Week 6

So, I'm cheating this week. Officially it's half term, but with uni commitments, I'm not really getting a half term. The university's dropped our seminars and tutorials, but replaced them with a 3 hour lecture on Monday (eurgh) and some project work; and the preparation for the first assignment. Due to all of this, I'm working through my Saturday and Sunday, then popping home for a few days.

So this week's been interesting. A slight schism feels as though it's developing in our group, which is a shame. I really hope that we can work through it as a group, rather than letting it become a big issue, especially as it seems to be one person isolating themselves.

We did our starters on Wednesday. The rest of the group had to pretend to be KS3 students, while we delivered starters on a given aspect of grammar. My partner and I were given 'Conjunctions'. Oh dear, oh dear. The group enjoyed our activities, but we were slightly sidetracked by a couple of people just not understanding how one word could be a subordinating, but not a co-ordinating conjunction. We did get through it, but I felt as though we'd done a really awful job. The feedback, however, was very constructive. I hope the feedback is similar when I'm observed in a real class.

School was great. A lack of sleep on Wednesday night meant that Thursday was a tough day, but I kind of had that 'running on empty' energy. The whole department was anticipating half-term though. Friday was a training day, based around safeguarding children. I'm very pleased I attended.

The rest of the group are bonding well. We're rallying together to share resources and help each other when someone's struggling with ideas. It's great to know that we're all there for each other.

So half term! Whoop! Today I'm gathering information for an assignment and tomorrow I'll be planning lessons that I'll actually get to teach in November. I'm very excited for that. Hopefully after half term I'll get to do some plenaries or starters too. I enjoy being a teaching assistant, but I think it's now time to get stuck in to the teaching. I think it'll help build my confidence and cement my role in the school, both in my own head; and in the eyes of the students.

Now to get my head around some more theory. Every conversation I've had with teachers in my school implies that, really, I only need the theory for this year- they never really use it again. I suspect that actually they are using it, but it's become embedded in their thought process that they don't realise it.

Enjoy the break!

PGCE Prep.

Apologies for the lack of blog posts: I’ve been moving house. Here I am all installed in my new home. I've called it The Attic. It’s almost perfect (as I type I’m waiting for someone to come and fix the shower). I’m in a great area, surrounded by bistros and parkland; yet conveniently on a street with bus routes at either end. Aside from the neighbour’s yappy dog, it’s fairly quiet too. The other people in the building seem friendly. I am making Jane Eyre comparisons left, right and centre though because my room’s an attic conversion, and a chip in the wall paper tells me that the walls are painted red. Please don’t let me go mad. Overall though, I can see this being a nice little base for the PGCE year.

Arriving two weeks before the course starts has given me the luxury of time (I’m sure I'll appreciate it as a luxury once the course begins anyway). I’ve been exploring: mostly it’s unashamed tourism, but also I’ve been finding my feet; and realising that while the half hour walk to uni is nice on a sunny day, in winter I’m getting the bus.

I’ve also been thinking about what kind of teacher I want to be; and what do I want to gain most from the observations I’ll be taking on my placements (before actually being let loose with a class on my placements). I’m excited about seeing the different approaches and their impacts.  I’ve been pondering what kind of assignments I’ll be asked to write – to be honest, getting to grips with educational theory is something I’m really looking forward to doing, so I’m hoping they’re theory based – and which aspects of education appeal to me most. At the moment they’re just wild thoughts, grounded slightly by what I read online and in books. I suppose I’ll have to wait until the course really gets going before I can begin to solidify my ideas.

Until then, I’m reading Trevor Wright’s How to Be a Brilliant English Teacher. It’s a cracking read, serious without being condescending or dull; just the right amount of humour, actually. I love how Wright uses examples from his experience to ground and illustrate his arguments; and how he introduces a method that can so easily be adapted into a lesson plan for another text. This book offers so much potential. I also enjoy how accessible I’m finding it, even though I have barely any knowledge of how to be a teacher. I think this is because Wright doesn’t try to intimidate the reader with professional terminology. It’s a great starting point but, at the same time, structured so that it will be easy to dip back in to sections for ideas or suggested techniques.

I’m also taking this time to thoroughly prepare myself for the course:

•  I’ve organised The Attic so I have a working zone and living zone.

•  I’m building a file of recipes so I can stay healthy this year.

• I’m arranging my social life. I know it’s going to virtually disappear between 17^th September and July; however, some commitments cannot be ignored, so right now I’m trying to keep them to Saturdays. I’ve already decided, based on everyone’s advice, that Saturday will be my day away from the PGCE. I will take day-trips out of the city on sunny days, and bake/watch films/general reading on rainy days.

•  I’ve organised my desk. I even have a printer!

• I’m reading books not related to the PGCE while I have the time.
  
  
•  I’ve budgeted.
  

• And, next week, I’ll start practising the QTS skills tests.

 I think I’m about ready. Only one week until registration. Just a bit more waiting…