By Richard James Rogers (Author of The Quick Guide to Classroom Management)
An article by Richard James Rogers (Author of The Quick Guide to Classroom Management)
Originally published July 19th 2020. Updated July 23rd and July 26th 2020.
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Skip to the end of this article to see links to external news sources and blogs on this topic (updated 26th July)
IMPORTANT DOCUMENT: IBSCA Letter to Universities (This is a letter that could be used to support an IB student’s application to university or college. It is from Richard Markham: CEO of the IB Schools and Colleges Association and spells out clearly the nature of the inconsistencies in this year’s IB grades.). This letter was e- mailed to every UK university on 20th July 2020 by IBSCA.
It’s the story of the decade that’s had students, parents and schools up-in-arms – and it’s at danger of fading away if we don’t keep shedding light on it.
So, what exactly happened?
Paula Wilcock, IB’s Chief Assessment Officer, answered that question in a blog post published immediately after the IB Results were released. After telling students to “focus on your two-year IB journey” and not worry about their grades too much, Paula finally describes how this year’s students were assessed:
In order to award a diploma or course certificate, following the cancellation of all external written components of our examinations for the May 2020 session, we asked students to complete their internal assessment (IA) coursework as usual, which were submitted to us by IB World Schools.
Following the submission of IAs, we used historical assessment data to ensure that we followed a rigorous process of due diligence in what was, and still is, truly an unprecedented situation. We undertook significant data analysis from previous examination sessions, individual schools and subject data.
International Baccalaureate (IB) students who were due to sit terminal examinations in April and May of this year were denied the chance to sit their exams due to the COVID19 pandemic. Instead, schools had to submit each student’s coursework (known as Internal Assessments or ‘IAs’), submit a predicted grade and, crucially, submit historical assessment data.
Just to add a bit of context – the IB Diploma is an important pre-university qualification, and is a non-traditional (and popular) alternative to ‘A’-Levels that is widely respected the world-over.
The IB’s request for historical assessment data has probably been the issue that has caused the most contention in the wake of this story. Upon first glance, outsiders like parents and students may have thought that this meant that assessment data for each student over the course of the two years of their studies was submitted for analysis. However, what the IB actually asked for was the past five years of each school’s predicted grades and actual grades, in order to determine how accurate each school is at making predictions.
I personally think that this was an illogical step to take. Here’s why:
On top of all this, it doesn’t even seem as though the IB used a fair and consistent algorithm when assigning grades:
To boil it all down to one sentence: The IB seem to have assessed this year’s students inconsistently. In fact, the inconsistencies as so massive, that the UK’s exam watchdog, Ofqual, has started an investigation into the IB’s assessment methods for this year’s cohort and has asked for the assessement algorithm to be disclosed.
In a massive show of defiance and anger, over 20,000 IB students have signed a petition calling for ‘justice’. If one wants to get an idea of how deeply this resentment runs, then go to the IB’s Instagram page and look at the comments under the ‘Congratulations Class of 2020’ photo – scores of students telling their personal stories, and describing how they feel that their trust in the IB Organization was misplaced.
Update (26th July 2020)
The playlist below is well-worth a watch. In a short series of interviews, a selection of IB students from around the world describe how they have been affected (emotionally, financially and mentally) by this year’s grading system (Courtesy of The International Student Podcast YouTube channel).
Update (23rd July 2020)
There have been a number of interesting developments this week (but more still needs to be done to bring more attention this story):
References and further reading
[IB Blog] – Advice from IB’s Paula Wilcock: Focus on your two-year IB journey [6th July 2020] : https://blogs.ibo.org/blog/2020/07/06/advice-from-ibs-paula-wilcock-focus-on-your-two-year-ib-journey/
[Times Educational Supplement] – Exclusive: IB grading being investigated by watchdog [9th July 2020] : https://www.tes.com/news/exclusive-coronavirus-ib-grading-being-investigated-watchdog
[Telegraph] – Ofqual steps in as thousands of students miss out on expected IB Diploma grades [12th July 2020]: https://www.telegraph.co.uk/news/2020/07/12/ofqual-steps-thousands-students-miss-expected-ib-diploma-grades/
[Beijing Kids Blog] – Lower Than Predicted IB 2020 Results Spark Outrage [18th July 2020]: https://www.beijing-kids.com/blog/2020/07/18/ib-2020-results-sparks-outrage/
[South China Morning Post] – Hong Kong schools seek review of students’ poorer-than-expected results as International Baccalaureate grading sparks dismay, global petition: https://www.scmp.com/news/hong-kong/education/article/3094692/hong-kong-schools-seek-review-students-poorer-expected [26th July 2020]
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.
