The October half term comes as a welcome relief to many teachers. The initial enthusiasm for the new school year is a distant memory and the work load returns with a vengeance.
Half terms serve many purposes. For me I tend to use them as a catch up week - a week where I can catch up on chores, catch up on banking, catch up on to do lists, catch up with friends etc.
The week does often speed by but I always look forward to the second half of the autumn term because it is a lovely time to be in a primary school. The mood is generally nice and the children are excited and as December nears the Christmas madness begins to take over them.
Use your first half term wisely if you are reading this as a GTP. Have you done your skills tests? Have you at least booked them?? Have you identified where the gaps are in your folder? Get these things in check as very soon you will start to notice your time disappear and before you know it you'll be off on your second school placement and then back into full time teaching.
Monday, 24 October 2011
Sunday, 9 October 2011
The Pressure of the NQT year
So you've done it. The gruelling year of managing planning, collating evidence to meet Q standards and dealing with numerous critical observations is over and you are a qualified teacher.
The bad news I'm afraid is that the hard work is just beginning. It's time to go it alone for the first time, your first job. No longer can you hide under the protective cloak of 'trainee' - you are now the teacher. The only teacher. Just you and a TA (hopefully) against the masses.
What I found most difficult is the 'being thrown in at the deep end' sensation. I was used to a schedule that had been prepared by someone else. Now it is me making the schedule. By passing the training year you are obviously capable of working as a teacher (how some people slipped through that year I will never know!) but it's the bits they don't train you for that come as a surprise. Are you prepared to fight tooth and nail for your hall slot? Are you aware of the expectations of doing a parent's evening on your own? I hope so because that is the reality.
Having a good mentor in your NQT year is important. I was lucky and was working alongside somebody who had been teaching for 5 years and so had a pretty good grasp on the role and expectations. Use the mentor wisely. They will be able to offer advice on school related issues as well as suggestions on how to effectively maintain a work life balance.
Ensure you are given all the time you are supposed to have. PPA and NQT time is a requirement and the school will be breaking LEA codes if you are not given this time out of the classroom.
A stressful home life will affect your classroom performance and so keeping a healthy balance of work and home life is vital. Allocate pockets of time and at least 1 day off at the weekend to recharge your batteries and spend time with friends and family. I know it is hard but also try to avoid talking about school - the people around you will be sick of this conversation and you will not be totally switching off of you are talking about work.
At this time of year I can imagine many NQT's will be feeling seriously under pressure. The new term is speeding by and there is still loads to be done. Relax, prioritise and ease yourself towards half term. Only another 2 and a half to go!
The bad news I'm afraid is that the hard work is just beginning. It's time to go it alone for the first time, your first job. No longer can you hide under the protective cloak of 'trainee' - you are now the teacher. The only teacher. Just you and a TA (hopefully) against the masses.
What I found most difficult is the 'being thrown in at the deep end' sensation. I was used to a schedule that had been prepared by someone else. Now it is me making the schedule. By passing the training year you are obviously capable of working as a teacher (how some people slipped through that year I will never know!) but it's the bits they don't train you for that come as a surprise. Are you prepared to fight tooth and nail for your hall slot? Are you aware of the expectations of doing a parent's evening on your own? I hope so because that is the reality.
Having a good mentor in your NQT year is important. I was lucky and was working alongside somebody who had been teaching for 5 years and so had a pretty good grasp on the role and expectations. Use the mentor wisely. They will be able to offer advice on school related issues as well as suggestions on how to effectively maintain a work life balance.
Ensure you are given all the time you are supposed to have. PPA and NQT time is a requirement and the school will be breaking LEA codes if you are not given this time out of the classroom.
A stressful home life will affect your classroom performance and so keeping a healthy balance of work and home life is vital. Allocate pockets of time and at least 1 day off at the weekend to recharge your batteries and spend time with friends and family. I know it is hard but also try to avoid talking about school - the people around you will be sick of this conversation and you will not be totally switching off of you are talking about work.
At this time of year I can imagine many NQT's will be feeling seriously under pressure. The new term is speeding by and there is still loads to be done. Relax, prioritise and ease yourself towards half term. Only another 2 and a half to go!
Sunday, 2 October 2011
Stereotypes
As a male working in the Foundation Stage of a primary school I often find myself tarnished with stereotypes. All are simply wrong.
I will use this blog to address some of these theories.
1. You work with young children - you must be gay?
WRONG. I am 100% straight, in a happy heterosexual relationship with my girlfriend.
2.You work with young children - you must be a pervert?
WRONG! I am 100% not a pervert, i simply enjoy working with the younger children because I love seeing the dramatic rate of progress they make and I feel it is important to have male role models lower down the school, especially with the high number of single parent (usually mothers) in my local area.
3. You work with young children - you must not be able to cope with older children?
I also spend time running after school clubs and trained in KS2 so clearly have the skills and ability to manage the behaviour of older children.
4. You are a man - you must be available for lifting / general DIY tasks?
WRONG! Yes I am the only male working in the school but that does not mean I automatically want to do handy man tasks. The worst case of this stereotype is when it is assumed I will happily lift huge constructions at the drop of a hat! I do have other jobs to do you know!!
Parents and colleagues share some of these views. I just wanted to set the record straight.
Rant over.
