The Journey Continues...

A lot of stuff has been going on recently, including some fairly significant changes. Due to this, I've decided to move this blog.

You can now find me over here

This is where I'll continue the journey as an NQT; and post updates about my writing, which is something I've regrettably let slip during this PGCE year.

I had considered deleting this blog, but, instead, I'm going to leave it- after all it was designed for me to reflect on my year and to provide an insight for potential PGCE-ers.

Thank you for your support during this year, and I hope you'll join me on the new blog.

Lotte x

The End/ Tips

The PGCE is finished!!

Our last couple of days back in uni were odd. It was strange yet lovely to see people from the course, and great to compare stories. We wrote letters to ourselves at the beginning of the course which were returned to us on the last day. It was nice to re-read what I'd said to myself, but the university was its usual disorganised self and so the final day didn't really feel special.


Then we had the end of course party. It was a lovely night.

Despite the title of this post though, it really isn't the end. It's just the beginning.

Since finishing, I've been into my new school to sign paperwork and to find out what I'll be teaching next year. I'm getting quite a bit of freedom over the texts I choose. This was my first big shock, and when the weight of responsibility hit me properly.

I'm really excited about starting as an NQT, but I know that this summer is going to require a lot of reading up on and around texts I'll be teaching, and getting to grips with yet another new way of doing things: different planning styles etc.

Until then, I've been reflecting on my year.
More tips:

1. File as you go, especially in terms of providing evidence for the standards

2. Take a day off- I tried to take Saturday away from the PGCE. I did some baking or shopping or meeting people. It wasn't always possible, but I felt much better on the weeks when I did.

3. Ask for help. Ask other people on the course. Ask teachers. Ask friends who aren't doing the course. Ask the internet- Twitter's been excellent for me this year. No matter what's going on though, there are always people who'll help.

4. Be adaptable.

5. GTPs are amazing. So the GTP is being scrapped, but for me the GTP students at my placement schools have been amazing. They're in the same position as PGCE trainees, but have the experience of having spent most of their time in the school.

6. Do the essays as soon as you can. The PGCE does not offer the freedom of an undergrad degree where you can pull an all-nighter for the assignments, because they'll be due when you're in school.

7. See your friends who aren't on the course. Use the holidays or weekends to visit friends/have them over. I've needed the connection with the outside world.

8. Remember you're a trainee. You are not expected to know or do everything.






That's about all for now, although I may add to this later. Feel free to add your own tips in the comments.
I'm also looking for NQT year tips.

via i make things up

Would you recommend this school as a training school?

This was the question I was asked this week by the University tutor.

This is a question I hadn't expected to be asked.

This week was official observation week.
I'd spent so long frantically organising folders and planning (what I thought was) a safe observation lesson (too safe, as it turned out) and ensuring all the resources were ready and that I was ready and could provide evidence for anything, that a question about the suitability of the school kind of threw me.

I know I'm training in the school. I know I'm expected to be trained by members of staff in that school, but at the same time, I've been in the school. I know what's going on. I see the stress they're under every day. And more than that, I want to do things for myself and then call on help/tips when it's not quite working.

Does this put me in a good position for judging if it's a decent training school?

There are elements of my school which are brilliant (and by 'elements of', I mean 'people in'). My mentor, for example, is rushed off her feet but always finds time to check that I'm ok. I have three of her classes- she always checks that I know what I'm doing with them. One of my other host teachers is fantastic. Always on hand to offer tips and advice, suggestions of how she would do things; but ultimately, let's me try things for myself.

However, there are other times when I feel that I have no support and that the school is treating me as a cover teacher, rather than a trainee. There are some classes where I feel that I've been completely abandoned. And these are difficult classes. One of these classes was picked for the observation lesson.

I "laid foundations" before his arrival, and they were on their best behaviour. It was a pleasure to teach them. This was the first time in 7 weeks where I've actually enjoyed teaching them. The tutor cannot understand why I've been given this class, because all I've done is spend 7 weeks battling poor behaviour with little effect.

At other times, I'm told to do one thing, then it changes, so I edit my approach to accommodate the changes, then when it's assessed, suddenly the original criteria are back in place. And I don't find out about important meetings etc, unless I overhear someone talking about it.

So, I do feel a bit like a spare part. I'm torn on the 'am I being trained' question, because I'm not quite sure how much I'm supposed to being doing by myself.

This is all the stuff that ran through my head, and which I tried to express in my answer when suddenly asked 'Would you recommend this school as a training school?'