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.
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.
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!
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:
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.
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:
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
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.
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.
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.
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)
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).
‘The List’: What do we need to be aware of?
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
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
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
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.
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.
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.
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):
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.
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):
My conclusion: I have a number of issues with the architectural approach proposed by Sanders and Stryker:
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”
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:
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
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.
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 firstname.lastname@example.org
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?
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?
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:
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).
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.
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
There are few issues that come up in education that literally enrage me. This issue, however, has done exactly that.
Browsing through my twitter feeds last week I came across this:
Hats off to the girls at a Sussex secondary school who are refusing to comply with new rules requiring them to wear ‘gender neutral’ uniforms. The gates were closed on them because – shock, horror – they want to continue wearing skirts! All power to them! pic.twitter.com/wwikWo6l53
— Paul Embery (@PaulEmbery) September 6, 2019
Paul’s original tweet contained video footage showing schoolgirls being refused entry into their school because – shocking as it sounds – they wanted to wear skirts! The police were even there enforcing this idiocy.
The lunatics are well-and-truly running the asylum in the UK.
Sussex Police made this statement via Twitter:
Hi Richard. We have explained ourselves, but it’s not been reported by some media. We weren’t called to the school, we were aware in advance and attended to facilitate peaceful and safe protest. We had no part in the decision process of who was or was not admitted to the school.
— Sussex Police (@sussex_police) September 16, 2019
I’m not surprised that the original video was taken down. It caused an uproar on social media. David Icke, for example, describes his view on this event perfectly with this meme:
The Daily Mail, a British mainstream newspaper, ran an article about this in which they stated:
Police and teachers have been criticised for locking school gates to schoolchildren who protested a new ‘gender neutral’ uniform policy this morning, leaving pupils to wander the streets of a Sussex town.
Angry pupils and parents protested outside the gates of Priory School in Lewes over the clothing policy for the new school year.
But teachers and Sussex Police officers locked the gates on pupils and refused admittance to girls in skirts – and according to one eyewitness officers were actually involved in selecting which students could enter and which would be barred.
He said: ‘It was like they were bouncers – they waved some through and stopped others.’
Police acting like ‘bouncers’ to stop skirt-wearing girls entering school? This certainly contradicts the official explanation given by Sussex Police.
This story also makes a few points perfectly clear:
Good Morning Britain even picked up the story, and ran a short scoop on September 9th. You can watch some of the students and parents tell their side of the story here:
The school’s official response
The Priory School sent this official press statement to me via e-mail:
Priory School uniform is designed to be a practical uniform which encourages students to be ready to focus on their school work and activities. Our uniform also helps us to dilute the status placed on expensive clothes or labels and challenge the belief that we are defined by what we wear. Instead, we encourage individual beliefs, ideas, passions and wellbeing and an ethos of camaraderie that is reflected in this shared experience.
We believe that a uniform worn without modification is the best way to ensure equality. We do not want children feeling vulnerable and stressed by the pressure they feel to wear or own the latest trend or status symbol.
Priory school is not unusual in having a trousers as the uniform item for all students. There are at least 40 other schools which have a similar uniform requirement. Our core purpose remains the quality of teaching and learning and we aim to achieve this by maximising the time spent on planning, delivering and evaluating the quality of provision.
At what point do we say ENOUGH IS ENOUGH?
It’s about time that teachers everywhere rose up and spoke out, and took action, against malevolent individuals and organisations that wish to enforce their agenda on our students and our children. My concern is this – what’s next? Gender neutral uniforms for teachers? Imprisonment for criticizing the policy of a school or local authority (such as me writing this blog post, for example)? Compulsory lessons for kids on how they should ‘question their gender constantly’ and how they might not ‘really be a boy or a girl’? (That last one is already happening in some schools, by the way).
No more. I’m not tolerating this lunacy anymore.
A call to action
I would like to encourage my readers everywhere, please, to share this article with others in order to spread awareness of what is happening in some UK schools. Comment on this article and let’s get the discussion going. When people take action in large numbers to spread awareness then real change can happen.