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.

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.

Everybody is a genius

Source: Educational Technology

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.

Merry Christmas

Survived the first half of the placement.

Having a lovely Christmas break. We finished on 21st December, and I was well and truly ready for a break.

I've done no work since then.

Tomorrow work on the essay and the lesson planning begins.

My first formal observation by my mentor from the University is on the first Tuesday back.

Normal service shall resume on this blog once the essay is finished and submitted (also the first Tuesday back).

I've switched off my alarm for the holidays and I'm finding it terribly easy to stay in bed for ages.

Only five weeks left in this placement school. Mixed feelings about that. I feel as though I'm learning, and I get along well with the department, but I'm also really looking forward to seeing how a different school works.

I shan't think on that for now. It is the Christmas break.

Merry Christmas all.

Busy Week/Next Phase

Last weekend I went to London for the London Festival of Education. I was fantastic. A great chance to catch up with an old friend; and to listen to interesting ideas about education and different approaches and what should happen in the future.

I was a little late, so I missed most of what Michael Gove was saying. Although I saw some of his interview that was being broadcast to a small TV. He looked every bit the politician.

I went to talk from the head of Swiss Cottage school. The approach there intrigues me. If I lived in London, I'd try so hard to spend some time there. Then I caught the end of a talk called 'Should we use the curriculum to impart values?' while I was waiting for the talk between John Hattie and Pasi Sahlberg on 'What makes great teaching- the global view'. Initially John Hattie was the reason I went to the entire Festival; however I found Sahlberg to be far engaging and on topic. I don't think some glitches with Hattie's mic helped matters.

I listened to Andrew Adonis and Christine Gilbert talk about the value of Academies. However, Gilbert barely got a word in edgeways.

And finally- Michael Rosen and Anthony Horowitz "How can we stop killing the love of reading". Absolutely fantastic. By far the best talk of the day. Rosen issued a call to arms basically, and Horowitz was on topic, understandable, clear and full of great ideas with possible ways to implement them, rather than just spouting unrealistic ideals. This talk was also absolutely hilarious in places- especially Horowitz laying-in to Dan Brown's writing.

Very pleased I went.

Aside from that, this week saw the end of University until February- eek!

I start full-time in TP1 on Monday. Thankfully, my mentor has reassured me that I won't be thrown in at the deep end with all full-time lessons and planning straight away; but that they'd be doing me a disservice if I didn't get anything to do. So I'm getting a y7 class, I have two weeks to crack on with the planning for their module. I'll have a Y8 class, which is the same class I used for my assignment lessons. I'm really getting to know this class. They're a tricky bunch, but lovely really. And I'll have a y9 class. We're doing Macbeth! I'm sitting down with their current teacher on Monday to plan; but I'm not sure when I'll be taking them full-time.

It really isn't long that I get there. Only 4 weeks until Christmas, and only 5 weeks there after Christmas. Quite a lot to learn in not a lot of time.

The first assignment was due in yesterday. I submitted it, but titled it wrong, and as a .docx instead of .doc GAH! I've emailed to explain to my mistake and offer my apologies and sent a correct copy; but I've not heard back from anyone. Will just have to wait and see.

The lessons I taught for it though weren't too bad. The first was better than the second- surprisingly. Still, I took loads of things from it; what worked, what didn't, and ways to avoid the same kind of scenarios.

So now it's time to crack on with the planning - not today, obviously. Tomorrow. Today, I tidy the general post-essay debris, and then pop to the shops for much-needed food.

Week 5

Sorry blogosphere, I've been very quiet this week. I've caught a cold that's turned into a chesty cough, so I'm spending most of my 'free' time sleeping in the hope that I'll be cured soon.

I have a routine. I am fairly over-organised. I find it helps me deal with things when they go wrong, so having routine...and a plan...settles my mind and me.

I'm really happy in our PGCE group. We've gelled really well. We had a group night out last week (on a school night!- big mistake, but a fantastic night out). We're all sharing ideas and asking each other for help; and there are no major cliques forming. It's a comfortable group to be in and around.