3 Weeks

I have started a countdown- mostly it's in terms of "number of lessons left with worst class"- after Wednesday we'll be down to single figures!! I think like that, but I'm still trying approaches to get them to behave and do some work/learning, especially as I'm being observed with them.

That is why I can't quite see the end of the tunnel: The Uni Observation.

I've not actually met the tutor doing the observation, but apparently he's lovely. I am worried about the class though. I take the advice I'm given. I apply it exactly as suggested, but the students still completely ignore me. I'm still really shocked at their behaviour- and the school's lack of support. 

I'm sensing another issue arising, and I had a bit of moan about it earlier; but as it's still unfolding, and I'm still in the school, I guess I'll keep my blogger mouth closed for a bit to see how it unfolds...

Anyway, on a cheerier note. I got all of my marking done over the holiday, and I'm pleased with the observation lesson which I've planned- let's just hope it works out on the day. But I do need to sort my folders.

Top Tip for budding trainees: File as you go.I did this during TP1 and it made life so much easier, but it's something which I've let slip in my second school. So, a busy few days of printing and evidencing lay ahead!

Once this observation's out of the way, the end will be in sight. This year has absolutely flown by, particularly this second placement. Need to get a wriggle on with sorting things for my new job in September, such as somewhere to live!

Holiday Time!

Wow! This past week's been a bit crazy busy.

I had two interviews and an observation lesson to prepare! But...I now have a job lined up for September. Phew! One less thing to worry about.

Next stop: driving license.

Very pleased that it's the holidays though. A chance to catch up with some friends, and properly prepare for the official uni observation lesson which is the first week back :/ (I'm very worried about this one), and mark all the assessments.

Cannot believe I have only three weeks left in school. It is flying by.

Busy

On any other uni course this would be the time of year to be worrying about exams/ beginning the wind down for summer. Not this one.

It's been a very busy fortnight and the next four weeks look like much of the same.

In the last two weeks I've bumbled across to the West Coast for an interview (didn't get the job, but it was a good experience), completed my final university essay, fixed a date for my formal observation from the university, passed both skills tests, applied for more jobs, and did lots of teaching. I cannot believe how quickly this placement is going. Only four weeks left in school! Eeek.

Before the end of the course, I need to organise my folders, book driving lessons, get a job, sort a quick trip to London, make some big leaps in teaching- prove to myself that I can do this, produce a cracking observation lesson for the university mentor, produce a different observation lesson for the ITT coordinator, and finally, finally, finally make some headway with y9

But tonight, I stop worrying about all of that and watch Eurovision!

Focus

This week has been a mess and, unfortunately, it's set to continue. However, it has revealed that my new university mentor is fantastic. So, I've decided to leave my issues in his capable hands for the weekend and focus on what I need to do to be the best I can be.

I had my first formal observation at this school on Friday. Last lesson. Year 7. I requested that the focus be behaviour management. I have no strategies in place for this class, except running through the rules at the beginning of the lesson and insisted on silence (they're a chatty class) so I wasn't expecting a high grade. But this is precisely the reason I asked for that to be the focus.

I didn't get a high grade, but I did get excellent feedback with so many tips. I've connected well with this class. They're keen to please me, so I feel quite confident in attempting a range of these strategies with them. My favourite tip is teaching from the back of the class, then sneaking up on the children who are talking, or turning around or clicking their pens. I can be a sneaky teacher I'm sure. This weekend I'll be buying a clicker so I don't need to be near the computer to change the slide.

Behaviour management was something I developed quite a bit in my first placement. However, the kids at this school are very very different, with very different needs so at least I have a long-term focus to achieve with all of my classes.

I was quite pleased when my observer did mention the content of the lesson, and that it was great and the kids loved it and responded well. So, at least I'm doing something right.

Now to write an assignment, send some job applications and plan some lessons. Roll on the long weekend!

The Slump

Yesterday I was feeling glum.

I felt like I'm the one putting in loads of effort but the kids just aren't interested. I have a class at this school who just are not interested in learning/ do not value their free education. I wanted to show them a video about kids who don't have access to education, something horrific, something to make them cry; but empathy isn't their strong point and it'd work for about 30 seconds.

I've distracted them with shiny stars, which in itself speaks volumes.

But I was just really disappointed that the pupils are so disinterested, and so incredibly lazy. They're expecting me to do all the work. Now, of course, I'm new to the profession, but I'm fairly sure that's the wrong way around.

Is it just these kids, or is it like this in all schools? Do pupils really no longer think for themselves?

Couple this with the fact that most conversations in school are about people changing profession or counting down the time (in years) until they can retire. I'm hardly enthused.

Guess I'm just having one of those weeks.

