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?
Friday, 9 September 2011
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.
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