My placement's going well. I was only in one day last week due to the school closing on Friday - not illness. I refuse to let sniffles keep me away from placement. And there will be only one teaching day this week because of half term. I'm quite looking forward to going on my first ever Inset day though. I've no idea what to expect.

I'm getting to know the department, and the dynamics of the classes I'll be taking. I'm also beginning to get the chances to apply my university learning to the practice I see in school. It adds so much clarity.

Last week's focus was on communication. Thankfully, I was able to witness a fantastic lesson which left me with a million and one ideas about communicating with pupils, classroom management, lesson structure...the list goes on.

I'm getting quite excited about being able to teach some of the classes myself. I think I'll be given the opportunity to do some starters or plenaries after half term. In the meantime I've got one eye on my assignments and the other on the here and now. But I'm actually not panicking. Good sign.

Next post should be slightly more exciting because I should be slightly more healthy and, therefore, engaging.

Week Two

It may only be the end of week two but it feels as though I've been on this course for three months already. I think this is down to the vast amount of information and tasks we've been given.

So, what have I done this week? Monday we delivered our lesson plans. Ours went quite well (no thanks to the internet disappearing, thus ruining the effects my lovely links would've had). Then we were given our first assignment task. It involves planning a bunch of lessons, delivering two of them and then writing an assignment about them. However, it has to be in conjunction with our placement school - based on what classes they let me teach, and what the pupils already know. So, while I have ideas floating around, I can't put pen to paper until I've been in school.

School is on Monday! Eek. A lot of this week has been preparing for that. Yet I still feel completely unprepared. We've been given a list of important things to find out, such as the name and contact details of our school mentor; a stack of things to ensure the school gets; and about 4 million things to observe; whilst maintaining a reflective journal and our Standards checklist. Of course, it's only an observation week. I'm quite pleased that the pressure isn't on me to do any teaching. I feel there's so much I don't know. But, I don't want to be sitting at the back of the class either- I think I'd be more of a distraction if I did. So, my plan is, get the administrative stuff sorted, and then relax and just enjoy the week.

Yesterday we met the people from other subjects going to our school. There are four of us, I'm the only one with the English department. I also bought a bike yesterday. Apparently there are a lot of roadworks around the school so I think a bike is the best option. Plus, I'll get fit and it's cheaper than the bus. I think I'll do a practice ride this afternoon.

We've also been asked to create a Novel Box. The idea is you fill a box with objects relevant to the text that will be the class reader, without actually revealing the text. This box will be the students' first introduction to the class reader. The plan is to get them interested in the text before they start reading it. It's quite exciting. We're presenting to our fellow PGCE-ers, so I can't reveal it yet in case any of them are reading this. But, there will be a blog about the Novel Box (with pictures).

Anyway, I'm going to enjoy my day-off, probably by planning what to do tomorrow. Maybe I'll go shopping too. Get some school & bike suitable clothing.

Politics

The general advice we've been given with regards to politics in schools/within education is to be aware of the issues, but to not get involved.


I see the reasoning behind this: we're at the very bottom of the ladder; we're just training, we should remember that we still have our whole careers ahead of us and to focus on that, during this year. We can make our political statements/allegiances known once we've secured a job.

Now, I imagine it's fairly easy to avoid getting embroiled in staff room politics. A nice smile and polite comment about not wishing to get involved. However, being aware of the broader issues (and hearing snide comments about Michael Gove -almost daily- from the faculty in University) makes it very difficult not to form an opinion/ keep that opinion to myself; especially when I see articles such as this from the Independent   and the regular "brainwaves" of Mr. Gove.

While I'll try to keep my mouth shut, politically, in the staff room; I'm interested to see what will happen when the subject of Gove/ the coalition's handling of education comes up.

Week One

I have survived the first week!

My fears of the university’s expectations vs. my expectations were allayed within 30 seconds of the first lecture. The course director started the class by stating that the university has high standards and expectations of all of us, and expects us to have high expectations of ourselves. This was music to my ears.