Review: Rites- Sophie Coulombeau

(Cross posted from Goodreads)

For some reason Rites took me quite a while to read.

I was attracted to Rites by the narrative style. The story is told from the point of view of the characters, so the narrator is constantly changing.

I wondered if it would work. I wondered if I'd forget who said what. I wondered if I'd actually get a connection with the characters.

The device is very effective. I have formed a clear opinion of each of the characters. Constantly I'm questioning whether I should believe what I'm reading. Coulombeau cleverly asks the reader questions directly and drops in opportunities to recall what other characters have said previously.

This is not a book which I could just read for some nice imagery or turn of phrase or the storyline. I had to actively engage with every part of the story. This I loved, and is probably why it took me so long to read Rites- I couldn't just read it before going to bed. Commitment is required.

I definitely recommend you dive in and meet the characters of Rachel, Nick, Lizzie and Day, and found out what happened one hot English summer.

Let's get this blog back on the road

Goodness, I got back from the Netherlands and haven't had a chance to stop.

I've been run-down with the ill (still don't know what it is, but I'm on the mend) and thrown into the fray with the teaching and Ofsted visited, so I was pulled away from the teaching and applying for jobs and booking skills tests and assignments and..well yes, the 'to do' list is still fairly long, but I feel that I have a bit of time to breathe this weekend.

So, new school. Been there two weeks now. Two very very different weeks.

Week one I met my y9 class properly when I started teaching them. I requested no host teacher so I could make my stamp on the class. I was met by a wall of defiance from the class. After our first two lessons together I was feeling fairly exasperated. My mindset changed from 'going to plan fun lessons and get these kids through their assessments' to 'I will break them'.

Well, it's changed again now to 'challenge accepted'. I've persisted with the kids and I feel as though I'm making progress. Our last lesson this week was almost pleasant. If anyone had been formally observing, I'm sure I would've failed. The kids had one earphone in for most of the lesson. However, this kept them seated and quiet, which meant they weren't distracting the minority of students who wanted to work. They were on-task for most of the lesson too. I think music is the way forward with these guys. Plus, I've learnt to laugh at them. There's no point me standing at the front, shouting. The kids aren't interested. I will need more long-term, observation-acceptable strategies for this class though.

Been getting to grips with a fairly difficult unit (Medieval poetry) to teach to Y7. The class have made it clear that they don't like poetry, so trying to teach it in a way that's entertaining is the challenge. I got it drastically wrong for all concerned last week. But this week, I think I've cracked it. We'll see.

The O-bomb dropping was not helpful. I had just created plans for my units, which all had to change because I wasn't allowed to teach for two days. The impact of their visit means my plans may well yet change again. Seeing the effect of them on the department was horrific though. I am not looking forward to the visits once I'm an NQT/teacher.

So, I feel as though I'm settling in this school. It was a horrible shock after the Dutch school, but I'm certainly less stressed here than I was at TP1 (currently). The English department is lovely, and people have started speaking to me now that they know I'll be kicking about for a while.

Now I just need to complete two assignments, revise and pass my skills tests, book lessons and pass my driving test, and get a job. Preferably all before the end of July. #nopressure

Easter

Well, this blog really has been neglected of late.

So, I went to The Netherlands. There will be a whole post dedicated to this, but for now I'll just say it was amazing. Unfortunately, I couldn't access Blogger (internet blocked a lot of things) so this page has been quiet for a while.

Back now!

I didn't get an Easter break because they don't have the long holiday in The Netherlands. While I see my friends have had free time, I've been teaching. It was completely worth it. Unfortunately, full-time placement begins tomorrow. EEK!

I'm attempting to plan lessons, and thought I had it in the bag. Until I've just sat down to arrange y9. I thought I was safe adapting someone else's plans, but they're vague and very very different from the way I'd do things.

Looks like it's going to be a long night. It's a good thing that I've recently gained a liking for coffee!

The Next Phase

Well, what a week this has been.

Monday we cracked on with our assignment work, after a talk from a local Head teacher about interviews. Monday afternoon I did a trial run to my TP2 school.

Tuesday, we created lessons to deliver at the English Language Workshop in two weeks.

Wednesday was my birthday. I took cake to uni. We had a drink at lunch. I went home and wished I was surrounded by friends. Then- being a whole year older- I had a nap.

Thursday was the start of TP2. I had developed some kind of idea of what the school would be like,  based on wandering around the local area, its website and word of mouth. I'm getting a surprise. Going into the details on this blog would be unprofessional, but it's safe to say that the school is not what I thought it'd be. Saying that, the staff are lovely and the kids (from the minimal interaction I've had with them over the last two days) are very helpful.

