A ‘Gender Neutral’ School Uniform – Mainstream Lunacy

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 enrage me to the point of no-return. This issue, however, has done exactly that.

Browsing through my twitter feeds last week I came across this:

 

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. 

I’m not surprised that the video was taken down. It caused an uproar on social media, and the globalist deep-state didn’t like that. David Icke, for example, describes his view on this event perfectly with this meme:

David Icke Sussex School Gender Neutral

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 – how far into the twilight zone has the UK tumbled? What utter lunacy. It makes my blood boil, to be perfectly honest. This story also makes a few points perfectly clear:

  • The school is more concerned about pushing its leftist, pansy, wimpy and idiotic agenda than ensuring that proper teaching and learning takes place
  • Safeguarding is clearly not a priority at Priory School – they’d rather let teenagers roam the streets than let them enter school (for no good reason, I may add)

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:

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 agenda of the globalists (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 trash anymore. 

sitting on the carpet

A call to action

I’ve checked the Priory School’s website today (14th September) and, so far, they’ve not released a news article, press release or update on their current stance about their uniform policy. 

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. 

 

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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.

jenga

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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Curriculum Clarity: Making Things Clear for 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

Accompanying video:

Preparing resources for students can be a really massive job: especially when you have the responsibility of getting kids ready for external exams. 

They’ll need:

  • Presentations (usually a series of PowerPoints)
  • Worksheets
  • Homework
  • Exam-style questions
  • Practical activities (for Science, D.T. and other practical subjects)
  • Learning activities along the way to make things ‘fun’ and ‘engaging’

mess around in class

In the olden days I used to source a ton of stuff from the web and make some stuff from scratch. The problems this caused were as follows:

  • An inconsistent teaching method/approach for each topic 
  • Inconsistent format and detail of resources (some PPTs were excellent. others only skimmed the surface of the topic)
  • Inconsistent direction and focus of the class (i.e. the ‘road ahead’)

Kids need to be very clear about what they need to learn for their exams, and in what order/topic sequence. So please sit back and relax as I share my consistency-generating tips for exam-level students. 

The Power of Praise
Richard’s new Kindle book. Only $3.99

Share the syllabus with the students on day one 

This will really help to make the ‘road ahead’ clear. Some teachers like to make a ‘kid friendly’ version of the syllabus – using language that is more easily understandable. In my experience, however, I find that this isn’t generally necessary – syllabuses tend to be clear enough. 

In addition to sharing the syllabus, map out the sequence of topics you will teach for the year ahead and share this with your students too. Some more able and hard-working kids will definitely read ahead, and it’ll help prepare your students for end-of-unit tests too. 

snacking

Keep the format and detail of all PPTs the same

I realized the importance of this when I was lucky enough to find Merinda Sautel’s amazing IB Chemistry PPTs on the internet. 

Check them out if you want to really understand the importance of this aspect of Curriculum Clarity – her PPTs follow the same format and layout for each topic and are all detailed enough so that a complete course is created. 

IB Chemistry is split into distinct topics that follow the Course Guide – there’s a PPT at Mindy Sautel’s site for topics 2.1, 2.2, 3.1, 3.2, etc. Everything is sequenced and clear.

Keep homework and questions consistent and linked to the syllabus 

Maybe your syllabus is split into topics A,B,C and D with subtopics for each section. Do you have exam-style questions for topics A1, A2, A3, etc?

Organizing your questions by topic in this way will really build-up the subject knowledge that your students need to pass the final exam.

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A Back-to-School Checklist for Teachers

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

Accompanying video:

Getting back into the swing of things can be a challenge: especially after a long summer vacation. Our body clocks are normally out of sync and we’ve probably been taking life a bit easy for a while (and rightly so).

The new academic year pounces on us like a monkey from a tree. 

In order to be prepared for the craziness ahead I’ve devised a list of ten things to do prior to the first day back at school. Follow these magic tips and you’ll be energized, prepared and ahead of the game. 

Tip #1: Create a regular sleeping pattern

Get up at your normal ‘work day’ time each day for at least a week before school starts. This will calibrate your body clock so that it’s easier to get up when school begins.

It’ll be hard at first – if you’re like me then you’ll be exhausted at 6am. Just try it – force yourself to get used to getting up early. 

be enthusiastic

Tip #2: Set up a morning ritual 

Come up with a sequence of events that will inspire, empower and energize you each morning. For me, my morning routine looks like this:

  1. Get up at 4.30am
  2. Go to the gym (it opens at 5am)
  3. Work out at the gym
  4. Shower at the gym
  5. Have coffee and breakfast at the gym lounge
  6. Read over e-mails and lesson plans for the day ahead
  7. Leave the gym and be at school by 7am

Getting the hardest things done in the morning (e.g. exercising) is a very empowering way to start the day. This ritual of mine also serves to give me energy – I’m not rushing to school and I’m fully breakfasted, coffee’d-up and mentally prepared before the school day even starts!

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“An AMAZING Book!”

Tip #3: Read ahead

Whether you’re teaching the same subjects again this year, or if you’re teaching something totally new – it always helps to read ahead. 

