, they wouldn’t finish even 60% of the material they needed to cover that year.

He brought his concerns to his Head of Science, who then initiated an observation and monitoring process when Claire returned to work. It was not the outcome she expected just for being sick for a few days. At the end of the academic year, it was decided that her contract with the school would not be renewed, and she was forced to find another job at another school. The concerns around her pace of delivery for exam-level classes were a major contributing factor in this decision.

Cover teachers are there to supervise the lessons you’ve provided materials for, but are your students where they need to be in the Scheme of Work? Are their notebooks marked? Is everything as it should be?

The key takeaways that this true story teaches us are brutal and shocking, but should act as a wake-up call for the complacent. You don’t know who will take over your classes, so make sure everything is in order at all times:

  1. Make sure your classroom is tidy and organised. Piles of unmarked work, for example, lying around your classroom may raise concerns.
  2. Make sure your students are where they need to be in the Scheme of Work. Questions may be asked if this has not been picked up beforehand.
  3. An untidy classroom doesn’t look good. An organised classroom shows that you are organised. Cover teachers who walk into your classroom should be impressed, not disgusted.
  4. Make sure maintenance issues have been dealt with. Faulty smart boards, wonky bookshelves, broken chairs – anything that’s not in order could raise suspicion. How long have you allowed things to be like this?
  5. Make sure books are marked. The cover teacher may see the students’ books. If they’ve not been marked in a long time, then don’t assume that this will be okay. That might become a concern that’s raised with SLT.

Of course, we should always be vigilant as teachers – not simply ready in case we have to be absent. Student work should be marked regularly, we should be keeping pace with the curriculum, and teaching standards must be high. This should be happening at all times, but hopefully the fact that you may have to set a sudden cover lesson highlights the importance of this even more.

#2: Communicate cover work to all stakeholders clearly

Who needs to know what your students are expected to do? That’s simple:

  • The students
  • The cover teachers
  • Your line manager/SLT

Communication to students should be pretty straightforward – use the systems that they already use. Moodle, Firefly, Google Classroom, ManageBac: whatever VLE is already in place should be used to add the cover work. If your school doesn’t use such systems, or if student access to these systems is an issue (e.g. if students don’t have IT devices), then set paper-based work (if you can) and place it in a visible place in your classroom. If you’re suddenly sick, then you may have to send this work to someone at school to print (e.g. your line manager, or the teachers covering the lessons).

As for the cover teacher, don’t assume that they have been told what to do by line managers or SLT. Contact them directly if you can. Most schools will send out a cover list at the start of the day. If you know who is covering your lessons, then email them directly with the cover work and lesson instructions before the lesson starts.

Communication is crucial when setting cover work. Double-check: Does everyone know what they need to know, and has the information been received?

It’s a good idea to let whoever oversees cover know what the cover work is, too. There can be last-minute changes to cover lists, and the person responsible for overseeing cover can help to communicate your instructions to the assigned cover teachers.

#3: Follow agreed procedures

It amazes me just how many teachers get sick for the first time in a certain academic year, then forget how to communicate their absence to relevant people. Check your school’s Staff Handbook, your contract, or anywhere else where cover instructions are published before you set cover work. The schools I’ve worked at over the years have had vastly different procedures. One school wanted staff to send an SMS to a certain person by a certain time in the morning (for short-term cover), another wanted an email to be sent. One school I worked at required a phone call to be made to a certain individual.

Do you know what your school requires you to do when cover work needs to be set? If you don’t follow agreed procedures, then in some schools that could result in a formal warning, or at least an entry in HR records, which will make your legal situation more tricky if you intend to pursue severance or other benefits when you leave that school.

Do you need to submit a medical certificate for illness, for example? What is the minimum threshold of days that you can be off sick before you need to submit medical evidence? Are there special conditions for Mondays and Fridays, or school events? Make sure you check all of this.

Sometimes, in extreme cases, agreed procedures can be unclear even to senior leadership, so make sure you’ve kept evidence of what you’ve been told to do. I was once sick at a school I worked at and communicated the information to the person whom I was instructed to inform. Apparently, that person didn’t pass on the information, and I was told that covering my lessons for that day became complete ‘chaos’. It wasn’t my fault – I did what I was told to do, and I had evidence that I followed the instructions that were passed on to me. When I was quizzed about things when I came back, I simply presented the instructions I had been given. Nobody could complain anymore: I had followed the agreed procedures. The issue wasn’t my communication – it was the lack of a coherent communication chain in that school to account for short-term cover at a senior level.