While I'm looking forward to going back next Thursday, and to the challenges which my new timetable will throw at me, and I know I have to give this school a fair chance; I do find myself missing my first placement school. This is strange to me because whilst there, I felt that I didn't quite fit. It could be that I'm just feeling like a fish out of water because TP2 is so different from TP1, so I'll give it some time; but I do really miss TP1- it's staff and pupils.

Everybody is a genius

Source: Educational Technology

Village Sunset and Morning Birdsong

Many thanks to Russell at The Camel Saloon for propping my poem up at the bar.


Please drop by to have a read

http://thecamelsaloon.blogspot.co.uk/2013/02/village-sunset-and-morning-birdsong.html

 

 

 

While we're here...

My friend wrote this post. I read it with glee. Please take some time to have a browse.

http://poodwidgeonpaddy.wordpress.com/2013/02/19/an-apology-to-womens-magazines/

Limbo

First, an apology. I've been having serious internet issues. As a result I've been fairly absent from this blog and Twitter and everywhere. Every time I do get to connect (usually via the phone), I realise that I'm missing so much.

Anywho, for the moment- I'm back.

These two weeks where we're not in school are weird. We still have to attend uni, but we have Friday and sometimes Thursday off. I genuinely don't know what to do with myself on these days. Sure, I know I have things to do, but having so much time is a strange concept to me now.

The days off haven't been entirely wasted- I have started writing again. Not having the time or energy to write has been frustrating me during the placement. It's a balance I need to find in my second school.

This week we went to a different school for a media conference. The school wasn't what I expected, and the staff (I think) thought we knew more about media than what we actually did. Nevertheless, I really enjoyed the three days- even if some of language went straight over my head (I genuinely thought an "ident" was typo. It's not.) I started generating ideas as to how I could incorporate some of the media methods and features into my English classroom. If that's all I take away from it, that's fine by me.

Next week we'll be developing ideas for a language conference which we're delivering. Considering we have one language expert in the group and we've had one session about English Language, this should be interesting. I like the "expanding my subject knowledge" part of this course though. It's nice to know I'm still learning and to be actively participating in my learning.

And, on Thursday, I'll visit my second school. I still haven't quite figured out how to get there. Test run tomorrow, I think.

Success

Each year the University sends 6 students to teach in the Netherlands. The selection is based on school performance and essay grades.

I found out this week that I've been selected.

It's been kept from the internet in general because there are others on the course who want to go, and are understandably gutted about not getting a place.

But, I fancy a quiet celebration. So it's here!

Less than a month and we'll be off to the Netherlands.

I cannot wait!

Independent thinking

The question of independent thinking is one which has been bugging me over the past few weeks.

One of the feedbacks I received from a lesson observation included the suggestion that I was expecting the students to work too independently.

However, from other observations, it seems that the general consensus is to spoon feed and coax the students through their course; rather than to encourage them to think independently.

Now I'm new to this, and I was in a school that was completely different from my own educational upbringing (inner city comprehensive vs. rural grammar); but not encouraging independent thinking does not sit well with me.

I had both low ability and mixed ability classes; and I developed differentiation strategies in an attempt to meet the needs of all the students in my classes. Yet, it was the approaches which asked students to think for themselves which received the most criticism.

I'm certainly not saying that I went into classes and said, "today we're learning this. Off you go." My lessons did have structure, and modelled answers and whole class discussions before starting tasks. But I'm still (apparently) expecting the students to think too independently.

So, really, I guess, I'm wondering, how much is too much  independence when it comes to learning? Is the general consensus now to give the students the answers and ask them to match them to the questions? At some stages this is what it feels like I'm doing.

The middle

This must be about the halfway point.

Yesterday, I finished TP1. This weekend is one of reflection and tidying the flat.

I have learnt so much during my time at school. I've finally landed on the side of 'I'm not ready to leave', although I can see quite clearly the areas I need to focus on in my second school.

I can't believe how much I've learnt in the time I've been there: planning lessons in a sequence; differentiating resources; developing relationships with classes and colleagues; relaxing around my classes and having a bit of fun; a variety of behaviour management techniques; that I sound like a complete tit when I shout, but tapping a pencil against a mug works wonders for bringing a class to order; mark schemes and how difficult they are to understand; how easy it is to be ridiculously tired on a Monday and how Tuesday drags on and on and on and on- no matter how much cake is available!

I don't quite know how I've managed to plan and resource all my lessons on time and write two decent assignments, or how I've upped my game to be succeeding at Masters level, but I'm doing it!