Go over the textbook material, watch out for subtle syllabus changes and make sure you read over the material you’ll actually give to the kids (PPTs, worksheets, etc.).

woman-reading

Tip #4: Prepare ahead

Linked to reading ahead but involves the logistics of lesson delivery – make sure your resources are prepared.

Don’t forget – every teacher will be scrambling for the photocopier on the first day back. Prepare your paper resources in advance, or plan to do photocopying at ‘off-peak’ times (e.g. late after school one day).

Tip #5: Set personal targets

Is there anything that you could have done better last year?

If you’re a new teacher, then what are some life-challenges that have held you back in the past? Procrastination? Lack of organization?

We all have things that we could do better. Think about what those things are for you and write down a set of personal targets in your teacher’s planner. Read them every day.

One of my targets, for example, is not to set too much homework but to instead select homework that achieves my aims most efficiently. 

The Power of Praise
Available for Pre-Order on Kindle now. ONLY $3.99

Tip #6: Get to know your new students 

Spend time talking with your new students and take an interest in their hobbies, skills and attributes.

Look at previous school reports if possible and find out if any of your new students have any weaknesses in any subject or behavioral areas. Talk with members of staff at your school about ways to accommodate and target such needs if necessary.

I’ve written a separate blog post about getting to know your new students here (highly recommended).

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Tip #7: Contact key colleagues

You may be working very closely with certain individuals this year. Perhaps there’s a school event coming up after Christmas that will involve collaboration with a colleague.

Maybe you’re running an after-school club that requires assistance from another person. 

Find out who these ‘key colleagues’ are, and start reaching out to them early. Professional relationships between colleagues are built on trust and, crucially, time. 

Tip #8: Get your planning documents ready

These documents may include:

  • Schemes of Work
  • Curriculum Maps
  • Unit plans
  • Individual lesson plans in your teacher’s planner (the absolute minimum)

Here’s a video I made about efficient lesson planning which you may find helpful:

Tip #9: Prepare your marking schedule

Look at your new timetable, when you get it, and figure out:

  • When you’ll set homework and when you’ll collect it in (you may need to refer to your school’s homework timetable too)
  • When you’ll mark notebooks

Look at your free periods, after-school time and times when you’re not in-contact with the kids. Try to maximize on this time by getting a regular marking schedule in place. 

You may also want to think about:

Don’t forget – your weekends belong to you. Don’t use those for marking (I recommend) – life is too precious. 

Giving feedback

Tip #10 – Get your clothing sorted

Don’t under-estimate the importance of this. We don’t need to break the bank and splurge on a new wardrobe every year, but we do need to:

  • Make sure we look presentable
  • Make sure our clothes are in good condition

Think about:

  • Making repairs to old clothes (three of my suit jackets needed buttons replacing this summer, for example)
  • Shoes – I like to have a few pairs so that they last longer. When I’ve worn the same pair of shoes every day for a year they’ve tended to wear out quickly.
  • Socks – they get holes in them and the elastic can fail
  • Dry cleaning – some of my ties and suits really needed a good dry-clean this summerIMG_5938richard-rogers-online

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Can Progress be ‘Engineered’ from the Start?

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

Illustrated by Sutthiya Lertyongphati

Video accompanying this article:

The events in this article are based on actual occurrences. The names and, in some instances, the genders of individuals have been changed to protect the individuals’ privacy.

He walked into my room not really knowing what to expect. It was half-way through lunchtime and I had asked him to meet with me to discuss his grades in Chemistry. 

David was an infamous Year 10 (15-year-old) student at our school. He had somewhat of an undisputed reputation for being ‘lazy’: not really caring about his studies, being untidy in his classwork and generally under-performing in tests and assessments.

a guy sitting

I wanted to talk with David because I’d noticed a decrease in his grades on two end-of-unit assessments. He’d taken a cognitive test at the beginning of the academic year to determine his predicted grade: a C. However, on his first assessment he achieved a grade D, and on his second he dropped down to a grade E. 

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“An AMAZING Book!”

At this stage most teachers would have simply recorded the grades, reported to parents (e.g. in the school’s scheduled reporting cycle or at a parent-consultation afternoon), and just left it at that. After all, David was under-performing across the board; so there wasn’t really any pressure for me to ‘fix’ things, right? Almost all of his other teachers were reporting the same kinds of problems. If they were having trouble with him, then it was normal for me to experience those same problems. 

Giving feedback

I had an issue with seeing the situation this way, however. It bugged me that my default mindset was to ‘give up’ on David because this was ‘who he is’. I just didn’t like it. I tried to fix things. 

“Hi David. Thank you for coming. This is just going to be a quick chat because I don’t want to take up too much of your time. Tell me: why do you think I’ve asked to see you today?”

“Err, because I’m doing badly in Chemistry.”

“I wouldn’t quite put it that way, but I do want to talk with you about your grades, yes.”

“Okay”

“Do you remember what grade you got on your first test this year?”

“Yeah, a grade D I think.”

“That’s right, and a grade E on your latest test. Now, tell me: do you think these grades really reflect the best you can can get?”

“No, sir”

“That’s correct, David. The answer is ‘no’. I know that you can do much, much better than this. I have seen your strengths in Chemistry, especially during that titration experiment we did. Do you remember that?”