This has been less of an ‘introductory week’ and more of a ‘chuck you in head first’ week. It’s brilliant though. Our Professional Development lectures instruct us on the legal ins and outs of the profession; the value and purpose of teachers’ unions; the M level aspect of the course, among other things. The main tutor for these is a technology whizz kid; and also highly entertaining. He manages to convey the messages – at times serious- without scaring/boring/patronising the room. (Saying that, I’ve already noticed the numbers falling: there are fewer and fewer people each lecture).

We’ve also had a fair few subject classes too. The individual workload began from day one, and I think we’re all learning that leaving it, even one night, is going to be such a stupid idea. We’ve got a chunk of reading to do (handouts and online documents ranging from 10-243 pages!); we’ve had small individual tasks and larger group tasks to complete.

On Monday we’ll be delivering (in groups) our first KS3 lesson; although it is to our class pretending to be y9s. I’m quite proud of our lesson plan: I think it’s flexible enough not to fall to pieces in the event of a hiccup.

Quite a bit of this week has been reflective/evaluative work. We’ve all been discussing where we think our strengths and weaknesses are, what we think makes a good teacher, what kind of teacher we want to be, and trying to bond as a group. We’ve also been hearing about the necessary outlook for a teacher: cynicism = bad; sense of humour and bit of sarcasm = good.

There are some lovely people on the course (of course, I don’t know all of them yet). Within English, there are 13 trainees of a range of ages and backgrounds; and taking different routes into teaching. Some, like me, are doing a PGCE, others are doing Schools Direct. There’s not a lot of socialising as a group outside of class (admittedly, there’s not a lot of time outside of class), although it is quite difficult as the majority of the group commute into the city. It’s only the end of week one though.

We’ve already been told our first placement school. Mine’s about a 40 minute walk from my house. I’ve been researching the bus routes. Might have a practice run before I start there: I don’t want to be late on my first day. From its website, the school looks fantastic (of course that is the purpose of a website); however, it has been supported by word of mouth from mature students on the course. I’m really looking forward to starting there. I have an induction/observation week there in October.

From the start, I’ve designated Saturday as my day off from the course. Today is the first Saturday since the course started proper, and I’m finding it difficult not to do some reading, or a knowledge audit. However, at the same time, I know if I don’t take the day off, by the middle of the week I’ll regret it.  I know the workload’s set to increase. The family visited today (including the small child). The child has wrecked my room! There are cups and scraps of paper everywhere now. How a small thing can cause so much mess is beyond me. At least tidying up will take up some time.

After seeing a vague, semi-complete timetable; I did begin to worry – a lot –about my time management. But I’m pleased to say that I have begun to establish some kind of routine, especially in the evenings.

Tips:

My two tips for week one are:

1.       Establish a routine as soon as possible.

It’s helping me to stay on task, instead of drifting off to watch something, or tidy, or indulge in general procrastination. And,

2.       Smile.

A nice smile and a hello has helped me loads this week. It’s helped me meet people on the course (studying a range of subjects); it’s helped to break the ice in general; it’s helped me relax. I think being open (which a smile suggests) really helps to break the barrier when you’re in a new situation.

Next stop: week two. It’s going to be fun!

Query Blog: Unions

Friday is registration day. The day when I’ll finally get to meet other people on the course and my tutors. There will also be Trade Union representatives present on Friday. Now, this has got me wondering about Teachers’ Unions.

I’m the first to admit that I’m absolutely hopeless when it comes to jargon, especially regarding legal or financial issues. This is obviously something that I need to work on. With this in mind, the more I think about joining a union, the more I become confused and intimidated by my lack of knowledge.

Currently I’m trying to understand a teaching union in the same terms as a Student Union. My SU defended the rights of the student, offered incentives to the students, offered advice to the student. This is what I’m hoping for from a Teachers’ Union.

However, my knowledge of the market is shamefully thin. I’ve heard of NUT and NASUWT. Comparing the two from their websites, I have a favourite.  I guess the point of this post is to fish for a bit of advice. Aside from the two mentioned, are there other Unions of merit? What should I expect from being a member of a Union?  Should I even join a Union?

These are kinds of questions buzzing around my head this weekend. What would you suggest?