Friday, 23 September 2011
Training Days
Teachers get sent on various courses during their career. Long ones, short ones, week long lectures, year long clusters. A whole range of opportunities to get out of the classroom and sit watching the clock, waiting for the free lunch or the next coffee break in some converted office block or dingy old training centre.
As you may have guessed from that opening, I think training is a massive waste of time and money. Don't get me wrong teachers obviously have to be trained to do their job, it is training courses or training days that I dislike.
Schools spend massive chunks on CPD (continual professional development) each year. Sending teachers out of their class for long periods of time to go to training days seems pointless to me. In my experience the best training I have received since qualifying has been in-school training where a professional has been brought in and has worked with the staff as a whole. First Aid training and Child Protection training are often done this way and I think it is effective. In my brief career I have also been sent off to a range of courses to 'develop my understanding' or 'continue to grow as a professional' blah blah blah.
In my experience what these events tend to consist of is walking into a room full of strangers, most only at the course as it gets them out their classroom for the day, spending an hour doing excruciating 'ice breaker' activities which nobody gives a shit about. Oooh Heather from Devon likes ice cream. Brilliant, that is going to help me in my next observed lesson. Diana from Rotherham has been to see Billy Elliot the musical. Amazing, cant wait to feedback that at the next staff meeting.
After this tedious activity we sit down in our random groups to write on a massive piece of sugar paper (Diana is writing - she foolishly sat nearest the pens) with large Berol marker pens. These sheets are then displayed on the wall and we break for coffee while the course leader reads our answers and steals all the complimentary fruit tea bags (the menopausal hot flushes are eased by a nice caffeine free beverage apparently).
After this we stare blankly at an uninspiring PowerPoint presentation barely visible on the shoddy over head projector for what feels like 6 days. The person next to you whispers "if I was at school now... and you drift off into a boredom induced coma. Next up is a Q & A session where nobody has any questions and we squirm our way through the silence until somebody makes the move everyone has been waiting for - the dart towards the dining room.
What ensues next is a wacky races style sprint to the buffet. There isn't enough food to go round but that doesn't stop Heather creating a realistic looking reproduction of the leaning tower of Piza out of voluvants and mini quiches. By the time you get to the front all that is left is a plate of wet lettuce that was the garnish on the sandwich platter and some crisps, which, if you believe the research into bar snacks, are probably now seasoned with piss after the world and his wife have stuck their fingers in the bowl.
After lunch its time to return to the training room. You return to your seat and flick through some mass produced crap that has been copy and pasted from the Internet. Another coffee break and then it is time to fill in a course evaluation. You tick 'good' and 'very good' in fear of being spotted as the one who actually answers honestly.
You head home, knowing that your classroom will be a mess because the cover teacher wont have bothered to tidy up properly, you will have to re teach everything you left for them and worst of all, your school has shelled out £500 for this experience, when apparently there isn't enough money for you to order new laminating pouches.
As you may have guessed from that opening, I think training is a massive waste of time and money. Don't get me wrong teachers obviously have to be trained to do their job, it is training courses or training days that I dislike.
Schools spend massive chunks on CPD (continual professional development) each year. Sending teachers out of their class for long periods of time to go to training days seems pointless to me. In my experience the best training I have received since qualifying has been in-school training where a professional has been brought in and has worked with the staff as a whole. First Aid training and Child Protection training are often done this way and I think it is effective. In my brief career I have also been sent off to a range of courses to 'develop my understanding' or 'continue to grow as a professional' blah blah blah.
In my experience what these events tend to consist of is walking into a room full of strangers, most only at the course as it gets them out their classroom for the day, spending an hour doing excruciating 'ice breaker' activities which nobody gives a shit about. Oooh Heather from Devon likes ice cream. Brilliant, that is going to help me in my next observed lesson. Diana from Rotherham has been to see Billy Elliot the musical. Amazing, cant wait to feedback that at the next staff meeting.
After this tedious activity we sit down in our random groups to write on a massive piece of sugar paper (Diana is writing - she foolishly sat nearest the pens) with large Berol marker pens. These sheets are then displayed on the wall and we break for coffee while the course leader reads our answers and steals all the complimentary fruit tea bags (the menopausal hot flushes are eased by a nice caffeine free beverage apparently).
After this we stare blankly at an uninspiring PowerPoint presentation barely visible on the shoddy over head projector for what feels like 6 days. The person next to you whispers "if I was at school now... and you drift off into a boredom induced coma. Next up is a Q & A session where nobody has any questions and we squirm our way through the silence until somebody makes the move everyone has been waiting for - the dart towards the dining room.
What ensues next is a wacky races style sprint to the buffet. There isn't enough food to go round but that doesn't stop Heather creating a realistic looking reproduction of the leaning tower of Piza out of voluvants and mini quiches. By the time you get to the front all that is left is a plate of wet lettuce that was the garnish on the sandwich platter and some crisps, which, if you believe the research into bar snacks, are probably now seasoned with piss after the world and his wife have stuck their fingers in the bowl.
After lunch its time to return to the training room. You return to your seat and flick through some mass produced crap that has been copy and pasted from the Internet. Another coffee break and then it is time to fill in a course evaluation. You tick 'good' and 'very good' in fear of being spotted as the one who actually answers honestly.