Always double-check, and keep evidence that procedures were followed (e.g. emails, screenshots of work posted on VLEs, etc.). You may need this evidence later.

What Viral Scandals Teach Us About Privacy, Professionalism and Teaching in the Digital Age

Posted on by richardjamesrogers

An article by Richard James Rogers, award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know and The Power of Praise: Empowering Students Through Positive Feedback

A recent viral video involving two senior professionals at a high-profile event has captured widespread attention online. The individuals, believed to be in leadership roles at a major company, were caught in an unexpected moment during a public broadcast. Within hours, the footage had been shared across multiple platforms, leading to intense speculation, reputational fallout, and at least one public resignation.

As a teacher and school leader, I found this story unsettling not only because of its scandalous nature, but also because of what it reveals about the world our students are growing up in and what it demands of us as educators.

Today’s post explores what we can learn from incidents like this, and how we can turn such viral moments into reflective lessons about online privacy, personal conduct, and our responsibilities as digital role models.

When Private Moments Go Public: The Reality of Visibility

Whether we are at a concert, a café, or the classroom, our actions are increasingly visible. Surveillance, smartphones, and social sharing have blurred the line between public and private life.

As educators, this means:

  • We must be vigilant about our conduct at all times, even off duty. A momentary lapse in judgment in a public space can quickly be misinterpreted, misrepresented, or magnified.
  • Professionalism matters, not just in what we say or teach, but in how we behave when we think no one is watching.
  • We model behaviour every day, and our students are watching, both directly and indirectly. We must model what discretion, integrity, and accountability look like.

Turning Scandals into Teachable Moments

We do not need to refer to any specific incident to raise important conversations in school. Here are some key points we can teach students based on real-life viral events:

  • Digital footprints are permanent: A short video can become part of a person’s lasting online identity, whether or not it tells the full story.
  • Context can be lost online: What appears scandalous may be misunderstood. Teaching students about media literacy and critical thinking is essential.
  • Online virality can affect anyone: Teachers, students, CEOs, or bystanders. Everyone must be prepared for the possibility that their actions could be made public.

Understanding Gen Z Reactions: The “Stare” and Social Signals

Another viral issue that has been circulating online recently is the so-called Gen Z stare: a blank, emotionless gaze that’s often given in response to a question or a prompt (e.g. “Good morning”) . This expression has sparked debates about disconnection and digital fatigue. Often misinterpreted as disengagement or rudeness, psychologists suggest it reflects emotional fatigue, social anxiety, and screen-conditioned detachment shaped by the pandemic and digital overstimulation (Abad‑Santos, 2025; Parents.com, 2025).

This behavioural response is especially relevant in a world where viral scandals can erupt from a single misstep. Gen Z, having grown up in the age of instant exposure and constant surveillance, may use this neutral expression as a defense mechanism: a way to stay invisible, nonreactive, and less likely to become the next meme or viral subject (Business Insider, 2025).

For teachers, understanding this is vital. The Gen Z stare may not be a sign of disinterest but a reflection of life in a hyper-visible world. Just as viral scandals show how a moment of expression can be captured, judged, and amplified without context, young people have adapted by limiting visible reactions altogether. It is a protective habit shaped by the same digital environment that punishes vulnerability and rewards detachment.

What does this mean for us as teachers?

  • We must interpret behaviour compassionately. What looks like disengagement could be masking anxiety, overstimulation, or social overload.
  • We need to talk about emotional expression. Gen Z may not display reactions the same way older generations do, but their feelings are just as complex.
  • We can connect the dots in the classroom. By connecting real events to classroom discussions, we can help students explore social perception, emotion, and ethical behaviour in the digital space.

Practical Classroom Applications

Focus AreaTeaching Strategy
Digital citizenshipUse anonymised real-world events to explore privacy, consent, and online responsibility.
Media literacyAnalyse viral videos and discuss how framing, editing, and commentary influence public perception.
Emotional intelligenceDiscuss the Gen Z stare and other behavioural trends to unpack nonverbal cues and empathy.
Personal accountabilityReflect on how our actions, even outside of school, can have unintended consequences.