The Countdown Begins

Two weeks today and I will have been plunged into the mayhem of my PGCE. Actually, I’m not expecting it to be ‘mayhem’ until after about three days. I’m hoping the introductory stuff will be fairly simple- although, no doubt, I will have got lost about twelve times already by lunch on the first day.

This is it then: the final countdown.

I’m working every hour I can to stash enough cash away for the time between moving and student loan arriving. The other day I was considering searching for a weekend job in my new city, but from all the horror stories I’ve heard about the PGCE workload, I’m betting I won’t have time for a job. And, while I was working as a TA, I met some students who were doing their PGCEs. They both had jobs too. They both said they were frazzled (ok,  “frazzled” may be my word, but you get what I mean).

I’m still waiting on the book list. I’ve called the University a few times about this now. The lady I speak to is really lovely and she’s led me to believe that I should expect a book list, and that it’ll be sent with the welcome pack. Given that the course starts in two weeks, I’m hoping no one’s expecting the books to have been read in much detail (if at all). I also hope the list’s fairly short. I worry that the books may not be in stock when I finally get around to buying them. I’ve turned into quite the worrier this week. While waiting for the elusive list, I’ve been keeping an eye on teaching blogs, and English resource pages. I still feel woefully unprepared.

I’ve had a scare from the housing people. All resolved now but, typically, little monsters rear their ugly heads when I’m so close to moving/starting the course. I’m sure there’ll be more in the next fortnight.

Aside from that, I’ve started the fun task of buying stuff, and planning how I’m going to rearrange all the furniture in my flat. Oh, and trying to guess which school I could potentially end up in for my first placement. Although, as the admission tutors said I’d have to be willing to travel up to an hour on public transport, I feel this is a somewhat futile task. I’m just trying to check my excitement.

I’ve almost given up with Pride and Prejudice. It still has a bookmark in it, but I’ve resigned myself to trudging through it steadily, rather than neglecting things I want to read in favour of it (If I wasn’t so sure that it’d show up, in some shape or form, I would’ve abandoned it ages ago). Instead, I’m powering through Faber’s The Crimson Petal and The White. What a book! I probably won’t review it on here because it’s not teenage fiction, but I’ll recommend it. It’s a cracking read.

So, I move house on 1^st September and the course starts on 3^rd. Obviously on 2^nd September, I’ll be skipping about my new city, getting lost and feeling stupidly excited. Then this blog will revert to its original purpose of documenting the PGCE's ups and downs, rather than just reviewing teenage fiction.

[In my head, the Countdown clock music was playing as I typed this blog].

Inspirational

Here is the post-placement blog.

What the hell was I so worried about?  I have had a FANTASTIC week. I’m going to break it down into some kind of order otherwise I’ll just splurge everything as and when I remember it, and produce something scrappy rather than something vaguely coherent.


On Monday I arrived nice and early, armed with all my valid CRBs, a notebook (plus notes on the Cambridge Primary Review), the handbook from my university, and (of course) a packed lunch. Aside from lunch, I didn’t need any of these things. I met the head who asked a few questions about what I needed, and then he introduced me to the class teacher, who was fantastic. Honestly. He basically gave me free reign- access to anything I wanted in the class, including his laptop; the option to use the school’s PPA room for any note taking I needed; and even the chance to teach a lesson, should I wish! What he did highlight though was that this week wasn’t going to be a typical week because the kids had just done their SATS, so they were having a relaxing week and focussing on their school production, rather than individual subjects. This wasn’t a problem as most of my observation was to be focussed on classroom management, rather than how each subject was being taught.

Then I met the kids! I was introduced and told them a bit about myself. They didn’t seem even remotely phased. It was very much a case of ‘new person, we don’t need to change what we’re doing. No big deal’. Brilliant. Everyone: staff, support staff and pupils were so relaxed around me – and really helpful – it definitely helped me to relax.

Once the production rehearsal got started, I had been allocated/part volunteered to be involved with props- my prop being backdrop. So I spent most of Monday, Tuesday and Wednesday designing, drawing and painting a Greek street. Some of the kids really admired it; others said my (frankly awesome) Greek houses looked like tables (until they were painted, that is). Having a role in the production enabled me to integrate – and feel less like a lemon – while observe how the staff managed the pupils. I had the best of both worlds.

