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.

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.

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.