You head home, knowing that your classroom will be a mess because the cover teacher wont have bothered to tidy up properly, you will have to re teach everything you left for them and worst of all, your school has shelled out £500 for this experience, when apparently there isn't enough money for you to order new laminating pouches.
Thursday, 15 September 2011
Staying popular in school
Top 3 tips for staying popular in the primary school:
1. Keep the caretaker happy. Offer to help her with a little job as you walk past or drop a cup of coffee into her office as you pass - whenever you need a bit of work / assistance they will be much more likely to help you out!
2. Be polite to office staff. They are in a powerful position in the school because they know information others do not, they observe the day to day running of the building so see a lot plus they are usually squirreling things away (Pritt Stick / laminating sheets / nice paper / biscuits) so if you are on their good side you will be in a strong position in the school.
3. Offer to assist the PTA with events - never underestimate the power of the parents. If they see you as a "good egg" they will be kinder at the end of the year with presents and will be more accomdating should any issues arise
1. Keep the caretaker happy. Offer to help her with a little job as you walk past or drop a cup of coffee into her office as you pass - whenever you need a bit of work / assistance they will be much more likely to help you out!
2. Be polite to office staff. They are in a powerful position in the school because they know information others do not, they observe the day to day running of the building so see a lot plus they are usually squirreling things away (Pritt Stick / laminating sheets / nice paper / biscuits) so if you are on their good side you will be in a strong position in the school.
3. Offer to assist the PTA with events - never underestimate the power of the parents. If they see you as a "good egg" they will be kinder at the end of the year with presents and will be more accomdating should any issues arise
Small World
The small world area of a reception classroom is a surprisingly popular part of the room. It gets equal attention from both boys and girls, plus it can be made exciting and interesting quickly and cheaply.
I tend to change the small world area every two weeks. Sometimes more regularly but that is the general rule I go by. The children love the simplicity of a farm set up or the dolls house. I try to be as creative as I can with my small world, adding grass, sand or leaves to add a realistic element.
My most popular small worlds are the farm, dinosaurs, the dolls house and the mini beasts.
I have gathered some excellent evidence in the small world area of my room. It can be a great spot to observe quieter children playing alongside others, creating characters for toys and really showing off an imaginative side I may have otherwise missed.
The small world area is also great for getting the children involved in developing the learning environment. I regularly get the children to suggest ideas for the small world and help them to create it.
I would be interested to know how other people use their small world areas - how often to you change it? What set ups have worked well? Do you link it to your topic or theme?
I tend to change the small world area every two weeks. Sometimes more regularly but that is the general rule I go by. The children love the simplicity of a farm set up or the dolls house. I try to be as creative as I can with my small world, adding grass, sand or leaves to add a realistic element.
My most popular small worlds are the farm, dinosaurs, the dolls house and the mini beasts.
I have gathered some excellent evidence in the small world area of my room. It can be a great spot to observe quieter children playing alongside others, creating characters for toys and really showing off an imaginative side I may have otherwise missed.
The small world area is also great for getting the children involved in developing the learning environment. I regularly get the children to suggest ideas for the small world and help them to create it.
I would be interested to know how other people use their small world areas - how often to you change it? What set ups have worked well? Do you link it to your topic or theme?
Sunday, 11 September 2011
Positive procrastination
Procrastination:
procrastinate: postpone doing what one should be doing
Procrastinating is a constant distraction from sitting down to do my planning. I like nothing more than finding excuses to avoid actually sitting down at my computer and doing the inevitable paper work required by the establishment.
Favourite activities include checking Facebook, writing a blog, checking my blog statistics, checking Facebook again (nothing is new), looking on eBay for stuff I can't afford and don't need, checking Facebook again, clicking through the holiday photographs of somebody I last spoke to in 1996 and then going to make a cup of coffee because once I have done that I will start my work.....
I think procrastinating is part of everyday life so trying to make it a positive activity is a new target of mine. I want to channel this energy into sensible activities. My main ideas centre around doing more tidying up and more exercise. I think if I can trick my body into thinking I am avoiding doing work I may be on to a winner.
If you suddenly see an steep increase / decrease in blogging take it as a bad sign as I have either given up totally on the new plan or, probably more likely, I will have started procrastinating my anti procrastination tasks!
procrastinate: postpone doing what one should be doing
Procrastinating is a constant distraction from sitting down to do my planning. I like nothing more than finding excuses to avoid actually sitting down at my computer and doing the inevitable paper work required by the establishment.
Favourite activities include checking Facebook, writing a blog, checking my blog statistics, checking Facebook again (nothing is new), looking on eBay for stuff I can't afford and don't need, checking Facebook again, clicking through the holiday photographs of somebody I last spoke to in 1996 and then going to make a cup of coffee because once I have done that I will start my work.....
I think procrastinating is part of everyday life so trying to make it a positive activity is a new target of mine. I want to channel this energy into sensible activities. My main ideas centre around doing more tidying up and more exercise. I think if I can trick my body into thinking I am avoiding doing work I may be on to a winner.
If you suddenly see an steep increase / decrease in blogging take it as a bad sign as I have either given up totally on the new plan or, probably more likely, I will have started procrastinating my anti procrastination tasks!
Friday, 9 September 2011
The never ending to do list
I am sure there are many professions where a growing to-do list is an everyday occurrence. For people who are lawyers, solicitors, ground keepers, shop workers - all walks of life really, the humble to do list is employed to all those niggly tasks which once applied to paper feel much more manageable.
