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!