By Thursday and Friday the kids and staff had truly relaxed around me, and I around them. The pupils were happy to tell me stories in the morning, or talk about what they were reading, their favourite subjects, secondary school hopes and the like. It was really great. The staff were also chattier in the staffroom. I think it helped that I live in the same village as the school, so local concerns could be talked about. It was also great to hear what primary teachers thought about secondary schools – the teaching, the use of displays, and the workload. I would never have had that insight without this placement.

This blog seems slightly sparse given that I spent a truly wonderful week on placement; and I didn’t only make props, I did quite a bit. However, I don’t want to divulge too much out of respect for the school’s privacy and confidentiality etc.  What I can explore are my feelings towards the whole experience. Obviously, my feelings are positive; especially compared to how I was feeling this time last week about the whole situation. If you’re reading this and are planning to teach in a secondary school, I would strongly recommend going into a primary school. I have found it incredibly valuable to see where the pupils are coming from, and to see primary teaching with fresh eyes (at least, not as a pupil, or as a 16year old work-experience kid). This week has been so rewarding, and a real eye-opener. I actually am going to miss being in school next week. It was such a fantastic atmosphere.

So, I guess, if you’re going on a placement such as this, my advice would be: don’t worry overly. Do some research on the school.  And when you get there, try to help out as much as possible- fetching, carrying, holding doors, people appreciate it. Oh, and saying hello and smiling to people helps dispel that awkwardness of being ‘the new guy’. But most of all: be yourself.

A small warning though: I only spent a week in school, but it was so brilliant that, at one point, I genuinely considered swapping my PGCE Secondary for Primary. Then I remembered how much I appreciate English, and really want to teach Secondary English, rather than Primary science or PE. But, when you’re in a great school, the enthusiasm and atmosphere is highly infectious.

Ps, on Monday, in assembly, the head teacher announced that his word for the week would be ‘Inspirational’. This week has been truly inspirational for me. I am ready to get stuck into this PGCE.

Hurdles

[This title is me getting into the spirit of the Olympics].

This week saw the arrival of the paperwork. Gosh, I do love paperwork, especially filling out forms… I guess I should probably get used to it as I’m going to be doing lots of paperwork after September. Actually, I’m not complaining: I’ve been waiting for the paperwork for a while. I like it. It shows me that this is actually happening. I’m finally getting to train as a teacher. Plus, this came with a little surprise.

I opened this hulk of an envelope to find a bunch of forms and a letter- apparently of explanation, but it just raised more questions. Anyway, I’ve had to fill out a form and pay for another CRB (despite me currently having two valid CRB checks); complete a health check –this raised a few issues, such as ‘who actually is my GP?...Oh really?...I’ve never met him’, and the like. All things that I should probably know already. Thank goodness for parents.  And, finally, I have to sort out a bunch of exam certificates and identification. Turns out I have to send the originals, not photocopies. My original ID documents. In the hands of the postal service. I’m worried.

Actually, that wasn’t all. The surprise! I have now been requested to spend five days observing in a primary school, about which I must write a short report. Now, I’m fine with this. It’s been a while since I’ve been in a primary school. I’m looking forward to it. My problem is with the schools themselves. Here follows a short rant.

What is with institutions and their unwillingness to help anyone at the moment? Before my first interview on this round of PGCE applications, I was requested to spend one day- One Day- in a local secondary school, observing the subject I wanted to teach. After contacting all my local secondary schools I was met with requests of “just drop in a letter and the Head will get back to you” and “If you leave your details someone will call you back”. They didn’t get back to me. I contacted them repeatedly- by phone and in person- and was just fobbed off with more of the same. Finally, the day before my interview, one school’s receptionist said “I’ll say ‘no’ on behalf of the Head then, shall I. Is that ok?”…Well, no, not really. It’s not ok.  And another school still hasn’t replied to me!