My advice for people working in education is this. List all jobs that need doing and then order them in order of priority and urgency. Get these done first - starting with the one that will get you in the most trouble if you don't do it! After this, accept that not everything will get done if you are to have a life outside your job.
Accepting this is the hardest part. Once you get over this hurdle I believe you can become a better teacher. You will prioritise and get things done but will also be able to relax and re charge your batteries. A teacher who didn't quite get round to laminating that last welcome sign will be a much calmer, relaxed person compared to a teacher who stayed up until 2 am preparing an over the top Olympic-athlete-style PE lesson which she is then to tired to teach effectively the next day.
To conclude - 1. prioritise, 2. have the confidence to close the door on work for periods of family / relax time and 3. ask yourself, at the end of the day, will Class 3 even notice that you have spent 5 hours adding glorious clip art to their science worksheet?
My advice for people working in education is this. List all jobs that need doing and then order them in order of priority and urgency. Get these done first - starting with the one that will get you in the most trouble if you don't do it! After this, accept that not everything will get done if you are to have a life outside your job.
Accepting this is the hardest part. Once you get over this hurdle I believe you can become a better teacher. You will prioritise and get things done but will also be able to relax and re charge your batteries. A teacher who didn't quite get round to laminating that last welcome sign will be a much calmer, relaxed person compared to a teacher who stayed up until 2 am preparing an over the top Olympic-athlete-style PE lesson which she is then to tired to teach effectively the next day.
To conclude - 1. prioritise, 2. have the confidence to close the door on work for periods of family / relax time and 3. ask yourself, at the end of the day, will Class 3 even notice that you have spent 5 hours adding glorious clip art to their science worksheet?
Wednesday, 7 September 2011
The first few days
I have now completed two days with my new class and I am pleased to say it has been a fairy positive experience!
The realisation that it all starts again has hit home as I repeat for the 15th time "have you washed your hands?" - whilst at the same time I can see my previous cohort sitting beautifully through an adjacent window, engaged and working hard!
As frustrating as the teaching of the basic classroom expectations is, I do really enjoy it and the opportunity to see learning in such close proximity on a daily basis is utterly fulfilling.
The first few hurdles were leapt over with minimal fuss and the children are settling down nicely. The parents have been assessed and I already have a fair idea of who is a potential classroom helper and who is going to be the one with the persistent questions at the door.
Compared to my class last year who were a challenging mix of immature, physically rough boys and quiet, shy girls this group do seem more balanced on first impressions. These early observations are purely a speculative assessment but suggestions I am quite sure will end up proving me correct. I learnt a lot last year about assessment and making good observations and I think this experience will help me a lot this year. The quality of the observation rather than the quantity probably being the most significant lesson I learnt myself.
One colleague who works nearby has been the only irritation. She is a more experienced teacher than I am but since we started back it is like she is on a mission to prove it. Displays are going up at a furious pace, the learning platform has a running blog on it and her journals are already starting to fill up! I don't know what has prompted this surge of menopausal energy but it has ignited my competitive spirit!
I am sticking to my plans and spending my time getting to know the children. I think at this early point in the school year this has to be the priority - not putting on a show for the parents and the management.
The realisation that it all starts again has hit home as I repeat for the 15th time "have you washed your hands?" - whilst at the same time I can see my previous cohort sitting beautifully through an adjacent window, engaged and working hard!
As frustrating as the teaching of the basic classroom expectations is, I do really enjoy it and the opportunity to see learning in such close proximity on a daily basis is utterly fulfilling.
The first few hurdles were leapt over with minimal fuss and the children are settling down nicely. The parents have been assessed and I already have a fair idea of who is a potential classroom helper and who is going to be the one with the persistent questions at the door.
Compared to my class last year who were a challenging mix of immature, physically rough boys and quiet, shy girls this group do seem more balanced on first impressions. These early observations are purely a speculative assessment but suggestions I am quite sure will end up proving me correct. I learnt a lot last year about assessment and making good observations and I think this experience will help me a lot this year. The quality of the observation rather than the quantity probably being the most significant lesson I learnt myself.
One colleague who works nearby has been the only irritation. She is a more experienced teacher than I am but since we started back it is like she is on a mission to prove it. Displays are going up at a furious pace, the learning platform has a running blog on it and her journals are already starting to fill up! I don't know what has prompted this surge of menopausal energy but it has ignited my competitive spirit!
I am sticking to my plans and spending my time getting to know the children. I think at this early point in the school year this has to be the priority - not putting on a show for the parents and the management.
Monday, 5 September 2011
Expectations....
It is hard to predict what to expect the night before the start of term. Most other teaching staff will have a vague idea of the class that is coming to them, but in reception the beast is an unknown quantity.
I may open the door to 25 smiling faces, excited and ready to learn, who skip through the door leaving Mum surprised and a bit emotional. I may also come face to face with 25 tear soaked faces and 25 bedraggled looking mothers who cant wait to 'dump and run' (not sure that is the technical term but you get the idea!!).
I did get the opportunity to meet some of the children at the end of last term, some coming from the nursery attached to the school and others I was able to pop out and visit in their previous settings. This is some preparation, but as I am sure parents and other child care professionals could testify, a four year old can be quite unpredictable if the mood takes him/her.