“Yes”

“You got some great results in that didn’t you?”

“Yes, sir”

“So. I’ve seen how good you can be. I also know about your cool project in D.T.  – Mr Reynolds told me about it.”

“Oh, really?”

“Yes, and I went to see it too. It’s a fine piece of work, David.”

“Thank you”

“So, how can we solve this, David. What do we need to do to get you a better grade in Chemistry?”

“I need to study harder.”

“Yes, David. Study more frequently for these tests. What resources can you use to help you?”

“My book, the notes on Google Classroom. my textbook.”

“Yes, David, and you know that you can always come and see me for help, don’t you?”

“Yes, sir”

“Good man. You must get a grade C on your next test in 4 weeks time. That’s your target, okay?”

“Okay”

“I believe in you, David. I know you can do this!”

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I shake David’s hand as though we’d concluded a business negotiation. Wheels have been set in motion. 

This conversation empowers David in a number of ways:

  • I draw upon his genuine success in D.T. and his good work in the Chemistry experiment. This kind of knowledge is called ‘Professional Intelligence‘ and is crucial for engaging our students on a deep, emotional level (which is where the real change needs to take place).
  • I give David a specific target to achieve. This focuses his mind on where to go next. I’ll have to reinforce this target over the next four weeks, as his next test approaches. 
  • I tell David that I believe in him and, because I do actually believe in him, my tone of voice conveys that I’m telling the truth and not just making it up.
  • David is prompted to state the resources he can use to help his revision. This makes our conversation more memorable for him, and I assure him that he can always come and see me for help – this final part portrays me as an approachable, helpful person who’s not angry with David –  just concerned about him. 

studying with com

Of course, this conversation is not where my influence ends. We have a whole four weeks until David’s next test, so it’s important for me to reinforce my message and my belief in him as the four weeks proceed:

  • Almost every time we have a Chemistry class together, I walk over to David’s desk and utter a few quiet words to him: “How’s the revision for the next test going?”, “Don’t forget to come and see me if you need help with your revision”, “I’ve uploaded some great resources onto Google Classroom that you can use for your revision”, etc.
  • When I see him around school (e.g. if I’m on duty or walking around the corridors, or at the canteen), I take the time to have quick chats with him. I ask him how he’s doing. I pass on any good news I’ve heard from other teachers (one of the Four Rules of Praise). 
  • I constantly remind David that he’s going to get a good score in this next test. I remind him of his grade C target. I remind him that I believe in him.
  • I look especially hard for positives to praise in our lessons. The smallest piece of progress in homework or classwork; anything that’s good. I want him to feel empowered. 

This process: of paying close attention to a student and reinforcing our belief in them and their targets for the future, is aptly named ‘Subtle Reinforcement‘: we subtly reinforce the student’s sense of self-worth and purpose.

The test day comes and David scores 68% – a grade C (and two marks away from a B).

This is not a fairly-tale. It’s a real story, and I’ve had many experiences like this during my teaching career. These experiences have led me to come to a significant conclusion: that teachers can effectively engineer the progress they want to see in their students. 

be enthusiastic

This means that we actually have tremendous power over how our students fare at school. It’s a shame that few realise this power. 

T.I.P.S. : A four-step method to engineer progress 

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

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

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

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

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

TIPS RICHARD JAMES ROGERS

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Dealing With Stress as a Teacher

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

Illustrated by Sutthiya Lertyongphati

Teaching is definitely a stressful job. In fact, a February 2019 study by England’s National Foundation for Education Research found that 20% of teachers feel tense about their job most or all of the time, compared with 13% of those working in similar professions. Additionally, as if that wasn’t startling enough, a recent Organisation for Economic Cooperation and Development (OECD) survey found that teachers in England have one of the highest workloads in the world. 

The statistics themselves are worrying enough – that’s one-in-five teachers in England carrying a burden of worry and stress on a regular basis.

As a teacher myself, I have certainly had my fair share of work-related stress over the past 14 years. Some of the problems I encountered were the result of self-sabotage and inexperience, and some were beyond my control.

Whatever the causes of your stress are, there are effective ways to deal with them and I’d like to share what I’ve found to be the best ways to do just that.

Stress Tip #1 – When your lessons are not going well

This is often a result of poor or rushed lesson-planning and is normally avoidable. I have fallen into this trap many times in my career – using my ‘free periods’ to write rough lesson plans or spending a few minutes before a lesson to think about what I’ll actually do.

chatting in class

Sometimes this works. Sometimes it causes problems.

Take the time to spend a whole morning or afternoon each week to plan a week’s worth of lessons (I use my Sunday mornings for it). Get a good teacher’s planner and think about:

  • The starter activities you will use (read this blog post about starter activities). Make sure you plan for your lessons to begin promptly (this blog post about a prompt start will help).
  • Where the kids will sit at different points during the lesson. Will they need their books at all times? Do you need a seating plan so that ‘problem’ students are not sat next to each other?
  • Breaking up the lesson into ‘chunks’ – variety is key if you want your lessons to be engaging and ‘fun’. Read my blog post about learning games you can use here.
  • Syllabus content you will cover – with some classes you’ll have a lot of content to get through in a short space of time. Get your PowerPoints, presentations, quizzes, and other resources ready well in-advance of these kinds of lessons. You might also want to read my blog post about keeping up with your teaching schedule here.

