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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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.

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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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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:

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

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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:

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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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What is ‘Meaningful Praise’?

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

I’ve been an advocate for the use of praise as a student empowerment tool for a very long time. After drafting the The Four Rules of Praise back in 2018, I wrote my second book, The Power of Praise: Empowering Students Through Positive Feedback, with the aim being to provide the teaching profession with a concise, practical manual on how to create long-lasting student-drive and motivation through meaningful praise. 

As a reminder, and for those who are new to my work, The Four Rules of Praise are as follows:

  • Praise must be sincere.
  • Praise must be specific.
  • Praise must be recorded and remembered by the teacher.
  • Praise must be reinforced at significant points in the future.

…….and, as an optional (but powerful) extra:

  • Praise must be collective in order to be effective (ask colleagues and parents to reinforce the praise you’ve given to a student).

The Four Rules can be remembered using the acronym S.S.R.R. – Sincere, Specific, Remembered and Reinforced. 

To conclude today’s blog post, I’ve made a YouTube video that summarizes my thoughts on what meaningful praise means. In essence, I make the point that all of our praise must connect with our students on a deep, emotional level

You can watch today’s video here:

 

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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. 

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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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The Disconnect: How Over-Rewarding Fails Students

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

Illustrated by Sutthiya Lertyongphati

Reading time: 3 minutes

A dangerous culture has quietly found its way into a large number of American and British schools in the past decade. Like a wolf in sheep’s clothing that seems pretty on the surface but harbors malice within; over-rewarding continues to take hold like a malignancy to this day. 

Betty Berdan was an American high-school junior at the time of writing this excellent opinion piece in the New York Times. She eloquently summarizes her thoughts on over-rewarding as follows:

Like many other kids my age, I grew up receiving trophy after trophy, medal after medal, ribbon after ribbon for every sports season, science fair and spelling bee I participated in. Today the dozens of trophies, ribbons and medals sit in a corner of my room, collecting dust. They do not mean much to me because I know that identical awards sit in other children’s rooms all over town and probably in millions of other homes across the country.

Rewarding kids with trophies, medals and certificates for absolutely everything they do, including participation in a sports event, seems harmless at first glance: what’s wrong with encouraging kids to take part, right? 

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My thoughts on this are simple: the real-world doesn’t reward mediocrity, and if school’s are designed to prepare kids for the real world, then they shouldn’t be rewarding mediocrity either. 

Your boss doesn’t give you a pay-raise or certificate for turning up to a meeting: it’s a basic expectation. You don’t get instant recognition and brand awareness for starting an online business: you have to slog your guts out and make it happen.

The world is cruel, but it’s especially cruel to high-school graduates who’ve been babied right the way through their schooling and come out the other side believing that they’re entitled to everything: that they’ll receive recognition for doing the bare-minimum. 

Some teachers may feel that rewarding everyone, but keeping ‘special rewards for winners’ is a good way to go. But what benefits can be extrapolated from removing first, second and third place prizes at a sporting event, or even removing winner’s trophies completely?

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According to Alfie Kohn, author of Punished by Rewards: 

A key takeaway here is that awards aren’t bad just because the losers are disappointed; everyone (including the winners) ultimately lose when schooling is turned into a scramble to defeat one’s peers

Really, Alfie? So awards are bad because losers and winners feel bitter? I think school culture has got a lot do with that. In school’s where students are encouraged to celebrate each other’s achievements, and aspire to do their best, overall achievement and attainment increases.  A massive study by the University of East Tennessee, for example, found that classroom celebrations of achievement enhanced:

  • Group solidarity
  • Sense of belonging
  • Teacher’s ability to find joy and meaning in teaching

I don’t see much about bitterness there, Alfie. 

Here’s another one I pulled-up: A meta-analysis of 96 different studies conducted by researchers at the University of Alberta found that (look at the last sentence especially):

…….reward does not decrease intrinsic motivation. When interaction effects are examined, findings show that verbal praise produces an increase in intrinsic motivation. The only negative effect appears when expected tangible rewards are given to individuals simply for doing a task.

This confirms what teachers have known for years (at least those with brains in their heads): that awards have no value when they are given to everyone, but have lots of value when they have to be earned. This coincides with the Four Rules of Praise that I wrote about in 2018 (supporting video below). 

Conclusion

Teaching profession, some words of wisdom: Awards and rewards only work to improve motivation, attainment and achievement when the students have had to earn them. Foster a school culture of collective celebration when students achieve success (such as using awards assemblies), and articulate the skills and qualities needed to achieve success to those students who sit and watch the winners, hopefully with smiles on their face and pride in knowing that one of their own made it happen, and they can too. 

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The Power of Praise: My Second Book

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

Illustrated by Sutthiya Lertyongphati

I’m very happy to announce that my second-book, which has (to my shame) been in the pipeline for many years, has finally been published on the Amazon Kindle store. The paperback will be released in mid-September. If you click on the image below, it’ll take you directly to the Amazon sales page. 

The Power of Praise

My new book is split into three sections:

  • The philosophy of praise (why praise is important and what its effects can be)
  • The mechanics of praise (how to actually implement the various tactics available)
  • Ways to accentuate the efficiency of praise (how to ensure that praise and feedback only takes up the time and effort that it needs to)

From the outset I make the point that praise in the form of marking provides acknowledgement for work completed. This is essential, as every student needs to know that their time and effort has been noticed, is being monitored and has been recognized.

The implication of this statement is that quick turn-around of work is necessary so that students understand the reasons behind their feedback, gain empowerment maximally and receive positive reinforcement of the skills, knowledge and concepts that they are currently learning in class.

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Teachers (me included) can find it a challenge to provide high-quality feedback in a timely manner, however. This is where praise mechanics and efficiency come into play. 

There are a number of techniques that teachers can employ to save time whilst providing excellent feedback. In this new book, you’ll find sections on:

  • Peer-assessment
  • Self-assessment
  • The effective deployment of verbal feedback 
  • Automated assessment – the use of software to test our students 
  • Live marking
  • Many others

You can purchase my book here if you’d like a good, deep exploration of of a variety of praise-based techniques. As a little teaser for you, however, I’d like to share a particularly powerful technique with you.

‘Diffusive’ and ‘Absorptive’ live – marking

Diffusive live-marking is when the teacher walks around the classroom when the kids are working on a a task, pen-in-hand, and marks student work in real-time (i.e. ‘diffusing’ through the students).

Absorptive live-marking is when the teacher sits at a designated point in the classroom and calls the students to his or her desk. one-at-a-time, and marks work in real-time (i.e. figuratively ‘absorbing’ the students).

Coupled with verbal feedback, both techniques can be incredibly powerful. If you train the students to write “Mr Rogers said that………….(insert feedback here)” in a different color on their work, then you allow the students to process your feedback on a very deep-level, and this builds long-term memory. Obviously, use your name instead of mine!

Eventually, students will remember key mistakes that are repeating in their work and they will act to rectify those (they won’t like writing the same things over and over again). 

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