In my experience the biggest challenge on the first day is in fact once the children are in and settled, trying to get the parents back out the door!
I will blog again tomorrow, after the first day, with an account of this process, how it went, how the children are and most importantly of all - how well I was able to get rid of the mothers!
I may open the door to 25 smiling faces, excited and ready to learn, who skip through the door leaving Mum surprised and a bit emotional. I may also come face to face with 25 tear soaked faces and 25 bedraggled looking mothers who cant wait to 'dump and run' (not sure that is the technical term but you get the idea!!).
I did get the opportunity to meet some of the children at the end of last term, some coming from the nursery attached to the school and others I was able to pop out and visit in their previous settings. This is some preparation, but as I am sure parents and other child care professionals could testify, a four year old can be quite unpredictable if the mood takes him/her.
In my experience the biggest challenge on the first day is in fact once the children are in and settled, trying to get the parents back out the door!
I will blog again tomorrow, after the first day, with an account of this process, how it went, how the children are and most importantly of all - how well I was able to get rid of the mothers!
Saturday, 3 September 2011
The power of Sleeping Lions
Never underestimate the power of sleeping lions. I am referring to the game where children have to lie silently without moving, pretending to be asleep.
This is an activity which I believe every good reception teacher should have in their arsenal. If the children are having one of those days where everything is taking twice as long as usual, the noise level is louder than ever and you need a brief moment to gather your thoughts and assess what to do next - sleeping lions may be it.
The children are usually familiar with the rules and so a quick sharp 'sleeping lions' order from the teacher can be magical. Suddenly the children will stop what they are doing and flop to the floor - their competitive fuse lit. Some children will wobble after only twenty seconds but others can stay still for several minutes.
I have used this technique several times to great effect. Going home time can be a logistical nightmare so this is a favourite time to employ the game. I then call each child in turn when their parent comes to the door. Another time this can be used is when the chidren are ready to go to lunch. I call out 'sleeping lions' and then in turn whisper a name to go and line up.
Try this out in your classroom and see if it works for you - I think it is a great way to regain calm in a noisy room. I wouldn't recommend this technique during an observed lesson but for those Friday afternoons after a busy week when the children are tired and you are ready for that celebratory glass of wine - this can be a god send!
This is an activity which I believe every good reception teacher should have in their arsenal. If the children are having one of those days where everything is taking twice as long as usual, the noise level is louder than ever and you need a brief moment to gather your thoughts and assess what to do next - sleeping lions may be it.
The children are usually familiar with the rules and so a quick sharp 'sleeping lions' order from the teacher can be magical. Suddenly the children will stop what they are doing and flop to the floor - their competitive fuse lit. Some children will wobble after only twenty seconds but others can stay still for several minutes.
I have used this technique several times to great effect. Going home time can be a logistical nightmare so this is a favourite time to employ the game. I then call each child in turn when their parent comes to the door. Another time this can be used is when the chidren are ready to go to lunch. I call out 'sleeping lions' and then in turn whisper a name to go and line up.
Try this out in your classroom and see if it works for you - I think it is a great way to regain calm in a noisy room. I wouldn't recommend this technique during an observed lesson but for those Friday afternoons after a busy week when the children are tired and you are ready for that celebratory glass of wine - this can be a god send!
Wednesday, 31 August 2011
Ready to go back - i'm bored
I know many colleagues will be dreading the first day back at school, doing their best to enjoy what's left of the 6 week summer break.
However, I am looking forward to starting again. I have found myself twiddling my thumbs, bored at home. I don't have the distraction of my own children, my girlfriend works through the holidays and my friends are in the same situation, they are also working. I have done most of my preparation work for next term and my classroom is good to go.
I would be in favour of only a four week summer break and then a longer break over Christmas, probably after new year. This would make sense if you think about it, especially with the snow we have had in recent January / February times forcing some schools to close anyway.
What do other young teachers do over the summer? I would be interested in finding out.
However, I am looking forward to starting again. I have found myself twiddling my thumbs, bored at home. I don't have the distraction of my own children, my girlfriend works through the holidays and my friends are in the same situation, they are also working. I have done most of my preparation work for next term and my classroom is good to go.
I would be in favour of only a four week summer break and then a longer break over Christmas, probably after new year. This would make sense if you think about it, especially with the snow we have had in recent January / February times forcing some schools to close anyway.
What do other young teachers do over the summer? I would be interested in finding out.
Monday, 29 August 2011
PPA - a waste of time?
The title of this blog may be a surprising comment to teachers who look forward to their time away from their classroom - a weekly respite session to catch up on all those little jobs you've not quite got round to doing.
The reason I am questioning PPA is that for me it is often more hassle than it is worth. The Creative Learning Agency (2011) suggest that:
'...PPA time has presented an opportunity for other organisations and individuals, for example, artists, sports coaches, etc., to work with schools to provide enriching activities for pupils during PPA time...'
An interesting proposition it has to be said. However in reality what PPA has come to mean to me is a time where I constantly worry about what is going on in the classroom I have left - a TA is forced unwillingly into a role they are not paid for, delivering something I have had to plan, something they are not trained to do. Quite the opposite of the curriculum enriching PPA dreamed up by the government. Schools are forced to trim budgets so drastically that PPA cover in the form of another teacher, a specialist or an outside company is one of the first things to be culled.