 

Stress Tip #2 – When you have too much marking to do

Marking tends to come in ‘waves’ in teaching: There are times of the academic year when you’ve just got normal, regular homework and classwork to mark; and there are times when high-intensity marking hits us like a bolt of lightning. For example:

  • When a ‘work scrutiny’ comes up and a line-manager wants to see your class notebooks
  • When you have a load of end-of-unit tests or exam papers to mark
  • When parents’ evenings/parents’ consultations come up and you need to mark a lot of work so that you have some good points to discuss in the meetings

work overload

Marking can be a big-problem for teachers, but again: it’s easily avoidable when a little bit of time is spent planning in-advance:

  • In your weekly planning, think of peer and self-assessment techniques you can use to quickly deal with homework and classwork. Read my blog post on peer and self-assessment here.
  • Use the technique of ‘Live Marking’ to keep those notebooks up-to-date. Live-marking is basically when you either call the students to your desk one-at-a-time and mark their work in front of them, or you walk around the classroom with a pen in-hand and mark student notebooks in ‘real time’. Read my blog post about ‘Live-marking’ here.
  • Take a deep breath and plan your time – if you find yourself with a tonne of exam papers to mark within 48 hours (I’ve been there), then the first thing you must do is sit somewhere quiet and plan your time for an hour. Think about your targets – which papers need to be marked by when? Should some papers be marked before others? Is it possible, or appropriate, to use peer/self-assessment for some exam papers?
  • Try using stamps and stickers – they’ll save you some writing time
  • Make sure you’ve got a set of model answers ready for your kids – this will save you writing out the correct answers for the kids by hand in their books (never do that, by the way).

Marking work

Stress Tip #3: When you’re in trouble with your boss over something

One of the main causes of stress for teachers, I believe, is that we are held to a far-higher professional standard than those in most other professions. As ‘role-models’, we have to be extra careful about:

being-told-off

We do need to be mindful of these things on a daily basis, but even then we may make mistakes. If you are called to a meeting with your boss over something, then don’t panic! Take a deep breath and think about your side of the story and the facts of the matter at hand.

In your discussion, focus on:

  • Solutions to what’s happened (‘How can we solve this?’ should be your mentality).
  • If you’ve done something wrong, then admit it. Covering something up will only cause more problems later on.
  • If you feel that you’ve been unfairly treated then speak with a union representative or a lawyer before making any big decisions (e.g. choosing to resign).

I know that this is not a nice subject to talk about, but unfortunately it’s one that does come up. Protect yourself and your reputation, do your best everyday and just let life roll – some things are just beyond our control.

always learn

Another thing, by the way, is that absolutely everyone makes mistakes. I know that’s cliched, but it is true. Keep a written record of the mistakes you’ve made in life somewhere, and read over it on a weekly basis at least. When people tell us to ‘learn from our mistakes’, they can sometimes miss the fact that in order to learn from mistakes we have to remember those mistakes. Keeping a record and consistently reading over it is a good way to do this.

Stress tip #4: When student behavior is poor

It takes time and experience to build up our skills as good ‘behavior managers’.

Things to bear in mind are:

  • ‘Boring’ lessons can cause some kids to play up. Try to introduce a variety of activities into your lessons if possible, and be vigilant in watching your students carefully during practical activities, computer-based work and group work.
  • Praise, when used effectively and with sincerity, can be one of the most powerful behavior management tools out there. Read my blog post about The Four Rules of Praise here, and take the time to watch my video below:

  • Good behavior management can only really be achieved with a long-term strategy: effective lesson planning, good use of praise, fair and consistent use of sanctions if necessary and good use of ‘professional intelligence’ to reinforce our students’ sense of self-worth and character. Read my blog post on Subtle Reinforcement here.

Q & A

There are many facets to being a good behavior manager, but it basically all comes down to the relationship, or ‘rapport’, that you build with your students. Please read my blog posts on building rapport and behavior management.

Stress tip #5: When a colleague doesn’t like you (or is causing problems)

When you begin to have a positive effect on your students and you gain a reputation as a ‘good teacher’, you may create some enemies. Some of your colleagues may not like you simply because you are ‘better’ than they are.

Chapter 7 - gossiping

You need to be careful in these situations. Here are my tips:

  • Control your speech at all times when in the presence of your colleagues. Off-the-cuff remarks like “I’m behind with my marking” or “I got totally wasted on Friday night” can be used against you by conniving and jealous colleagues who want to secure your destruction.
  • Don’t gossip, and don’t associate with gossips. Gossips are notorious for being negative and untrustworthy. Just don’t do it. If you’re asked directly or prompted to gossip about a colleague, for example, you can respond with a “I don’t think I should talk about that” or even a “I don’t like to gossip about people”.
  • If a colleague is genuinely causing problems for you, then make a record of all interactions with that person (hand-written if necessary). Speak with your line-manager about it and ask for suggestions. It’s much better to tackle this issue in a professional way from the outset, rather than submitting a formal complaint when the problem has gotten out-of-hand.
  • If appropriate, speak with the colleague you are having issues with. You may wish to ask a third person to attend as a witness. Be polite. Be respectful. Show that you are the mature person in this scenario.
  • Keep all discussions with colleagues academic in nature. Try not to discuss politics or ‘touchy issues’ in society (e.g. Brexit, 2SLGBT+ rights, third-wave feminism, etc.). We live in a time, unfortunately, in which people can be easily ‘triggered’ by an alternative view you might have that challenges their perception of the world. Feel free to discuss this stuff with close friends or family outside of work, but don’t make the mistake of believing that your colleagues are your friends – they’re not. Your colleagues are the people you work with, and all interactions with them need to be professional in nature. If something is not related to your work or the curriculum, then you don’t need to discuss it. It’s that simple.

Conclusion

Teachers today are more stressed than we have ever been in history. Relax, plan-ahead, deal with issues head-on and don’t worry.

Two books I highly recommend for consistent worriers are given below:

How to Stop Worrying and Start Living’ by Dale Carnegie (click on the image to buy the book):

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The Power of Now, by Eckhart Tolle (click on the image to buy the book):

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Seeking Help from Colleagues: Tips for Teachers (Secret no. 11)

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

Illustrated by Sutthiya Lertyongphati

Have you ever noticed that there are some teachers in your school who never seem to have behaviour management issues? They just seem to be able to teach their classes with no disruption whatsoever or, at the very least, they deal with disruption or poor-behaviour quickly, fairly and consistently. These people are positive deviants  : they should have the same problems as you do, but they don’t. These are people you can learn from, and who you should consult with regularly.

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In many schools around the world, teachers are made to feel inferior if they admit to having a problem. I have experienced this kind of culture first-hand, and it can be very disempowering. You speak up and you say “I’m having problems with ‘student x’, he just never seems to listen”, and one of your colleagues pipes in with a “Really? Well he’s fine for me.”

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An AMAZING Book!”

The person who dishes out this quick and smarmy reply is either a positive deviant, who you can learn from, or they’re lying so that they can make themselves look good in public. If conversations of this type are commonplace in your school, then it can be difficult to have the courage to speak up when you have a problem. However, it is absolutely essential that you do speak up because you’ll probably find someone who can help you when the problem is in its infancy, allowing you to deal with it before it becomes a lot worse.

Question time!

1. Do you know any ‘positive deviants’ at your school? What attributes do they have?

2. How can you share your skills and expertise with your colleagues at school? Could you use technology to help with this?

Answers can be found at the end of this article

Key steps to take when seeking help from colleagues

1. Speak up and admit when you have a problem: You can speak with a line manager or even another colleague you trust. If it’s a whole-class issue in which you’re having problems with disruption from multiple students, then try to find other teachers who teach that same class. Ask for their advice. The same rule applies if you’re having a problem with an individual student: find out who his or her other teachers are, and talk with them.

2. Identify positive deviants: Find all of those teachers who have a positive relationship with the student, or group of students, you’re having problems with.

3. Ask those positive deviants to observe your lessons: Make sure you seek feedback from the observer, and be sure to record everything that he or she says about your lesson.

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4. Observe the positive deviants: Book a time when you can see the positive deviant ‘in action’. Try to observe them whilst they’re teaching the same students that you teach, and make lots of notes (or even ask for permission to video the lesson). Try to think of all of the things that this person is doing to reinforce and promote positive behaviour, and then try to model this in your lessons. You may even ask the positive deviant to observe you again at this point, if you wish, just so that you can ‘fine-tune’ the new techniques that you have learned.

5. Be sure to thank the positive deviant once the process is complete

Our colleagues are often the best people we can turn to for help – and another big advantage of seeking counsel ‘internally’ is that you’ll be liked all the more for respecting and acknowledging the expertise of the people you work with. 

That counts for a lot. 

I am borrowing the phrase ‘positive deviants’ from the excellent book ‘Influencer: The New Science of Leading Change’ by Joseph Grenny, Kerry Patterson, Ron McMillan and Al Switzler. I strongly recommend this book to any teachers who aspire to positively influence their students or who wish to be effective school managers.

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Answers 

1. Do you know any ‘positive deviants’ at your school? What attributes do they have?

The answer to this question will depend very much on your own personal work environment.

I can share my own personal experiences with you in a effort to highlight the qualities you should look for.

When I was training to be a teacher and doing my PGCE I was lucky enough to be mentored by an amazing Biology teacher. The school I was training at was challenging, with students coming predominately from low-income families in an area of high crime. Kids came to school with a range of different forms of emotional ‘baggage’, and they would generally misbehave whenever the opportunity arose. It was difficult to maintain their interest and focus in lessons.

My mentor didn’t have the same problems as I did, however. When I observed his lessons I noticed that the same kids that were misbehaving in my classes were attentive and focussed in his. After careful study of this phenomenon, I discovered that this ‘positive deviant’ was doing the following in his teaching:

  • Listening very carefully to his students, respecting every question that came his way and offering the best answer he could
  • Using voice inflections to sound interested in the topic he was teaching (because he was, genuinely, interested)
  • Deploying activities to engage the students, such as practical work
  • Using the students’ names to address them (I’ve always found it difficult to remember student names)
  • Using ‘professional intelligence’ – knowledge of student interests and their ‘whole lives’ to build rapport. Common conversations he would have with his students would go something like this:

How’s your dad these days? Is she still working as an engineer?”