Connecting to Broader Teaching Goals

In a previous post, The 7 Golden Rules of Communication for Online Meetings, I talked about the importance of presence, body language, and clarity. These themes come up again when we consider how others perceive us in a digitally saturated world.

Another post of mine, 5 Mistakes Teachers Are Making When Delivering Slide Presentations, reminds us that authenticity matters more than polish. This is true not just in the classroom but in our personal lives as well. Our credibility matters when we are addressing our students, or an audience, for that matter.

Final Thoughts

While scandals may dominate the headlines for a day or two, their lessons can linger much longer. As educators, we are in a unique position to:

  • Teach our students about digital resilience and responsibility
  • Set a consistent example of thoughtful conduct
  • Help young people interpret and learn from the world they see online

By turning viral moments into meaningful conversations, we not only protect ourselves: we empower our students to navigate their future with integrity and awareness.

Responding Thoughtfully When Students Ask About Controversial Topics: The Example of Bonnie Blue

Posted on by richardjamesrogers

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

When students unexpectedly bring up sensitive or controversial topics in class—such as questions about Bonnie Blue (a British adult content creator who recently became wildly infamous due to provocative activities and public notoriety), or other ignominious public figures, such as Andrew Tate—teachers may feel unprepared. How should we respond when children ask about such material?

Though we, as educators, would not actively introduce such subjects, it’s important to handle spontaneous student inquiries with care, professionalism, and purpose. What follows next are some strategies that everyday teachers can use to navigate these delicate moments.

1. Stay Calm and Neutral

Maintain a neutral stance and avoid expressing personal opinions. Calmly acknowledge the student’s question and remind the class of the need for respectful, considerate dialogue. Remaining calm sets a professional tone and models appropriate behavior for students (CRLT, n.d.)

2. Redirect the Conversation Appropriately

Gently steer the conversation back toward educational content. If a student asks about Bonnie Blue or a similar figure, briefly acknowledge their query without elaborating unnecessarily. You might say, “That’s a topic many people are discussing right now. Let’s focus on how we critically assess information we see online” (Harvard Graduate School of Education, 2022).

3. Emphasize Media Literacy and Critical Thinking

Use the opportunity to reinforce skills in media literacy and critical thinking. Rather than discussing Bonnie Blue or other notorious personalities specifically, guide students to analyze why certain figures gain media attention and how sensationalism affects public perception. This approach transforms the conversation into a meaningful lesson (Teen Vogue, 2021).

4. Provide General, Balanced Context

If students persist in questions, offer balanced and minimal factual context without explicit details. Briefly mention that certain individuals become well-known due to controversial behaviors or statements, and then emphasize the importance of understanding sources, biases, and responsible online behavior (The Choices Program, n.d.).

5. Protect Classroom Boundaries

Reaffirm classroom boundaries by reminding students about appropriate topics for school discussion. Clarify that while curiosity is natural, certain topics—especially those involving mature content—should be addressed with parents or caregivers outside of the school environment (Yale Poorvu Center for Teaching and Learning, n.d.).

6. Reflect Privately if Necessary

Consider following up privately with students who show persistent interest. A private conversation can clarify misunderstandings, address potential concerns, and allow teachers to provide guidance within an appropriate and supportive framework (Harvard Graduate School of Education, 2022).

Closing thoughts

By thoughtfully and tactfully handling unexpected student questions about controversial topics like Bonnie Blue, teachers can maintain a respectful classroom atmosphere and foster important life skills in media literacy and critical thinking.


References

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

Posted on by richardjamesrogers

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

Accompanying podcast episode:

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

1. SLT Isn’t as Powerful as It Seems

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

2. Deadlines Matter More Than You Think

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

3. Gossiping Teachers Are Known

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

4. Complainers Are Noticed

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

5. SLT Work Extensively—Even During Holidays

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

6. Awkward Conversations Are Necessary

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

7. SLT Is Built on Trust

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

8. SLT Members Communicate With Each Other

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

9. Hard Work and Dedication Stand Out

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

10. SLT Looks at Patterns to Make Decisions

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

Final Thoughts

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

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

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