Yes it could be argued that PPA time is a valuable time to sort planning, preparation and assessment but I wonder how many teachers actually find the time used for that purpose? Another issue is finding somewhere quiet and suitable to do this work. The staff room is a constant distraction with support staff loudly discussing the local gossip or their never ending women problems, the ICT suite is booked out all week with classes having their computer lessons and all other available space is being used for small group work, the school nurse, outside professionals coming in for meetings or to do assessments.... the list goes on.
Furthermore, enriching the curriculum I fully understand but how does this actually work. One of my favourite things to teach is PE but I know a lot of my colleagues dislike it. Does that mean that I should have to miss out on teaching a subject I feel I do well, so that a specialist (aka two lads who liked PE at school and have decided to start up a company) can come in and teach the children in the school their PE?
I wonder whether PPA time is a waste of time and should be either re-thought and properly funded or scrapped completely saving the school some money for other activities.
Resource: What is PPA time? - available here:
http://www.creativelearningagency.org.uk/metadot/index.pl?iid=23989&isa=Category
The reason I am questioning PPA is that for me it is often more hassle than it is worth. The Creative Learning Agency (2011) suggest that:
'...PPA time has presented an opportunity for other organisations and individuals, for example, artists, sports coaches, etc., to work with schools to provide enriching activities for pupils during PPA time...'
An interesting proposition it has to be said. However in reality what PPA has come to mean to me is a time where I constantly worry about what is going on in the classroom I have left - a TA is forced unwillingly into a role they are not paid for, delivering something I have had to plan, something they are not trained to do. Quite the opposite of the curriculum enriching PPA dreamed up by the government. Schools are forced to trim budgets so drastically that PPA cover in the form of another teacher, a specialist or an outside company is one of the first things to be culled.
Yes it could be argued that PPA time is a valuable time to sort planning, preparation and assessment but I wonder how many teachers actually find the time used for that purpose? Another issue is finding somewhere quiet and suitable to do this work. The staff room is a constant distraction with support staff loudly discussing the local gossip or their never ending women problems, the ICT suite is booked out all week with classes having their computer lessons and all other available space is being used for small group work, the school nurse, outside professionals coming in for meetings or to do assessments.... the list goes on.
Furthermore, enriching the curriculum I fully understand but how does this actually work. One of my favourite things to teach is PE but I know a lot of my colleagues dislike it. Does that mean that I should have to miss out on teaching a subject I feel I do well, so that a specialist (aka two lads who liked PE at school and have decided to start up a company) can come in and teach the children in the school their PE?
I wonder whether PPA time is a waste of time and should be either re-thought and properly funded or scrapped completely saving the school some money for other activities.
Resource: What is PPA time? - available here:
http://www.creativelearningagency.org.uk/metadot/index.pl?iid=23989&isa=Category
Friday, 26 August 2011
What shoud a male teacher wear?
This thought often passes through my mind. Female teachers have much more flexibility in what they can wear to work compared to their male counterparts. Women can dress in a range of items but the selection for men is much more limited.
I personally choose to wear a shirt, tie, smart trousers and shoes - pretty much the standard outfit for men in schools. However I often wonder if I should be wearing something more casual, especially in the summer months when I see female colleagues floating down the corridor in a skirt and vest top while I'm still wrapped up in my year round attire.
The main reason I choose to wear what I do is that it makes me feel professional. I think it looks good when I open the door in the morning and it gives me the right to demand a pride in appearance from the children I work with.
PE lessons give me chance to change into a t shirt and shorts and I don't feel I have any less respect from the class when I am in this outfit - in fact the first few times the children see me dressed like this it is a scene of wonder and amazement that I don't live in my school clothes all the time!
The nature of my role in reception is really the heart of this issue because teaching further up the school a shirt, tie etc is perfectly suitable. When I am trying to encourage the children in their child initiated time, joining in with games, helping build dens or paint a fire station - i wonder then if there is a more suitable outfit for me to wear which maintains a professional look?
People have suggested wearing linen trousers but then the dilemma of footwear rears its beasty head - normally I would opt for a flip flop but I don't think that is really suitable in a school setting. I could wear polo shirts with smart trousers but then run the risk of looking like a golf instructor. Quite the dilemma I am sure you'll agree.
I would love to hear some suggestions from people who read this - what do you / other men in your school wear? Is looking smart in a reception classroom even necessary? Would be good to hear some thoughts.
I personally choose to wear a shirt, tie, smart trousers and shoes - pretty much the standard outfit for men in schools. However I often wonder if I should be wearing something more casual, especially in the summer months when I see female colleagues floating down the corridor in a skirt and vest top while I'm still wrapped up in my year round attire.
The main reason I choose to wear what I do is that it makes me feel professional. I think it looks good when I open the door in the morning and it gives me the right to demand a pride in appearance from the children I work with.
PE lessons give me chance to change into a t shirt and shorts and I don't feel I have any less respect from the class when I am in this outfit - in fact the first few times the children see me dressed like this it is a scene of wonder and amazement that I don't live in my school clothes all the time!
The nature of my role in reception is really the heart of this issue because teaching further up the school a shirt, tie etc is perfectly suitable. When I am trying to encourage the children in their child initiated time, joining in with games, helping build dens or paint a fire station - i wonder then if there is a more suitable outfit for me to wear which maintains a professional look?