“I heard you did some great work in art class with Mrs. Stevens this week. Tell me about it.”

I’ve worked with so many excellent colleagues over the past 16 years. Teachers who have inspired me have had strengths in many areas, including the following:

  • Organization – I’ve learnt a lot about recycling resources, organizing homework and marking student work promptly from my colleagues over the years
  • Displays – some teachers are just naturals at creating beautiful classroom displays. A beautiful classroom is always conducive to learning.
  • Student-teacher rapport: I have learnt a lot about building rapport through showing a genuine care and concern for all of my students by following the examples of others. 

2. How can you share your skills and expertise with your colleagues at school? Could you use technology to help with this?

The first thing I’d like to say about this is that the teaching profession offers its family of educators two main opportunities: the opportunity to teach students and the opportunity to teach colleagues.

The past five years have given me tremendous scope to share my knowledge with people from all over the world – through this website, my books, social media and training sessions.

I can tell you this – teaching your colleagues can often be just as rewarding as teaching your students. 

We can share our expertise with our colleagues in many ways, including:

  • Running CPD sessions, perhaps after school on a rotational basis or during INSET/teacher-training days
  • Through blogs (WordPress is great as it allows people to comment and join in with the discussion – you can even comment at the bottom of this page, for example)
  • Virtual Learning Environments, where materials can be posted and shared with a network. Google Classroom, Firefly and Moodle are all great for this. 
  • Hosting or attending coffee mornings or meetups in your town or city. Check out meetup.com – there’s bound to be a teacher-training group on there. If there isn’t, then set one up. 

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Speak up if you Have a Problem (Secret No. 11)

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

Illustrated by Sutthiya Lertyongphati

I was walking down the corridor on a Friday afternoon, around 11 years ago. I guess I must have had a ‘free period’ (i.e. I wasn’t teaching that hour).

In of front me I saw a student walking aimlessly around the corridor. He should have been in class.

I approached him. “Aren’t you supposed to be in class….”

I was interrupted mid-sentence by a colleague who opened her classroom door and looked at me with a face of thunder. I felt like Criminal Number One.

She told the kid to come back into class. I didn’t realize she’d sent him out.

Well, I thought that was the end of it. I was wrong.

Later that afternoon I entered the Science prep room, which was effectively a hangout area for the science teachers. She was there, my colleague, and I remember clearly what she said: “Richard, I am well-capable of handling discipline and classroom management and I don’t need your help!”.

“He was walking around the corridor” I said, in my rather shocked and timid 23-year-old voice.

“He was walking around the corridor because I sent him out!”, she snapped.

She walked out of the prep room. I couldn’t believe it.

Later on, I decided to have a chat with my head of department, who was always a beacon of support and good advice. As I was about to talk with him my colleague walked in and saw me chatting with him. I asked her to stay, but she just walked right out in a most unsatisfied manner. She didn’t say anything,

“I think we need to move because this could get confrontational” my HoD said.

We moved to another classroom and I told my HoD what had happened.

“I wouldn’t worry about it, Richard. She has a really difficult class on a Friday afternoon and she was probably just stressed by it all. Let’s let her have the weekend to calm down. I’m sure it’ll all be forgotten about on Monday.”

That was very reassuring, and he was right. In fact, later that year she became a good friend of mine.

Always speak up

 

It’s really important that we speak up immediately when problems that we can’t solve arise. I recently had to ask for permission to extend some deadlines for my students, for example. I had to go through official channels. Had I have worried about the problem, and unofficially extended the deadline, then I may have had some awkward questions to answer later down the road. I would have lost trust.

Another thing worth mentioning is the issue of inter-gender dynamics in the workplace and at school. In the age of #MeToo and mildly masculine behaviour being deemed as ‘misogynist’ or a ‘micro-aggression’, it is important that men and women who meet or speak together at school do so in the most professional manner possible. It’s too easy for messages to be misconstrued and misunderstood in today’s climate. Even a simple compliment to a colleague about his/her appearance can be misunderstood.

Keep everything professional and academic, and document anything that makes you feel uncomfortable or uneasy. Speak up and tell a manager too – you’ll be in a much stronger position if you speak up early, than if you leave it too late. Send summaries of one-to-one discussions via e-mail and cc’ your line manager.

In the case of my story with my female colleague who was in a mood at me for speaking with her student – I absolutely had to speak up immediately and talk with my HoD. Had I have left it until later the following week she may have come to him with a totally inaccurate story and I would have been in a weaker position trying to defend myself. It’s also good to get reassurance from those more experienced than you, especially if you’re a compulsive worrier (like me).

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5 Ways to Empower Your Students (Secret No. 10)

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

Illustrated by Sutthiya Lertyongphati

Here’s a quick video I made to supplement today’s blog post:

Every high school student you will encounter; no matter what their domestic situation is or how much peer pressure they are under, craves a sense of personal importance just like you and I do. It’s the reason why we wear posh designer labels; why we brag about our new car or house on social media and why we beautify images of ourselves using various apps on our smart phones. It’s also the reason why a lot of young people turn to drugs, join gangs and get involved in thug culture.