With this in mind I’ve now visited my local primary schools; and once again I’ve been met with “Just drop in a letter” and “we’ll take your details”- despite my visiting each school in person. I don’t understand what the problem is with helping a prospective teacher? I have a valid CRB check for their district. I have experience of working with the age-group.­ I don’t need paying! I just want to observe and ask some questions. Is that too much to ask? I’m only trying to check all the boxes that I have to check before starting the course.

Rant over.

I’d apologise, but I feel as though every step of my PGCE application has been met with hurdles, some of which would be completely avoidable if institutions took the time to listen. Of course, I’m not their priority, but they are a part of the community, of which I am a member, so a little bit of respect wouldn’t go amiss.  I wonder if anyone else has been met with the wall of silence with regards to observation, when a simple yes or no would’ve been more appropriate, or if I’m just cursed.

Wobbly Bits

The negativity is starting to creep in. I’ve been in school this past week and have been chatting with current teachers, getting their opinions on their jobs and some advice.

Mostly it’s been a lot of ‘it’s hard work, but if you’re serious about teaching, you’ll deal with it’ kind of thing. That’s great. I am serious about teaching. I am preparing myself for the workload. But mixed in with the warnings is a kind of resignation. All of them seem disillusioned with the mountain of paperwork/red tape they have to manage, in addition to lesson prep and marking. Even the best teachers, the ones that are so passionate about what they do, are rolling their eyes at the paperwork. They say it’s really dragging them down. They almost seem defeated by the paperwork. At the same time I’ve been reading articles online, and in other blogs, and they’re all focussing on the same problem: the paperwork. Just today, I read this thread which highlights the current problem of just getting a job, after completing the PGCE.

Now, I know I can be a bit of a dreamer, but the reality of seeing so many fantastic teachers suffering under paperwork is really striking home. I’m going into teaching to teach. I understand that there will be paperwork, and there will be long hours; but right now (from what I’m seeing and hearing) it’s bordering on the ridiculous. And it seems like a problem that’s set to get worse before it gets better. If it gets better. 

I guess this is just a bit of wobble because it seems that all the negative aspects of teaching are presenting themselves to me en masse right now! Of course I was aware of the issues, just not the full extent of them. Don’t get me wrong, I’m still 100% up for it, only now I’m realising the true size of the hill that I’ve got to climb.

On a cheerier note, I’ve been given some advice to pass the time until I can get stuck into the PGCE. Anyone wanting to teach English, take note. I have been told that, yes, while the course is demanding, you can save yourself a lot of hassle by reading lots of teenage fiction before the course starts: even if, like me, you haven’t received your course reading list yet. By getting the reading in now a) you might, accidentally, read something that’s on the list. Wonderful. One less thing to read from scratch in the midst of essays and planning and researching; and b) you’ll have a better grounding in what your students will be reading. You’ll be able to suggest books for them to read, and you’ll be able to relate the set texts to something.

I’m using libraries to read teenage fiction, partly because I don’t want to be buying books just to read them once (I’ll buy them later if I love them), and partly because the librarians know what’s good teenage fiction and what’s best to avoid. Librarians are true fonts of knowledge. Oh, and, supporting my local library! I’d miss it if it closed. Really.

So I’ve just read Once, which is the first in Morris Gleitzman’s tetralogy (looked up that word especially for this blog. See, it’s educational.), Once/Now/Then/After.  Once tells the story of Felix, a young Jewish boy in war-time Europe. It’s comparable to The Boy in the Striped Pyjamas especially with regards to the narrator, with both stories being told from the point of view of a young boy. It’s also pretty short- I read it in two hours- and, as it’s aimed at children, it’s not a difficult read. Saying that, it is really well written: I’m definitely going to read the following three books, more for pleasure than for the course.

Next up is Kevin Brook’s Naked, set in London’s punk scene of the 1970s. This was recommended to me as an example of modern, gritty teenage fiction. I’m only a few pages in, so I’ll review the recommendation later. However, I am slightly dissuaded by the Guardian’s review. Nevermind, I shall continue.  

Still, I think reading teenage fiction is sound advice, and- so far at least- is quite an enjoyable task. If anyone has any recommendations for good teenage fiction please place them in the comments and I’ll give ‘em a whizz.