People have suggested wearing linen trousers but then the dilemma of footwear rears its beasty head - normally I would opt for a flip flop but I don't think that is really suitable in a school setting. I could wear polo shirts with smart trousers but then run the risk of looking like a golf instructor. Quite the dilemma I am sure you'll agree.
I would love to hear some suggestions from people who read this - what do you / other men in your school wear? Is looking smart in a reception classroom even necessary? Would be good to hear some thoughts.
Wednesday, 24 August 2011
Doing a GTP
This blog will describe my time as a GTP and I will list some tips I would give a new trainee .
I started my GTP in Year 2 after a year in the same school as a Teaching Assistant, so I already had some idea of the school environment, routine and staff. However, the jump from TA to GTP student is quite substantial and is understandably daunting.
I was fortunate enough to have a very supportive team around me to help me through my year as a trainee. At school my school-based-tutor (SBT), the class teacher I was working alongside and my TA were excellent, always happy to lend advice or look over a piece of work I had completed. It is also important to have support away from school. At the time I was still living at home and had the members of my family and also my understanding girlfriend to help guide me through the year.
The workload is substantial. My advice would be to use your time at the start of the year to get the fiddly bits out of the way first.
Please leave me a comment or a question below.
I started my GTP in Year 2 after a year in the same school as a Teaching Assistant, so I already had some idea of the school environment, routine and staff. However, the jump from TA to GTP student is quite substantial and is understandably daunting.
I was fortunate enough to have a very supportive team around me to help me through my year as a trainee. At school my school-based-tutor (SBT), the class teacher I was working alongside and my TA were excellent, always happy to lend advice or look over a piece of work I had completed. It is also important to have support away from school. At the time I was still living at home and had the members of my family and also my understanding girlfriend to help guide me through the year.
The workload is substantial. My advice would be to use your time at the start of the year to get the fiddly bits out of the way first.
- Getting your skills tests booked and passed as soon as possible will help avoid any unnecessary panics come the summer term.
- Get observations of other teachers booked in (more about this below) because as soon as you start to teacher more of the lessons your time will just disappear and there may be gaps in your folders of work.
- Plan out your year roughly in September, allowing yourself plenty of time to meet deadlines - use the holidays effectively, I found that to write an essay during school time when you have marking and planning to do was tough.
- Make use of 'testimonials' - these are an easy way to demonstrate you have met a Q standard simply by typing out the standard, explaining how you've met it and then getting a senior member of staff to sign it.
- Try and arrange with your visiting tutor to have your observation visits early each term. This may cause slight panic at the time but come the final visit in the summer term, you will be finished earlier than other people on the course who book in a late observations. This is also an advantage if there are any problems as it leaves you time to book in additional observations.
- Get a second school placement at a school which is very different from yours if possible. I went from a rough school in the middle of a council estate to a small village school, attended by the sons and daughters of millionaires. This experience is invaluable, especially when it comes to applying for jobs at the end of your year.
- On that theme - apply for jobs early - from Easter time if possible. Getting a job position sorted will again take off some of the pressure come the end of the term.
- Make the most of your training days away from school. Use the time to network and let off steam with other GTP's and grab as many free resources as you can.
- Invest in some sturdy ring binders - i knew one girl who had flimsy ones and the day of her final assessment she dropped her folders and the paperwork went everywhere!
- Cross referencing will become the bane of your life - but do it, it makes your folders easier to navigate and an assessor will not miss out on any work. Each thing that goes into your folder needs to have at least one Q standard on it - otherwise why is it there?
- PRIORITISE - you wont always be able to do everything. Make a list of your jobs and do the most important thing first. Making lists is a really good way of organising your thoughts - during my year I actually kept a notepad by my bed to jot things down so they weren't floating around in my head while I was trying to sleep
- Spend time doing other things. It would be easy to neglect all other areas of your life whilst doing a GTP but for your sanity try and book things into your schedule which you will enjoy. Spend time with friends and family regularly to take your mind off the work.
- Use a diary. I never used a diary before i started teaching and it is a simple way of organising things. Take it to staff meetings and note down what is happening in school - something you might not think is relevant to you may still affect you - do Year 3 need the hall on the day of your PE observation? Is there an empty room for your assessor to use or is the school nurse in? You get the idea.
- Don't let the school use you as emergency cover - sometimes this can be helpful but try not to let them just use you as cheap labour - it's not what you are there for. If this does happen, tell your visiting tutor or training provider
Please leave me a comment or a question below.
The build up to September
I have procrastinated long enough (although some would argue adding to my blog is still avoiding the inevitable..) - it is time to officially start with preparations for the new term. I have done bits and pieces over the first few weeks, but a quick glance at the calendar tells me that it may be time to start seriously thinking about what needs doing.
Planning for the first few weeks in a Reception class, in my opinion is all about PSED. The main focus of all the activities and the structure of the day will be about making the children feel comfortable in their new environment, helping them to nurture relationships in the classroom and to make the transition from home to school as smooth as possible. Obviously there will be opportunities to explore the other areas of learning available to the children at all times, however as the teacher in the class, I believe that the first few weeks are vital for getting the children settled and familiar with the adults in the room, the daily routines and probably most importantly - becoming comfortable with each other.