In my head, real questions about teaching (which I'll save for another post) have arisen. I am so pleased that I'm questioning and not just blindly accepting that this is the way. I've always been a bit rubbish at questioning.

I'm pleased that I'm naturally evaluating lessons, and in terms of 'what could I have done to make that better/work/smoother?' I'm really pleased that when things don't work out, I go into evaluation mode rather than get upset about making mistakes.

I am incredibly grateful to all the staff at my first school. It's been great to sit and voice my confusion about something and have someone there to offer a different angle of looking at it.

I love that not only have I been learning to be a teacher, but also I've been expanding my knowledge about texts and structures. I've been thrown into teaching areas which I'd identified as weaknesses and texts I'd never read, and it's been fantastic. My confidence has definitely increased.

I am going to miss the people and the kids. However, I have to move on; and I know at my next school I'll  be doing more teaching and I'll be expecting myself to step-it-up a notch.



And now, I'm going to use this in-between time to do some reading, some writing, and take a deep breath.

My Top Tips for TP1:

1. Create weekly targets and plan your lessons to try to meet these.

2. You have to laugh.

3 weeks

Only three weeks left on this placement. Eek!

So, this week. I started by getting ahead, but by the end of the week everything had caught up with me again! I've had some very long days in school this week.

I taught my first ever y10 lesson. Cripes! I was so nervous. I don't think it was my best lesson, but a good start. The evaluation came from the kids themselves, which was terrifying and insightful at the same time. They are very observant.

My y7 lessons are getting better. They feel more structured and purposeful, and I can see what direction they're heading. I know what the final goal is, I just need to get them there. In only 8 lessons. I lose tomorrow's lesson due to a visiting guest speaker.

My y8s are testing me. They don't respond well to a change of routine, so me walking in and taking their lessons for a new unit is not going down so well. I'm trying to maintain their established routines, in terms of how lessons begin, discipline and reward strategies; but they are definitely my biggest challenge at the moment.

I feel as though I am making progress with y9. I introduced team posters, which they created with their friends. They can then earn stars for their teams during the lessons. The team with the most points at half term gets a prize (actual prize to be negotiated). This is proving an incentive.

Started searching for jobs now. I think I've found one I want to apply for- even if just for the interview experience. I don't expect to land a job before easter, if I'm honest. I definitely need the experience of second placement to be able to offer a more complete answer to any question at interview.

Need to get these flippin QTS tests out of the way. Need some hard core revision and then book 'em. They're becoming an annoyance, just nagging at me.

Hopefully there'll be no more snow. The students get way too distracted by the weather. I've resorted to closing the blinds in some classes. I hope it all melts- as distracting as it is, I'd sooner have the snow than the ice.

Time to make these last three weeks really count. It's going to be weird going back into university.

Dropping back into things

Well the Christmas break is well and truly over.

Happy New Year everyone.

The first week back was approached with dread. I'd had nothing but problems in the last week of the holidays- so I've been playing catch up since then. Got pretty injured too so been a bit slow and delicate wandering around school.

The big essay was due on Tuesday and my first official observation was also due to happen on Tuesday. And I had lessons to create for this week.

Thank god it all worked out.

The essay was submitted on Monday night. I hope it's good enough for a pass.

Tuesday, I was very nervous. My university mentor had chosen to observe my difficult y8 class. And I'd planned to do drama. Oh.My.God.

To their credit, the kids were brilliant (not that I told them that I was being observed); and they seemed to really enjoy the activity. Yesterday's lesson showed me that they actually learnt something from it.

I got some fantastic feedback from my mentor. And when I ran the same activity with the other half of the class on Thursday, although the lesson seemed to be a disaster and the kids behaved badly, I did get some lovely comments from a passing member of staff. He said it was great to see someone doing something different with the kids; taking advantage of all the open spaces in the school, and experimenting with approaches. This was lovely to hear, although I'm never quite sure how to react to compliments.

I also feel as though I've made real progress with my other classes this week. My organisation has improved and, although I haven't made the resources yet, I've been ready for what I'm going to do next week, and have been able to create this week's lessons to lead into next week's lessons.

I think I've had some of my best lessons this week. The pupils are seeing me as their teacher now. Things feel good, more comfortable. And I'm getting a Y10 lesson next week. I'm very excited, I just hope I don't mess it up. The class is lovely though, and I've been in their lessons since the beginning of December so they know me.

Overall, a brilliant first week back. Someone's created a countdown of working days until the next half term, which is when I leave this school. I cannot believe there are only 20 working days left! Too soon. I'm not sure that I want to leave.