The trick with students is to make sure that they are receiving their validation (i.e. their sense of importance) from positive sources.

Block building

My experience has taught me that the best way that we can make our students feel empowered and important positively is by enacting the following steps:

1. Find out what the strengths, hobbies and interests of each of your students are: This can be daunting, as you’ve probably got a whole gaggle of students that you teach and it’s hard to remember everything about everyone. If you have to, then buy a special notebook and write down snippets of information that you pick up. Is Thomas exhibiting his artwork at a local gallery this weekend? Write it down. Does Cassandra love fashion design and magazines like Cosmopolitan? Write it down. Did Jason score a goal at lunchtime football? Write it down.

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“An AMAZING Book!”

2. Act on the information you have gathered: Use the information to engage your students in their lessons. If the output of a task or project is open to negotiation, then suggest a way for a particular student to produce that output in a way that is personal to them. Does Damon like boxing? Get him to create an animation or movie of a boxing match in which each boxer represents one side of the debate. They can say counter-phrases whilst they box, and the winner will represent the argument that Damon agrees with the most. When doing group work, assign roles to each student based on their strengths, and make it clear why you have chosen each student for each role.

I once had a student who was famous for being confrontational, and he was the figment of every teacher’s worst nightmare at that school. However, I noticed quickly that he was very good at art, so I made him the class ‘Art Director’, where his job was to check each student’s presentation. He loved the positive attention, and he became my most compliant and hard-working student. I also took a special interest in him by going along to the art room to look at his work, and I viewed his pieces in a local art gallery. This extra effort on my part really paid off, and other subject teachers were amazed at the change they saw in him.

Art class

3. Always turn a negative into a positive: Have you just taught a student who ‘played up’ or had a ‘tantrum’? Has one of your students just had a ‘bad day’? Make a special note of this, sit down with the student and offer your help and guidance. Focus on the positives of this situation, and what the student did well. Perhaps this time the student didn’t swear – now that’s a positive and a step in the right direction. Maybe your student was frustrated because they couldn’t quite make their work ‘perfect’ – brilliant, this shows a desire to do well and to try their best. Tell the student how pleased you are that they care about their work so much and offer more time to get it done if needs be. Maybe another student annoyed the kid who played up; offer a number of solutions to the student such as a seating plan and the chance to have a ‘time out’. Get your ‘problem students’ to reflect on solutions, and praise them for being reflective and proactive in wanting to move forwards, and not backwards.

4. Focus on the long-term goals of the student: Some students are completely unsure of what they want to do in life even when they reach 18 years of age: when they’re about to start out at university or find employment. Others take time to develop their goals as they mature through high school and still others are very sure what they want from life since their first day in Year 7/Grade 6. Whatever the situation may be, you must remind your students that there’s a bright and happy light at the end of the tunnel (and it’s not an oncoming train!). Talk regularly with your students about their goals, ambitions and strengths, and constantly make them feel like they can achieve those goals by being supportive and enthusiastic for them. When students can see that there is a real purpose to school life; that all of these ‘pointless lessons’ can actually make their dreams come true, they tend to work harder. However, you, as a teacher, need to constantly reinforce this and it can take some time and effort before positive progression is seen.

Stay strong, have faith and I guarantee that your efforts will pay massive dividends!

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5. Use rewards more than sanctions, and make them sincere: When a student accomplishes something, and is then rewarded for this accomplishment, this reinforces the positive behaviour/process that lead to the outcome. However, the extent to which this reinforcement is maximized depends upon the depth, relevance and sincerity of the feedback given to the student. We’re all very busy, and it can be really tempting to just sign that house point box in the student’s planner, or hand out that merit sticker, with little conversation afterwards. However, if we’re going to be effective behaviour managers, then we need to spend more time giving sincere and relevant feedback to our students that focuses on the effort/process that went into the work that was produced. Always sit down with your students, especially those who have a reputation for being disruptive, and talk with them about their accomplishments. Tell the student how happy you are, and give a good reason (e.g. “I was so pleased that you took the time to draw large, labeled diagrams in this work. You also asked lots of questions, and you tried your best to avoid distractions”).

This is actually quite simple when we think about it: all we’re trying to do is reinforce the behaviour that we want to see repeated again in the future.

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Conclusion

Making your students feel important, or valued, is probably the most important factor in ensuring that you have a positive relationship with them (and, hence, lessons in which behaviour is good). One of the most memorable examples of this takes me back to my first teaching post in Thailand, when I was teaching Personal, Social and Health Education (PSHE) to a group of Year 8 students. At that time, I was taking the students through the Expect Respect™ programme, and we were covering themes that centred around domestic abuse and neglect. At the end of my first lesson with this group, a very shy and withdrawn young girl spoke with me privately and said that she enjoyed the lesson because it made her reflect on what was happening in her home environment. She then revealed to me something which almost shocked me to a frail state of nervousness as a young teacher – she told me she was self-harming, and she showed me the scars on her arms.