The main job before the children arrive is getting the room ready. This involves creating new labels - pegs, resources etc, thinking about new display boards and preparing all the paperwork necessary to accurately observe, record and asses the children.
I am interested to know how other Reception teachers use self registration. I use this method:
Autumn Term - Children take their laminated photograph from a pile and stick it on the attending side of a 'register board'
Spring Term - This photo is replaced with a card which has their name on
Summer Term - Use the Interactive Whiteboard to self register.
How do you do it?
Planning for the first few weeks in a Reception class, in my opinion is all about PSED. The main focus of all the activities and the structure of the day will be about making the children feel comfortable in their new environment, helping them to nurture relationships in the classroom and to make the transition from home to school as smooth as possible. Obviously there will be opportunities to explore the other areas of learning available to the children at all times, however as the teacher in the class, I believe that the first few weeks are vital for getting the children settled and familiar with the adults in the room, the daily routines and probably most importantly - becoming comfortable with each other.
The main job before the children arrive is getting the room ready. This involves creating new labels - pegs, resources etc, thinking about new display boards and preparing all the paperwork necessary to accurately observe, record and asses the children.
I am interested to know how other Reception teachers use self registration. I use this method:
Autumn Term - Children take their laminated photograph from a pile and stick it on the attending side of a 'register board'
Spring Term - This photo is replaced with a card which has their name on
Summer Term - Use the Interactive Whiteboard to self register.
How do you do it?
Monday, 22 August 2011
Teaching is a lifestyle - not a job
"Teachers get it easy. They work from 9am till 3pm, have every weekend off and then a huge 6 week holiday in the summer, plus half terms and time off at Christmas".
Many people have said something similar, if not identical to me many times. I thought a good way to start this blog would be to discuss this opinion.
Yes, we do get those holiday times off throughout the year, but what does 'off' actually mean? If it simply means not having to get up every morning and go into school for the school day, then yes I believe we do get it off. However, if 'off' is used to describe my time during the summer, at weekends, half terms or at Christmas as time when I can stay in bed all day, watch Jeremy Kyle and not think about school at all, then the opinion is slightly warped.
I always say to people 'teaching is a lifestyle choice, not simply a job'. I say this because without being a teacher or spending a lot of time with a teacher you wouldn't know what it is like. A simple shop to the supermarket becomes the weekly food shop plus an opportunity to stock up on boxes for your junk modelling area, a chance to quickly grab some extra Pritt Sticks because some little swine has left the lids off of your new glues and they have solidified, a moment to get the bread, jam, butter, Marmite, honey for tomorrow's toast making session..... You get the idea.
Teaching is the best job in the world and in my opinion to be a successful teacher you need to 'live' the role. Always thinking, always planning and always on the lookout for things that can improve your practice. To live the role you simply cannot just have time 'off' - you have to become it.
Work/life balance is important and I always try to make sure I have the time to do thing other things I love doing - watching football, spending time with my girlfriend, watching films, but it is very tough to not have a constant to -do list buzzing around your head.
Many people have said something similar, if not identical to me many times. I thought a good way to start this blog would be to discuss this opinion.
Yes, we do get those holiday times off throughout the year, but what does 'off' actually mean? If it simply means not having to get up every morning and go into school for the school day, then yes I believe we do get it off. However, if 'off' is used to describe my time during the summer, at weekends, half terms or at Christmas as time when I can stay in bed all day, watch Jeremy Kyle and not think about school at all, then the opinion is slightly warped.
I always say to people 'teaching is a lifestyle choice, not simply a job'. I say this because without being a teacher or spending a lot of time with a teacher you wouldn't know what it is like. A simple shop to the supermarket becomes the weekly food shop plus an opportunity to stock up on boxes for your junk modelling area, a chance to quickly grab some extra Pritt Sticks because some little swine has left the lids off of your new glues and they have solidified, a moment to get the bread, jam, butter, Marmite, honey for tomorrow's toast making session..... You get the idea.
Teaching is the best job in the world and in my opinion to be a successful teacher you need to 'live' the role. Always thinking, always planning and always on the lookout for things that can improve your practice. To live the role you simply cannot just have time 'off' - you have to become it.
Work/life balance is important and I always try to make sure I have the time to do thing other things I love doing - watching football, spending time with my girlfriend, watching films, but it is very tough to not have a constant to -do list buzzing around your head.
An introduction...
It is mid August and I am in the middle of the summer holidays. I have decided to start a blog to document some of my thoughts, experiences and ideas linked to my profession.
So who am I?
I am a 24 year old Reception teacher living near London in the United Kingdom. I teach reception aged children in a leafy middle class school and just finished my NQT year.
Why write a blog?
Several reasons really.
I plan to keep this blog confidential so no real names will be used in posts.
So who am I?
I am a 24 year old Reception teacher living near London in the United Kingdom. I teach reception aged children in a leafy middle class school and just finished my NQT year.
Why write a blog?
Several reasons really.
- I am interested in the Internet and have been considering a blog for a while.
- I think in my profession where everyday is different, I will have plenty of ammunition for interesting and amusing posts.
- I am slightly unusual in that I am a man who teaches in Reception and therefore might be able to discuss issues in a different way to women.
- During my training I read a lot of blogs and forums and feel I now have some experience that I can use to help other people.
I plan to keep this blog confidential so no real names will be used in posts.
Subscribe to:
Posts (Atom)