The first thing I did at that moment was talk about the positives of this situation, and I praised her for having the courage to speak to someone. I asked her what she thought of the lesson, and she said that she could empathise with the people involved in the scenarios we had discussed. I said that this was a brilliant quality to have, and that she could use this in her career when she leaves school. She left with a very bright smile on her face, and I could tell that she felt empowered. I saw her domestic situation as a positive, because it gave her the experience she needed to help other people in similar situations.

After our conversation, I referred her to our school counselor who worked with her twice a week to talk about what she was going through and how to move forward. She told her counselor how she felt so refreshed by her conversation with me, and how she felt that she could be a counselor too!

As time went by, I constantly reinforced my belief and professional interest in this student. When we covered career clusters in later PSHE lessons, she was keen to talk about how she wanted to be a person who cared for, and helped, others. She talked boldly about her plans to make people happy, and she would allude to her life experiences as being valuable in making her a strong person. Prior to this transformation, this young lady was famous for crying in class, and would often not take part in group activities. My belief in her, along with the help provided by other staff members, transformed her into a self-confident, determined person.

I am not ashamed to say that I was rather tearful when she got accepted into university to study occupational therapy five years later. She is now a professional, mature and empowered young woman who has a dream and a mission to help the people she comes across in her day-to-day life. I must admit, I can’t take all, or even most, of the credit for this, as many individuals in the school worked with her to empower her to be bold enough to face life’s setbacks and move forward. However, I like to think that that first conversation she had with me all of those years ago was the spark that set the forest fire of ambition raging through the wilderness of her life.

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Opinion: Should University be Free?

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

Illustrated by Sutthiya Lertyongphati

For a long time I’ve been of the opinion that any country that doesn’t offer university for free is basically doing only one thing – punishing people for trying to better themselves.

The UK seems to be an extreme example of how the state punishes those who work hard in life and do the ‘right’ things; and rewards those who drop-out of school and make bad choices in life.

Although this is a very simplistic analysis of the effects of the British welfare system, it’s also understandable why many people would feel this way.

Last week, a large-scale British government review of Higher Education was concluded and from that came a key recommendation: that university fees in the UK should be reduced to £7500 per year. They currently stand at around £9250 per year.

This recommendation doesn’t doesn’t go far enough, in my opinion.

Say, for instance, that you listen to your teachers in school, work hard and, despite all challenges that may come your way as a high-school student (domestic upheaval, working part time jobs, helping with the raising of siblings, etc.), you get good grades on your exams and go to uni (and get the recommended master’s degree, which employers now say is needed to get higher pay) – well, you’ll probably be saddled with debts in excess of £50,000, which you could be paying back well into your 60s.

Choose to drop-out of school and become unemployed, however, and here’s some benefits you can expect to receive:

Britain’s welfare system is so good that it even pays child benefit for almost anyone who raises a child in the UK. The current rate stands at £20.70 per week for an eldest or only child, and £13.70 per additional child.

All of this money, of course, comes from the taxpayer.

Whilst the intentions behind this system are that people who find themselves in difficult financial situations are helped out, some would argue that the system causes more problems than it solves.

Take Amber Rudd, the U.K. Work and Pensions Secretary, who admitted in February that it is the welfare state – created to prevent hunger and destitution – that is now actively causing it, with the shortcomings of the system responsible for increasing the number of Britons who are reliant on food banks to feed their families.

It’s the old ‘learned helplessness’ dogma in action, with devastating consequences. This pattern; of state welfare creating reliance and reinforcing the problem it’s intended to solve, has been noticed in other countries too. In a number of papers, including a large scale June 2008 American study in which the effects of “promoting employment and reducing dependenceon low-income children’s time-use was investigated, for instance, a positive correlation between parental employment and the achievement of low-income children was discovered.

Dependence vs rewards

But if dependence results in more misery for people, then why make students dependent on government grants for their university education?

That’s a good question, and for me I think it can be answered with the argument of rewards vs sanctions.

As teachers, we reward our students for good behaviour, effort and academic achievement, and we know from extensive research that rewards work better than sanctions when motivating students to achieve.

In other words, if you want a particular behavior to be repeated, then you reward that behaviour.

Whilst the British welfare system is designed to help those in need, it can be exploited rather easily. Take the hypothetical situation of a high school student who chooses to drop out of school and stay unemployed. That young person will probably be entitled to housing benefit, jobseeker’s and child benefit if his/her kids are involved too.

Stay in school and go to uni, however, and you’ll be rewarded with debt, and lots of it. You may even be paying off that debt well into later life.

I believe that if tax pounds were redirected from certain state benefits and funneled into higher education grants for struggling students (including living expenses), we would see a much greater motivation for children and young adults to work hard at school.

Conclusion

Any education system should reward those who put in the necessary time and effort to revise hard and pass their exams. I would argue that forcing students into astronomical amounts of debt is actually a form of punishment for making the ‘right’ choices in life.

Whilst there are ways around the system (my sister recently completed a degree with the Open University for example), one has to sacrifice considerable time to achieve the goal of getting a degree, debt free, in the UK. My sister was 26 when she graduated, for instance.

What are your thoughts? Please comment below.